ETHNIC NOTIONS: https://www.youtube.com/watch?v=uSOCJn_xx60&t=3209s (Due Friday, November 17th)
Thanksgiving Week Work All components due: Monday, November 27th Zinn Discussion: Robber Barons and Rebels http://www.historyisaweapon.com/defcon1/zinnbaron11.html What's the difference between a robber baron and a train robber? Explain Zinn's "skillful terracing to stabilize the pyramid of wealth." How did railroad men build themselves vast fortunes, and who helped them? What did John D. Rockefeller, JP Morgan, and Andrew Carnegie have in common? How did the government "pretend neutrality but serv[ed] the rich?" Why did weak reform legislation such as the Sherman anti-trust act get passed when it did little good for the poor? How was the Fourteenth Amendment turned into a gift to corporations? In what ways did the belief that poor people were to blame for their problems become popular? How did the educational system reinforce the power of the rich? What alternatives to corporate capitalism gained support in this time, and who were the chief supporters? What were the lives of immigrants like? Why did some unions support and some oppose the eight-hour day? And when the bomb was thrown at Haymarket, why did four men get the death sentence despite little evidence against them? What happened in 1886 to make it known as the year of labor's "great uprising?" What were some of the results of the Depression of 1893? What problems were farmers up against in this era, and how did Populist farmers propose to fix the system? Were struggling workers and farmers able to get beyond racism and unite with each other? With African-American allies?
Chapter 16 Close Reading Questions: Responses Must Be Typed 1. What were the costs and benefits of the industrial transformation of the post–Civil War era? (You may make a t-chart and provide bullet points)
2. Was the growing class division of the time a threat to American democracy? Why or why not?
3. Why did American workers have such trouble responding to the new industrial conditions of labor? Why were business and the middle-class public generally hostile to allowing workers to organize as industry did? Why did the AF of L survive while the Knights of Labor failed? (This response should be a detailed, multi-paragraph answer)
4. Does the government regulation of the economy disprove the belief that capitalism is a morally superior economic theory? Why or why not? (You should provide a detailed, higher order level thinking response)
STUDY SPACE Chapter 16 Podcasts (2, 3, and 5) After closely watching and listening to the podcasts, type ONE list of at least ten bullet points of information gained (10 bullet points TOTAL for all three podcasts).
Deconstructed Reconstruction DBQ Due: Wednesday November 15, 2017
Type directly into the Reconstruction DBQ found above (or in our class's Google Drive). Print it and bring it to class on Wednesday. -Answer the questions -Construct a thesis statement ===================================================== Due Thursday, November 9th Reconstruction: The Second Civil War (PART ONE ONLY): https://www.youtube.com/watch?v=UuIn4P0w_7U
Reconstruction: The Second Civil War PLEASE CAREFULLY READ ALL COMPONENTS DETAILED BELOW. THE FIRST PART OF THE ASSIGNMENT WILL BE DUE ON WEDNESDAY (11/8), AND THE SECOND PART WILL BE DUE ON MONDAY (11/13).
REMEMBER, THIS IS ERIC FONER'S AREA OF EXPERTISE. READ CLOSELY, PAY ATTENTION TO DETAILS, AND THINK ABOUT WHAT THE RECONSTRUCTION ERA MEANT TO FUTURE GENERATIONS!
RECONSTRUCTION: PART I DUE WEDNESDAY, NOVEMBER 8TH 1) After reading Eric Foner's A New View of Reconstruction (document found above!), please write his thesis IN YOUR OWN WORDS. Then, choose FOUR important quotes from the article that best illustrate his thesis (You can copy the quote word-for-word and simply include the page number of where it is found).
1) Closely read Chapter 15. You should become familiar with all of the academic language on page 585.
2) Construct a thoughtful and detailed response to TWO of the following questions (your choice). Your responses do not need a thesis statement and must be typed. Responses should be between 2-3 paragraphs each.
