Monday-Friday, Nov 24-28 Thanksgiving Break
STUDY GUIDE FOR THANKSGIVING BREAK
Friday, November 21 #9
DEBATE: NORTHERN AND SOUTHERN DIVISION
We had a wonderful Socratic Seminar in which you made the arguments of the Northern and Southern Americans in the year of 1860. Really well done, and if you were listening, you recognize that you were "writing a LEQ" but doing it verbally with claims/thesis statements, arguments and evidence.
In the end, did you notice how the country was, in a sense, "hopelessly divided" and how, ultimately we can see why the South would "dip" (as Olivia Guastella eloquently put it) after Lincoln got elected? The war is next and we'll look at that after the break!
CLASSWORK: Collected the packet you compiled yesterday/last night
RECOMMENDED RESOURCES: Read Foner, page 517-553 (do this over all of break)
STUDY GUIDE FOR THANKSGIVING BREAK
THE DEATH OF COMPROMISE - Past Tense Week 15
KEY CONCEPTS: KC-5.2.II.B.ii The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict
KC-5.2.I.B African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.
KC-5.2.II.C The Second Party System ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.
KC-5.2.II.D Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.
Thursday, November 20 #8
SECESSION! WHAT WERE THE CAUSES OF THE DIVIDING COUNTRY?
We read two journal selections on John Brown, one from a Northern perspective and one from a Southern perspective.
Then, Mr. Peters handed out this document for the students to complete in advance of our Socratic Seminar which we will do in class tomorrow. After some review and contextualizing the assignment
CLASSWORK: 20 minutes to work on your handout Finish at home if not finished in class
HOMEWORK: JOURNAL ENTRY #4: Lincoln's election and the secession of the South
RECOMMENDED RESOURCES: SLIDES STUDY GUIDE FOR THANKSGIVING BREAK
FINAL EXAM COMING IN 4 WEEKS: This a great tool for connecting your reading with the key concepts. USE the CORE document.
KEY CONCEPTS: KC-5.2.II.B.ii The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict
KC-5.2.I.B African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.
KC-5.2.II.C The Second Party System ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.
KC-5.2.II.D Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.
Wednesday, November 19 #7
A HOUSE DIVIDING WILL NOT STAND: DRED SCOTT CASE AND JOHN BROWN
Mr. Peters discussed with students the impact of the Dred Scott Case and the violence (and response to) of John Brown
As you consider the causes of the dividing country, be thinking about some of these ideas ... was the secession a result of broken politics? Breakdown of social order? Emotional anger? Exhaustion? Slavery is at the heart of it all, of course, but how do the events we looked at strike you? Can you rank them -- compare and contrast? How were these issues of the 1850's a continuation of the past decades and to what extent were they changed?
HOMEWORK: JOURNAL ENTRY #3: John Brown's violence and the Northern response to him.
RECOMMENDED RESOURCES: Give Me Liberty pages 503-516 SLIDES STUDY GUIDE FOR THANKSGIVING BREAK
FINAL EXAM COMING IN 4 WEEKS: This a great tool for connecting your reading with the key concepts. And if you haven't used The CORE document make it your BFF for the next three weeks
KEY CONCEPTS: KC-5.2.II.B.ii The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict
KC-5.2.I.B African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.
KC-5.2.II.C The Second Party System ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.
KC-5.2.II.B.ii The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict
KC-5.2.II.D Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.
Tuesday, November 18 #6 (Mr. Parry Teaching)
THE LITTLE WOMAN: HARRIET BEECHER STOWE
Mr. Parry reviewed the background of Harriet Beecher Stowe and the impact that Uncle Tom's Cabin had on the nation after its publication in 1852. Students then looked at an excerpt of UTC and a Southern critique of the novel. Lastly, students resurrected Harriet Beecher Stowe (through AI) and had a conversation with her about the novel through their Civil War Journal character's perspective.
HOMEWORK: Finish the conversation with Harriet Beecher Stowe, if it was not completed in class. CITE your AI!!!! See the sample.
JOURNAL ENTRY #2: Your reflection on your conversation with Harriet Beecher Stowe.
RECOMMENDED RESOURCES: SLIDES, Truths in Uncle Tom's Cabin (AI Resource), Harriet Beecher Stowe Background, Give Me Liberty pages 498-503.
REMINDER FOR STUDYING - FINAL EXAM COMING IN 4 WEEKS: This a great tool for connecting your reading with the key concepts. And if you haven't used The CORE document make it your BFF for the next four weeks
KEY CONCEPTS: KC-5.2.I.B African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.
Monday, November 17 #5
What are we doing in APUSH week 15?
DIVIDED: THE COUNTDOWN TO A CIVIL WAR IS ON
Mr. Peters reviewed the main takeways from Friday's activity on the Compromise of 1850.
Then, Mr. Peters introduced the Civil War Journal assignment. See your g-class for the first "biography" page . We used Gemini to create and discuss the project, how it will work and how it will be submitted. It will be due on Monday, December 15.
The Bio page is due at the end of the period, but students were asked to write their first journal entry (by hand, on paper) to the following: JOURNAL ENTRY #1: Your reaction to the Compromise of 1850.
CLASSWORK: JOURNAL ENTRY INTRO: Civil War Journal bio and photo along with your first journal entry on the Compromise of 1850. Directions
RECOMMENDED RESOURCES: SLIDES Video on the Compromise Foner, page 447 on Uncle Tom's Cabin
KEY CONCEPTS: KC-5.2.II.A The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.
KC-5.2.II.B.i The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.
Friday, November 14 #4
THE COMPROMISE OF 1850: DISTRACTIONS AND NUISANCES TO UNITY
Today we looked at the results of the Mexican American war victory that led to CA becoming a free state and disrupting the "sacred" nature of the Missouri Compromise from way back in 1820. Hence the need to compromise in order to keep the country "united"
After brief lecture with slides, groups were put together for a gallery walk that looked at and analyzed the 5 Statutes of the Compromise of 1850. While student-groups did their analysis, balloons were required to be kept aloft or points were deducted from the grade. Eventually, six balloons were kept aloft
After the gallery walk, students reviewed the 5 statutes and then the balloons were popped, revealing a paper with one of 6 different "Dividers" that made the Compromise of 1850 a marginally successful government policy and highly debateable compromise. We discussed them, using the metaphor to make sense of the events, and the difficulty of crafting a good compromise, the "distraction" that all of the issues were from really working through a great compromise.
HOMEWORK: Bring the handout on Monday as we will be writing about the Compromise of 1850
RECOMMENDED RESOURCES: SLIDES Summary of the Content Compromise of 1850 and Dividers Foner, 482-490 (on the topics we will cover on Monday) Past Tense: GREED WILL POISON YOU. AND ME. AND US
KEY CONCEPTS: KC-5.1.I.C The United States added large territories in the West through victory in the Mexican– American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands.
KC-5.2.II.A The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.
KC-5.2.II.B.i The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.
Thursday, November 13 #3
DBQ INTRO: THE FINAL INSTRUCTIONS AND PRACTICE
We've been gradually introducing the elements of DBQ writing in pieces all semester and today's tutorial concludes the process. Contextualization, Thesis, document analysis, arugmentation.
Today, Mr. Peters covered the final parts of the rubric by using a metaphor to illustrate it.
CLASSWORK: Using content from the Mexican American war and Manifest Destiny which we've spent all week thus far on, students did a "skeletal" DBQ on two documents. 20 minutes. Submitted at the end of the period.
