Second Quarter 2018-19
5 November 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisana Purchase, the War of 1812, and the Monroe Doictrine strengthened nationalism.
Lesson 3 Jefferson in Office and Lesson 4 The War of 1812:
See the timeline on page 136-137 and the map The United States 1789-1815. Focus on the Primary Sources and the Louisiana Purchase Map.
1. Essential Questions: Why do people form political parties?
2. Academic Vocabulary: License, overseas, enable.
3. Content Vocabulary: Judicial Review, embargo, nationalism.
4. People, Places, Events: Thomas Jefferson, Louisiana Purchase, Lewis and Clark, Pike Expedition, Essex Junto, Marbury v. Madison 1803 Supreme Court Case, the Barbary Pirates, Impressment, Embargo of 1807, the attack on the U.S.S. Chesapeake, War Hawks, James Madison, Tecumseh and Tippecanoe, U.S. invasion of Canada, Commodore Oliver Perry, British attack Washington D.C., General Andrew Jackson and the Battle of New Orleans.
5. Guiding questions:
a. What changes occurred in the United States during Jefferson's administration?
b. How did Jefferson avoid being involved in the war between France and Great Britain?
c. What led the United States into the War of 1812?
d. Was the decision for war a popular one for Americans?
e. What was the outcome of the War of 1812?
6. Click here for the 3rd President of the United States Thomas Jefferson.
7. Click here for Thomas Jefferson and his Democracy from Crash Course #10.
8. Click here for the War of 1812 from Crash Course #11.
9. Click here for the Biography of Thomas Jefferson.
10. IMPORTANT - Francis Scott Key - The Star Spangled Banner. And Patriotic Presentation musical.
11. HOMEWORK ASSIGNMENT: Chapter 4 Lesson 3 and 4 on Schoology. This assignment Final Due Date is on 9 November. Will not accept this assignment after this date. Click here for the link to Schoology.
12. Students will speak and deliver their Revolutionaries and Redcoats Biography Presentations today.
7 November 2018: Chapter 5 Growth and Division from 1816 to 1832
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisana Purchase, the War of 1812, and the Monroe Doictrine strengthened nationalism.
Lesson 1 American Nationalism
IMPORTANT - Francis Scott Key - The Star Spangled Banner. And Patriotic Presentation musical.
1. Essential Questions:
a. How did the nation's economy help shape its politics?
b. How did the economic differences between the North and the South cause tension?
2. Academic Vocabulary: Interpret, finalize.
3. Content Vocabulary: Revenue tariff, protective tariff.
4. People, Places, Events: James Madison, James Monroe, Republican Party, John C. Calhoun, 2nd National Bank, Federal Internal Improvement Plan, Chief Justice John Marshall, Martin v. Hunter's Lessee, the National Road, McCulloch v. Maryland, Gibbons v. Ogden, Seminoles, General Andrew Jackson, Secretary of State John Quincy Adams, The Monroe Doctrine.
5. Guiding questions:
a. How would you characterize the United States during the Era of Good Feelings?
b. How did the Marshall Court strengthen the national government?
c. How would you describe U.S. diplomacy during the Era of Good Feelings?
6. Click here for the Lewis and Clark Expedition.
7. Click here for History Channel President #4 James Madison.
8. Click here for the History Channel President #5 James Monroe.
9. Students will speak and deliver their Revolutionaries and Redcoats Biography Presentations today.
10. HOMEWORK ASSIGNMENT: Chapter 5, Lesson 1 American Nationalism on Schoology. This assignment Final Due Date is 13 November. I will not accept after this date. Click here for the link to Schoology.
11. Activity: Evaluate the extent to which a hot dog is a sandwich. Students will work in teams to Support, Modify, or Refute this statement using 6 out of 7 Primary Source documents.
a. Click here for the Primary Source documents.
b. Bring packet to next class to present your evidence in support, modification, or to refute the statement.
14 and 16 November 2018: Chapter 5 Growth and Division from 1816 to 1832
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doictrine strengthened nationalism. Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.
Activity: Evaluate the extent to which a hot dog is a sandwich. Students will work in teams to Support, Modify, or Refute this statement using 6 out of 7 Primary Source documents.
a. Click here for the Primary Source documents.
b. Bring packet to class today to present your evidence in support, modification, or to refute the statement.
c. On 16 November, students will present their thesis statements and make arguments in support of their evidence.
Lesson 2 Early Industry and Lesson 3 The Land of Cotton:
1. Essential Questions:
a. How did the nation's economy help shape its politics?
b. How did the economic differences between the North and the South cause tension?
2. Academic Vocabulary: Transportation, extraction, annual, ambiguous.
3. Content Vocabulary: Free enterprise system, interchangeable parts, labor union, strike, cotton gin, yeoman farmer, task system.
4. People, Places, Events: Erie Canal, National Road, Steamboats, Canals, Trains, Manufacturing and Production, Frances C. Lowell, textile mills, Eli Whitney, Samuel Morse, telegraph, Factories, New York Stock Exchange, Unions, President Martin Van Buren, Commonwealth v. Hunt, establishment of police and fire departments, rise of Cities, sanitation issues, universities, tradesmen, Cotton is King, Plantation System, slaveholders, Mark Twain and Huckleberry Finn, Slavery, Frederick Douglass, African American Culture and Religion, Gabriel Prosser, Governor James Monroe, Denmark Vesey.
5. Guiding questions:
a. Why did improved transportation help the nation's economy?
b. How did the Industrial Revolution change the economy and way of life?
c. How did the Northern United States change during this time?
d. How did the Southern economy become dependent upon cotton and slavery?
e. What words best describe Southern society in the early nineteenth century?
f. How did enslaved African Americans cope with the conditions of their enslavement?
7. Click here for The Market Revolution from Crash Course #12.
8. Click here for Life on the Plantation.
9. Click here for President #6 John Quincy Adams
10. HOMEWORK ASSIGNMENT: Chapter 5, Lesson 2 Early Industry and Lesson 3 The Land of Cotton on Schoology. This assignment will be due No Later Than 19 November November. Click here for the link to Schoology.
11. Students will speak and deliver their Revolutionaries and Redcoats Biography Presentations today.
20 November 2018: Chapter 5 Growth and Division from 1816 to 1832
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine strengthened nationalism. Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.
Lesson 4 Growing Sectionalism/Primary Sources Page 178-79 Living Under Slavery:
1. Essential Questions:
a. How did the nation's economy help shape its politics?
b. How did the economic differences between the North and the South cause tension?
2. Academic Vocabulary: Controversy, ignorance.
3. Content Vocabulary: Favorite sons, corrupt bargain, mudslinging.
4. People, Places, Events: Missouri Compromise, Congressman James Tallmadge, Henry Clay, Pro-slavery members, John Quincy Adams, Democratic-Republican Party, Republicans, William Crawford, Andrew Jackson, National Republicans, Henry Clay's American System, Elections of 1824 and 1828.
5. Guiding questions:
a. What was the goal of the Missouri Compromise?
b. What did the presidential elections of 1824 and 1828 indicate about the United States?
7. Click here for the Missouri Compromise of 1819.
8. Click here for Slavery Crash Course #13.
9. Click here for President #7 Andrew Jackson.
10. Click here for 60 Second President John Quincy Adams #6.
11. Click here for 60 Second President Andrew Jackson #7.
12. PRIMARY SOURCES ASSIGNMENT: Living Under Slavery on pages 178-179. Before you read the primary source excerpts, you will need to go online and research to learn more about the authors Frederick Douglass and Harriet Jacobs. Identify one interesting fact that you feel will help you better understand the point of view from which the author writes. For example, both Douglass and Jacobs escaped from slavery and went on to become outspoken proponents of abolitionism. You will share your findings after 15 minutes. Students will read two different autobiographies on Frederick Douglass and Harriett Ann Jacobs about what it was like to live under the slave system in the Southern United States. As they analyze the documents, they will answer a series of critical thinking questions focused on evidence in the Primary Source documents. Assignment is due in class today.
a. Click here for Songs of Freedom.
12. HOMEWORK ASSIGNMENT: Chapter 6, Lesson 1 Jacksonian America and 2 A Changing Culture on Schoology. This assignment will be due on 26 November before your next class. Click here for the link to Schoology.
13. Students will deliver their Revolutionaries and Redcoats Biography Presentations today.
26 November 2018: Chapter 6 The Spirit of Reform 1828-1845
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865:
Students will examine Jackson's presidency, noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia 1832, including the controversy concerning the Indian Removal Act and its Implementation.
Lesson 1 Jacksonian America and Lesson 2 A Changing Culture:
Analyze the Timeline 1828-1848 on pages 184-185.
1. Essential Questions:
a. Can average citizens change society?
b. How did reforms of this era increase tensions between North and South?
2. Academic Vocabulary: Evident, exposure, predominantly, philosopher.
3. Content Vocabulary: Suffrage, caucus system, spoils system, secede, nativism, utopia, romanticism, transcendentalism.
4. People, Places, Events: Margaret Bayard Smith, Right to Vote, Majority Rule, the Caucus, Nullification Crisis, Daniel Webster, Native American policy, Trail of Tears, National Bank, Andrew Jackson, Martin Van Buren, Tippecanoe and Tyler Too, Immigration of Germans and Irish, Religious Revivals, the Second Great Awakening, Utopian Communities, American Cultural Rennaissance, the Penny Press.
5. Guiding questions:
a. Why was this time period considered a new era in politics?
b. What were the issues that led to the nullification crisis?
c. How did the lives of Native Americans change under the Jackson administration?
d. Why was Jackson against the Second Bank of the United States, and how did his opposition to it shape the country?
e. Why did many German and Irish immigrants travel to the United States in the mid-1800s?
f. What was the overall message of the Second Great Awakening, and how did it affect American society?
g. How did writings of this time reflect American society?
6. Click here for the Biography of Andrew Jackson - a good one.
7. Click here for Crash Course #14 - The Age of Jackson.
8. Click here for President #8 Martin Van Buren.
9. The U.S. History DBQ Argument Tower Activity. Click here for the guidelines. Click here for a visual representation of the Argument Tower. Click here for the Monroe Doctrine Activity. Focus for this activity is the Argumentative Writing Process. Final product is a 5-7 paragraph essay with a strong thesis statement and supporting evidentiary details.
WRITING PROMPT: Did the Monroe Doctrine have a positive impact or negative impact on U.S. Foreign Policy and why?
a. Click here for guidance on developing an argument.
b. Click here for Monte Python's Argument Clinic - what an argument is and what it is not. "A collective series of statements to support a proposition."
c. From University of Iowa - Argumentative Writing Process.
d. From University of North Carolina Chapel Hill - Argumentative Writing Process.
e. Click here for Khan Academy SAT/ACT Prep Argumentative, Narrative, Informative Writing.
10. NO HOMEWORK TODAY:
11. Students will deliver their Revolutionaries and Redcoats Biography Presentations today.
28 November 2018: Chapter 6The Spirit of Reform 1828-1845
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865:
As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
COMPELLING QUESTIONS:
1. Why do some people want to reform society?
a. What motivated reformers to tackle society's problems?
b. Main Ideas:
a. Main Ideas:
Lesson 3 Reforming Society and Lesson 4 The Abolitionist Movement:
1. Essential Questions:
a. Can average citizens change society?
b. How did reforms of this era increase tensions between North and South?
2. Academic Vocabulary: Institution, imposition, compensate, demonstration.
3. Content Vocabulary: Gradualism, abolition, emancipation, benevolent society, temperance, penitentiary.
4. People, Places, Events: Dorothea Dix, Lyman Beecher, Temperance Movement, Prison Reform, Education Reform and Horace Mann, Calvin Wiley, Catharine Beecher, Emma Willard, Mary Lyon, Emerson School for Girls in Boston, Elizabeth Blackwell, Woman's Rights Movement, The Beecher Family, Margaret Fuller, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention, Declaration of Sentiments and Resolutions, Susan B. Anthony. Abolitionist Movement, American Colonization Society (ACS), David Walker, William Lloyd Garrison, Newspaper the Liberator, American Anti-Slavery Society, Arthur and Lewis Tappan, Sarah and Angeline Grimke, Frederick Douglass, Sojourner Truth, Reverend Elijah P. Lovejoy, Thomas Dew.
