General Essay Feedback Video

General thoughts and concerns  from Period 3 essay and what I've seen from your DBQ (separate video to come on document analysis later)

Chapter Terms: new grading criteria

Both classes seem to have had a hard time making adjustments to their homework notes. Therefore, for Period 4 I am making a slight adjustment. I will collect both the video notes AND terms.

For this test, video notes will count as a completion grade. I will grade the chapter terms using the following criteria (Due to the timing of this post, chapter 11 and 12 terms are exempt from these requirements but will still need to be completed):

Content (3 marks)
 Give a good definition/identification that includes at least 2 pieces of information regarding WHO, WHAT, WHEN, or WHERE and an explanation of either HOW or WHY an ID links to a particular chapter objective from the textbook, key concept from the curriculum framework or a thematic learning objective.

Link to objective (2 marks)
 Stronger IDs state the language of the objective, key concept, or thematic learning objective (brief is OK, but include the key part of the objective):  "this relates as it (highlights, was influenced by, generates, etc. - i think your analytical phrases bookmark could come in handy?)

Chapter Objectives

APUSH Curriculum Framework

Field Trip Info

We will meet in the wildcat den area after the bell at 8:46 am. We will return around 1:45-1:50pm and report to 4th block. Please dress appropriately and bring a bag lunch.

Period 4: Historical Problems/Issues and Time Line activity

1. Historical Problems to explore in Period 4:

• 1. What is the new American identity thats been been forged by the mid 1800s?
  2. How do beliefs about democracy and freedom change in the United States during the period 1800-1860?

1. divide students into groups of four and assign each foursome a decade, in which they should accomplish the following:
1. first, break themselves into subdivisions of two,
1. each group of two should make a time-line of the five or six most important events or people of that decade;
2. second, the two twosomes should get back together and merge their lists into not more than five or six items, explaining to each other (and then ultimately reporting to the full class) why they chose those five or six items, and how they decided to eliminate the others.
2. Before we start, we do need to brainstorm and discuss some general expectations for the activity!!

APUSH Stagville Field Trip

make sure you visit the OSP to pay your $5 for the field trip on the 25th. The field trip is listed under Mr. Crawley's name. Deadline is Sunday, October 23rd at midnight.

Test Corrections Unit 2: Available Dates

Before School:  every morning from 10/19-10/28 (6:45-7:20)

After School: (2:30-3:30) 10/18, 10/20, 10/25, 10/26, 10/27

**same dates and credit awarded to any essay revisions!!***

10/17 and 10/18 HW - The Jefferson Years -did they reflect the "Revolution of 1800"

Some thoughts:

1. This is a continuity and change over time essay prompt. 
1. Patterns of Continuity and Change over time description: Historical thinking involves the ability to recognize, analyze, an evaluate the dynamics of historical continuity and change over periods of time of varying length, as well as the ability to relate these patterns to large historical processes or themes (pg. 8 APUSH curriculum framework)
2. Proficient students should be able to....identify patterns of continuity and change over time and explain the significance of such patters AND explain how patterns of continuity and change over time relate to larger historical processes or themes. (pg. 9 APUSH curriculum framework)
2. For Part B - you will need to use chapter 11 in the textbook 
3. Part C: for "document info" - you should expect to be able to complete two tasks:
1. ONE of the HAPP-Y chart components see link for assistance
1. Intended Audience 
2. Purpose 
3. Point of View
4. Historical context 
2. How or Why does this document help me answer this question? 
4. Part C: "outside info" ask yourself the following question, "What outside information not mentioned in the documents does this document bring to mind?"

Period 4 Information

Period 4 - youtube playlist

Period 4 Study Guide - optional assignment (minor assessment) due day of multiple choice portion of the test!

Period 4 Reading Schedule, Chapter Terms and Curriculum Framework

Visual Hexagons - Launching the New Ship of State

Visual Hexagons (Google Doc instructions)

Video Instructions

Guidelines for Periodization Essays

Please read through these guidelines and handouts. While your essay for the test will not be the same prompt in the guidelines, periodization will be the targeted historical thinking skill.

General Essay Tips

Period 3 LEQ Sample Prompt and Instructions : this is key to look at because this is what your instructions will look like on the final exam.

Period 3 LEQ Scoring Guidelines


Unit 2 Essay Question: Some historians have argued the ratification of the Constitution marks the end of the American Revolution. Support, modify, or refute this contention using specific evidence.



*****For periodization, I am looking to see if the student has made a compelling argument about the periods before and after Washington’s election in 1789, and the connection between them.***

Executive Power and the Constitution: B Day Hurricane Assignment - Due 10/12!

Video with instructions

Document with links to primary sources

Period 3 Study Guide - Optional Assignment

If you choose to complete this assignment, I will grade it and add as 0.5 major assessment!

Due Date: Day of Multiple choice

Period 3 Study Guide

unit 3 talking points

Unit 3 Talking Points VIdeo : Note this is 42 minutes long, so you might want to pick and choose which topics you would like to listen to.

Topics Covered: (see comments section under the video on YouTube for specific times for topics)

1. Revolutionary War: Northern Campaign 1776-1778
2. Southern Campaign 
3. State Constitutions 
4. Articles of Confederation
1. Weaknesses 
2. Success
5. Women and the Revolution 
6. Briefly: Constitutional Convention, Compromises, and Format of Constitution

Caption for image at 21:00 mark: "Middling Men Enter the Halls of Government, 1765-1790" "Before the Revolution, wealthy men (with assets of 2,000 pounds or more, as measured by tax lists and probate records) dominated most colonial assemblies. The power of money was especially apparent in the southern colonies, where representatives worth at least 5,000 pounds formed a majority of the legislators. However, in the new American republic, the proportion of middling legislators (yeomen farmers and others worth less than 2,000 pounds) increased dramatically, especially in northern states." (taken from America's History by Henretta, pg. 198)

How did the Revolution impact different cultural groups in North America?

Resolved. The Revolution was not all that "revolutionary"

Topic specific videos - Period 3

Some are from our friend, Adam Norris, and are good for a deeper understanding of the content. Others are from prominent historians that are around 2-4 minutes in length, and serve to assist the student in their conceptual understanding of some of the issues significant to the period. Enjoy!

Federalists and Democratic Republicans

The Constitution

Articles of Confederation

Thomas Paine's Common Sense

Women and the Revolution

Slavery and the Revolution

Two American Revolutions (fighting war and the war in the hearts and mind of the American people)

Reason and Emotion - Paine's Common Sense

Gordon Wood on the significance of the American Revolution

Jefferson's thoughts on Freedom