RECOMMENDED RESOURCES: Read for tomorrow's lesson understanding, Give Me Liberty read 477-483 (on the immediate events following the Mexican American War) on writing the DBQ SLIDES DBQ RUBRIC
Wednesday, November 12 #2 (Mr. Parry Teaching)
POLK'S LAND GRAB: THE MEXICAN-AMERICAN WAR
Students looked at the causes of the Mexican-American War. They looked at Ralph Waldo Emerson's quote about Mexico being a poison and President Polk's aggressive actions to move towards California and claim land from Mexico. SLIDES
CLASSWORK: Students we given a DBQ packet with 7 documents and 3 SAQ questions. They worked on the documents individually and then worked on the SAQs in small groups. After that, they submitted one of their questions and answers to Gemini to give them feedback on how their response could have been better.
HOMEWORK: Finish classwork if it was incomplete. Due at 8:30 am.
RECOMMENDED RESOURCES: Mex-Am War Causes Overview John L. O'Sullivan on Manifest Destiny On Manifest Destiny Give Me Liberty pages 465-477
Key Concepts:
KC-5.1.I.A The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West.
KC-5.1.I.B Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean;however, this frequently provoked competition and violent conflict.
Tuesday, November 11 -- No School, Veterans Day
Monday, November 10 #1
What are we doing in APUSH Week 14?
FROM SEA TO SHINING SEA: MANIFEST DESTINY
Started Period 5, we used the period poster in the classroom to provide an introduction to the period - the importance of Lincoln, the division of the country and other key players and events in the time.
Then, began lecture on Manifest Destiny. What was it about the West that got people moving? From the Morman migration to economic do-overs and the mineral resources (we're talkin' GOLD! and SILVER!) - not to mention the farm land - there were alot of magnets pulling on the settlers who don't settle. We got to the Leutz painting. Click here for a high definition of the image, it's really good!
HOMEWORK: AI Video Assignment due Wednesday @ 8:30am. No late work.
RECOMMENDED RESOURCES: Give Me Liberty pages 465-477 a short video on the painting Click here SLIDES
KEY CONCEPTS:
KC-5.1.I.A The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West.
KC-5.1.I.B Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean.
Friday, November 7 #22
ASSESSMENT: MCQ DAY!
Students were given an MCQ exam, timed to College Board Standards
Also, students had last week's SAQ returned and we discussed methods and successful completion of SAQs
HOMEWORK: We start Period 5 on Monday! On your g-class, an Edpuzzle video of Heimler covering all of Period 5. Due Monday at 8:30 am
RECOMMENDED RESOURCES: Read in Give Me Liberty, pages 465-470 on Manifest Destiny and lead up to War with Mexico.
BIRTHMARK OF FREEDOM OR SCAR OF DISCRIMINATION?
Thursday, November 6 #21
ASSESSMENT: LEQ DAY!
Students wrote a timed, 40 minute LEQ
HOMEWORK: Study for the Unit Assessment coming tomorrow, Friday, 11/7. The assessment will be MCQ covering Periods 1-4.
Wednesday, November 5 #20
SENECA FALLS CONVENTION: WOMEN'S RIGHTS MOVEMENT ON THE RISE
We looked at the reform for women's rights and how it culminated in this period at the Seneca Falls Convention in New York, 1848. The lecture covered how the 2nd Great Awakening really spurred on the reform movements of the era and the biblical notion that all humans are "created in the Image of God" was something women (and abolitionists) grabbed hold of and used to push for greater rights.
Finished with a short tutorial on the 3rd type of SAQ, that of the "Dueling Historians" using an SAQ on historian perspectives of the Seneca Falls Convention.
RECOMMENDED RESOURCES: Slides AI generated slides with narration (if you missed today) Brief overview of the content
Key Concepts: KC-4.1.III.C A women’s rights movement sought to create greater equality and opportunities for women, expressing its ideals at the Seneca Falls Convention. Over time, arguments emerged over whether to narrow the goals to white women.
HOMEWORK: On your AP Classroom website, Period 4 Progress check is due TOMORROW, 11/6/25 at 8:30 AM. REMEMBER, THERE IS NO LATE WORK ACCEPTED FOR AP CLASSROOM ASSIGNMENTS.
HOMEWORK: Study for the Unit Assessment coming tomorrow, Thursday, and Friday, 11/6 and 11/7. The assessment will be both an LEQ and MCQ covering Periods 1-4. LEQ on Thursday
Tuesday, November 4 #19 (Mr. Parry Teaching)
ABOLITIONISM: ABOLITIONIST DEBATES
Students participated in a simulation debate by taking on the role of one abolitionist or group and preparing arguments rooted in historical sources and biographical dossiers. As representatives of distinct viewpoints, they debated key questions around how quickly emancipation should happen, whether violence or legislation was justified, what citizenship should look like for former slaves, and what post-emancipation America should be. The exercise challenged them to defend their assigned perspectives, critically engage with classmates, and reflect on the enduring effects of these debates in shaping United States history.
RECOMMENDED RESOURCES: Slides, Video, Perspectives handout Foner, Give Me Liberty pages 451-457 on the Women's movement.
HOMEWORK: On your AP Classroom website, Period 4 Progress check is due this Thursday, 11/6/25 at 8:30 AM. REMEMBER, THERE IS NO LATE WORK ACCEPTED FOR AP CLASSROOM ASSIGNMENTS.
HOMEWORK: Study for the Unit Assessment coming this Thursday and Friday, 11/6 and 11/7. The assessment will be both an LEQ and MCQ covering Periods 1-4. LEQ on Thursday
KEY CONCEPTS: KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
KC-4.1.III.B.i Abolitionist and antislavery movements gradually achieved emancipation in the North, contributing to the growth of the free African American population, even as many state governments restricted African Americans’ rights.
Monday, November 3 #18 (Mr. Parry Teaching)
What are we doing in APUSH week 13?
ABOLITIONISM: VARIED MODES FOR HOW TO END SLAVERY
With our emphasis over the last week that the US is made up of an ethic of "reform" or "We can do better" as illustrated in the opening line of the Constitution which reads, "We the People, in order to form a more perfect union..." we took a look at one of th most signficant reform movements of the Antebellum period: To abolish slavery.
With some context for what slavery was and what the South viewed it as, students were introduced to the various modes of abolition that were coming out of the North ... immediate, gradual, compensated, re-colonization to Africa, moral and legal.
Students then were given a series of primary source documents to discuss and respond in written form to.
RECOMMENDED RESOURCES: Primary Source Documents Slides Subject overview page Foner, Give Me Liberty pages 440-450 on Slavery and Abolitionist Movement and 451-457 on the Women's movement.
HOMEWORK: On your AP Classroom website, Period 4 Progress check is now live. It is due on Thursday, 11/6 at 8:30 AM. REMEMBER, THERE IS NO LATE WORK ACCEPTED FOR AP CLASSROOM ASSIGNMENTS.
HOMEWORK: Study for the Unit Assessment coming this Thursday and Friday, 11/6 and 11/7. The assessment will be both an LEQ and MCQ covering Periods 1-4
KEY CONCEPTS: KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
KC-4.1.III.B.i Abolitionist and antislavery movements gradually achieved emancipation in the North, contributing to the growth of the free African American population, even as many state governments restricted African Americans’ rights.
Friday October 31 #17 (Mr. Parry Teaching)
UTOPIA! THE ATTEMPT TO FORM A (MORE) PERFECT SOCIETY
Students had 30 minutes in-class to finish their project and prepare to present in front of class. Students presented by the end of the period.
HOMEWORK: On your AP Classroom, Period 4 Progress check is now live. It is due on Thursday, 11/6 at 8:30 AM. REMEMBER, THERE IS NO LATE WORK ACCEPTED FOR AP CLASSROOM ASSIGNMENTS.