5. Guiding questions:
a. What motivated reformers to tackle society's problems?
b. How do you think the lives of women changed from the colonial period to the mid-1800s?
c. What different methods of ending slavery were debated during this time?
d. Why was abolitionism not a popular movement in the North or the South?
6. Click here for 19th Century Reforms - Crash Course #15.
7. Click here for Women in the 19th Century - Crash Course #16.
8. HOMEWORK ASSIGNMENT: Study for your Unit Test on 4 December. Click here for the link to Schoology. Chapter 6, Lesson 3 Reforming Society/Lesson 4 Abolitionist Movement on Schoology. This assignment will be DUE No Later Than 2 December. Click here for the link to Schoology.
9. Students will deliver their Revolutionaries and Redcoats Biography Presentations today.
30 November 2018: Native American Policy (The Indian Removal Act)
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
1. Click here for History Brief - The Indian Removal Act of 1830.
2. INDIAN REMOVAL ACT Primary Source DBQ Activity: The expansion of the United States westward led to conflicts over government policy towards Native Americans. Some white Americans favored assimilation, while others insisted that removal was the only solution. A small minority of Cherokee preferred removal, believing it would offer greater sovereignty to their nation. This lesson explores why people in the 1830s supported Indian Removal.
a. Click here for the Trail of Tears and here (best).
b. Click here for the PowerPoint Presentation on the Trail of Tears.
c. Click here for the Primary Source Documents.
d. Click here for the Indian Removal Lesson Plan.
e. Click here for the Ken Burns Documentary: Forced Westward (from The West: Empire Upon the Trails 1806-1848) to expand your knowledge of the Trail of Tears.
f. Click here for the Bio of Elias Boudinot.
g. Click here for the Bio of John Ross.
h. Central Question: Why did people in the 1830s support Indian Removal?
i. Questions from this assignment called Indian Removal Act DBQ are on Schoology. Click here for Schoology.
j. Assignment will be due no later than 4 December.
3. HOMEWORK ASSIGNMENT: Study for your Unit Test United States 1800-1845 Expansion, Nationalism, and Sectionalism. Here is your study guide and topics for study. Click here for APUSH Review 1800-1844:
- National Road and Erie Canal
- President Andrew Jackson and policies
- Marbury v. Madison
- Lewis and Clark Expedition and Zebulon Pike Expedition
- Louisiana Purchase
- Monroe Doctrine
- President Thomas Jefferson and policies
- Manifest Destiny - click here for the image. Click here for information.
- Abolitionist Movement
- Proclamation of Neutrality, the Embargo Act
- War of 1812
- Expansion of the United States
- Indian Removal Policy
- Know the Geography of the U.S. - coasts, north, south, mountains, major rivers.
- Gibbons v. Ogden
- McCulloch v. Maryland
- President James Monroe and policies
- Kentucky and Virginia Resolutions
- Alien and Sedition acts.
4 December 2018: UNIT TEST TODAY - UNITED STATES 1800-1845 Expansion, Nationalism, and Sectionalism
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
National Day of Mourning on 5 December - President George HW Bush. Here and here.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
1. Today you will take your Unit Test today on the people, places, and events of the United States 1800-1845.
2. No Homework today.
6 December 2018: Chapter 7 Manifest Destiny 1820-1848
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
Read and analyze the timeline for the United States 1821-1848 on page 208-209.
Click here for the MAP of the U.S. Territories and their annexations.
Click here for Schoolhouse Rock on Manifest Destiny.
Lesson 1 The Western Pioneers and Lesson 2 The Hispanic Southwest:
1. Essential Questions:
a. Why did people want to move west in the 1800s?
b. How did westward migration affect the relationship between the United States and other countries and peoples during this time?
2. Academic Vocabulary: Guarantee, convert, civil, ultimately.
3. Content Vocabulary: Squatter, overlander, secularize, vaquero, mestizo.
4. People, Places, Events: John Louis O'Sullivan, Manifest Destiny, Preemption Act of 1830, Jethro Wood, John Deere, Cyrus McCormick, Oregon Trail, California Trail, Santa Fe Trail, Elizabeth Smith Geer, Treaty of Fort Laramie in 1851, Great Plains Indians Sioux, Cheyenne, Arapaho, Black Hawk, Mormons. Southwest Indians Apache, Comanches, Pueblos, Navajo, Missions, Rancheros, Spanish Dons, Juan Bautista Alvarado, John Sutter, William Becknell.
5. Guiding questions:
a. How did the idea of Manifest Destiny and new agricultural equipment encourage western settlement?
b. Why did many settlers travel west? What was the trip west like for these individuals and groups?
c. How did life change for many Mexicans living in the northern territories after gaining independence from Spain?
d. How did American influence increase after Mexican Independence?
6. Click here for the video on Westward Expansion.
7. Click here for APUSH Review on Manifest Destiny.
8. HOMEWORK ASSIGNMENT: Chapter 7, Lesson 1 and 2 on Schoology. This assignment will be due on 8 December before your next class. Click here for the link to Schoology.
10 December 2018: Chapter 7 Manifest Destiny 1820-1848
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
Lesson 3 Independence for Texas and Lesson 4 The War with Mexico:
1. Essential Questions:
a. Why did people want to move west in the 1800s?
b. How did westward migration affect the relationship between the United States and other countries and peoples during this time?
2. Academic Vocabulary: Reinforcement, resolution, secure.
3. Content Vocabulary: Empresario, convention, annexation, envoy, cede.
4. People, Places, Events: Stephen F. Austin, Tejanos, National Colonization Act, Benjamin Edwards, American settlement of Texas, Antonio Lopez de Santa Anna, The Alamo, Texas War for Independence, Sam Houston, Lieutenant Colonel William B. Travis, Goliad, Battle of San Jacinto, "Remember the Alamo", Republic of Texas 1836. Adams-Onis Treaty of 1819, President Tyler, Secretary of State John C. Calhoun, Henry Clay, James K. Polk, Whig Party, Liberty Party, Oregon Treaty of 1846, Annexation of Texas, John Slidell, Mexican-American War, General Zachary Taylor, Colonel Stephen W. Kearny, General Winfield Scott, Fall of Mexico City, Robert E. Lee, Ulysses S. Grant.
5. Guiding questions:
a. How did the growing Americanization of Texas affect the Americans' relationship with the Mexican government?
b. How was the Texas war for independence similar to the American Revolution? How was it different?
c. Why were some Americans against the idea of annexing Texas?
d. Was the war with Mexico justified?
6. Click here for War and Expansion - Crash Course #17.
7. Click here for APUSH Review Mexican-American War.
8. Click here for the Texas Revolution and Independence.
9. Click here for the Texas Revolution and Independence timeline and maps.
10. In class assignment today is the Texas Revolution DBQ: Why did Texans revolt against the Mexican government? Students will read five primary source documents, develop a thesis, and analyze people, places, and events that led to the Independence of Texas, and ultimately its annexation as a state.
a. Click here for a mini documentary on the battle for the Alamo.
11. HOMEWORK ASSIGNMENT: Chapter 7, Lesson 3 and 4 on Schoology. This assignment will be due NO LATER THAN on 14 December before your next class. Click here for the link to Schoology.
12 December 2018: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
Analyze the Timeline on page 230-231: Primary Source from the President of the Underground Railroad, and the map of the Underground Railroad of 1830-1860.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. You must use the Gale Database and site these two primary sources. These two primary sources (documents) must be part of the assignment you turn in so upload them to your drive. Other Citations can be found online using only credible sources.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 1 Slavery and Western Expansion:
1. Essential Questions:
a. Was the Civil War inevitable?
2. Academic Vocabulary: Survival, perception.
3. Content Vocabulary: Popular Sovereignty, secession, transcontinental railroad.
4. People, Places, Events: David Wilmot, The Wilmot Proviso, John C. Calhoun, Popular Sovereignty, President Zachary Taylor and the Whigs, Martin Van Buren, Liberty Party, Free-Soil Party, The Fourty-Niners, Henry Clay's proposal and Calhoun's response to secession, Compromise of 1850, President Millard Fillmore, Stephen A. Douglas, The Fugitive Slave Act, The Underground Railroad. Harriet Beecher Stowe and Uncle Tom's Cabin in 1852, The Kansas and Nebraska Act, Jefferson Davis, Repealing the Missouri Compromise, Bleeding Kansas, Charles Sumner is caned.
5. Guiding questions:
a. Did the North or the South achieve more of its goals in the Compromise of 1850? Why?
b. Under what circumstances, if any, do you believe citizens should disobey a law?
c. Why did Kansas become a battleground between pro-slavery and antislavery groups?
6. Click here for Harriet Tubman and the Underground Railroad.
7. Click here for the Kansas and Nebraska Acts, and here.
8. Click here for APUSH Review on Sectionalism.
8. HOMEWORK ASSIGNMENT: Chapter 8, Lesson 1 on Schoology. This assignment will be due NO LATER THAN on 2 January. Click here for the link to Schoology.
14 December 2018: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
1. Abolitionists: Click here for the video used in class.
2. Slavery - Crash Course #13 click here.
3. Today's Assignment in class - Begin:
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
3 January 2019: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 2 The Crisis Deepens:
1. Essential Questions: Was the Civil War inevitable?
2. Academic Vocabulary: Correspondence, formulate.
3. Content Vocabulary: Referendum, insurrection.
4. People, Places, Events: Free-Soil Party, Republican Party, American Party, John C. Fremont and Wiliam L. Dayton, James Buchanan, Millard Fillmore, Dred Scott Supreme Court Decision, Dred Scott, Chief Justice Roger B. Taney, Robert Purvis, Senator Stephen Douglas, Kansas Constitution, Abraham Lincoln, Lincoln-Douglas Debates, John Brown's Raid at Harper's Ferry, Henry David Thoreau.
5. Guiding questions:
a. What events led to the creation of the Republican Party?
b. How did Lincoln and the Republican Party benefit from the Lincoln-Douglas debates?
c. How was John Brown's revolt similar to or different from a previous time in American history when citizens revolted against an unfair government?
6. View here the video on the Lincoln-Douglas Debates of 1858.
7. Click here for the video on John Brown's Raid at Harper's Ferry in 1859.
8. Click here for the Dred Scott Supreme Court Decision.
9. Short HOMEWORK ASSIGNMENT: Chapter 8, Lesson 2 on Schoology. This assignment will be due on 7 January. Click here for the link to Schoology.
7 January 2019: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 3 The Union Dissolves:
1. Essential Questions: Was the Civil War inevitable?
2. Academic Vocabulary: Commitment, Impose.
3. Content Vocabulary: Martial Law.
4. People, Places, Events: Split in the Democratic Party, Stephen A. Douglas, Lincoln becomes President in 1860, Secession begins with South Carolina, Senator John J. Crittenden of Kentucky, Confederate States of America or Confederacy, Jefferson Davis, Fort Sumter falls, Virginia Ordinance of Secession of April 17, 1861, Richmond Virginia capital of the Confederacy.
5. Guiding questions:
a. How did the South react to the election of a Republican president?
b. Do you think it is ever appropriate for the government to declare martial law?
6. Click here for: The Election of 1860 & the Road to Disunion: Crash Course US History #18
7. Click here for the Emancipation Proclamation.
8. HOMEWORK ASSIGNMENT: Chapter 8, Lesson 3 on Schoology. This assignment will be due on 9 January. Click here for the link to Schoology.
