APUSH Weekend Assignments: The Age of Andrew Jackson Due: TUESDAY, September 26th
1) Closely read pages 384-404 in your text (stop at Van Buren in Office)
2) Closely view this film https://vimeo.com/64480006 (please note: it is about 90 minutes long!).
Construct a T CHART (must be typed). One side must be ACCOMPLISHMENTS, one side must be FAILURES. As you watch the film, make a list of entries on each side of the T CHART.
-Each side should have at least THREE entries (Three ACCOMPLISHMENTS and Three FAILURES)
-Your entries should provide detail (at least 3-5 sentences each) and must include the exact clip time (e.g. 37:45) where the example is shown.
Industrial Revolution Primary Sources: Responses Must Be Typed! Due: Friday, September 22nd
Download the document: "Industrial Revolution Primary Sources" from the AP U.S. History Documents section of the website. As you read each document, make a bulleted list of FOUR important/moving/interesting points the source raised. There are four documents total (4 documents x 4 bullet points = 16 bullet points total). Your bullet points should be no more than 1-2 sentences.
APUSH HOMEWORK: Due Thursday, September 21st 1) CLOSELY READ CHAPTER 9 2) TYPE YOUR RESPONSES (MLA Format) TO THE FOLLOWING: -PAGE 359 QUESTIONS 1 AND 2 -PAGE 368 (REVIEW QUESTIONS ONLY) 1, 4, AND 7
* Please note that there is no length requirement for your responses. Please address all components of the question!
1. What is the major theme (recurring idea) in this chapter? 2. What evidence does Zinn cite to illustrate the overall impact of Indian removal? 3. Contrast Thomas Jefferson's views as Secretary of State concerning Indian policy with those during his presidency. Why did his views change? 4. Explain Zinn's use of irony when describing the Battle of Horseshoe Bend? 5. How does Andrew Jackson's early political/military career foreshadow his Indian policies as President? 6. How does Zinn's view of the War of 1812 contrast with traditional histories? 7. Be prepared to discuss Jackson's Indian-related activities and their significance prior to his presidency (treaties, land speculation, etc.) (Perhaps make a chart?) 8. Explain Zinn's view of Arthur Schlesinger's The Age of Jackson and Marvin Meyers' The Jacksonian Persuasion. 9. Describe evidence Zinn utilizes to assess the views of Lewis Cass vis -vis (in relation to) Native American policy. 10. To what extent did the Cherokee nation change its culture in order to survive within the U.S? 11. For what purpose does Zinn juxtapose the Nullification Controversy of 1832 and the enforcement of Worcester v. Georgia? 12. Explain the significance of the phrase: "As long as grass grows or water runs."
Art and Analysis Day
PART I: ART Directions: In your assigned groups, explore the artwork from the links below.
Your analysis for each piece (you only need to analyze one from each artist) should include a brief description of the subject(s), location, and action as well as a detailing of the piece’s significance, meaning, and/or artistic themes. Please include the artwork’s title, artist, and date. Then, write a two to three paragraph response to the following:
How do the artists use race, democracy, class, and nationalism in their works?
PART II: Era Review
Choose ONE of the following questions to answer:
How did the conflict between Federalists and Republicans over the judiciary lead to a balance of power among political interests and different branches of government?
What were the political and economic consequences (good and bad) of the Louisiana Purchase?
What was the essential idea behind Jefferson’s imposition of the embargo, and why did it finally fail?
Your brief analyses and write-up can all be on the same page/document and will be submitted by tomorrow (Friday, 9/15).
Print out the documents and write your responses into the boxes (pen only) OR copy and paste it into a Word document and type your responses into the boxes. Complete sentences are not necessary. Thoughtful, detailed responses ARE necessary!
PART II: Political Cartoon Analysis Carefully read all of the instructions found here:
Type your responses to the questions connected to each cartoon. Please note: your responses to each question can be brief. You do not need to complete #5 in the Critical Thinking Section for the second cartoon (“Drawing Conclusions”).
APUSH Homework: Due Wednesday, September 13th
1) Closely read the first part of this packet (Bill of Rights in Action: Hamilton, Jefferson and Their Fight For The Future of America): http://www.crf-usa.org/images/pdf/members/bria_28_2wb.pdf
3) Type your responses (MLA format) to the THREE Discussion and Writing questions that are on the last page of the article.
4) Create a chart (Must be typed. Bullet points/short write ups are expected) where you compare and contrast the ideologies of Hamilton and Jefferson in terms of the issues presented below. Utilize the information in the packet, your textbook, and the primary source material below to construct your chart.
The Hamilton/Jefferson Debate (1791–1801): For Hamilton: The Federalists—led by Hamilton, Adams, Jay, Marshall, and Pickering; including merchants, urban upper classes and conservative clergy.