HOMEWORK: Study for the Unit Assessment coming on Thursday and Friday, 11/6 and 11/7. The assessment will be both an LEQ and MCQ covering Periods 1-4
RECOMMENDED RESOURCES: SLIDES FROM TODAY, America's Utopian Fever, Foner, pages pages 440-450 on Slavery and Abolitionist Movement and 451-457 on the Women's movement. Past Tense Week Review
KC-4.1.II.A.ii The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants that influenced moral and social reforms and inspired utopian and other religious movements.
Thursday, October 30 #16 (Mr. Parry Teaching)
UTOPIA! THE ATTEMPT TO FORM A (MORE) PERFECT SOCIETY
Student were given an overview of Utopian Societies. These societies are built on the idea of perfectionism and that they can seek reform to better themselves and others in the wake of the Second Great Awakening. Mr. Parry dove into Disneyland and Disney World, as model modern utopias with the idea that they strive to build on the happiness of their guests. Students were given an in-class project to research one of the seven utopias, and then create a persuasive newspaper, commercial, or poster, promoting their assigned community's values and persuading their audience to join their utopia.
HOMEWORK: On your AP Classroom, Period 4 Progress check is now live. It is due on Thursday, 11/6 at 8:30 AM. REMEMBER, THERE IS NO LATE WORK ACCEPTED FOR AP CLASSROOM ASSIGNMENTS.
HOMEWORK: Study for the Unit Assessment coming on Thursday and Friday, 11/6 and 11/7. The assessment will be both an LEQ and MCQ covering Periods 1-4
RECOMMENDED RESOURCES: SLIDES FROM TODAY, America's Utopian Fever, Foner, pages pages 440-450 on Slavery and Abolitionist Movement and 451-457 on the Women's movement.
KC-4.1.II.A.ii The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants that influenced moral and social reforms and inspired utopian and other religious movements.
Wednesday, October 29 #15
LEQ/SAQ: A WRITING WORKSHOP
Students began class with a timed SAQ assessment from a topic of Period 4
Following, students had their LEQ's from last week returned and we went over them with a sample student submission serving as illustration of what can (and should) be done to score high on the rubric.
RECOMMENDED RESOURCES: Foner, 431-436 on Utopian societies, the topic we'll be on for the next two days.
Read ahead, Foner, pages pages 440-450 on Slavery and Abolitionist movement. Video on reform movements
Tuesday, October 28 #14
A NATION OF DRUNKARDS: WOMEN, THE TEMPERANCE MOVEMENT AND THE 2ND GREAT AWAKENING
Students were introduced to the first of the reform movements that comes out of the 2nd Great Awakening, the Temperance Movement to stop the scourge of alcoholism that swept the country.
Brief introductory lecture, students should be considering how the era is overlapping various layers ... religious fervor which spawns a temperance movement, how the 2nd Great Awakening results from the 1st Amendment which came from the Revolution, how industrialization spurred massive industrial agricultural change including the harvesting of wheat which was used in alcohol production and how alcoholism strikes against the spirit of Jacksonian democracy, as people wondered: "how can a nation of drunks drive the nation in a straight line?"
Then students self-selected a small group to work with and given one primary source from the time period to discuss and analyze. Class discussion followed. LINK TO SOURCES
RECOMMENDED RESOURCES: SLIDES Read ahead, Foner, pages pages 440-450 on Slavery and Abolitionist movement. Webpage to pursue Video on reform movements
KC-4.1.II.A.ii The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants that influenced moral and social reforms and inspired utopian and other religious movements. KC-4.1.III.A Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance and other reform efforts.
Monday, October 27 #13
What are we doing in APUSH Week 12?
A NATION OF REFORMERS: THE CONTEXT AND THE CAUSES FOR THE 2ND GREAT AWAKENING
Spent some time illustrating the topical coverage of period 4. Rather than focusing on the chronology, we instead looked at the developing national identity as 1) a democratizing people, 2) a geographic power, 3) an economic power 4) a migrating people - to the West and 5) a racially aggressive people.
From there, we looked extensively at the "culture of reform" that is embodied in the words of the US Constitution, We the People, In order to form a more perfect union...
We set the context of this by having small groups brainstorm and present the broader background of "examples of Americans pursuing a 'more perfect society'" from 1607 to 1800. We posted these on the board as a review. This served as context for the causes and reason the US experienced a 2nd Great Awakening in the Antebellum period.
RECOMMENDED RESOURCES: Foner, pages 431-440, 342-345 SLIDES FROM TODAY Great Webpage to look at/read
HOMEWORK: Study for your SAQ which is on Wednesday. It will be on a key concept from Period 4
KC-4.1.II.A.ii The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants that influenced moral and social reforms and inspired utopian and other religious movements. KC-4.1.III.A Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance and other reform efforts.
Friday, October 24 #12 (Mr. Parry Teaching)
CONTINUITY AND CHANGE: WOMEN AND AFRICAN AMERICANS FROM PERIOD 3 TO PERIOD 4
Students were tasked with assessing the circumstantial continuity and change of enslaved and free African Americans and women from Period 3 to Period 4. The previous night's homework set them up by contextualizing what blacks and women were experiencing from 1780 to 1840. In class, students watched a video and analyzed 10 primary sources in groups, looking for areas where circumstances continued or changed for Americans. Then, each student wrote a keyword, phrase, or reasoning on a sticky note that explained whether the sources they read revealed that the circumstances for blacks and/or women changed or continued from Period 3. Sticky notes were placed on the board, and Mr. Parry went over several of them in class discussion.
RECOMMENDED RESOURCES: SLIDES, Give Me Liberty, pages 340-349, 431-436, and this on the abolitionist movement.
KEY CONCEPTS:
KC-4.1.II.D Enslaved blacks and free African Americans created communities and strategies to protect their dignity and family structures, and they joined political efforts aimed at changing their status. KC-4.1.III.C A women’s rights movement sought to create greater equality and opportunities for women, expressing its ideals at the Seneca Falls Convention. Over time, arguments emerged over whether to narrow the goals to white women. KC-4.2.II.A Increasing numbers of Americans, especially women and men working in factories, no longer relied on semi-subsistence agriculture; instead they supported themselves producing goods for distant markets. KC-4.2.II.C Gender and family roles changed in response to the market revolution, particularly with the growth of definitions of domestic ideals that emphasized the separation of public and private spheres
Thursday, October 23 #11
LEQ DAY! OUR FIRST GO OF FORMAL WRITING
Students took their first LEQ for Period 4 (1800-1848). Timed to College Board standard of 40 minutes
HOMEWORK: Review the materials on African Americans and women during Periods 3 and 4 and begin to think about continuity and change for these groups between the years 1750 and 1840.
Wednesday, October 22 #10
ANALYZING THE INDUSTRIAL REVOLUTION: THESIS PRACTICE AND TUTORIAL
Students were reminded of the importance of the Key Concepts and how they give direction for study, and how the student must "apply content to the concept" as you study. The class was broken into groups of 2-3 students and each one was assigned one prompt to focus on, the prompt created from one of the Key Concepts on the Market Revolution. SEE ASSIGNMENT HERE Mr. Peters had students present their writing and we discussed samples from the screen.
REMINDER: Our first LEQ assessment will be TOMORROW on a Key Concept from Period 4 up to and through today's content. LINK TO VIDEO TUTORIAL AS YOU PREPARE Heimler's LEQ tutorial is here . The Rubric is here
KEY CONCEPTS: KC-4.2.I.A Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized. KC-4.2.I.B Innovations including textile machinery, steam engines, interchangeable parts, the telegraph, and agricultural inventions increased the efficiency of production methods. KC-4.2.I.C Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence. Transportation networks linked the North and Midwest more closely than they linked regions in the South. KC-4.2.III.B Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties.