9 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 1 The Opposing Sides: Click here for the Opening and Closing of this lesson. Click here for the Civil War Map.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Sufficient, implement.
3. Content Vocabulary: Greenback, conscription, habeas corpus.
4. People, Places, Events: Union or Confederacy, how was the war financed, which side was better prepared militarily and economically, politics of democrats and republicans, Robert E. Lee, Jefferson Davis, Confederate constitution, military technology, South defensive strategy, North's Anaconda Plan strategy. Winfield Scott.
5. Guiding questions:
a. What was the advantages and disadvantages for the North and the South of the start of the war?
b. Why was the Civil War considered to be the first modern war?
6. Click here for: The Civil War, Part I: Crash Course US History #20
7. Click here for The Coming of War from the series of Civil War.
8. Click here for the series of short videos on aspects of the Civil War. Use the Union, Jefferson Davis, and Robert E. Lee. And Click here for the Anaconda Plan.
9. Click here for 60 second Presidents - Abraham Lincoln.
10. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 1 on Schoology. This assignment will be due on 11 January. Click here for the link to Schoology.
11. FIRST SEMESTER EXAM STUDY GUIDE FOR 22 JANUARY EXAM: Your exam will cumulative 1800-1865 and completed in class on this day using Schoology.
a. Chapter 7: Independence for Texas (Stephen F. Austin, Americans settle in Texas, empresarios, Benjamin Edwards, Texas settlement map on page 217, Texas War for Independence, Antonio Lopez de Santa Anna, Sam Houston, Battle of the Alamo, William Travis, Battle of Goliad, James Fannin, Battle of San Jacinto and the battle cry, Republic of Texas), War with Mexico (Why were some Americans against the idea of annexing Texas, President Tyler, Election of 1844 Clay and Polk, control of Oregon, how was Texas annexed, War with Mexico and was it justified - Polk for the war, Douglass against, General Zachary Taylor, Mexican War battle map on page 224, Americans control Mexico City, Peace treaty between Mexico and United States).
b. Chapter 8: Slavery and Western Expansion (the Wilmot Proviso, Popular Sovereignty, Free-Soil Party, Zachary Taylor and Martin Van Buren, the Forty-Niners, Debate of Clay and Calhoun, Compromise of 1850, Henry Clay and the Fugitive Slave Act and the Northern Resistance, Underground Railroad Conductors Levi Coffin, and Harriet Tubman, Uncle Tom's Cabin and Harriet Beecher Stowe, Kansas-Nebraska Act, the Transconinental Railroad, Why did Kansas become a battleground between pro-slavery and anti-slavery groups, Caning of Charles Sumner), North and South Crisis (What events lead to the creation of the Republican Party, Election of 1856 Fremont, Fillmore, and Buchanan, Supreme Court Dred Scott Decision, Chief Justice Roger Taney, Abraham Lincoln, Stephen Douglas, Kansas Constitution, Lincoln-Douglas Debates, John Brown's Raid at Harper's Ferry), The Union Dissolves (Election of 1860 and how the South reacted to the election of a Republican President, how did secession of the southern states begin, how was the Confederacy, the beginning of the Civil War, Fort Sumter falls, the upper South secedes and the question of the border states, Seceding States map on page 247).
c. Chapter 9: THE CIVIL WAR - Opposing sides (What were the advantages and disadvantages for the North and the South at the start of the war, how did they finance the war, what was politics in the North about during this time, Southern government, Jefferson Davis, diplomacy with Europe, General Robert E. Lee, military technology, The Anaconda Plan and military strategy, Why was the Civil War considered to be the first modern war), Early Stages of the War (How did the Confederate and Union governments mobilize troops to fight, Battle of Bull Run, Militia Act of 1862, How successful was the Union's naval blockade of Southern ports, David C. Farragut, Benjamin Butler, War in the West map on page 262, Ulysses S. Grant, Battle of Shiloh, General Braxton Bragg, General Don Carlos Buell, General William Rosecrans, Battle of Murfreesboro, War in the East map on page 263, General George B. McClellan, Peninsula Campaign, Battle of Antietam, Lincoln's Emancipation Proclamation), Life During the War (How did the Northern and Southern economies differ during the Civil War, Why did many African Americans enlist in the Union forces, and how might this have helped to challenge racial prejudices, 54th Massachusetts Infantry Regiment, What was life like for soldiers in the field and the woman who aided the war effort, Battlefield Medicine, women as nurses, Elizabeth Blackwell, United States Sanitary Commission, Clara Barton, Kate Cumming, What were most military prison's like - focus on Andersonville), The Turning Point of the War (the fall of Vicksburg, Grierson's Raid, Battles of Fredericksburg and Chancellorsville, Lincoln replaces many generals, ***Explain the Battle of Gettysburg and its aftermath - know the stats of the casualties, Battle for Tennessee at Chickamauga Creek and Chattanooga, General Grant becomes General in Chief).
d. Vocabulary: Empresario, conventions, annexation, envoy, ceded, popular sovereignty, secession, transcontinental railroad, correspondence, referendum, insurrection, impose, martial law, greenback, conscription, habeas corpus, attrition, assemble, bounty, blockade runner, hardtack, prisoner of war, forage, siege.
11 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
U.S. History EXAM SCHEDULE FOR FIRST SEMESTER 2018-2019. Click here for the schedule.
*Period 1 on 18 January
*Period 2 on 23 January
*Period 3 on 18 January
*Period 4 on 23 January
*Period 5 on 22 January
*Period 6 on 24 January
*Period 7 on 22 January
Lesson 2 The Early Stages :
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
CLICK HERE FOR THE OPENING AND CLOSING QUESTIONS PRESENTATION FOR THIS LESSON. QUESTIONS ACCOMPANY THE CIVIL WAR BATTLEFIELD PHOTOGRAPH.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Assemble, crucial.
3. Content Vocabulary: Bounty, blockade runner.
4. People, Places, Events: President Lincoln, Battle of Bull Run, conscription, Militia Act in July 1862, Union blockade of Southern ports, David G. Farragut and General Benjamin Butler and the siege of New Orleans, Ironclads Virginia and Monitor, General Ulysses S. Grant, Battle of Shiloh, Battle of Murfreesboro, General Braxton Bragg, General George B. McClellan, The Peninsula Campaign, Battle of Antietam, General Robert E. Lee, Emancipation Proclamation
5. Guiding questions:
a. Why was it necessary for both sides to resort to conscription?
b. How successful was the Union's naval blockade of Southern ports?
c. Why was the Battle of Shiloh important for the war in the west?
d Why was the Battle of Antietam a crucial victory for the Union?
e. Why did President Lincoln issue the Emancipation Proclamation?
6. Click here for the War in the East. Click here for the War in the West.
7. Click here for the famous 54th Massachusetts Infantry Unit.
8. Click here for Leadership during the Civil War.
9. Click here for: Battles of the Civil War: Crash Course US History #19
10. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 2 on Schoology. This assignment will be due on 15 January. Click here for the link to Schoology.
15 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 3 Life During the War:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
CLICK HERE THE OPENING AND CLOSING QUESTIONS PRESENTATION FOR THIS LESSON.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Denial, supplement.
3. Content Vocabulary: Hartack, prisoner of war.
4. People, Places, Events: Economy of the North and South compare and contrast, Frederick Douglass and his two sons Charles and Lewis, 54th Massachusetts Regiment, General Irvin McDowell, soldiers life, battlefield medicine, infection and disease on the battlefield, role of nurses, Elizabeth Blackwell, field hospitals, Clara Barton, Kate Cumming, military prisons, Anderson Prison, Henry Wirz.
5. Guiding questions:
a. How did the Northern and Southern Economies differ during the Civil War?
b. Why did many African Americans enlist in the Union forces, and how might this have helped to challenge racial prejudices?
c. What was life like for soldiers in the field and the women who aided the war effort?
6. Click here for Women in the Civil War.
7. Click here for Civil War Medicine.
8. Click here for the Life of Soldiers.
9. Click here for military prisons and prisoners.
10. Click here for African American soldiers.
11. Emancipation Proclamation DBQ In class Test: The secession of the Southern states was prompted by fear that the institution of slavery was under attack. The Civil War, however, began as a battle over the question of the right of the Southern states to secede. When Abraham Lincoln decided to issue the Emancipation Proclamation, he put ending slavery at the heart of the Union effort. In doing so, he changed the meaning of the war. The proclamation was a huge step in the abolition of slavery throughout the nation.
a. This is a test of your ability to analyze primary source evidence and using higher level thinking strategies to evaluate it. This DBQ is on page 258-259 of your textbook.
b. Click here for the Emancipation Proclamation Video from the Civil War Series.
c. Click here to read the Emancipation Proclamation.
d. Click here to answer the questions on Schoology.
12. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 3 on Schoology. This assignment will be due on 17 January. Click here for the link to Schoology.
17 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
1. Today is a Thursday shortened class.
a. Finish Lincoln Douglas Debates in class today.
b. Complete Emancipation Proclamation DBQ Test today in class.
c. Insure that Anti-Slavery Project is shared with Mr. Hanson, and ready to present to the class the week of 28 January.
d. Insure all homework assignments are turned in by the end of the day.
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
22 January 2019: First Semester Exam Today in Class
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
1. FIRST SEMESTER EXAM STUDY GUIDE FOR 22 JANUARY EXAM: Your exam will cumulative 1800-1865 and completed in class on this day using Schoology.
a. Chapter 2 The American Revolution 1774-1783.
b. Chapter 3 Creating a Constitution 1781-1789.
c. Chapter 4 Federalists and Republicans 1789-1816.
d. Chapter 5 Growth and Division 1816-1832.
e. Chapter 6 The Spirit of Reform 1828-1845.
f. Chapter 7 Manifest Destiny 1820-1848: Independence for Texas (Stephen F. Austin, Americans settle in Texas, empresarios, Benjamin Edwards, Texas settlement map on page 217, Texas War for Independence, Antonio Lopez de Santa Anna, Sam Houston, Battle of the Alamo, William Travis, Battle of Goliad, James Fannin, Battle of San Jacinto and the battle cry, Republic of Texas), War with Mexico (Why were some Americans against the idea of annexing Texas, President Tyler, Election of 1844 Clay and Polk, control of Oregon, how was Texas annexed, War with Mexico and was it justified - Polk for the war, Douglass against, General Zachary Taylor, Mexican War battle map on page 224, Americans control Mexico City, Peace treaty between Mexico and United States).
g. Chapter 8 Sectional Conflict Intensifies 1848-1861: Slavery and Western Expansion (the Wilmot Proviso, Popular Sovereignty, Free-Soil Party, Zachary Taylor and Martin Van Buren, the Forty-Niners, Debate of Clay and Calhoun, Compromise of 1850, Henry Clay and the Fugitive Slave Act and the Northern Resistance, Underground Railroad Conductors Levi Coffin, and Harriet Tubman, Uncle Tom's Cabin and Harriet Beecher Stowe, Kansas-Nebraska Act, the Transconinental Railroad, Why did Kansas become a battleground between pro-slavery and anti-slavery groups, Caning of Charles Sumner), North and South Crisis (What events lead to the creation of the Republican Party, Election of 1856 Fremont, Fillmore, and Buchanan, Supreme Court Dred Scott Decision, Chief Justice Roger Taney, Abraham Lincoln, Stephen Douglas, Kansas Constitution, Lincoln-Douglas Debates, John Brown's Raid at Harper's Ferry), The Union Dissolves (Election of 1860 and how the South reacted to the election of a Republican President, how did secession of the southern states begin, how was the Confederacy, the beginning of the Civil War, Fort Sumter falls, the upper South secedes and the question of the border states, Seceding States map on page 247).