1. Could presidential Reconstruction have succeeded if politically skilled Abraham Lincoln instead of politically inept Andrew Johnson had been president? How? Why?
2. How truly "radical" was "radical Reconstruction"? Is the text right that an even more extensive Reconstruction policy (e.g., carrying out Thaddeus Stevens' plan for economic reforms) might have had a greater chance of success?
3. How did both Southern and Northern racial attitudes shape Reconstruction, and what effect did Reconstruction have on race relations and the conditions of blacks? Did Reconstruction really address the problems of race?
4. Was Reconstruction a noble experiment that failed, a vengeful Northern punishment of the South, a weak effort that did not go far enough, or the best that could have been expected under the circumstances? What has been the historical legacy of Reconstruction? (Consider particularly the Fourteenth and Fifteenth Amendments.)
CIVIL WAR PROJECT GOOGLE FORM LINK (DUE: WEDNESDAY, 11/9): https://goo.gl/forms/WJ6QfZg24nFKBa1E3 ========================================================================================= HAMILTON and MEANWHILE...OUT WEST Preparation:
-Five bullet points about Hamilton's life and legacy
-Five bullet points about the Chumash tribe
HAMILTON and MEANWHILE…OUT WEST EXHIBIT VISITS Tuesday, November 7th
Using the hashtag #APUSHCHS please tweet at least ten original tweets with your observations about the exhibits you tour. All students will participate. Those who choose not to use Twitter/do not want open an account can submit their ten tweet transcript (typed) on Wednesday, 11/8.
Required: Ten thoughtful, well-constructed tweets about a specific issue or topic (photographs, when taken appropriately, are encouraged!)
Professional, scholarly language should be utilized!
1) Please closely read this article on the experiences of Civil War era women: http://library.mtsu.edu/tps/Women_and_the_Civil_War.pdf
2) As you read, construct a 3-2-1 chart (must be typed):
THREE things you learned WITH an accompanying quote for each
TWO questions the piece posed for you
ONE component you found interesting/enlightening/surprising
Please type your responses to the following questions. Due: Wednesday, November 1st. You should utilize your textbook, document reader, and the information provided in class to shape your responses. Each response should be detailed, analytical in nature, and demonstrate thorough understanding (no thesis statement necessary). 2-3 paragraphs needed for each response.
****Note: We will use these questions to guide a discussion on Wednesday****
1) Should the Civil War be seen primarily as a war to save the Union or as a war to free the slaves? Why? What name would you give to the conflict? Why?
2) What role did race and racism play in the Civil War? How did the war itself reflect and affect American attitudes toward race? Why were the black Union soldiers so critical in this regard? What impact did Lincoln's Emancipation Proclamation have on the war and society?
3) How does the popular image of the Civil War compare with the historical reality? Discuss the different perceptions and memories of the war in the North and South (for example, the popular images of Lee or Sherman in the two regions).
All components must be typed and are due on Monday, 10/30 1) Watch "The Songs and Poetry of the Civil War" presentation moderated by the greatest historian of all time. As you watch, make a list of your favorite works performed and why. You should list at LEAST three works, and your "reason write up" can be a few sentences for each work. Remember, you might use several of the works as evidence in an upcoming DBQ!
2) Closely read the following perspectives on the Civil War. Using the passages AND your textbook, thoroughly answer each question. Your responses should contain evidence and detail outside of the passage itself, and each response should be 2-3 paragraphs (typed).
· T. Harry Williams, Lincoln and His Generals (1952). A view of Northern victory focused on military leadership: “Fundamentally Grant was superior to Lee because in a modern total war he had a modern mind, and Lee did not. Lee looked to the past in war as the Confederacy did in spirit.…What was realism to Grant was barbarism to Lee. Lee thought of war in the old way as a conflict between armies and refused to view it for what it had become—a struggle between societies. To him, economic war was needless cruelty to civilians. Lee was the last of the great old-fashioned generals, Grant the first of the great moderns.”