Tuesday, October 21 #9
THE MARKET & INDUSTRIAL REVOLUTION: WHAT WE DO IS WHO WE ARE
Introduction focused on our American identity being tied to "what we do for a living." For right or wrong, that's how we have for so long lived. Mr. Peters started with illustrations of this cultural phenomenon, starting with, "What do you want to do when you grow up?" Also, this video
Transition to the beginning of the age of Industry.
RECOMMENDED RESOURCES: Foner, Give Me Liberty pages 324-333 Impact of Market Revolution on Society Overview of the lecture Audio (6:32 in length) VIDEO: The Erie Canal SLIDES
REMINDER: Our first LEQ will be this Thursday on a Key Concept from Period 4. SLIDES RUBRIC VIDEO OF MY TUTORIAL and if you need a celebrity to teach you, click here
KEY CONCEPTS: KC-4.2.I.A Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized. KC-4.2.I.B Innovations including textile machinery, steam engines, interchangeable parts, the telegraph, and agricultural inventions increased the efficiency of production methods. KC-4.2.I.C Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence. Transportation networks linked the North and Midwest more closely than they linked regions in the South. KC-4.2.III.B Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties.
Monday, October 20 #8
What are we doing in APUSH Week 11?
ANDREW JACKSON: A SOCRATIC SEMINAR
Socratic Seminar day!
Tomorrow, we'll continue on our way through the Antebellum Period and turn our attention to the early industrial age. I recommend you read ahead:
HOMEWOWORK: Students will submit their written self-assessment of their participation and contribution to the Socratic Seminar tomorrow. It is on paper.
REMINDER: LEQ coming THIS Thursday: SLIDES RUBRIC VIDEO OF MY TUTORIAL The prompt will be drawn from the Key Concepts we've covered or assigned in reading in APUSH Period 4
RECOMMENDED READING: Market and Industrial Revolutions in Give Me Liberty, pages 314-323
VIDEO: A bit corny, but might help you remember Jackson's administration
Key concepts:
KC-4.1.I.A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
KC-4.1.I.C By the 1820s and 1830s, new political parties arose—the Democrats, led by Andrew Jackson, and the Whigs, led by Henry Clay— that disagreed about the role and powers of the federal government and issues such as the national bank, tariffs, and federally funded internal improvements
Friday, October 17 #7
ANDREW JACKSON: A MAN FOR THE AGES? OR NOT? (SOCRATIC SEMINAR PREPARATION)
We started prep work today for a Socratic Seminar. Mr. Peters introduced Andrew Jackson and we watched this short video to give an appetizer of the man and his presidency. The instructions for the Seminar were discussed (see your g-class for them) The balance of the period was devoted to individual research for the writing portion of the assignment.
See your g-class and this is due on Monday AND THERE IS NO LATE WORK ACCEPTED FOR THIS ONE ASSIGNMENT due to the necessity of using the content in Monday's Socratic Seminar.
REMINDER: Our first LEQ will be next THURSDAY on a Key Concept from Period 4. LINK TO A VIDEO TUTORIAL AS YOU PREPARE
CLASSWORK: Preparation for the seminar. See your g-class. Writing is due Monday at 8:30 am NO LATE WORK ACCEPTED ON THIS ONE
RECOMMENDED RESOURCES TO STUDY WITH: Jackson's presidency is covered in Give Me Liberty, pages 375-387
Video: Check out this video Mr. Parry made as the three regions (north, south and west) talk about their views of the "nation" and their sections during this time period. Helpful in prepping for next week's LEQ
Video: American foreign policy in the Antebellum Age.
Video: Nationalism vs Regionalism
This week's Past Tense "There's Something About Jackson"
Key concepts: KC-4.1.I.A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers. KC-4.1.I.C By the 1820s and 1830s, new political parties arose—the Democrats, led by Andrew Jackson, and the Whigs, led by Henry Clay— that disagreed about the role and powers of the federal government and issues such as the national bank, tariffs, and federally funded internal improvements
Thursday, October 16 #6
TWO STEPS FORWARD, ONE STEP BACK: NATIONAL IDENTITY FORMATION IN THE EARLY 1800'S
Students were given a brief review of the content we've covered the last two days -- elements that demostrate the US is developing a "national" (ie, unified, singular nation identity) and ways the country was remaining tied to "states rights" or "sectionalism" and therefore NOT making progress toward a unified national identity.
CLASSWORK: We then did an exercise in which students evaluated a series of thesis statements that were on the differences between Federalists and Democrats in the early 1800s and another set on the influence of the Supreme Courty on national identity. In groups, students assessed whether the thesis "meets, exceeds, or misses" the College Board standard for the thesis point.
RECOMMENDED RESOURCES: Jackson's presidency is covered in Give Me Liberty, pages 375-387 We are spending class time tomorrow diving into the Jackson Presidency Audio podcast overview Summary document Slide and audio overview
VIDEOS: My tutorial on thesis writing Heimler on thesis writing
LEQ Prep: SLIDES RUBRIC VIDEO OF MY TUTORIAL (your first LEQ will be next Thursday and the prompt will be drawn from the Key Concepts we've covered in APUSH Period 4 ) Heimler on how to score a perfect LEQ score
Key Concepts:
KC-4.1.I.D Regional interests often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy.
KC-4.2.III.D Plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country.
KC-4.3.II.C Congressional attempts at political compromise, such as the Missouri Compromise, only temporarily stemmed growing tensions between opponents and defenders of slavery.
KC-4.3.I.A.ii The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine.
Wednesday, October 15 #5 (Mr. Parry teaching)
A NEW(ER) NATION: WESTWARD EXPANSION AND SLAVERY
SLIDES Today in class, students explored the deepening conflict over slavery and sectionalism by actively participating in a Missouri Compromise debate simulation. Assigned roles as key historical figures from the era, students examined primary source documents to understand and represent differing perspectives on whether Missouri should enter the Union as a slave or free state. Through small-group preparation, passionate debate, and thoughtful reflection, students gained hands-on insight into how issues of national identity, federal power, and compromise shaped the nation—and how unresolved tensions from this period would continue to drive the United States toward civil conflict.
RECOMMENDED RESOURCES: Jackson's presidency is covered in Give Me Liberty, pages 375-387. We will spend several days on Jackson, so it is recommended that you read up on him.
KEY CONCEPTS:
KC-4.1.I.A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
KC-4.3.I.A.i Following the Louisiana Purchase, the U.S. government sought influence and control over North America through a variety of means, including exploration and diplomatic efforts.
Tuesday, October 14 #4 (Mr. Parry teaching)
A NEW(ER) NATION: HENRY CLAY AND JOHN MARSHALL
SLIDES Students will investigate the development of American national identity in the early 1800s through a combination of lecture and hands-on document analysis. The lesson focuses on Henry Clay’s economic policies to unite the nation, and Chief Justice John Marshall’s Supreme Court decisions affirming federal authority. Working in groups, students analyze primary sources, debate the role of government and the meaning of constitutional power, and explore how these themes shaped both unity and division at the dawn of the antebellum era.
RECOMMENDED RESOURCES: Foner, pages 361-372 (Yes, skipping some pages for now),
New Nation Overview,
Federal Power v. States' Rights,
John Marshall's Court
Heimler on this era
Marbury v Madison case explained (important to understand this!)
KEY CONCEPTS:
KC-4.1.I.A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
KC-4.1.I.B Supreme Court decisions established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws.
Monday, October 13 #3
What are we doing in APUSH week 10?