h. Chapter 9 THE CIVIL WAR 1861-1865 - Opposing sides (What were the advantages and disadvantages for the North and the South at the start of the war, how did they finance the war, what was politics in the North about during this time, Southern government, Jefferson Davis, diplomacy with Europe, General Robert E. Lee, military technology, The Anaconda Plan and military strategy, Why was the Civil War considered to be the first modern war), Early Stages of the War (How did the Confederate and Union governments mobilize troops to fight, Battle of Bull Run, Militia Act of 1862, How successful was the Union's naval blockade of Southern ports, David C. Farragut, Benjamin Butler, War in the West map on page 262, Ulysses S. Grant, Battle of Shiloh, General Braxton Bragg, General Don Carlos Buell, General William Rosecrans, Battle of Murfreesboro, War in the East map on page 263, General George B. McClellan, Peninsula Campaign, Battle of Antietam, Lincoln's Emancipation Proclamation), Life During the War (How did the Northern and Southern economies differ during the Civil War, Why did many African Americans enlist in the Union forces, and how might this have helped to challenge racial prejudices, 54th Massachusetts Infantry Regiment, What was life like for soldiers in the field and the woman who aided the war effort, Battlefield Medicine, women as nurses, Elizabeth Blackwell, United States Sanitary Commission, Clara Barton, Kate Cumming, What were most military prison's like - focus on Andersonville), The Turning Point of the War (the fall of Vicksburg, Grierson's Raid, Battles of Fredericksburg and Chancellorsville, Lincoln replaces many generals, ***Explain the Battle of Gettysburg and its aftermath - know the stats of the casualties, Battle for Tennessee at Chickamauga Creek and Chattanooga, General Grant becomes General in Chief).
i. Vocabulary: Empresario, conventions, annexation, envoy, ceded, popular sovereignty, secession, transcontinental railroad, correspondence, referendum, insurrection, impose, martial law, greenback, conscription, habeas corpus, attrition, assemble, bounty, blockade runner, hardtack, prisoner of war, forage, siege.
24 January 2019: End of the First Semester
Today's class is 50 minutes long on a short-day Thursday.
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Finish Emancipation Proclamation DBQ In class Test: The secession of the Southern states was prompted by fear that the institution of slavery was under attack. The Civil War, however, began as a battle over the question of the right of the Southern states to secede. When Abraham Lincoln decided to issue the Emancipation Proclamation, he put ending slavery at the heart of the Union effort. In doing so, he changed the meaning of the war. The proclamation was a huge step in the abolition of slavery throughout the nation.
a. This is a test of your ability to analyze primary source evidence and using higher level thinking strategies to evaluate it. This DBQ is on page 258-259 of your textbook.
b. Click here for the History Channel - Lincoln Part 1. Short Biography of Lincoln here.
c. Click here for the Emancipation Proclamation Video from the Civil War Series.
d. Click here to read the Emancipation Proclamation.
e. Click here to answer the questions on Schoology.
25 January 2019: Teacher Work Day - Finalize grades and plan for 3rd Quarter
Third Quarter 2019 See the next tab above.
24 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 4 The Turning Point:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Encounter, promote.
3. Content Vocabulary: Forage, siege.
4. People, Places and Events: Admiral David G. Farragut, fall of Vicksburg, General Ulysses S. Grant, Colonel Benjamin Grierson, Battle of Gettysburg and results of the battle, General McClellan, General Ambrose Burnside, General Joseph Hooker, General George Meade, General George E. Pickett, General A.P. Hill, Tennessee battles of Chickamauga Creek and Chattanooga, General William Rosecrans, General Braxton Bragg, Bio of Ulysses S. Grant.
5. Guiding Questions:
a. Why was Vicksburg an important victory for the Union forces?
b. Why was the Battle of Gettysburg a turning point in the war?
c. How did General Grant earn Lincoln's trust in guiding the Union forces?
6. Click here for the Battle of Gettysburg.
7. Click here for 10 interesting facts about the Battle of Gettysburg.
8. Click here for General Pickett's Charge.
9. Click here for General Ulysses S. Grant.
10. Click here for the Battle of Vicksburg.
11. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 4 on Schoology. This assignment will be due on 27 January. Click here for the link to Schoology.
29 January 2019: Chapter 9 The Civil War
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 5 The War Ends:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Subordinate, structure.
3. Content Vocabulary: Pillage, mandate.
4. People, Places and Events: General William Tecumseh Sherman, Grant's battles in the Wilderness to Cold Harbor, Siege of Petersburg, General Philip Sheridan, Admiral Farragut attacks Mobile, Alabama, Sherman's march to the sea, South surrenders at Appomattox Courthouse (Grant and Lee), Election of 1864 (Lincoln against McClellan), Lincoln's Assassination, after the Civil War, Casualties of the Civil War Statistics.
5. Guiding Questions:
a. How did military strategies change during the war's final year?
b. Do you think armies should treat civilians differently from soldiers?
c. What do you think life was like in the South at the conclusion of the Civil War?
6. Click here for the video on Sherman's March to the Sea.
7. Click here for the video on Lee's Surrender at Appomattox Courthouse. And here.
8. Click here for the video on the Assassination of Abraham Lincoln. And Biography of Lincoln here.
9. Click here for the video - What if Abraham Lincoln had lived.
10. Student teams will research the following topics in class and present their findings. They will need to research the people, places, and events involving: Grant versus Lee, Lee's Surrender at Appomattox Courthouse, The Election of 1864, Lincoln's Assassination, and Sherman's March to the Sea.
24 January 2019: End of the First Semester
25 January 2019: Teacher Work Day - Finalize grades and plan for 3rd Quarter
ARCHIVED FROM LAST YEAR.
9. HISTORY RAP ASSIGNMENT: Principles of the Constitution RAP. This assignment was created in class today during a really fun discussion about learning styles :). Here are the guidelines:
a. Insure your team revises your presentation slides. No paragraphs, large text, bullet points, light background/dark text, etc.
b. Create a RAP song in which the lyrics reflect your principle. All students must participate in the RAP, you will need to each have a part. Create a slide in your presentation that has the lyrics on it, you may use one graphic image.
c. Insure you select a beat, and imbed it in your presentation or create a link, or file that can be easily played on our computers at school, so you will need to test it first.
d. Click here for the Rubric you will be scored on.
e. Assignment is due in class on 28 November.
f. Be creative.
11. ANALYSIS OF ABOLITIONISTS DBQ PROJECT: In this assignment, you will analyze the positions of Abolitionists who are working to eliminate slavery in the United States during their time period. You have a variety of primary sources that you have to read and analyze. Critical thinking questions direct you to research evidence based meaning within the primary resources presented in this assignment. You will be given two class periods to work on this assignment. Each of your will need to turn this into Schoology. Due date is 12 December.
b. Click here for Guidelines to Write a Five Paragraph Essay.
c. Click here for the Five Paragraph Essay Scoring Rubric.
10. 3-11 January APUSH Civil War Simulation (100 points)
Over the course of five days the two sides (Mr. Hanson's U.S. History Class is the Union Side and Mrs. Sexton's APUSH Class is the Confederate Side) will battle for Naples U.S. History supremacy. Not only do the winners have eternal bragging rights but they will be able to take the next test with a partner, as the simulation teaches valuable lessons about the actuality of war. Players must rely on one another, determine safe paths of travel, understand their enemy acutely and develop plans of attack. Gathering, keeping, and winning rations is essential to survival. The rules are as follows:
Objective: The winning class will have to accumulate the highest point total.
How do you score? By taking provisions and lives from the opponents. (all times on normal schedule, it will be different for an early release day)
a. Click here for the guidelines.
b. Click here for the assigned questions. I have shared the document "APUSH Civil War Questions" in your Google Drive. Each student is assigned around 14 questions you need to answer. Answers to the questions can be found in you textbook and also Google Search. This is a dynamic document in which all of you have access to the answers to all questions.
c. Battle Times: all times on normal schedule, it will be different for the early release day)
Before School (7:35-7:55)
During Nutrition Break (9:15-9:30)
Lunchtimes (12:15-15-13:00)
After School/Before Practice (14:25-15:00)
During all passing periods
January 8: Downstairs/Gym: Union Cafeteria: Confederate Upstairs: Neutral
January 9: Upstairs: Confederate Cafeteria: Neutral Downstairs/Gym: Union
January 10 Downstairs/Gym: Confederate Cafeteria: Union Upstairs: Neutral
TOTAL WAR!! TOTAL WAR!! TOTAL WAR!! TOTAL WAR!! TOTAL WAR!!
January 11: Whole School: Neutral
11. The Emancipation Proclamation DBQ on page 258-259:
a. Also log on to your online textbook and for Chapter 9 Lesson 1 view the video for The Emancipation Proclamation.
b. When Abraham Lincoln ran for president in 1860, he promised he would not interfere with the institution of slavery in the Southern states. Rather, the political debate centered on the spread of slavery into western territories. Although he believed slavery was morally wrong, he questioned whether he had the legal authority to deprive Southern slaveholders of their "property" without compensation or due process.
c. However, after he was president, Lincoln, in the Emancipation Proclamation, put ending slavery at the heart of the Union effort. In doing so, he changed the meaning of the war. The proclamation was a huge step in the abolition of slavery throughout the nation.
d. Read and analyze the Political speeches and letters, and answer the questions.
e. Due on 31 January.
5 November 2018: Chapter 4 Federalists and Republicans from 1789-1816
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisana Purchase, the War of 1812, and the Monroe Doictrine strengthened nationalism.
Lesson 3 Jefferson in Office and Lesson 4 The War of 1812:
See the timeline on page 136-137 and the map The United States 1789-1815. Focus on the Primary Sources and the Louisiana Purchase Map.
1. Essential Questions: Why do people form political parties?
2. Academic Vocabulary: License, overseas, enable.
3. Content Vocabulary: Judicial Review, embargo, nationalism.
4. People, Places, Events: Thomas Jefferson, Louisiana Purchase, Lewis and Clark, Pike Expedition, Essex Junto, Marbury v. Madison 1803 Supreme Court Case, the Barbary Pirates, Impressment, Embargo of 1807, the attack on the U.S.S. Chesapeake, War Hawks, James Madison, Tecumseh and Tippecanoe, U.S. invasion of Canada, Commodore Oliver Perry, British attack Washington D.C., General Andrew Jackson and the Battle of New Orleans.
5. Guiding questions:
a. What changes occurred in the United States during Jefferson's administration?
b. How did Jefferson avoid being involved in the war between France and Great Britain?
c. What led the United States into the War of 1812?
d. Was the decision for war a popular one for Americans?
e. What was the outcome of the War of 1812?
6. Click here for the 3rd President of the United States Thomas Jefferson.
7. Click here for Thomas Jefferson and his Democracy from Crash Course #10.
8. Click here for the War of 1812 from Crash Course #11.
9. Click here for the Biography of Thomas Jefferson.
10. IMPORTANT - Francis Scott Key - The Star Spangled Banner. And Patriotic Presentation musical.
11. HOMEWORK ASSIGNMENT: Chapter 4 Lesson 3 and 4 on Schoology. This assignment Final Due Date is on 9 November. Will not accept this assignment after this date. Click here for the link to Schoology.
12. Students will speak and deliver their Revolutionaries and Redcoats Biography Presentations today.
7 November 2018: Chapter 5 Growth and Division from 1816 to 1832
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisana Purchase, the War of 1812, and the Monroe Doictrine strengthened nationalism.
Lesson 1 American Nationalism
IMPORTANT - Francis Scott Key - The Star Spangled Banner. And Patriotic Presentation musical.
1. Essential Questions:
a. How did the nation's economy help shape its politics?
b. How did the economic differences between the North and the South cause tension?