· Allan Nevins, The War for the Union (1971). A view of Northern victory focused on political leadership: “One cardinal deficiency of the Confederacy…lay in the lack of a chief national executive possessing some of the energy, foresight, and firm decision exhibited by those other leaders of a newborn republic at war, Washington, Cromwell, or Masaryk. It is impossible for a student of the great rebellion to avoid comparing the character, talents, and sagacity of Lincoln with the parallel gifts of Jefferson Davis, greatly to the disadvantage of the latter. This broad subject…must always be kept in mind as an essential element of the war.”
· Thomas C. Cochran, “Did the Civil War Retard Industrialization?” Mississippi Valley Historical Review (1961). A view of the Civil War actually slowed capitalist economic transformation: “Collectively these statistical estimates support a conclusion that the Civil War retarded American industrial growth.…Economically the effects of war and emancipation over the period 1840 to 1880 were negative.…If factory industry and mechanized transportation be taken as the chief indexes of early industrialism, its spread in the United States was continuous and rapid during the entire nineteenth century.…Few economists would see a major stimulation to economic growth in the events of the Civil War.”
· James McPherson, Battle Cry of Freedom (1988). A view of the Civil War as expanding national power and Northern economic dominance: “The old federal republic in which the national government had rarely touched the average citizen except through the post-office gave way to a more centralized polity that taxed the people directly and created an internal revenue bureau to collect these taxes, drafted men into the army, expanded the jurisdiction of the federal courts, created a national currency and a national banking system, and established the first national agency for social welfare—the Freedmen’s Bureau.…These changes in the federal balance paralleled a radical shift of political power from South to North.…The accession to power of the Republican party, with its ideology of competitive, egalitarian, free-labor capitalism, was a signal to the South that the northern majority had turned irrevocably toward this frightening, revolutionary future. Union victory in the war destroyed the southern vision of America and ensured that the northern vision would become the American vision.”
1. How does Williams alter the usual judgment concerning Lee’s superior military leadership? Does his definition of military leadership differ from the common one?
2. Are the political failings that Nevins sees in Davis similar to the military failings that Williams sees in Lee?
3. How might each of these historians interpret such turning points of the war as the Emancipation Proclamation, Vicksburg, and Gettysburg?
1) Download the Organization of American Historians magazine on Lincoln (PDF) found above.
2) After closely reading "Abraham Lincoln: A Legacy Born in Politics" AND "Tracing the Roots of Lincoln's Democratic Vision," respond to the following:
Answer each of the questions. Your responses should be thoughtful, detailed, and contain specific evidence from the articles. 1) Of the four traditional images of Lincoln outlined in the articles, which do you think best embodies our 16th President? Why? 2) Were these effective pieces? Why or why not? 3) Why does Lincoln continue to captivate Americans?
DUE FRIDAY, 10/27
**An Inconvenient Fourth of July: https://sojournproject.com/2016/07/an-inconvenient-fourth-of-july/ **
AP U.S. History Exam Scavenger Hunt Due Monday, October 23rd (Short, incomplete sentences are okay!)
AP U.S. History Exam Scavenger Hunt • Go online to: https://apcentral.collegeboard.org/courses/ap-united-states-history?course=ap-united-states-history
1. Open the "AP United States History Course Description" PDF
a. What are the 4 AP History Reasoning Skills?
b. What should proficient students be able to do in relation to the AP History Disciplinary Practice of Argument Development? (You can copy the four objectives right out of the course description)
c. Review the Thematic Learning Objectives. Which topic interests you most? Why?
1. Read about the Exam: https://apcentral.collegeboard.org/courses/ap-united-states-history/exam?course=ap-united-states-history. What are the different parts that are on the exam, and how much time do you have for each section?
2. How many historical periods are there? List the date range and Approximate Percentage of AP Exam dedication for each period.
