Monday, April 6, 2026 #3
WHAT ARE WE DOING IN APUSH WEEK 32?
THE HAPPY DAYS AND THE FEARFUL DAY: CONSUMERISM AND COMMUNISM
We looked at the bi-polar 50's, first by looking at the stereotypical "happy days" that seems to describe the decade but the presence of fear evoked by the Cold War is there as well... so what gives? Which is it?
ASSESSMENT COMING ON WEDNESDAY: SAQ assessment on a topic from Period 5-6 OR 7
RECOMMENDED READING: Foner, Give Me Liberty, pages 919-926, 929-932
KEY CONCEPTS: ILLUSTRATED GRAPHIC
KC-8.3.I.A A burgeoning private sector, federal spending, the baby boom, and technological developments helped spur economic growth. KC-8.3.I.B As higher education opportunities and new technologies rapidly expanded, increasing social mobility encouraged the migration of the middle class to the suburbs and of many Americans to the South and West. The Sun Belt region emerged as a significant political and economic force. KC-8.3.II.A Mass culture became increasingly homogeneous in the postwar years, inspiring challenges to conformity by artists, intellectuals, and rebellious youth.
ALSO
ILLUSTRATED GRAPHIC KC-8.1.II.A Americans debated policies and methods designed to expose suspected communists within the United States even as both parties supported the broader strategy of containing communism. KC-8.1.I.A As postwar tensions dissolved the wartime alliance between Western democracies and the Soviet Union, the United States developed a foreign policy based on collective security, international aid, and economic institutions thatbolsterednon-Communistnations. KC-8.1.I.B.i Concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Korea.
RECOMMENDED STUDY FOR THE AP EXAM ILLUSTRATED GRAPHICALLY
KC-4.1.I.A In the early 1800s, national political parties (names of them?) continued to debate issues such as the tariff (definition of it?), powers of the federal government, (name two examples) and relations with European powers. (Britain, Tripoli, what did these conflicts lead to?)
KC-4.1.I.B Supreme Court decisions (know Marbury v. Madison) established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws. (know two more of John Marshall's rulings that cut down state rights)
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 (Lewis and Clark expedition) and diplomatic efforts. (know one example)
KC-4.1.I.D Regional (NORTH, SOUTH and WEST) interests (how were the three regions different in needs?) often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy. (know examples of key leaders and proposed policies from the time period)
KC-4.2.III.D Plans to further unify the U.S. economy, such as the American System, (who came up with it, what did it propose?) generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country (who would it benefit? Why? Why was it ultimately rejected?). KC-4.3.II.C Congressional attempts at political compromise, such as the Missouri Compromise,(1820, know its components, the name of the "line") only temporarily (Why?) stemmed growing tensions between opponents and defenders of slavery
Friday, April 3 #2
THE COLD WAR: ITS IMMEDIATE CAUSES
With a brief review of yesterday's content, students were given a DBQ on the causes of the Cold War. (Handout) We are looking at the content of the beginning of the Cold War, but also practicing the DBQ writing process.
CLASSWORK: See your g-class for the directions and document to write on. Due at the bell but you have till Monday morning to submit it.
REMINDER: SAQ ON WEDNESDAY - from a topic from periods 5-6 or 7
RECOMMENDED READING: Foner, Give Me Liberty, pages 909-919 on the start of the Cold War
KEY CONCEPTS: ILLUSTRATED GRAPHIC OF THESE: KC-8.1 The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership,withfar-reachingdomesticand international consequences. KC-8.1.I United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence,createafree-marketglobal economy, and build an international security system. KC-8.1.II Cold War policies led to public debates over the power of the federal government and acceptable means for pursuing international and domestic goals while protecting civil liberties.
RECOMMENDED STUDY FOR THE AP EXAM illustrated graphically
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.
KC-3.2.III.ii New forms of national culture (identify 3 uniquely American cultural developments) developed in the United States alongside continued regional variations.(identify a way in which New England was different than the South and the middle states, etc)
KC-3.2.III.D Ideas about national identity increasingly found expression in works of art, literature, and architecture. (know one example of each)
KC-3.2.III.C The expansion of slavery in the deep South and adjacent western lands and rising antislavery sentiment began to create distinctive regional attitudes toward slavery (describe how Southern slavery created a unique "southern" identity
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. (note where these alliances were existing)
KC-3.3.I.B As increasing numbers of migrants from North America and other parts of the world continued to move westward,(what was considered "the west" in those days?) frontier cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions. (Describe the differences between the people in the frontier and those in the East Coast or cities)
Thursday, April 2 #1
THE COLD WAR: ITS CONTEXT AND CAUSE Part 1
Mr. Peters started with an introduction to Period 8, discussing the high points of what we will cover in the period 1945-1980.