2. Academic Vocabulary: Interpret, finalize.
3. Content Vocabulary: Revenue tariff, protective tariff.
4. People, Places, Events: James Madison, James Monroe, Republican Party, John C. Calhoun, 2nd National Bank, Federal Internal Improvement Plan, Chief Justice John Marshall, Martin v. Hunter's Lessee, the National Road, McCulloch v. Maryland, Gibbons v. Ogden, Seminoles, General Andrew Jackson, Secretary of State John Quincy Adams, The Monroe Doctrine.
5. Guiding questions:
a. How would you characterize the United States during the Era of Good Feelings?
b. How did the Marshall Court strengthen the national government?
c. How would you describe U.S. diplomacy during the Era of Good Feelings?
6. Click here for the Lewis and Clark Expedition.
7. Click here for History Channel President #4 James Madison.
8. Click here for the History Channel President #5 James Monroe.
9. Students will speak and deliver their Revolutionaries and Redcoats Biography Presentations today.
10. HOMEWORK ASSIGNMENT: Chapter 5, Lesson 1 American Nationalism on Schoology. This assignment Final Due Date is 13 November. I will not accept after this date. Click here for the link to Schoology.
11. Activity: Evaluate the extent to which a hot dog is a sandwich. Students will work in teams to Support, Modify, or Refute this statement using 6 out of 7 Primary Source documents.
a. Click here for the Primary Source documents.
b. Bring packet to next class to present your evidence in support, modification, or to refute the statement.
14 and 16 November 2018: Chapter 5 Growth and Division from 1816 to 1832
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doictrine strengthened nationalism. Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.
Activity: Evaluate the extent to which a hot dog is a sandwich. Students will work in teams to Support, Modify, or Refute this statement using 6 out of 7 Primary Source documents.
a. Click here for the Primary Source documents.
b. Bring packet to class today to present your evidence in support, modification, or to refute the statement.
c. On 16 November, students will present their thesis statements and make arguments in support of their evidence.
Lesson 2 Early Industry and Lesson 3 The Land of Cotton:
1. Essential Questions:
a. How did the nation's economy help shape its politics?
b. How did the economic differences between the North and the South cause tension?
2. Academic Vocabulary: Transportation, extraction, annual, ambiguous.
3. Content Vocabulary: Free enterprise system, interchangeable parts, labor union, strike, cotton gin, yeoman farmer, task system.
4. People, Places, Events: Erie Canal, National Road, Steamboats, Canals, Trains, Manufacturing and Production, Frances C. Lowell, textile mills, Eli Whitney, Samuel Morse, telegraph, Factories, New York Stock Exchange, Unions, President Martin Van Buren, Commonwealth v. Hunt, establishment of police and fire departments, rise of Cities, sanitation issues, universities, tradesmen, Cotton is King, Plantation System, slaveholders, Mark Twain and Huckleberry Finn, Slavery, Frederick Douglass, African American Culture and Religion, Gabriel Prosser, Governor James Monroe, Denmark Vesey.
5. Guiding questions:
a. Why did improved transportation help the nation's economy?
b. How did the Industrial Revolution change the economy and way of life?
c. How did the Northern United States change during this time?
d. How did the Southern economy become dependent upon cotton and slavery?
e. What words best describe Southern society in the early nineteenth century?
f. How did enslaved African Americans cope with the conditions of their enslavement?
7. Click here for The Market Revolution from Crash Course #12.
8. Click here for Life on the Plantation.
9. Click here for President #6 John Quincy Adams
10. HOMEWORK ASSIGNMENT: Chapter 5, Lesson 2 Early Industry and Lesson 3 The Land of Cotton on Schoology. This assignment will be due No Later Than 19 November November. Click here for the link to Schoology.
11. Students will speak and deliver their Revolutionaries and Redcoats Biography Presentations today.
20 November 2018: Chapter 5 Growth and Division from 1816 to 1832
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states. 11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth. Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine strengthened nationalism. Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.
Lesson 4 Growing Sectionalism/Primary Sources Page 178-79 Living Under Slavery:
1. Essential Questions:
a. How did the nation's economy help shape its politics?
b. How did the economic differences between the North and the South cause tension?
2. Academic Vocabulary: Controversy, ignorance.
3. Content Vocabulary: Favorite sons, corrupt bargain, mudslinging.
4. People, Places, Events: Missouri Compromise, Congressman James Tallmadge, Henry Clay, Pro-slavery members, John Quincy Adams, Democratic-Republican Party, Republicans, William Crawford, Andrew Jackson, National Republicans, Henry Clay's American System, Elections of 1824 and 1828.
5. Guiding questions:
a. What was the goal of the Missouri Compromise?
b. What did the presidential elections of 1824 and 1828 indicate about the United States?
7. Click here for the Missouri Compromise of 1819.
8. Click here for Slavery Crash Course #13.
9. Click here for President #7 Andrew Jackson.
10. Click here for 60 Second President John Quincy Adams #6.
11. Click here for 60 Second President Andrew Jackson #7.
12. PRIMARY SOURCES ASSIGNMENT: Living Under Slavery on pages 178-179. Before you read the primary source excerpts, you will need to go online and research to learn more about the authors Frederick Douglass and Harriet Jacobs. Identify one interesting fact that you feel will help you better understand the point of view from which the author writes. For example, both Douglass and Jacobs escaped from slavery and went on to become outspoken proponents of abolitionism. You will share your findings after 15 minutes. Students will read two different autobiographies on Frederick Douglass and Harriett Ann Jacobs about what it was like to live under the slave system in the Southern United States. As they analyze the documents, they will answer a series of critical thinking questions focused on evidence in the Primary Source documents. Assignment is due in class today.
a. Click here for Songs of Freedom.
12. HOMEWORK ASSIGNMENT: Chapter 6, Lesson 1 Jacksonian America and 2 A Changing Culture on Schoology. This assignment will be due on 26 November before your next class. Click here for the link to Schoology.
13. Students will deliver their Revolutionaries and Redcoats Biography Presentations today.
26 November 2018: Chapter 6 The Spirit of Reform 1828-1845
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865:
Students will examine Jackson's presidency, noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia 1832, including the controversy concerning the Indian Removal Act and its Implementation.
Lesson 1 Jacksonian America and Lesson 2 A Changing Culture:
Analyze the Timeline 1828-1848 on pages 184-185.
1. Essential Questions:
a. Can average citizens change society?
b. How did reforms of this era increase tensions between North and South?
2. Academic Vocabulary: Evident, exposure, predominantly, philosopher.
3. Content Vocabulary: Suffrage, caucus system, spoils system, secede, nativism, utopia, romanticism, transcendentalism.
4. People, Places, Events: Margaret Bayard Smith, Right to Vote, Majority Rule, the Caucus, Nullification Crisis, Daniel Webster, Native American policy, Trail of Tears, National Bank, Andrew Jackson, Martin Van Buren, Tippecanoe and Tyler Too, Immigration of Germans and Irish, Religious Revivals, the Second Great Awakening, Utopian Communities, American Cultural Rennaissance, the Penny Press.
5. Guiding questions:
a. Why was this time period considered a new era in politics?
b. What were the issues that led to the nullification crisis?
c. How did the lives of Native Americans change under the Jackson administration?
d. Why was Jackson against the Second Bank of the United States, and how did his opposition to it shape the country?
e. Why did many German and Irish immigrants travel to the United States in the mid-1800s?
f. What was the overall message of the Second Great Awakening, and how did it affect American society?
g. How did writings of this time reflect American society?
6. Click here for the Biography of Andrew Jackson - a good one.
7. Click here for Crash Course #14 - The Age of Jackson.
8. Click here for President #8 Martin Van Buren.
9. The U.S. History DBQ Argument Tower Activity. Click here for the guidelines. Click here for a visual representation of the Argument Tower. Click here for the Monroe Doctrine Activity. Focus for this activity is the Argumentative Writing Process. Final product is a 5-7 paragraph essay with a strong thesis statement and supporting evidentiary details.
WRITING PROMPT: Did the Monroe Doctrine have a positive impact or negative impact on U.S. Foreign Policy and why?
a. Click here for guidance on developing an argument.
b. Click here for Monte Python's Argument Clinic - what an argument is and what it is not. "A collective series of statements to support a proposition."
c. From University of Iowa - Argumentative Writing Process.
d. From University of North Carolina Chapel Hill - Argumentative Writing Process.
e. Click here for Khan Academy SAT/ACT Prep Argumentative, Narrative, Informative Writing.
10. NO HOMEWORK TODAY:
11. Students will deliver their Revolutionaries and Redcoats Biography Presentations today.
28 November 2018: Chapter 6The Spirit of Reform 1828-1845
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865:
As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
COMPELLING QUESTIONS:
1. Why do some people want to reform society?
a. What motivated reformers to tackle society's problems?
b. Main Ideas:
- The reform movements of the mid-1800s stemmed in large part from the revival of religious fervor.
- Dorthea Dix crusaded for the treatment of the mentally ill resulting in the establishment of asylums. Other prison reforms led to facilities to rehabilitate criminals rather than just imprison them.
- Groups advocating temperance, or moderation in the consumption of alcohol, eventually gave way to temperance societies that actively sought to prohibit the sale of alcohol.
- Establishing public schools became important as most American leaders and social reformers believed that a democratic republic could survive only if the electorate were well educated.
a. Main Ideas:
- Supporters of gradualism felt slavery had to be ended gradually while others believed the solution was to send African Americans to their ancestral homelands in Africa.
- Abolitionists argued that enslaved African Americans should be freed immediately, without gradual measures or compensation to slaveholders.
- William Lloyd Garrison founded and edited the antislavery newspaper The Liberator which supported immediate emancipation of enslaved African Americans.
- Free African Americans established over 50 antislavery societies and began writing and speaking out against slavery and taking part in protests and demonstrations.
Lesson 3 Reforming Society and Lesson 4 The Abolitionist Movement:
1. Essential Questions:
a. Can average citizens change society?
b. How did reforms of this era increase tensions between North and South?
2. Academic Vocabulary: Institution, imposition, compensate, demonstration.
3. Content Vocabulary: Gradualism, abolition, emancipation, benevolent society, temperance, penitentiary.
4. People, Places, Events: Dorothea Dix, Lyman Beecher, Temperance Movement, Prison Reform, Education Reform and Horace Mann, Calvin Wiley, Catharine Beecher, Emma Willard, Mary Lyon, Emerson School for Girls in Boston, Elizabeth Blackwell, Woman's Rights Movement, The Beecher Family, Margaret Fuller, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention, Declaration of Sentiments and Resolutions, Susan B. Anthony. Abolitionist Movement, American Colonization Society (ACS), David Walker, William Lloyd Garrison, Newspaper the Liberator, American Anti-Slavery Society, Arthur and Lewis Tappan, Sarah and Angeline Grimke, Frederick Douglass, Sojourner Truth, Reverend Elijah P. Lovejoy, Thomas Dew.
5. Guiding questions:
a. What motivated reformers to tackle society's problems?
b. How do you think the lives of women changed from the colonial period to the mid-1800s?
c. What different methods of ending slavery were debated during this time?
d. Why was abolitionism not a popular movement in the North or the South?
6. Click here for 19th Century Reforms - Crash Course #15.
7. Click here for Women in the 19th Century - Crash Course #16.
8. HOMEWORK ASSIGNMENT: Study for your Unit Test on 4 December. Click here for the link to Schoology. Chapter 6, Lesson 3 Reforming Society/Lesson 4 Abolitionist Movement on Schoology. This assignment will be DUE No Later Than 2 December. Click here for the link to Schoology.