3. Look at the 2017 Exam: Click "Free-Response Questions"
a. How many documents are there for the DBQ? b. What are the different types of documents?
Civil War Introduction: Please carefully review all parts.
DUE MONDAY, 10/23
1) Closely read pages 536-554 (top section only) in your textbook. Type your responses to the two questions on page 552.
Select THREE quotes of Levine's, type the quote, and then provide a 3-4 sentence analysis (for each quote) explaining Levine's point of view and/or how the quote supports Levine's overall thesis about the Civil War.
Craft a detailed write up (2.5-3 pages minimum) considering the economic advantages of each side (North or South). Your write up must include information about WEALTH, MANUFACTURING, COTTON PRODUCTION, RAILROADS, and IMMIGRANTS. For each category, indicate which side—North or South—seemed to possess the advantage, and explain why. Use specific evidence from the map and chart to back up your claims. You can organize your write up with each category as its own paragraph.
DUE WEDNESDAY, 10/25
1) Complete Chapter 14
2) Type your responses to REVIEW Questions 1-5 on page 582 (Responses should be AT LEAST two paragraphs in length)
APUSH: The Beginning of Civil War Due: Thursday, October 19th
1) Watch this short video about sectionalism and the start of the Civil War. Please type a bulleted list (incomplete sentences are okay!) of TEN important facts given:
2) Carefully review the BIG themes of Chapter 13 and type your responses to the following (Each response should be at least two paragraphs in length):
-What did the Supreme Court decide in the Dred Scott case? Did the Court do too much in its ruling or was it within its traditional Constitutional boundaries? What effect did the decision have in the territories, in the North, and in the South?
-Why was sectional compromise impossible in 1860, when such compromises had previously worked in 1820 and 1850? Since Lincoln had guaranteed to protect slavery in the states where it existed, why did the seven southern states secede as soon as he was elected?
APUSH: A House Divided Assignment DUE: Monday, October 16th
1) Closely read Chapter 13 (Paying close attention to academic language, images, maps, and charts) 2) Read and type your responses to the questions on page 494. Responses should be 1-2 paragraphs each.
3) Type your responses to Questions 1-3 on page 523 of your textbook (Lincoln Douglass Debates). Responses should be 1-2 paragraphs each. 2) Type your responses to Freedom Questions 2-4 on page 534 of your textbook (Chapter Review). Responses should be 1-2 paragraphs each.
APUSH Homework Due: Wednesday, October 11th
-Finish closely reading Chapter 11
-Select two documents from Chapter 11 of the Document Reader. Type your responses to the given questions for EACH of the two documents you select.
Zinn Discussion: Chapter 8 "We Take Nothing By Conquest, Thank God!" Friday, October 13th
Chapter Link: http://www.historyisaweapon.com/defcon1/zinntak8.html Questions: 1) What is meant by the title of Zinn's Chapter 8-"We Take Nothing by Conquest, Thank God!"? Who said it? In what context was it said? 2) Identify the thesis or theme in this chapter. 3) Before President Polk's term, which river had the U.S. government recognized as the border between Mexico and Texas? Which river did Texas claim as its border with Mexico? Which river did Polk choose as the border? How did Polk's choice of the border allow the U.S. to provoke a war with Mexico? How did the U.S. use the Texas-Mexico border dispute to its advantage? 4) What role did race play in both the promotion and opposition of the war? Who were the opponents of the war? How did they display their opposition to the war? How did Manifest Destiny contribute to fighting the war with Mexico? 5) Explain the Whig position vis-a-vis (face to face) the Mexican War. 6) How does Zinn portray Abraham Lincoln's position? 7) How does the U.S. philosophically justify its aggression? 8) What evidence does Zinn utilize to illustrate American opposition to the Mexican War? 9) How does Zinn use the ethnic composition of the U.S. army to reinforce his argument? 10) How does Zinn characterize the morale of U.S. soldiers after the initial stages of the conflict? Provide evidence cited throughout the chapter for why soldiers came to feel the way they did.