Then, to start our look at the Cold War, students were tasked with looking at the context of the previous 50 years to see how the conflict with the Soviet Union came to be. Students were broken into groups and followed the instructions on this document.
Group discussion followed, with a concluding task of each group presenting an argument for "what ties all of these developments together? What is a common denominator?" Finally, students were asked to predict how the past would dictate the relationship between the USSR and the USA during the Cold War
ANNOUNCEMENT: SAQ from Periods 5, 6 or 7 coming next Wednesday
RECOMMENDED READING: Foner, Give Me Liberty, pages 909-919 on the start of the Cold War
KEY CONCEPTS that we used as contextualization (graphically illustrated here): As the price of many goods decreased, workers’ real wages increased, providing new access to a variety of goods and services; many Americans’ standards of living improved, while the gap between rich and poor grew. KC-6.3.I.C A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society. KC-6.1.II.C Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders. KC-7.2.I.C Official restrictions on freedom of speech grew during World War I, as increased anxiety about radicalism led to a Red Scare and attacks on labor activism and immigrant culture. KC-7.2.II.A.i Immigration from Europe reached its peak in the years before World War I. During World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration. KC-7.2.I.C Officialrestrictionsonfreedomofspeechgrew during World War I, as increased anxiety about radicalism led to a Red Scare and attacks on labor activism and immigrant culture. KC-7.2.II.A.i Immigration from Europe reached its peak in the years before World War I. During World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration. KC-7.3.III.E The war-ravaged condition of Asia and Europe, and the dominant U.S. role in the Allied victory and postwar peace settlements, allowed the United States to emerge from the war as the most powerful nation on Earth.
RECOMMENDED STUDY FOR THE AP EXAM illustrated graphically
KC-3.3.I.E The Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into California( know a couple of names. Know who Father Serra was); these provided opportunities for social mobility among soldiers and led to new cultural blending.
KC-3.3.I.D An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties (know two examples from the 1790s of broken treaties) and American Indian legal claims relating to the seizure of their lands. (know an example)
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.Identify two examples of these
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. (know one example that illustrates all four categories. Know where Hamilton and Jefferson stood on each) 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 (be able to describe which kinds or groups of Americans gravitated toward each party)
Wednesay, April 1 #37
ASSESSMENT DAY! PERIODS 1-7 MCQ
Reminder if you are absent: Parents must clear the absence in the Attendance office by April 8. You will be scheduled in my Office Hour next Thursday to do a makeup exam
RECOMMENDED STUDY FOR THE AP EXAM Illustrated Graphic
KC-3.2.II.C.ii Delegates from the states participated in the Constitutional Convention (know the year and the outcomes) that created a limited (know the checks and balances and other specifics of how the constitution limited the government) but dynamic central government embodying federalism (define federalism) and providing for a separation of powers between its three branches.(What are they?)
KC-3.3.II.A The U.S. government forged diplomatic initiatives aimed at dealing with the continued British and Spanish presence in North America, (geographically, where were they?) as U.S. settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River. (why was the river and the west so important to the US?) (on the map, the AI flipped the direction of the migration. It should be heading WEST, not east)
KC-3.3.II.B War between France and Britain resulting from the French Revolution presented challenges to the United States over issues of free trade and foreign policy and fostered political disagreement. (how did the US attempt to deal with these concerns in the 1790's? How did the Federalists and Anti-federalists disagree on it? Know specifics)
Tuesday, March 31 #36 Mr. Emerson Teaching
WW2: WAS IT A RACE WAR?
Finished our look at WW2 with a focus on the racial/racist components as it pertained to Mexican Americans, (Zoot Suit Riots) African Americans (Double V Campaign) and Japanese-Americans, with greater emphasis placed on the Japanese experience of Executive Order 9066 and the internment. The bulk of the class time was given to the students to complete a short written response to the content.
Today's slides.
REMINDER: Periods 1-7 exam is coming TOMORROW. Multiple choice.
KEY CONCEPTS: ILLUSTRATED HERE
KC-7.3.III.C.i Migration to the United States from Mexico and elsewhere in the Western Hemisphere increased, in spite of contradictory government policies toward Mexican immigration.