9. Students will deliver their Revolutionaries and Redcoats Biography Presentations today.
30 November 2018: Native American Policy (The Indian Removal Act)
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
1. Click here for History Brief - The Indian Removal Act of 1830.
2. INDIAN REMOVAL ACT Primary Source DBQ Activity: The expansion of the United States westward led to conflicts over government policy towards Native Americans. Some white Americans favored assimilation, while others insisted that removal was the only solution. A small minority of Cherokee preferred removal, believing it would offer greater sovereignty to their nation. This lesson explores why people in the 1830s supported Indian Removal.
a. Click here for the Trail of Tears and here (best).
b. Click here for the PowerPoint Presentation on the Trail of Tears.
c. Click here for the Primary Source Documents.
d. Click here for the Indian Removal Lesson Plan.
e. Click here for the Ken Burns Documentary: Forced Westward (from The West: Empire Upon the Trails 1806-1848) to expand your knowledge of the Trail of Tears.
f. Click here for the Bio of Elias Boudinot.
g. Click here for the Bio of John Ross.
h. Central Question: Why did people in the 1830s support Indian Removal?
i. Questions from this assignment called Indian Removal Act DBQ are on Schoology. Click here for Schoology.
j. Assignment will be due no later than 4 December.
3. HOMEWORK ASSIGNMENT: Study for your Unit Test United States 1800-1845 Expansion, Nationalism, and Sectionalism. Here is your study guide and topics for study. Click here for APUSH Review 1800-1844:
- National Road and Erie Canal
- President Andrew Jackson and policies
- Marbury v. Madison
- Lewis and Clark Expedition and Zebulon Pike Expedition
- Louisiana Purchase
- Monroe Doctrine
- President Thomas Jefferson and policies
- Manifest Destiny - click here for the image. Click here for information.
- Abolitionist Movement
- Proclamation of Neutrality, the Embargo Act
- War of 1812
- Expansion of the United States
- Indian Removal Policy
- Know the Geography of the U.S. - coasts, north, south, mountains, major rivers.
- Gibbons v. Ogden
- McCulloch v. Maryland
- President James Monroe and policies
- Kentucky and Virginia Resolutions
- Alien and Sedition acts.
4 December 2018: UNIT TEST TODAY - UNITED STATES 1800-1845 Expansion, Nationalism, and Sectionalism
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
National Day of Mourning on 5 December - President George HW Bush. Here and here.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
1. Today you will take your Unit Test today on the people, places, and events of the United States 1800-1845.
2. No Homework today.
6 December 2018: Chapter 7 Manifest Destiny 1820-1848
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
Read and analyze the timeline for the United States 1821-1848 on page 208-209.
Click here for the MAP of the U.S. Territories and their annexations.
Click here for Schoolhouse Rock on Manifest Destiny.
Lesson 1 The Western Pioneers and Lesson 2 The Hispanic Southwest:
1. Essential Questions:
a. Why did people want to move west in the 1800s?
b. How did westward migration affect the relationship between the United States and other countries and peoples during this time?
2. Academic Vocabulary: Guarantee, convert, civil, ultimately.
3. Content Vocabulary: Squatter, overlander, secularize, vaquero, mestizo.
4. People, Places, Events: John Louis O'Sullivan, Manifest Destiny, Preemption Act of 1830, Jethro Wood, John Deere, Cyrus McCormick, Oregon Trail, California Trail, Santa Fe Trail, Elizabeth Smith Geer, Treaty of Fort Laramie in 1851, Great Plains Indians Sioux, Cheyenne, Arapaho, Black Hawk, Mormons. Southwest Indians Apache, Comanches, Pueblos, Navajo, Missions, Rancheros, Spanish Dons, Juan Bautista Alvarado, John Sutter, William Becknell.
5. Guiding questions:
a. How did the idea of Manifest Destiny and new agricultural equipment encourage western settlement?
b. Why did many settlers travel west? What was the trip west like for these individuals and groups?
c. How did life change for many Mexicans living in the northern territories after gaining independence from Spain?
d. How did American influence increase after Mexican Independence?
6. Click here for the video on Westward Expansion.
7. Click here for APUSH Review on Manifest Destiny.
8. HOMEWORK ASSIGNMENT: Chapter 7, Lesson 1 and 2 on Schoology. This assignment will be due on 8 December before your next class. Click here for the link to Schoology.
10 December 2018: Chapter 7 Manifest Destiny 1820-1848
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
Lesson 3 Independence for Texas and Lesson 4 The War with Mexico:
1. Essential Questions:
a. Why did people want to move west in the 1800s?
b. How did westward migration affect the relationship between the United States and other countries and peoples during this time?
2. Academic Vocabulary: Reinforcement, resolution, secure.
3. Content Vocabulary: Empresario, convention, annexation, envoy, cede.
4. People, Places, Events: Stephen F. Austin, Tejanos, National Colonization Act, Benjamin Edwards, American settlement of Texas, Antonio Lopez de Santa Anna, The Alamo, Texas War for Independence, Sam Houston, Lieutenant Colonel William B. Travis, Goliad, Battle of San Jacinto, "Remember the Alamo", Republic of Texas 1836. Adams-Onis Treaty of 1819, President Tyler, Secretary of State John C. Calhoun, Henry Clay, James K. Polk, Whig Party, Liberty Party, Oregon Treaty of 1846, Annexation of Texas, John Slidell, Mexican-American War, General Zachary Taylor, Colonel Stephen W. Kearny, General Winfield Scott, Fall of Mexico City, Robert E. Lee, Ulysses S. Grant.
5. Guiding questions:
a. How did the growing Americanization of Texas affect the Americans' relationship with the Mexican government?
b. How was the Texas war for independence similar to the American Revolution? How was it different?
c. Why were some Americans against the idea of annexing Texas?
d. Was the war with Mexico justified?
6. Click here for War and Expansion - Crash Course #17.
7. Click here for APUSH Review Mexican-American War.
8. Click here for the Texas Revolution and Independence.
9. Click here for the Texas Revolution and Independence timeline and maps.
10. In class assignment today is the Texas Revolution DBQ: Why did Texans revolt against the Mexican government? Students will read five primary source documents, develop a thesis, and analyze people, places, and events that led to the Independence of Texas, and ultimately its annexation as a state.
a. Click here for a mini documentary on the battle for the Alamo.
11. HOMEWORK ASSIGNMENT: Chapter 7, Lesson 3 and 4 on Schoology. This assignment will be due NO LATER THAN on 14 December before your next class. Click here for the link to Schoology.
12 December 2018: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
Analyze the Timeline on page 230-231: Primary Source from the President of the Underground Railroad, and the map of the Underground Railroad of 1830-1860.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. You must use the Gale Database and site these two primary sources. These two primary sources (documents) must be part of the assignment you turn in so upload them to your drive. Other Citations can be found online using only credible sources.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 1 Slavery and Western Expansion:
1. Essential Questions:
a. Was the Civil War inevitable?
2. Academic Vocabulary: Survival, perception.
3. Content Vocabulary: Popular Sovereignty, secession, transcontinental railroad.
4. People, Places, Events: David Wilmot, The Wilmot Proviso, John C. Calhoun, Popular Sovereignty, President Zachary Taylor and the Whigs, Martin Van Buren, Liberty Party, Free-Soil Party, The Fourty-Niners, Henry Clay's proposal and Calhoun's response to secession, Compromise of 1850, President Millard Fillmore, Stephen A. Douglas, The Fugitive Slave Act, The Underground Railroad. Harriet Beecher Stowe and Uncle Tom's Cabin in 1852, The Kansas and Nebraska Act, Jefferson Davis, Repealing the Missouri Compromise, Bleeding Kansas, Charles Sumner is caned.
5. Guiding questions:
a. Did the North or the South achieve more of its goals in the Compromise of 1850? Why?
b. Under what circumstances, if any, do you believe citizens should disobey a law?
c. Why did Kansas become a battleground between pro-slavery and antislavery groups?
6. Click here for Harriet Tubman and the Underground Railroad.
7. Click here for the Kansas and Nebraska Acts, and here.
8. Click here for APUSH Review on Sectionalism.
8. HOMEWORK ASSIGNMENT: Chapter 8, Lesson 1 on Schoology. This assignment will be due NO LATER THAN on 2 January. Click here for the link to Schoology.
14 December 2018: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
1. Abolitionists: Click here for the video used in class.
2. Slavery - Crash Course #13 click here.
3. Today's Assignment in class - Begin:
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
3 January 2019: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.
- Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.
- Students will investigate the development of the abolitionist movement, focusing on Nat Turner's Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), Harriet Beecher Stowe (Uncle Tom's Cabin).
- Students will examine the emergence of the women's rights movement out of the abolitionist movement, including the role of the Grimke Sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).
- Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American War, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 2 The Crisis Deepens:
1. Essential Questions: Was the Civil War inevitable?
2. Academic Vocabulary: Correspondence, formulate.
3. Content Vocabulary: Referendum, insurrection.
4. People, Places, Events: Free-Soil Party, Republican Party, American Party, John C. Fremont and Wiliam L. Dayton, James Buchanan, Millard Fillmore, Dred Scott Supreme Court Decision, Dred Scott, Chief Justice Roger B. Taney, Robert Purvis, Senator Stephen Douglas, Kansas Constitution, Abraham Lincoln, Lincoln-Douglas Debates, John Brown's Raid at Harper's Ferry, Henry David Thoreau.
5. Guiding questions:
a. What events led to the creation of the Republican Party?
b. How did Lincoln and the Republican Party benefit from the Lincoln-Douglas debates?
c. How was John Brown's revolt similar to or different from a previous time in American history when citizens revolted against an unfair government?
6. View here the video on the Lincoln-Douglas Debates of 1858.
7. Click here for the video on John Brown's Raid at Harper's Ferry in 1859.
8. Click here for the Dred Scott Supreme Court Decision.
9. Short HOMEWORK ASSIGNMENT: Chapter 8, Lesson 2 on Schoology. This assignment will be due on 7 January. Click here for the link to Schoology.
7 January 2019: Chapter 8 Sectional Conflict Intensifies 1848-1861
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 3 The Union Dissolves:
1. Essential Questions: Was the Civil War inevitable?
2. Academic Vocabulary: Commitment, Impose.
3. Content Vocabulary: Martial Law.
4. People, Places, Events: Split in the Democratic Party, Stephen A. Douglas, Lincoln becomes President in 1860, Secession begins with South Carolina, Senator John J. Crittenden of Kentucky, Confederate States of America or Confederacy, Jefferson Davis, Fort Sumter falls, Virginia Ordinance of Secession of April 17, 1861, Richmond Virginia capital of the Confederacy.
5. Guiding questions:
a. How did the South react to the election of a Republican president?
b. Do you think it is ever appropriate for the government to declare martial law?
6. Click here for: The Election of 1860 & the Road to Disunion: Crash Course US History #18
7. Click here for the Emancipation Proclamation.
8. HOMEWORK ASSIGNMENT: Chapter 8, Lesson 3 on Schoology. This assignment will be due on 9 January. Click here for the link to Schoology.
9 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
Lesson 1 The Opposing Sides: Click here for the Opening and Closing of this lesson. Click here for the Civil War Map.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Sufficient, implement.
3. Content Vocabulary: Greenback, conscription, habeas corpus.
4. People, Places, Events: Union or Confederacy, how was the war financed, which side was better prepared militarily and economically, politics of democrats and republicans, Robert E. Lee, Jefferson Davis, Confederate constitution, military technology, South defensive strategy, North's Anaconda Plan strategy. Winfield Scott.
5. Guiding questions:
a. What was the advantages and disadvantages for the North and the South of the start of the war?
b. Why was the Civil War considered to be the first modern war?
6. Click here for: The Civil War, Part I: Crash Course US History #20
7. Click here for The Coming of War from the series of Civil War.
8. Click here for the series of short videos on aspects of the Civil War. Use the Union, Jefferson Davis, and Robert E. Lee. And Click here for the Anaconda Plan.
9. Click here for 60 second Presidents - Abraham Lincoln.
10. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 1 on Schoology. This assignment will be due on 11 January. Click here for the link to Schoology.