11) What do you think was the general view of both the war and the idea of Manifest Destiny in the mid-19th century United States? 12) While opponents to the war and Manifest Destiny were in the minority at the time, what were some of their arguments? 13) What is your sense of modern-day perspectives on Manifest Destiny? 14) Why do you think that the U.S.-Mexican War is so little studied today?
Introduction to Slavery: Due Monday, October 9th
1) Closely read pages 416-437 of Chapter 11 (Stop at Slavery in the Cities)
Questions: 1. On what basis did the US government support slavery? 2. "Are the conditions of slavery as important as the existence of slavery?" Why does Zinn ask this question? 3. Was resistance to slavery more, as much, or less, effective than rebellion? Explain. 4. Why was there a price on David Walker's head? 5. Why might Frederick Douglass have been "the most famous black man of his time"? 6. What was J.W. Loguen's argument against the Fugitive Slave Act of 1850? What does Sarah Logue's proposal and Logue's response reveal about how slave owners justified slavery? 7. How did the racism of white abolitionists reveal itself? How could a white person be both an abolitionist and a racist? Why would a racist be an abolitionist? (Was the institution of slavery undermining the free labor philosophy that allowed the northern elite to justify economic inequality of the factory system?) 8. What was "The Triple Hurdle" that Sojourner Truth had to overcome? 9. Lincoln was able to speak to both sides of the slavery debate. Why did he feel compelled to speak to both sides, given his personal solution to the problem of slavery in America? 10. How was the Emancipation Proclamation a military tactic? 11. What evidence supports the thesis that the North could not have won without the help of American blacks? 12. After the South surrendered unconditionally, how did Congress dispose of the land confiscated during the war? Of what significance was the decision? For example, what did it reveal about the congressional majority's belief about the future status of blacks in the United States?) 13. Why does Zinn think that laws calling for equal treatment of blacks and whites were meaningless in practice? What other reforms would have had to accompany such laws for the laws to be meaningful in Zinn's eyes? Why? Do you agree? 14. What caused Republicans to abandon their defense of black rights? Discuss economics as well as political reasons. 15. How does Horace Mann Bond's study of Alabama Reconstruction reveal that the ultimate result of the Civil War was to reduce the South to colonial status? (To help define "colonial status," one might think the relationship between Britain and her American colonies was as defined by the Navigation Acts. These acts were passed by the English Parliament starting in 1665).
Concept Cube Assignment: The Antebellum Reformers
Due: October 5th~50 Points Possible
You will be creating a visual representation of a 19th Century Antebellum reformer and his/her achievements and contributions to American culture.
1) First, pick a reformer. One side of the cube will be a "title" side, which will contain the name of the reformer you have researched. Like all sides, the title side should be creative and contain more than just the name of your reformer.
2) Next, you will need to think of five important events, people, places, publications, etc. connected to or created by your reformer. These will make up the other five sides of your cube.
In addition to the Concept Cube, you will write a brief essay (no more than five pages, MLA format) about the life and significance of your reformer. Being that this is an AP Course, it is imperative that you focus on the person's contributions to society rather than to their place of birth or childhood (unless that is vital information).
Finally, you are to submit an MLA formatted bibliography with at least three sources.
Introduction to the Reformers...
A Two Part Assignment: Due Friday,, September 29th Part I: Read the essay within the PDF below entitled: Antebellum Reform: An Overview (By: Andrea Foroughi) page 5. As you read, summarize the argument of at least THREE historians listed in the article. Your summaries must be typed and should be detailed/specific (Each summary should be 1-2 paragraphs).
Part II: Introduce yourself to Chapter 12 and find THREE possible reformers you would like to study in depth. On Friday, you will select your given reformer. (You do not need to submit your list of possible choices...just have it on hand for Friday!)
Below are resources/lists to help you find a reformer. You are not limited to these lists!
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.