For Jefferson: The Republicans—led by Jefferson, Madison, Monroe, and Burr; including farmers, westerners, and urban craft workers and tradespeople.
ISSUE #1: Loose or strict construction. Should the Constitution be interpreted loosely to grant implied powers to the federal government? Yes: Federalist Hamilton: “The means by which national exigencies are to be provided for, national inconveniences obviated, national prosperity promoted are of such infinite variety, extent, and complexity, that there must of necessity be great latitude of discretion in the selection and application of these means. If the end be clearly comprehended within any of the specified powers, and if the measure have an obvious relation to the end, and it is not forbidden by any particular provision of the constitution, it may safely be deemed to come within the compass of the national authority.”
No: Republican Jefferson: “I consider the foundation of the Constitution as laid on this ground—that all powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states, or to the people. To take a single step beyond the boundaries thus specifically drawn around the powers of congress is to take possession of a boundless field of power, no longer susceptible of any definition.”
ISSUE #2: Manufacturing versus agriculture. Should urban commerce and manufacturing be promoted as much as agriculture? Yes: Federalist Hamilton: “The spirit of enterprise, useful and prolific as it is, must necessarily be contracted or expanded, in proportion to the simplicity or variety of the occupations and productions which are to be found in a society. It must be less in a nation of mere cultivators, than in a nation of cultivators and merchants; less in a nation of cultivators and merchants, than in a nation of cultivators, artificers, and merchants.”
No: Republican Jefferson: “Those who labour in the earth are the chosen people of God, if ever he had a chosen people, whose breasts he has made his peculiar deposit for substantial and genuine virtue.…Corruption of morals in the mass of cultivators is a phenomenon of which no age nor nation has furnished an example.… Generally speaking the proportion which the aggregate of the other classes of citizens bears in any state to that of its husbandmen, is the proportion of its unsound to its healthy parts.…The mobs of great cities add just so much to the support of pure government, as sores do to the strength of the human body.”
ISSUE #3: Should the common people be trusted with government? No: Federalist Hamilton: “All communities divide themselves into the few and the many. The first are the rich and well born; the other, the mass of the people. The voice of the people has been said to be the voice of God; and however generally this maxim has been quoted and believed, it is not true in fact. The people are turbulent and changing; they seldom judge or determine right. Give therefore to the first class a distinct, permanent share in the government. They will check the unsteadiness of the second; and as they cannot receive any advantage by a change, they therefore will ever maintain good government.”
Yes: Republican Jefferson: “Whenever the people are well-informed, they can be trusted with their own government; wherever things get so far wrong as to attract their notice, they may be relied on to set them right. “I am not among those who fear the people. They, and not the rich, are our dependence for continued freedom. “The mass of mankind has not been born with saddles on their backs, nor a favored few booted and spurred ready to ride them legitimately, by the grace of God.”
ISSUE #4: The French Revolution. Should the United States view the French Revolution with sympathy and approval? No: Federalist Hamilton: “The cause of France is compared with that of America during its late revolution. Would to heaven that the comparison were just. Would to heaven that we could discern in the mirror of French affairs the same humanity, the same decorum, the same gravity, the same order, the same dignity, the same solemnity, which distinguished the cause of the American Revolution. Clouds and darkness would not then rest upon the issue as they now do. I own I do not like the comparison.”
Yes: Republican Jefferson: “I still hope the French Revolution will end happily. I feel that the permanence of our own leans in some degree on that; and that a failure there would be a powerful argument to prove there must be a failure here. “My own affections have been deeply wounded by some of the martyrs to this cause, but rather than it should have failed, I would have seen half the earth desolated; were there but an Adam and Eve left in every country, and left free, it would be better than it now is.”
REFERENCES: Richard Buel, Jr., Securing the Revolution: Ideology in American Politics, 1789–1815 (1972); Daniel Lang, Foreign Policy in the New Republic (1985).
AP U.S. History Weekend Homework Assignment All components due: Monday, September 11th (MLA format, all in one document)
1) Closely read Chapter 8. Please utilize the Chapter 8 outline found on Study Space as you read the text. You will be presented with a lot of information, it is vital to organize the vital facts, events, and people.
2) Type your responses to the following questions: -FOCUS QUESTIONS (4 questions) found on page 294. Your responses should be 2-3 paragraphs each. -Visions of Freedom Questions (page 320). Your responses should be 1-2 paragraphs each.
3) Closely read Washington's Farewell Address found in the document reader. Type your responses to the questions found on page 149. Your responses should be 1-2 paragraphs each.
Read this piece first. I will be using the questions in RED to facilitate our discussion.