LEQ WRITING: A TUTORIAL
Mr. Parry showed several videos from your making to tie together Friday's activity to what we will cover this week. Then, students "took a side" in the room to illustrate their conclusions about Jefferson's legacy
Following, students were instructed on the LEQ process and rubric. SLIDES RUBRIC VIDEO OF MY TUTORIAL HEIMLER VIDEO ON LEQ AND VIDEO ON THESIS WRITING
RECOMMENDED READING: Give Me Liberty, pages 315-324
Friday, October 10 #2 (Mr. Parry Teaching)
PRESIDENT JEFFERSON: TWO-FACED POLITICIAN OR BRILLIANTLY ADAPTIVE POLITICIAN?
In this lesson, students were tasked with creating a concise, 60 to 75-second video analyzing Thomas Jefferson’s presidency by taking a clear stance on whether Jefferson acted as a two-faced hypocrite or as a brilliantly adaptive statesman, using at least two specific pieces of historical evidence, such as the Louisiana Purchase, the Embargo Act, or reducing the military size to support their argument. The project required students to synthesize prior learning, construct a logical claim-evidence-reasoning structure, and present their ideas creatively and clearly, either individually or in pairs, with the option to enhance their videos with visuals, voiceovers, or text overlays for emphasis. Those unable to participate in the video assignment completed an alternative written project, maintaining the same analytical and creative goals.
HOMEWORK: See your g-class, there is an "edpuzzle" preview of the APUSH Period 4. Due Monday
RECOMMENDED READING: Foner, pages 301-308
KEY CONCEPTS: KC-4.1.I.A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.
Thursday, October 9 #1
APUSH PERIOD 4: SETTING THE CONTEXT
We reviewed the SAQ's that we did yesterday with Mr. Peters showing a sample on the board as an example of one that is well done. Come see me for extra help if you need it. A tutorial of sorts was given.
Then, introduced the coming of Period 4 and students were tasked with doing a "contextualization" paragraph for Period 4's topics with a class demonstration SLIDES
HOMEWORK #1: See your g-class, there is a question which you should answer after reading (and/or annotating) the document and watching the video. These will help you with tomorrow's assignment. Due by 8:30 am tomorrow.
HOMEWORK #2: See your g-class, there is an "edpuzzle" preview of the APUSH Period 4. Due Monday
Key Concepts: KC-4.1 The United States began to develop a modern democracy and celebrated a new national culture,whileAmericanssoughttodefinethe nation’s democratic ideals and change their society and institutions to match them.
Wednesday, October 8 #18
ASSESSMENT DAY! PERIODS 1-2-3
Students were given an assessment over PERIODS 1-2-3 (MCQ) and an SAQ from Period 3
Tuesday, October 7 #17
NATIONAL IDENTITY, CIRCA 1800: ANALYSIS OF THE EVIDENCE ... A GALLERY WALK
To conclude Period 3, students were divided into 7 groups and informed that our gallery walk would be to analyze the documents we described yesterday in light of the prompt. To prepare, students were shown "point 4" of the DBQ Rubric (analysis/supports) and reminded of the theme of "American Identity" which we covered yesterday.
Each station in the gallery walk was given 4 minutes. Groups wrote on the paper surrounding the document their analysis of how, or what the document contributes to a sense of a "national" identity by 1800.
Stations 1-3 - write what the document says about the country, not repeating what other students have written
Station 4 - Choose one of the group contributions that came before you. Analyze their answer. Where does it fall short? Where is it on point?
Station 5 - Choose one of the group contributions and ask a thoughtful, analytical, educated question of their analysis
Station 6 - underline or circle one sentence or part of the document and then draw a line into blank space and write what that one element or sentence of the document says about the national identity
Station 7 - Reread the document. Then, based on your understanding of what all 7 documents said, conclude with ONE word that best describes what the American "Identity" looked like by 1800. Defend verbally your word
HOMEWORK: In your AP Classroom, Progress Check for Period 3 is due TOMORROW MORNING at 8:30 am. Remember that there IS NO LATE WORK ON AP CLASSROOM ASSIGNMENTS
PERIODS 1-2-3 EXAM TOMORROW. BE STUDYING!
KEY CONCEPTS: KC-3.2.III.ii New forms of national culture developed in the United States alongside continued regional variations. KC-3.2.III.D Ideas about national identity increasingly found expression in works of art, literature, and architecture. KC-3.3.I.A Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the United States, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American Indians contributed to tensions between the United States and Britain. KC-3.3.I.B As increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions.
Monday, October 6 #16
What are we doing in APUSH Week 9?
WHAT IS THIS NEW MAN, THIS AMERICAN? A LOOK AT FORMING NATIONAL IDENTITY (and DBQ rubric work)
We took a look at the APUSH theme of "Identity" as a gateway into understanding the DBQ we will practice. Mr. Peters also went through the DBQ rubric with the students, helping them to see again what the CB is going to require of you when you write a DBQ. Students were given a copy of this DBQ to practice with. Then, students were assigned to "Describe" (according to the rubric's requirements) each document. We read aloud and discussed it at the close of class. To be continued tomorrow.
HOMEWORK: In your AP Classroom, Progress Check for Period 3 is due Wednesday at 8:30 am. Remember that there IS NO LATE WORK ON AP CLASSROOM ASSIGNMENTS
PERIODS 1-2-3 EXAM ON WEDNESDAY. BE STUDYING!
KEY CONCEPTS: KC-3.2.III.ii New forms of national culture developed in the United States alongside continued regional variations. KC-3.2.III.D Ideas about national identity increasingly found expression in works of art, literature, and architecture. KC-3.3.I.A Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the United States, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American Indians contributed to tensions between the United States and Britain. KC-3.3.I.B As increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions.
Friday, October 3 #15
THE SHOWDOWN! HAMILTON VS JEFFERSON, FEDERALISTS VS REPUBLICANS
Teams presented their campaign presentations. Well done y'll!
HOMEWORK: On your AP Classroom, Progress Check for Period 3 is due on October 8 at 8:30 am. Remember that there IS NO LATE WORK ON AP CLASSROOM ASSIGNMENTS
STUDY TIME!: Periods 1-2-3 assessment coming on October 8 (MCQ and SAQ)
KEY CONCEPTS: KC-3.2.III.B Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties— most significantly the Federalists, led by Alexander Hamilton, and the Democratic Republican Party, led by Thomas Jefferson and James Madison.
Thursday, October 2 #14
HAMILTON VS. JEFFERSON: THE SHOWDOWN CAMPAIGN
The class period was devoted to working on and finishing your preparation for the presentations tomorrow. CHECKLIST FOR FINAL SUBMISSION
RECOMMENDED RESOURCES: GREAT dramatic conversation between Jefferson and President Adams (a Federalist) about the "trampling of freedom" with Adams' signing of the Alien and Sedition Acts "power vs. liberty"
HOMEWORK: On your AP Classroom, Progress Check for Period 3 is due on October 8 at 8:30 am. Remember that there IS NO LATE WORK ON AP CLASSROOM ASSIGNMENTS
STUDY TIME!: Periods 1-2-3 assessment coming on October 8 (MCQ and SAQ)
KEY CONCEPTS: KC-3.2.III.B Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties— most significantly the Federalists, led by Alexander Hamilton, and the Democratic Republican Party, led by Thomas Jefferson and James Madison.