Mobilization provided opportunities for women and minorities (know a few examples) to improve their socio-economic positions for the war’s duration, while also leading to debates over racial segregation. (Know the "Double V" campaign, segregated troops, Tuskeegee Airmen) Wartime experiences also generated challenges to civil liberties (know a few examples from the lecture) , such as the internment of Japanese Americans. (know "Executive Order 9066" and the Korematsu v. United States case that challenged the camps)
RECOMMENDED STUDY FOR THE AP EXAM ILLUSTRATED GRAPHIC OF THESE
KC-3.2.II.C.i Delegates from the states participated in the Constitutional Convention and through negotiation, collaboration, and compromise proposed a constitution. (know the major compromises they agreed to. know specifics of what they state leaders came to Philadelphia representing)
KC-3.2.II.D The Constitutional Convention compromised over the representation of slave states (what was it called?) 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. (that's a fact, know it)
KC-3.2.II.E In the debate over ratifying the Constitution, Anti-Federalists (who were these people, generally speaking?) opposing ratification battled with Federalists, (who were these people?) whose principles were articulated in the Federalist Papers (primarily written by Alexander Hamilton and James Madison). (that's a fact, know it. Also know what the Federalist papers were intended to do) 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. (How does the BoR restrict the government? What are some of the rights in the BoR?)
Monday, March 30 #35 Mr. Emerson teaching
What are we doing in APUSH week 31?
WOMEN IN WAR: WW2 AS A CHANGE AGENT FOR WOMEN IN AMERICA
3rd Period had their DBQ's returned, Mr. Peters went thru a sample as a tutorial for DBQ writing.
Mr. Emerson lectured about women and the home front with these slides. Then, students responded to the prompt on G-class, and we did a venn diagram comparison as a class.
REMINDER: Periods 1-7 exam is coming on Wednesday. Multiple choice.
HOMEWORK: Period 7 progress check on your AP Classroom webpage. Due TOMORROW at 8:30 AM, no late work is accepted for AP Classroom assignments.
HOMEWORK: Your King High Remembers paper/story is due TOMORROW. Minimum length is 4 pages double spaced, 12 point font
RECOMMENDED READING: Give Me Liberty pages 885 - 897 on the war experiences of Blacks, Native Americans and Japanese Americans.
KEY CONCEPTS: KC-7.3.III.B The mass mobilization of American society helped end the Great Depression, and the country’s strong industrial base played a pivotal role in winning the war by equipping and provisioning allies and millions of U.S. troops.
RECOMMENDED STUDY FOR THE AP EXAM ILLUSTRATION OF THESE
KC-3.2.I.E The American Revolution and the ideals set forth in the Declaration of Independence (which ones?) reverberated in France, Haiti, and Latin America, (know one descriptive sentence for each revolution and memorize those 3 places) inspiring future independence movements.
KC-3.2.II.A Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship. (this is a fact, memorize it)
KC-3.2.II.B The Articles of Confederation unified the newly independent states, creating a central government with limited power. (list 3 specific examples of how/why it did that. what were the states' most important values? How did the AOC support those?) After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest (get one example down for each) led to calls for a stronger central government.
KC-3.3.I.C As settlers moved westward during the 1780s, (know what 'west' meant in 1780s.) Congress enacted the Northwest Ordinance for admitting new states; the ordinance promoted public education, the protection of private property, and a ban on slavery in the Northwest Territory. (those are three facts about the NWO, so remember them)
Monday - Friday March 23-27 Week 30 - Spring Break
Recommend that you follow the study guide that I posted on your g-class. Make a commitment to study daily -- good for both the Period 1-7 exam coming the week we come back and for the AP Exam
RECOMMENDED STUDY FOR THE AP EXAM
LINK TO THE STUDY GUIDE FOR SPRING BREAK
Friday, March 20 #34
THE HOME FRONT: AN OVERVIEW
Periods 1, 4 and 5 had their DBQ's return and a short tutorial/review was given.
Students were introduced to the Home Front of WW2. SLIDES
ANNOUNCEMENT: Periods 1-7 exam is coming on Wednesday after Spring Break. Multiple choice.
ASSIGNMENT: Progress Check on your AP Classroom. Due at 8:30 AM on March 31. No late work accepted for AP Classroom assignments
RECOMMENDED RESOURCES: Video of the topic Give Me Liberty pages 874-881 on the Home Front
KEY CONCEPTS: ILLUSTRATED GRAPHIC
KC-7.3.III.B The mass mobilization of American society helped end the Great Depression, and the country’s strong industrial base ("Rosie the Riveter" and "Arsenal of Democracy" ) played a pivotal role in winning the war by equipping and provisioning allies and millions of U.S. troops.
RECOMMENDED STUDY FOR THE AP EXAM Illustration of these concepts
KC-2.2.II.A All the British colonies participated to varying degrees (know how each British region differed in their enslavement of Africans) 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.What caused Indentured servitude to end?) Small New England farms used relatively few enslaved laborers,(Why?) all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake (names of these colonies are?) and the southern Atlantic coast (names of these colonies are?) had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies. (what were the crops harvested in the West Indies? How did slavery differ in the Indies and on the mainland?)