Questions: 1. What is the theme of the reading? 2. How does treatment of women differ between societies based on private property and those based on communal living? Why? 3. How did the earliest female settlers in Virginia fare? 4. How were women treated on the frontier compared to those living in towns or cities? 5. How did English law affect the status of women in America? 6. How does Zinn use the case of Anne Hutchinson to support his basic argument? 7. How did the American Revolution affect women? 8. Explain the position of Abigail Adams vis-a-vis (in comparison to) the role of women in America. 9. What social forces led to the onset of the "cult of true womanhood" or the "cult of domesticity?" Describe the woman's role in this philosophy. 10. How was dress used as a means of social control? 11. What rights were denied women in the "cult of true womanhood?" 12. How did workers' strikes in the 1830s and 1840s reflect the changing role of women? 13.What is the connection between primary school teaching and women's participation in reform movement of the 1830s, 1840s and 1850s? 14. Create a table for the women reformers discussed in the reading; we will be discussing their contributions. You should be ready with AT LEAST five women and their contributions!
Primary Source Analysis Thursday
1) Visit the Sources of Freedom website for Chapter 5: http://wwnorton.com/college/history/give-me-liberty3/ch/05/documents.aspx
2) Closely read the following documents: 3, 4, and 7 (Be mindful of the questions posed as you read)
3) Complete the Media Worksheet (2-3 sentences per question) and email your findings to email@example.com
AP U.S. HISTORY HOMEWORK
Responses Must Be Typed Due Friday, September 1st.
PART ONE: Test Question Practice PART TWO: Comparative Analysis (MLA FORMAT SAMPLE: https://style.mla.org/files/2016/11/DeSouza_paper_final.pdf)
PART I Sample Multiple Choice Questions (You may simply type the appropriate letter...no explanation or rationale needed)
"For a nation thus abused to arise unanimously and to resist their prince, even to dethroning him, is not criminal but a reasonable way of vindicating their liberties and just rights; it is making use of the means, and the only means, which God has put into their power for mutual and self-defense.... To conclude : Let us all learn to be free, and to be loyal. Let us not profess ourselves vassals to the law- less pleasure of any man on earth. But let us remem- ber, at the same time, government is sacred, and not to be trifled with. It is our happiness to live under the government of a PRINCE who is satisfied with ruling according to law ; as every other good prince will—--We enjoy under his administration all the lib-erty that is proper and expedient for us. It becomes us, therefore, to be contented, and dutiful subjects. Let us prize our freedom ; but not use our liberty for a cloke of maliciousness. There are men who strike at liberty under the term licentiousness. There are others who aim at popularity under the disguise of patriotism. Be aware of both. Extremes are dangerous." -Jonathan Mayhew, church minister, "On Unlimited Submission to Rulers, 1750.
1) According to Mayhew, the power of the people to oppose the government comes from a) the king b) the church c) nature d) God
2) Which of the following must be maintained by the people, according to Mayhew? a) Government b) Royal authority c) Right to vote d) Colonies
3) Mayhew considers the greatest threat to liberty is a) hidden anger b) religious faith c) radical positions d) trust in authority
4) What was the context in which Mayhew was writing? a) democratic practices were slowly increasing b) opposition to British rule of the colonies was increasing c) the Great Awakening was making authorities stronger d) restrictions on voting were becoming tighter
Sample Short Answer Essay Questions (Your responses should be detailed, yet succinct...no longer than two paragraphs per question. You do NOT include a thesis statement in Short Answer Responses).
a) Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492 to 1700.
b) Briefly explain a SECOND example of how contact between Native Americans and Europeans brought changes to Native American societies in the same period.
c) Briefly explain ONE example of how Native American societies resisted change brought by contact with Europeans in the same period.
PART II 1) Closely read the essays below.
2) In a two page (minimum) response (MLA format), please discuss the following: Was the Revolution, in fact, a revolution? What claims do Gordon Wood and Howard Zinn use to buttress their theses? Which interpretation of the American Revolution are most plausible? Your response must be typed.
**You should practice constructing a thesis statement! Please ensure that you thoughtfully respond to all of the questions above in your write-up**
Gordon Wood: http://www.warrencountyschools.org/userfiles/1635/Classes/13760/the%20war%20for%20independence%20was%20a%20social%20revolution.pdf?id=531980
Howard Zinn: http://theamericanfuture.weebly.com/uploads/1/4/0/9/14097312/the_war_for_revolution_was_not_a_social__1.pdf
ROAD TO REVOLUTION and AMERICAN INDEPENDENCE
1) Visit our Google folder (https://drive.google.com/drive/folders/0B1iqCPt2A0Eha0dmWjlFWllkQnM?usp=sharing) and make a copy of the ROAD TO REVOLUTION chart. Then, using bullet point notes only, fill in the chart. These will be YOUR notes for an activity on Tuesday--thorough yet succinct. Print out and bring to class on Tuesday, 8/29.