Wednesday, October 1 #13
HAMILTON VS. JEFFERSON: THE SHOWDOWN CAMPAIGN BEGINS
Students had prep time to work on their campaigns. See your g-class for the directions
RECOMMENDED READING: Foner, pages 286-290 (very helpful for nullification and the KY/VA Resolutions) VIDEO
Hamilton and Jefferson talk about Freedom vs. Big Government
HOMEWORK: On your AP Classroom, Progress Check for Period 3 is due on October 8 at 8:30 am. Remember that there IS NO LATE WORK ON AP CLASSROOM ASSIGNMENTS
STUDY TIME!: Periods 1-2-3 assessment coming on October 8 (MCQ and SAQ)
KEY CONCEPTS: KC-3.2.III.B Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties— most significantly the Federalists, led by Alexander Hamilton, and the Democratic Republican Party, led by Thomas Jefferson and James Madison.
Tuesday, September 30 #12
HAMILTON VS. JEFFERSON: THE SHOWDOWN CAMPAIGN BEGINS
We wrapped up the lecture from yesterday with a quick look at how the first Political Parties formed around the idea of "strict vs. loose construction" of the Constitution. See the slides posted yesterday.
Following, Mr. Peters introduced the campaign that students will engage in for the remainder of the week with the presentations set for Friday. See your g-class for the directions
RECOMMENDED READING: Foner, pages 286-290 (very helpful for nullification and the KY/VA Resolutions) VIDEO
KEY CONCEPTS: KC-3.2.III.B Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties— most significantly the Federalists, led by Alexander Hamilton, and the Democratic Republican Party, led by Thomas Jefferson and James Madison.
Monday, September 29 #11
What are we doing in APUSH week 8?
THE FIRST STEPS: AMERICAN FEDERALISM GETS STARTED
Reviewed what was covered last week, then dove into the 1790's, aka, "The Critical Decade" with a lecture from Mr. Peters Emphasis on George Washington's rise to the Presidency, art analysis and Hamilton's Economic plan.
RECOMMENDED READING: Foner, pages 283-286 Summary Document SLIDES A DECADE OF DIVISION (AUDIO DEEP DIVE 5:40)
ANNOUNCEMENT: Unit Exam (APUSH Periods 1-2-3) will be middle of next week, likely Wednesday
KEY CONCEPTS: Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.
KC-3.2.III.A During the presidential administrations of George Washington and John Adams, political leaders created institutions and precedents that put the principles of the Constitution into practice.
KC-3.2.III.B Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties— most significantly the Federalists, led by Alexander Hamilton, and the DemocraticRepublican Party, led by Thomas Jefferson and James Madison.
KC-3.3.II.C George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned about the danger of permanent foreign alliances.
Friday, September 26 #10 (Mr. Parry Teaching)
THE RATIFICATION BATTLE: FEDERALISTS VS ANTI-FEDERALISTS
Mr. Parry led students in a deep analysis of the fierce debates over ratification of the United States Constitution, focusing on the contrasting arguments of Federalists and Anti-Federalists. Students examined four primary sources—Federalist No. 51, George Mason’s objections, the writings of Brutus, and Federalist No. 84—to explore core tensions between liberty and governmental power. Through structured discussion and document-based activities, students identified major concerns about centralized authority and the lack of a bill of rights, as well as defenses of a strong, unified government. To conclude, Mr. Parry administered a short-answer assessment in Google Classroom, requiring students to explain how the AoC, Constitution, or ratification debates can justify promoted liberty or concentrated power.
CLASSWORK: See your g-class for the writing document/prompt
RECOMMENDED RESOURCES: Foner, 277-283, Federalist Overview, Fed. and Anti-Fed Perspectives, Slides from the Week
KEY CONCEPTS: KC-3.2.II.In the debate over ratifying the Constitution, Anti-Federalists, opposing ratification, battled with Federalists, whose principles were articulated in the Federalist Papers (primarily written by Alexander Hamilton and James Madison). Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and explicitly restricted the powers of the federal government.
Thursday, September 25 #9 (Mr. Parry Teaching)
THE MAKING OF A CONSTITUTION: FROM CONFEDERACY TO FEDERALISM
Mr. Parry guided students through an immersive Constitutional Convention simulation where each group represented a state delegation and debated foundational issues that shaped the United States Constitution. The lesson began with a succinct overview of the major structural problems in the Articles of Confederation, then shifted to role-play discussions centered on proposed “bills” regarding representation, slavery, and federalism. Students considered state interests, analyzed historical arguments, and negotiated compromises—such as the Great Compromise, Three-Fifths Compromise, and arrangements for federal powers—mirroring the real debates of 1787. The lesson concluded with a class-wide vote and reflection on how these compromises balanced liberty and power, illustrating the challenging process of forming a more unified national government under the leadership and facilitation of Mr. Parry, playing the role of George Washington.
RECOMMENDED RESOURCES: Foner, 265-274, Compromise Overview, Constitutional Debate
KEY CONCEPT: KC-3.2.II.D The Constitutional Convention compromised over the representation of slave states in Congress and the role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the international slave trade after 1808.
Wednesday, September 24 #8 (Mr. Parry Teaching)
THE STRUGGLES OF CONFEDERACY: The FARTicles of Confederation
Students began their exploration of the Articles of Confederation by diving into a hands-on scenario analysis. Working in groups, students received both the full text of the AoC and six different historical scenarios, each illustrating a key weakness in the nation’s first government. Without prior explanation, students used textual evidence to determine not only the problems in each scenario but also whether or not the national government under the Articles could legally provide a solution. Throughout the lesson, Mr. Parry facilitated group discussion and guided analysis, then led a debrief where students synthesized their findings, drawing connections between the document’s structure and the practical challenges it created for the new republic.
RECOMMENDED RESOURCES: Foner, 253-263; Articles Overview; Ordinance Overview; Articles Pro/Con Debate
KEY CONCEPTS: The Articles of Confederation unified the newly independent states, creating a central government with limited power. After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest led to calls for a stronger central government
Tuesday, September 23 #7
THE PROS AND CONS OF FREEDOM: HOW TO CREATE A FREE SOCIETY
SAQ's from last Thursday were returned and discussed. Come see me in OH if you need more help!
Mr. Peters taught on the difficulty of establishing a "republic" based on feedom and how Freedom and Power are balanced in society.
RECOMMENDED RESOURCES: Reading in Foner: Pages 244-251 (On the Articles of Confederation) SLIDES SUMMARY (AUDIO) CONVERSATION/SUMMARY ON THE QUESTION OF FREEDOM (5:45)
KEY CONCEPTS: KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
KC-3.2.I.D In response to women’s participation in the American Revolution, Enlightenment ideas, and women’s appeals for expanded roles, an ideal of “republican motherhood” gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.
Monday, September 22 #6 (Mr. Peters out sick today)
What are we doing in Apush Week 7?
REMINDER, IF YOU WERE ABSENT FOR THE SAQ LAST THURSDAY, THE OFFICE MUST BE NOTIFIED WITHIN 7 DAYS WITH PARENT EXPLANATION OR THERE IS NO MAKEUP. MAKEUP SCHEDULED FOR OFFICE HOURSE THIS THURSDAY
HOW REVOLUTIONARY WAS THE REVOLUTION? AFRICAN AMERICANS AND WOMEN SPEAK OUT
Students were given a series of documents (primary and secondary) to read and interpret regarding the impact the Revolutionary War had on women and blacks at that time. Questions to consider and respond to were given
CLASSWORK: (Due tomorrow at 8:30 AM) - see your g-class
RECOMMENDED READING: Foner, pages 226-238 (on slavery and women in the Revolution)
KEY CONCEPTS: KC-3.1.II.C The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women. KC-3.1.II.D In the face of economic shortages and the British military occupation of some regions, men and women mobilized in large numbers to provide financial and material support to the Patriot movement.
KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. KC-3.2.I.D In response to women’s participation in the American Revolution, Enlightenment ideas, and women’s appeals for expanded roles, an ideal of “republican motherhood” gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.