11. FIRST SEMESTER EXAM STUDY GUIDE FOR 22 JANUARY EXAM: Your exam will cumulative 1800-1865 and completed in class on this day using Schoology.
a. Chapter 7: Independence for Texas (Stephen F. Austin, Americans settle in Texas, empresarios, Benjamin Edwards, Texas settlement map on page 217, Texas War for Independence, Antonio Lopez de Santa Anna, Sam Houston, Battle of the Alamo, William Travis, Battle of Goliad, James Fannin, Battle of San Jacinto and the battle cry, Republic of Texas), War with Mexico (Why were some Americans against the idea of annexing Texas, President Tyler, Election of 1844 Clay and Polk, control of Oregon, how was Texas annexed, War with Mexico and was it justified - Polk for the war, Douglass against, General Zachary Taylor, Mexican War battle map on page 224, Americans control Mexico City, Peace treaty between Mexico and United States).
b. Chapter 8: Slavery and Western Expansion (the Wilmot Proviso, Popular Sovereignty, Free-Soil Party, Zachary Taylor and Martin Van Buren, the Forty-Niners, Debate of Clay and Calhoun, Compromise of 1850, Henry Clay and the Fugitive Slave Act and the Northern Resistance, Underground Railroad Conductors Levi Coffin, and Harriet Tubman, Uncle Tom's Cabin and Harriet Beecher Stowe, Kansas-Nebraska Act, the Transconinental Railroad, Why did Kansas become a battleground between pro-slavery and anti-slavery groups, Caning of Charles Sumner), North and South Crisis (What events lead to the creation of the Republican Party, Election of 1856 Fremont, Fillmore, and Buchanan, Supreme Court Dred Scott Decision, Chief Justice Roger Taney, Abraham Lincoln, Stephen Douglas, Kansas Constitution, Lincoln-Douglas Debates, John Brown's Raid at Harper's Ferry), The Union Dissolves (Election of 1860 and how the South reacted to the election of a Republican President, how did secession of the southern states begin, how was the Confederacy, the beginning of the Civil War, Fort Sumter falls, the upper South secedes and the question of the border states, Seceding States map on page 247).
c. Chapter 9: THE CIVIL WAR - Opposing sides (What were the advantages and disadvantages for the North and the South at the start of the war, how did they finance the war, what was politics in the North about during this time, Southern government, Jefferson Davis, diplomacy with Europe, General Robert E. Lee, military technology, The Anaconda Plan and military strategy, Why was the Civil War considered to be the first modern war), Early Stages of the War (How did the Confederate and Union governments mobilize troops to fight, Battle of Bull Run, Militia Act of 1862, How successful was the Union's naval blockade of Southern ports, David C. Farragut, Benjamin Butler, War in the West map on page 262, Ulysses S. Grant, Battle of Shiloh, General Braxton Bragg, General Don Carlos Buell, General William Rosecrans, Battle of Murfreesboro, War in the East map on page 263, General George B. McClellan, Peninsula Campaign, Battle of Antietam, Lincoln's Emancipation Proclamation), Life During the War (How did the Northern and Southern economies differ during the Civil War, Why did many African Americans enlist in the Union forces, and how might this have helped to challenge racial prejudices, 54th Massachusetts Infantry Regiment, What was life like for soldiers in the field and the woman who aided the war effort, Battlefield Medicine, women as nurses, Elizabeth Blackwell, United States Sanitary Commission, Clara Barton, Kate Cumming, What were most military prison's like - focus on Andersonville), The Turning Point of the War (the fall of Vicksburg, Grierson's Raid, Battles of Fredericksburg and Chancellorsville, Lincoln replaces many generals, ***Explain the Battle of Gettysburg and its aftermath - know the stats of the casualties, Battle for Tennessee at Chickamauga Creek and Chattanooga, General Grant becomes General in Chief).
d. Vocabulary: Empresario, conventions, annexation, envoy, ceded, popular sovereignty, secession, transcontinental railroad, correspondence, referendum, insurrection, impose, martial law, greenback, conscription, habeas corpus, attrition, assemble, bounty, blockade runner, hardtack, prisoner of war, forage, siege.
11 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
U.S. History EXAM SCHEDULE FOR FIRST SEMESTER 2018-2019. Click here for the schedule.
*Period 1 on 18 January
*Period 2 on 23 January
*Period 3 on 18 January
*Period 4 on 23 January
*Period 5 on 22 January
*Period 6 on 24 January
*Period 7 on 22 January
Lesson 2 The Early Stages :
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
CLICK HERE FOR THE OPENING AND CLOSING QUESTIONS PRESENTATION FOR THIS LESSON. QUESTIONS ACCOMPANY THE CIVIL WAR BATTLEFIELD PHOTOGRAPH.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Assemble, crucial.
3. Content Vocabulary: Bounty, blockade runner.
4. People, Places, Events: President Lincoln, Battle of Bull Run, conscription, Militia Act in July 1862, Union blockade of Southern ports, David G. Farragut and General Benjamin Butler and the siege of New Orleans, Ironclads Virginia and Monitor, General Ulysses S. Grant, Battle of Shiloh, Battle of Murfreesboro, General Braxton Bragg, General George B. McClellan, The Peninsula Campaign, Battle of Antietam, General Robert E. Lee, Emancipation Proclamation
5. Guiding questions:
a. Why was it necessary for both sides to resort to conscription?
b. How successful was the Union's naval blockade of Southern ports?
c. Why was the Battle of Shiloh important for the war in the west?
d Why was the Battle of Antietam a crucial victory for the Union?
e. Why did President Lincoln issue the Emancipation Proclamation?
6. Click here for the War in the East. Click here for the War in the West.
7. Click here for the famous 54th Massachusetts Infantry Unit.
8. Click here for Leadership during the Civil War.
9. Click here for: Battles of the Civil War: Crash Course US History #19
10. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 2 on Schoology. This assignment will be due on 15 January. Click here for the link to Schoology.
15 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 3 Life During the War:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
CLICK HERE THE OPENING AND CLOSING QUESTIONS PRESENTATION FOR THIS LESSON.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Denial, supplement.
3. Content Vocabulary: Hartack, prisoner of war.
4. People, Places, Events: Economy of the North and South compare and contrast, Frederick Douglass and his two sons Charles and Lewis, 54th Massachusetts Regiment, General Irvin McDowell, soldiers life, battlefield medicine, infection and disease on the battlefield, role of nurses, Elizabeth Blackwell, field hospitals, Clara Barton, Kate Cumming, military prisons, Anderson Prison, Henry Wirz.
5. Guiding questions:
a. How did the Northern and Southern Economies differ during the Civil War?
b. Why did many African Americans enlist in the Union forces, and how might this have helped to challenge racial prejudices?
c. What was life like for soldiers in the field and the women who aided the war effort?
6. Click here for Women in the Civil War.
7. Click here for Civil War Medicine.
8. Click here for the Life of Soldiers.
9. Click here for military prisons and prisoners.
10. Click here for African American soldiers.
11. Emancipation Proclamation DBQ In class Test: The secession of the Southern states was prompted by fear that the institution of slavery was under attack. The Civil War, however, began as a battle over the question of the right of the Southern states to secede. When Abraham Lincoln decided to issue the Emancipation Proclamation, he put ending slavery at the heart of the Union effort. In doing so, he changed the meaning of the war. The proclamation was a huge step in the abolition of slavery throughout the nation.
a. This is a test of your ability to analyze primary source evidence and using higher level thinking strategies to evaluate it. This DBQ is on page 258-259 of your textbook.
b. Click here for the Emancipation Proclamation Video from the Civil War Series.
c. Click here to read the Emancipation Proclamation.
d. Click here to answer the questions on Schoology.
12. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 3 on Schoology. This assignment will be due on 17 January. Click here for the link to Schoology.
17 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
1. Today is a Thursday shortened class.
a. Finish Lincoln Douglas Debates in class today.
b. Complete Emancipation Proclamation DBQ Test today in class.
c. Insure that Anti-Slavery Project is shared with Mr. Hanson, and ready to present to the class the week of 28 January.
d. Insure all homework assignments are turned in by the end of the day.
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
22 January 2019: First Semester Exam Today in Class
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
1. FIRST SEMESTER EXAM STUDY GUIDE FOR 22 JANUARY EXAM: Your exam will cumulative 1800-1865 and completed in class on this day using Schoology.
a. Chapter 2 The American Revolution 1774-1783.
b. Chapter 3 Creating a Constitution 1781-1789.
c. Chapter 4 Federalists and Republicans 1789-1816.
d. Chapter 5 Growth and Division 1816-1832.
e. Chapter 6 The Spirit of Reform 1828-1845.
f. Chapter 7 Manifest Destiny 1820-1848: Independence for Texas (Stephen F. Austin, Americans settle in Texas, empresarios, Benjamin Edwards, Texas settlement map on page 217, Texas War for Independence, Antonio Lopez de Santa Anna, Sam Houston, Battle of the Alamo, William Travis, Battle of Goliad, James Fannin, Battle of San Jacinto and the battle cry, Republic of Texas), War with Mexico (Why were some Americans against the idea of annexing Texas, President Tyler, Election of 1844 Clay and Polk, control of Oregon, how was Texas annexed, War with Mexico and was it justified - Polk for the war, Douglass against, General Zachary Taylor, Mexican War battle map on page 224, Americans control Mexico City, Peace treaty between Mexico and United States).
g. Chapter 8 Sectional Conflict Intensifies 1848-1861: Slavery and Western Expansion (the Wilmot Proviso, Popular Sovereignty, Free-Soil Party, Zachary Taylor and Martin Van Buren, the Forty-Niners, Debate of Clay and Calhoun, Compromise of 1850, Henry Clay and the Fugitive Slave Act and the Northern Resistance, Underground Railroad Conductors Levi Coffin, and Harriet Tubman, Uncle Tom's Cabin and Harriet Beecher Stowe, Kansas-Nebraska Act, the Transconinental Railroad, Why did Kansas become a battleground between pro-slavery and anti-slavery groups, Caning of Charles Sumner), North and South Crisis (What events lead to the creation of the Republican Party, Election of 1856 Fremont, Fillmore, and Buchanan, Supreme Court Dred Scott Decision, Chief Justice Roger Taney, Abraham Lincoln, Stephen Douglas, Kansas Constitution, Lincoln-Douglas Debates, John Brown's Raid at Harper's Ferry), The Union Dissolves (Election of 1860 and how the South reacted to the election of a Republican President, how did secession of the southern states begin, how was the Confederacy, the beginning of the Civil War, Fort Sumter falls, the upper South secedes and the question of the border states, Seceding States map on page 247).
h. Chapter 9 THE CIVIL WAR 1861-1865 - Opposing sides (What were the advantages and disadvantages for the North and the South at the start of the war, how did they finance the war, what was politics in the North about during this time, Southern government, Jefferson Davis, diplomacy with Europe, General Robert E. Lee, military technology, The Anaconda Plan and military strategy, Why was the Civil War considered to be the first modern war), Early Stages of the War (How did the Confederate and Union governments mobilize troops to fight, Battle of Bull Run, Militia Act of 1862, How successful was the Union's naval blockade of Southern ports, David C. Farragut, Benjamin Butler, War in the West map on page 262, Ulysses S. Grant, Battle of Shiloh, General Braxton Bragg, General Don Carlos Buell, General William Rosecrans, Battle of Murfreesboro, War in the East map on page 263, General George B. McClellan, Peninsula Campaign, Battle of Antietam, Lincoln's Emancipation Proclamation), Life During the War (How did the Northern and Southern economies differ during the Civil War, Why did many African Americans enlist in the Union forces, and how might this have helped to challenge racial prejudices, 54th Massachusetts Infantry Regiment, What was life like for soldiers in the field and the woman who aided the war effort, Battlefield Medicine, women as nurses, Elizabeth Blackwell, United States Sanitary Commission, Clara Barton, Kate Cumming, What were most military prison's like - focus on Andersonville), The Turning Point of the War (the fall of Vicksburg, Grierson's Raid, Battles of Fredericksburg and Chancellorsville, Lincoln replaces many generals, ***Explain the Battle of Gettysburg and its aftermath - know the stats of the casualties, Battle for Tennessee at Chickamauga Creek and Chattanooga, General Grant becomes General in Chief).
i. Vocabulary: Empresario, conventions, annexation, envoy, ceded, popular sovereignty, secession, transcontinental railroad, correspondence, referendum, insurrection, impose, martial law, greenback, conscription, habeas corpus, attrition, assemble, bounty, blockade runner, hardtack, prisoner of war, forage, siege.