2) Closely read through this document: https://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Activity01_721.pdf Type your responses to the questions (MLA format) on a separate document, print it and bring it to class on Tuesday, 8/29. Your responses should be 4-5 sentences long.
APUSH WORK: Week of August 22nd
PEPS Exam: Friday, August 25th
Study Space Assignments: Due Friday, August 25th 1) Please register with Study Space. Use the code provided in your textbook and email Mrs. Honey with any questions. 2) Complete the VISIONS OF FREEDOM exercise for Chapters 3, 4, and 5. Your response(s) should be AT LEAST 4-6 sentences long. Please utilize firstname.lastname@example.org for the email field.
Chapter 2: Drawing the Color Line http://www.historyisaweapon.com/defcon1/zinncolorline.html
1. According to Zinn, what is the root of racism in America?
2. Why were Africans considered "better" slaves than Indians in Virginia?
3. How did 16th century Africa compare to 16th century Europe politically, economically, and militarily?
4. How did slavery in Africa differ from slavery in Europe and the Americas?
5. Describe the conditions that slaves on ships coming to America ("Middle Passage").
6. What was the position of the Catholic Church in Portugal vis-à-vis slavery?
7. In terms of mortality, what was the cost of slavery?
8. What was the relationship between slavery and the plantation system?
9. What evidence exists that America’s slaves did not accept their fate easily?
10. Why did slave owners fear poor whites?
11. Why do you think slavery is so often referred to as the “peculiar institution”?
12.What is the “color line”? How does Howard Zinn describe the way this color line was drawn in early America? Do you think the drawing of this line was intentional or unintentional?
13. What “clues” are provided in the narration in A People’s History to the question Howard Zinn asks, “Is it possible for whites and blacks to live together without hatred” (p. , People’s History)? Do you think living together was possible in colonial America? How and why? In contemporary America? How and why?
14. How much did you know about resistance and rebellion of enslaved African Americans before reading the chapter? Why do you think these “unimportant” voices are usually missing from our textbooks?
15. Despite the courageous efforts of thousands of the enslaved who resisted, rebelled, and tried to overthrow slavery, the “peculiar institution” thrived for over years. What factors do you think were most responsible for its longevity? What factors do you think motivated the enslaved to resist, despite the terrible consequences of getting caught? 16. In A People’s History,Howard Zinn indicates that Africans became victims of the largest forced migration in world history, not because they were uncivilized or weak, but because their white adversaries were so strong. What evidence of this white strength is present in the chapter?
Summer Assignment 1. Closely read Chapters 1-5 of Give Me Liberty: An American History (Third Edition). (Review the documents from Dartmouth College in the AP U.S. History Documents section of the website on how to actively read and engage with your textbook. These will serve as guides as we access the text this year).
Please note: Although there is no note-taking requirement to accompany the reading, you are STRONGLY encouraged to document the most important concepts.
The material in Chapters 1-5 addresses the origins of the British Colonies through the Revolutionary War.
At the end of each chapter, you will find both REVIEW QUESTIONS and FREEDOM QUESTIONS. You are to respond to four REVIEW QUESTIONS and fourFREEDOM QUESTIONS of your choice (8 questions total for each chapter). Your responses should be thoughtful, analytical in nature, and include specific details from your chapter reading. Each response should be 2-4 paragraphs in length and must be typed. RESPONSES MUST BE SUBMITTED IN PDF FORM.
2. Closely read FOUR documents (of your choice) from the first four chapters of Voices of Freedom: A Documentary History, Volume One. The chapters are: “A New World”, “Beginnings of English America”, “Creating Anglo-America”, and “Slavery, Freedom, and the Struggle for Empire.” Answer the two accompanying questions for each of the documents you read. (16 documents: 32 question responses). Your responses should be thoughtful and analytical in nature. Each response should be 1-2 paragraphs in length and must be typed. RESPONSES MUST BE SUBMITTED IN PDF FORM.
3. Create a chart comparing England, France, and Spain during the period of exploration and colonization (Textbook Chapters 1-3). The chart must include the following categories and can be designed in a variety ways. The chart detail must be typed and can be presented in brief, bullet point form. CHART MUST BE SUBMITTED IN PDF FORM:
-Historical Impact (things to think about: new knowledge, disease, discoveries, relationships/conflicts)
-Motivation (things to think about: power, adventure, religious beliefs/values, trade, economics)
-Regions Explored (things to think about: indigenous peoples already living in the area, location, place/physical features)
4. Choose ONE book from the Reading List (Listed on the top banner of the website)
Download the Outside Reading Form (AP U.S. History Documents section of the website). Type your responses directly into the form, convert it to a PDF, and submit. If you do not have Microsoft Word, please email Mrs. Honey so that she can provide you the form via Google Drive.