Friday, September 19 #5 (Mr. Parry Teaching)
THE DECLARATION OF INDEPENDENCE: SACRED DOCUMENT OR MORE PROPAGANDA?
SLIDES Common Sense Resource Declaration of Independence Resource
Today in APUSH, students explored how the ideas of natural rights and republican government fueled the movement for American independence. In a collaborative “jigsaw” activity, Mr. Parry split the class in half: one group analyzed an excerpt from Thomas Paine’s Common Sense while the other examined a key passage from the Declaration of Independence. Each group discussed guiding questions to understand how these documents challenged British authority and justified breaking away. Afterward, students shared their findings, compared arguments about government and rights, and considered how colonists tried to seek redress before choosing revolution.
RECOMMENDED READING: Foner, Give Me Liberty, pages 204, 209-220
KEY CONCEPTS: KC-3.2.I.B The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The ideas in these documents resonated throughout American history, shaping Americans’ understanding of the ideals on which the nation was based KC-3.2.I.A Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over hereditary privilege, while religion strengthened Americans’ view of themselves as a people blessed with liberty
Thursday, September 18 #5
THE CAUSE: THE WAR FOR INDEPENDENCE STARTS
A quick lecture (10 minutes) that focused on how the causes of the Revolution that we discussed yesterday became "The Cause" -- especially after shots were fired outside of Boston in a little village called Concord. (You can actually stand on the very spot where the first battle took place!) With the slides, we emphasized the growing outrage against the British government and the potency of the "Ideas" of "Self Government that were bubbling to the surface. All preface for tomorrow where we will look at the Declaration of Independence and the impact of it, along with Thomas Paine's Common Sense pamphlet that pushed the colonists into becoming actual "Americans"
We then went over the SAQ's from last week, with more tutorial using a student sample displayed on the screen
CLASSWORK: Students wrote an SAQ for a grade REMINDER, IF YOU WERE ABSENT, THE OFFICE MUST BE NOTIFIED WITHIN 7 DAYS WITH PARENT EXPLANATION OR THERE IS NO MAKEUP
RECOMMENDED READING: Foner, 187-191 focuses on the outbreak of war and Paine's Common Sense and The Declaration of Independence
KEY CONCEPTS: KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
Wednesday, September 17 #4 (Mr. Parry teaching)
SO YOU SAY YOU WANT A REVOLUTION? A HOW-TO ON HOW TO GET ONE
Today, Mr. Parry led a lesson focused on the key events between 1765 and 1774 that escalated tensions leading to the American Revolution. Students explored significant developments such as the Sugar Act, Stamp Act, and Townshend Acts, along with important colonial responses including the Stamp Act Congress, Sons of Liberty, and nonimportation agreements. Through a student-centered ranking activity, groups analyzed and debated the relative significance of these events in fostering colonial unity, resistance, and the eventual push toward independence. Mr. Parry facilitated the discussion by posing thought-provoking questions and acting as a devil’s advocate to deepen reasoning. The class concluded with a reflective exit ticket prompting students to articulate which event best explained the growing colonial desire to break from Britain. This lesson emphasized historical causation, argumentation skills, and the interconnected causes of revolutionary sentiment.
RECOMMENDED RESOURCES: to help you recap from today’s discussion:
Podcast Episode Revolutionary Debate
RECOMMENDED READING: Foner, 196-206
REMINDER: SAQ tomorrow on topic of Period 3
KEY CONCEPTS: KC-3.1.II.A The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights. KC-3.1.II.C The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women.
Tuesday, September 16 #3
FRENCH AND INDIAN WAR: CONTEXTUALIZATION FOR A FRACTURED RELATIONSHIP
We used the documents that were covered on Friday/weekend work (papers were turned in for a grade) and Mr. Peters worked through the documents to help understand the impact the French and Indian War had on the relationship between the colonies and Great Britain. We then pivoted to a tutorial on "Contextualization" and thesis writing. Using these slides, Mr. Peters explained how to write a contextualization paragraph for the LEQ/DBQ.
HOMEWORK: Contextualization practice. See your g-class for the document and directions. Due tomorrow at 8:30 am
KEY CONCEPTS FOR ALL OF PERIOD 3
STUDY GUIDE AND TERMS FOR ALL OF PERIOD 3
KEY CONCEPTS: KC-3.1.I.A Colonial Rivalry intensified between Britain and France in the mid-18thcentury,as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy. KC-3.1.I.B Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage forimperialeffortstoraiserevenueand consolidate control over the colonies. KC-3.1.I.C AftertheBritishvictory,imperialofficials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands. KC-3.1.II.A The imperial struggles of the mid-18thcentury, as well as new British effortstocollecttaxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights. KC-3.1.II.B Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights of the individual, local traditions of self-rule,and the ideas of the Enlightenment.
Monday, September 15 #2
What are we doing in APUSH Week 6?
JOIN OR DIE? NAH, WE'RE GOOD
Period 3 (re)starts today, - as you were effectively starting on it with the Friday assignment - with a quick intro to the time period and what we'll be covering.
Students were then shown the famous "Join or Die" cartoon from 1754, created by Ben Franklin. Using yarn, we made a "snake" around the room, with all students joined to the snake by holding a portion of it. Mr. Peters then cut the snake into 8 parts, thereby making groups. Using these prompts (attachment) the severed groups discussed the prompts and came up with answers. A class discussion followed, with Mr. Peters giving some context and historical detail for the cartoon and a list for why the colonies would remain disunited despite Franklin's plea. (Good webpage to check out on it).
Students were then tasked with an analysis of how the French and Indian war served as a catalyst of change in the relationship between the British colonists and Great Britain.
Directions are on this slide show.
HOMEWORK: See your g-class for documents on FI war to Rev. War
RECOMMENDED RESOURCES: Foner, pages 175-181 Listen for overview of the topic Watch and listen
Key Concept 3.1 — British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
I. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians.
A. Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy.
B. Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies.
C. After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.
Friday, September 12 #1 (no students at school today)
THE FRENCH AND INDIAN WAR: CAUSES
No School today, but students were tasked with looking at how the French and Indian War began and what its implications would be for the colonies.
DIRECTIONS: Using Eric Foner’s Give me Liberty, read pages 159 to 165. Then, beneath each of the Key Concepts, write in 2 distinct and separate quotes (1-3 sentences long for each) from Eric Foner that elaborate and explain in greater detail the concepts from the College Board.
KEY CONCEPTS: KC-3.1.I.A Colonial rivalry intensified between Britainand France in the mid-18thcentury, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy.
KC-3.1.I.B Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies.
KC-3.1.I.C After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.
ALSO HOMEWORK: Edpuzzle - Period 3 Preview
ASSESSMENT DAY: PERIODS 1 AND 2 MCQ AND SAQ
Students completed an assessment
CONTACT: A CONCLUSION TO THE PERIOD
Students were put in groups of 5 and tasked with taking 3 desks (representing Europe, the Americas and Africa) and arrange them in "three-dimensional art" that represents the effects of the "contact" that happened in 1492 and throughout periods 1-2. Then, using the Key Concepts, the students chose three different KC's and represented them by using three more inanimate objects.
Discussion followed
Key Concepts for Periods 1 and 2 to study from (also handed out in class)
HOMEWORK: Period 1-2 exam is tomorrow! You need a pen for the SAQ portion
ON BECOMING "AMERICAN": THE TENSION OF ENLIGHTENED THINKING AND RELIGIOUS FERVOR AND ITS IMPACT ON THE COLONIES
Mr. Peters presented a lecture titled, "On Becoming American" with a review of key events on the growth of such "American" ideals of liberty and freedom and protest and how that all came together in the Enlightenment and the Great Awakening.