24 January 2019: End of the First Semester
Today's class is 50 minutes long on a short-day Thursday.
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Finish Emancipation Proclamation DBQ In class Test: The secession of the Southern states was prompted by fear that the institution of slavery was under attack. The Civil War, however, began as a battle over the question of the right of the Southern states to secede. When Abraham Lincoln decided to issue the Emancipation Proclamation, he put ending slavery at the heart of the Union effort. In doing so, he changed the meaning of the war. The proclamation was a huge step in the abolition of slavery throughout the nation.
a. This is a test of your ability to analyze primary source evidence and using higher level thinking strategies to evaluate it. This DBQ is on page 258-259 of your textbook.
b. Click here for the History Channel - Lincoln Part 1. Short Biography of Lincoln here.
c. Click here for the Emancipation Proclamation Video from the Civil War Series.
d. Click here to read the Emancipation Proclamation.
e. Click here to answer the questions on Schoology.
25 January 2019: Teacher Work Day - Finalize grades and plan for 3rd Quarter
Third Quarter 2019 See the next tab above.
24 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 4 The Turning Point:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Encounter, promote.
3. Content Vocabulary: Forage, siege.
4. People, Places and Events: Admiral David G. Farragut, fall of Vicksburg, General Ulysses S. Grant, Colonel Benjamin Grierson, Battle of Gettysburg and results of the battle, General McClellan, General Ambrose Burnside, General Joseph Hooker, General George Meade, General George E. Pickett, General A.P. Hill, Tennessee battles of Chickamauga Creek and Chattanooga, General William Rosecrans, General Braxton Bragg, Bio of Ulysses S. Grant.
5. Guiding Questions:
a. Why was Vicksburg an important victory for the Union forces?
b. Why was the Battle of Gettysburg a turning point in the war?
c. How did General Grant earn Lincoln's trust in guiding the Union forces?
6. Click here for the Battle of Gettysburg.
7. Click here for 10 interesting facts about the Battle of Gettysburg.
8. Click here for General Pickett's Charge.
9. Click here for General Ulysses S. Grant.
10. Click here for the Battle of Vicksburg.
11. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 4 on Schoology. This assignment will be due on 27 January. Click here for the link to Schoology.
29 January 2019: Chapter 9 The Civil War
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 5 The War Ends:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Subordinate, structure.
3. Content Vocabulary: Pillage, mandate.
4. People, Places and Events: General William Tecumseh Sherman, Grant's battles in the Wilderness to Cold Harbor, Siege of Petersburg, General Philip Sheridan, Admiral Farragut attacks Mobile, Alabama, Sherman's march to the sea, South surrenders at Appomattox Courthouse (Grant and Lee), Election of 1864 (Lincoln against McClellan), Lincoln's Assassination, after the Civil War, Casualties of the Civil War Statistics.
5. Guiding Questions:
a. How did military strategies change during the war's final year?
b. Do you think armies should treat civilians differently from soldiers?
c. What do you think life was like in the South at the conclusion of the Civil War?
6. Click here for the video on Sherman's March to the Sea.
7. Click here for the video on Lee's Surrender at Appomattox Courthouse. And here.
8. Click here for the video on the Assassination of Abraham Lincoln. And Biography of Lincoln here.
9. Click here for the video - What if Abraham Lincoln had lived.
10. Student teams will research the following topics in class and present their findings. They will need to research the people, places, and events involving: Grant versus Lee, Lee's Surrender at Appomattox Courthouse, The Election of 1864, Lincoln's Assassination, and Sherman's March to the Sea.
24 January 2019: End of the First Semester
25 January 2019: Teacher Work Day - Finalize grades and plan for 3rd Quarter
ARCHIVED FROM LAST YEAR.
9. HISTORY RAP ASSIGNMENT: Principles of the Constitution RAP. This assignment was created in class today during a really fun discussion about learning styles :). Here are the guidelines:
a. Insure your team revises your presentation slides. No paragraphs, large text, bullet points, light background/dark text, etc.
b. Create a RAP song in which the lyrics reflect your principle. All students must participate in the RAP, you will need to each have a part. Create a slide in your presentation that has the lyrics on it, you may use one graphic image.
c. Insure you select a beat, and imbed it in your presentation or create a link, or file that can be easily played on our computers at school, so you will need to test it first.
d. Click here for the Rubric you will be scored on.
e. Assignment is due in class on 28 November.
f. Be creative.
11. ANALYSIS OF ABOLITIONISTS DBQ PROJECT: In this assignment, you will analyze the positions of Abolitionists who are working to eliminate slavery in the United States during their time period. You have a variety of primary sources that you have to read and analyze. Critical thinking questions direct you to research evidence based meaning within the primary resources presented in this assignment. You will be given two class periods to work on this assignment. Each of your will need to turn this into Schoology. Due date is 12 December.
b. Click here for Guidelines to Write a Five Paragraph Essay.
c. Click here for the Five Paragraph Essay Scoring Rubric.
10. 3-11 January APUSH Civil War Simulation (100 points)
Over the course of five days the two sides (Mr. Hanson's U.S. History Class is the Union Side and Mrs. Sexton's APUSH Class is the Confederate Side) will battle for Naples U.S. History supremacy. Not only do the winners have eternal bragging rights but they will be able to take the next test with a partner, as the simulation teaches valuable lessons about the actuality of war. Players must rely on one another, determine safe paths of travel, understand their enemy acutely and develop plans of attack. Gathering, keeping, and winning rations is essential to survival. The rules are as follows:
Objective: The winning class will have to accumulate the highest point total.
How do you score? By taking provisions and lives from the opponents. (all times on normal schedule, it will be different for an early release day)
a. Click here for the guidelines.
b. Click here for the assigned questions. I have shared the document "APUSH Civil War Questions" in your Google Drive. Each student is assigned around 14 questions you need to answer. Answers to the questions can be found in you textbook and also Google Search. This is a dynamic document in which all of you have access to the answers to all questions.
c. Battle Times: all times on normal schedule, it will be different for the early release day)
Before School (7:35-7:55)
During Nutrition Break (9:15-9:30)
Lunchtimes (12:15-15-13:00)
After School/Before Practice (14:25-15:00)
During all passing periods
- Each player is given five index cards representing provisions and a wristband which represents your life.
- Food (Yellow) -5 pts Clothing (Green)- 10 point
- Shoes (Orange)-15pts Rifle (Blue)-20 points
- Medical (White)-25 Points Sword (Generals only) -30 points
- Laynard is worth 50 points with a kill
- Capturing a General is Worth 100 points! Killing a Colonel is worth 70 points!
- ATTACKING: Each player will have an index card on which they have placed 5-10 questions related to the Civil War period…questions must all come from the approved list!!!. You say “challenge”, both sides show they have provisions, pull out their question card. When on home territory soldiers may “engage” an opponent (ask them a question) …neutral territory allows both to ask questions. You cannot “engage” an enemy soldier when on their territory. Keep in mind that the territories switch every day!
- When players have “engaged” as mentioned in number 2 the exchange of points is simple. If you are asked a question and get it wrong you must give up a provision…THE DEFEATED PLAYER CHOOSES WHAT PROVISION THEY GIVE UP. If you have no provisions you must surrender your life and you are no longer in the game. If you are asked a question and get it right, you get the chance to ask your opponent a question. If they get it wrong, they give you a provision. THE ONLY WAY YOU LOSE A PROVISION IS IF YOU GET A QUESTION WRONG. If you do not have your cards, your opponent will document this and report it, then you automatically lose that battle and will have to forfeit the card the following day. After defeating a enemy soldier, you have to write down the time, the person and the question number you asked on a piece of paper. Then you scan the QR code and enter the points on the Google Sheet.
- You may engage a person only ONCE during time between classes or before school, etc.…you may challenge/engage more than one person one question if you have time. Students are not allowed to be late, tardy for class, run away, or any other sort of deception. The classroom is the sanctuary and no questions may be asked inside the room. It is then important for all soldiers to document what has happened in this war by reporting to their generals and president. The war ends at Appomattox Courthouse and it is at this juncture that grievances are aired and settled.
- Cheating, as usual, can be very easy but it ruins the experience for everyone involved. If you study your material and communicate properly there is no reason to cheat; therefore, if you are unprepared please be responsible enough to take the consequences. If you blatantly cheat you will be imprisoned for dereliction of duty by the President, out of the game and hurting your team, as all of your points will be given to the opposing side.
- Mobilization Day: The territories will be explained and provisions (wristbands and index cards) distributed in class the day before APUSH Civil War begins (the school is divided into home and foreign areas…on home territory you ask the questions!!!).
- Generals have full command of their troops and are responsible for documenting grievances and communicating with other units.
- Don’t forget…there are spies among you……Teachers!!! They can make their own rules… (ie: Tardies or unacceptable phone use lead to provisions being taken, running, anything) & there teachers out there who has extra provisions up for grabs… they may decide to give you an extra provision. Good Luck!
- The Confederate Army will have red wristbands. The Union Army will have blue wristbands. These must be worn at school on your left wrist. The band must be visible. If you have a long sleeve shirt/hoodie, the wristband must be visible still, wearing it over the clothing. If you are caught hiding it, a provision will be demanded of you and must be handed over.
- Classrooms that are having class are off limits. Classrooms that people hang out in at lunchtime are in play, unless a club meeting is going on. Bathrooms and gym locker rooms are off limits.
- After school activities and waiting for, boarding buses on buses are off-limits.
- Generals: Generals will be chosen by the classes. As commanders, generals need to be able to plan the strategies, communicate with all of their troops effectively, and know everything, so they are not killed. Complaints, issues and questions need to be directed to the generals. If they cannot handle it, or it is a huge issue, it will be brought to President Sexton. The generals and colonels need to be able to work together for their side. This needs to be someone willing to put some time in! Classes will vote for the generals, and then President Sexton and President Hanson will choose all other positions for both Union and Confederacy.
- Territories:
January 8: Downstairs/Gym: Union Cafeteria: Confederate Upstairs: Neutral
January 9: Upstairs: Confederate Cafeteria: Neutral Downstairs/Gym: Union
January 10 Downstairs/Gym: Confederate Cafeteria: Union Upstairs: Neutral
TOTAL WAR!! TOTAL WAR!! TOTAL WAR!! TOTAL WAR!! TOTAL WAR!!
January 11: Whole School: Neutral
11. The Emancipation Proclamation DBQ on page 258-259:
a. Also log on to your online textbook and for Chapter 9 Lesson 1 view the video for The Emancipation Proclamation.
b. When Abraham Lincoln ran for president in 1860, he promised he would not interfere with the institution of slavery in the Southern states. Rather, the political debate centered on the spread of slavery into western territories. Although he believed slavery was morally wrong, he questioned whether he had the legal authority to deprive Southern slaveholders of their "property" without compensation or due process.
c. However, after he was president, Lincoln, in the Emancipation Proclamation, put ending slavery at the heart of the Union effort. In doing so, he changed the meaning of the war. The proclamation was a huge step in the abolition of slavery throughout the nation.
d. Read and analyze the Political speeches and letters, and answer the questions.
e. Due on 31 January.