HOMEWORK: Progress Checks on your AP CLassroom are due on Thursday at 8:30 AM
EXAM: Periods 1-2 assessment is n Thursday. MCQ and one SAQ will be given. Use the Key Concepts as your study guide.
RECOMMENDED READING: Foner: Give Me Liberty, An American History Chapters 1-4 are in play for the exam next week.
KEY CONCEPTS: Colonists’ resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.
What are we doing in APUSH week 5?
SLIDES with key concepts and instructions
DOCUMENT SETS: Religion Society and Social Classes Ideas Slavery
Thursday, September 4 #13
DOCUMENT SETS: Religion Society and Social Classes Ideas Slavery
Wednesday, September 3 #12
NATIVES AND THE ENSLAVED: A COMPARISON AND CONTRAST PART 2
Started with an announcement that students have a "Progress check" assigned on your AP Classroom. It is due next Wednesday at 8:30 AM. NO late work accepted on AP Classroom assignments.
Following, students were introduced to the "second type" of SAQ prompt where students must analyze a primary source. Students were given a hard copy of two docs, one on the contact of Native Americans with the British and one on the contact of Africans with the British. In small groups, students responded to the prompts and then collaborated on a SAQ
KEY CONCEPTS: Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain’s case, with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy.
The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand for colonial goods led to the emergence of the Atlantic slave trade.
Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with native peoples.
Africans developed both overt and covert means to resist the dehumanizing aspects of slavery.
Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities, stimulating cultural and demographic changes.
Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists’ worldviews on land and gender roles.
By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare.
Tuesday, September 2 #11
NATIVES AND THE ENSLAVED: A COMPARISON AND CONTRAST
Mr. Peters started by returning the SAQ's from last week and a discussion regarding them and how to improve.
Then, a short lecture on the clashes of the British with natives and the arrival of slavery into the British colonies. How did the Pequot War and King Philip's War impact the relationship between the New England settlers and the natives? How did the presence of the French and their relationship with the native groups affect the narrative?
ANNOUNCEMENT: Periods 1 and 2 Exam will happen next week, likely Thursday, September 11. It will be MCQ and 1 SAQ
RECOMMENDED READING: Foner, Give Me Liberty, pages 90-97 (on the development of the English Colonies)
KEY CONCEPTS: A. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain’s case, with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy.
The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand for colonial goods led to the emergence of the Atlantic slave trade.
Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with native peoples.
Africans developed both overt and covert means to resist the dehumanizing aspects of slavery.
Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities, stimulating cultural and demographic changes.
Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists’ worldviews on land and gender roles.
By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare.
Monday, September 1 - No school, Labor Day
What are we doing in APUSH week 4?
Friday, August 29 #10
CONSISTENTLY INCONSISTENT: AMERICAN EXCEPTIONALISM AND SLAVERY IN THE BRITISH COLONIES
We started with our first timed SAQ
Following, Mr. Peters lectured on the topic of the Puritans and the birth of "American Exceptionalism" along with the contradictory development of slavery in the English colonies. LINK TO SLIDES
RECOMMENDED READING FOR THE LONG WEEKEND: Foner, Give Me Liberty Pages 72-80 (on the Puritans) and 131-143 (on slavery)
APUSH Theme: American and National Identity The development of and debates about Democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society. Throughout American history, notions of national identity and culture have coexisted with varying degrees of regional and group identities.
KEY CONCEPTS: kc 2.2 All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significantminoritiesofenslavedpeople, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies. KC 2.2 As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.
Thursday, August 28 #9 62nd anniversery of Dr. King's "I Have a Dream" speech!
HOMEWORK: Study for the SAQ we are doing tomorrow. Focus on Key Concepts from Period 1 and the parts of Period 2 that we have crossed over thus far this week.
KEY CONCEPTS:
KC-2.1.I Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
KC-2.1.I.B French & Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.
Wednesday, August 27 #8
Following the prompts of this handout, the class worked on their presentations and presented.
Tuesday, August 26 #7
Monday, August 25 #6
What are we doing in APUSH Week 3?
Analysis of primary sources inside the slides was the focus (link)
Friday, August 22 #5
Then, in small group discussion, students were tasked with:
1) Which of the 3 G's is the leading cause of Spain in the New World? Why? What evidence do you have?
2) Create a metaphor to describe that motive. Class discussion and listing of the arguments.
Thursday, August 21 #4
RECOMMENDED VIEWING: Heimler on the Colombian Exchange AND Heimler on the Spanish Empire
Wednesday, August 20 #3
RECOMMENDED VIEWING: Heimler on European Exploration
Tuesday, August 19 #2
1491: SETTING THE CONTEXT WITH THE PRECOLUMBIAN SOCIETIES
SLIDES
We finished the lesson from yesterday with each group presenting out. Students then took the factual details they learned and applied them to the Key Concepts to illustrate how the KC's are too general for adequate grades on your writing and MCQ tests.
To conclude, students wrote a contextualization paragraph and we discussed.
RECOMMENDED READING: Foner, Give Me Liberty pages 18-24
KEY CONCEPTS: KC-1.1.I Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure. KC-1.1.I.A The spread of maize cultivation from present day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies. KC-1.1.I.B Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles. KC-1.1.I.C In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages. KC-1.1.I.D Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
Monday, August 18 #1 - What we are covering in APUSH WEEK 2
Students were put into 1 of 9 groups and did a short reading, some analysis and prepped for a presentation which you will do tomorrow in class.
Contextualization explained? Check.
Key Concepts explained? Check.
Significance of historic terms embedded inside KC's? Check.
Expectations of small group work? Check.
RECOMMENDED VIEWING: HEIMLER ON THE TOPIC
KEY CONCEPTS: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, The spread of maize cultivation from present day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies
Friday, August 15
THE FOUR PILLARS OF APUSH: WHAT MAKES THIS AN "AP" CLASS
Our last day of introduction to the course, Mr. Peters emphasized the 1) nine time periods, 2) themes, 3) Historical thinking and reasoning skills and 4) the Key Concepts.
Collected the syllabus papers signed by you and a parent
RECOMMENDED: BUY YOURSELF A TEST-PREP BOOK. AMAZON LINK
HOMEWORK: Recommended reading, Foner Give Me Liberty (text book) pages 2-14
Thursday, August 14
SYLLABUS DAY: THE NUTS AND BOLTS OF APUSH
Students were introduced to the class expectations and policies
HOMEWORK: Sign and initial the last page of the syllabus. Have a parent do the same. Return it for a grade.
Wednesday, August 13
DIGITAL CITIZENSHIP: RUSD REQUIREMENT
Students completed a lesson for the RUSD on "code switching" - submitted work on Google Classroom for a grade
Tuesday, August 12
INGRATITUDE IS A SHABBY FAILING: AND OTHER REASONS TO STUDY HISTORY
Review of yesterday and continued introduction to the class and why we are here. Mr. Peters read from a passage of a David McCullough speech on why studying the past should create a sense of gratitude in us. Slides
Students wrote a note of gratitude to a "teacher from their past" and submitted it for Mr. Peters to pass along to that person
Monday, August 11
HISTORY STARTS NOW: Understanding How the Past and the Present Intersect
Why do we study history? What's the point? We discussed the various reasons humans continue to rehearse, revise and record our past. We discussed the "past" , the "present" and the "future" and what that means for our class and our lives.
We also looked at three levels of knowledge we use to interact with the past:
- Acquisitional knowledge (we are acquainted with something)
- Propositional knowledge (how we know something to be true)
- Practical knowledge (how we use what we know to make sense of life)
... and how all three of these relate to water bottles and history.