KC-2.2.II.B As chattel slavery became the dominant labor system in many southern colonies, (What are the names of those colonies?) new laws (know examples) created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity. KC-2.2.II.C Africans developed both overt and covert means (know examples of both, know the names of actual rebellions in the colonial period) to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion. (know examples of slave cultural traditions and ways that were a blend of Anglo culture and different from)
Thursday, March 19 #33
THE ATOMIC BOMBS: WRESTLING WITH THE CONTEXT AND THE ETHICS
We spent the period looking at the United States decision to drop atomic bombs on Japan. While they definitely ended the war, thankfully, the scope of damage and killing has left us historians with a lot of lingering questions. Was their use the right thing to do? Could there have been another way? What if we invaded instead? These and other issues came to the fore.
See you g-class for the DBQ docs and prompts which we did verbally in class.
HOMEWORK: Progress Check on your AP Classroom. Due at 8:30 AM on March 31. No late work accepted for AP Classroom assignments
RECOMMENDED STUDY FOR THE AP EXAM ILLUSTRATED
KC-2.1.III.C Compare and contrast how the French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups. Make a chart comparing and contrasting each European empire
KC-2.1.III.E British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War remember this one! know a detail about it) in New England. KC-2.1.III.F American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt,(know about this revolt!) led to Spanish accommodation of some aspects of American Indian culture in the Southwest (Such as? list one or two outcomes)
Wednesday, March 18 #32
THE GOOD WAR: EUROPEAN AND PACIFIC OVERVIEWS
SLIDES We started by watching a clip of Ken Burns' "The War" documentary that dives into the "good war" idea, the oxymoron of WW2. Then, Mr. Peters used the slides to lecture on the two theaters of war. Included are a couple of videos of the Bataan Death March and the battle of Iwo Jima
RECOMMENDED READING: Give Me Liberty pages 875-881. Also American Yawp (even if you only look at the images!, check it out)
Charles Lindbergh's "America First" speech calling for isolationism to continue
RECOMMENDED VIEWING: D-Day
KEY CONCEPTS: ILLUSTRATED GRAPHIC OF THESE KC-7.3.III.D The United States and its allies achieved military victory through Allied cooperation, technological and scientific advances, the contributions of servicemen and women, and campaigns such as Pacific “island-hopping” and the D-Day invasion. The use of atomic bombs hastened the end of the war and sparked debates about the morality of using atomic weapons.
RECOMMENDED STUDY FOR THE AP EXAM ILLUSTRATED GRAPHIC OF THESE
KC-2.1.III.A An Atlantic economy developed in which goods, (Know several) as well as enslaved Africans and American Indians (know how their enslavement was different), were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities (what were the key products and from what regions?) that were valued in Europe and gaining new sources of labor.
KC-2.1.III.B Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases (examples of?) that caused radical demographic shifts (identify a couple examples).
KC-2.2.I.C The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist (define it) economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies. (what are two examples of these conflicts?)
Tuesday, March 17 #31
THE GOOD WAR: WW2 BEGINS
Students reviewed the content of last week as the US builds toward war. Watched a video (see slides) for that review and build a bridge into the start of the war. Then continued with the slides, with an extensive discussion of the war being commonly referred to as "The Good War" - what an oxymoron! But is it an accurate depiction? Does it do justice to it? Analyzed as well the "Flag Rising" photo from Iwo Jima - a "oxy-moronic" photo for what it conveyed and yet it was somewhat accidental and not a representation of the actual moment in the war.
RECOMMENDED RESOURCES: SLIDES HEIMLER VIDEO ON WW2 Give Me Liberty pages 863-875 (on the fighting of WW2)
Key Concepts: ILLUSTRATED GRAPHIC OF THESE
KC-7.3.III.A Americans viewed the war as a fight for the survival of freedom and democracy against fascist and militarist ideologies. This perspective was later reinforced by revelations about Japanese wartime atrocities, Nazi concentration camps, and the Holocaust.KC-7.3.III.D The United States and its allies achieved military victory through Allied cooperation, technological and scientific advances, the contributions of servicemen and women, and campaigns such as Pacific “island-hopping” and the D-Day invasion. The use of atomic bombs hastened the end of the war and sparked debates about the morality of using atomic weapons.
RECOMMENDED STUDY FOR THE AP EXAM Be studying! Be daily, be diligent, be disciplined!
ILLUSTRATED GRAPHIC OF THESE:
KC-2.1.II.E Know elements of the democracies that grew in the colonies as a result of Salutary Neglect. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the southern colonies, elite planters exercised local authority and also dominated the elected assemblies. Be able to identify specific examples of this.
KC-2.1.III.A Know details about the Triangular Trade, the "Atlantic economy" that developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.
KC-2.1.III.B Be able to describe the ways that the Atlantic Trade impacted Native Americans in terms of culture and economics and disease.
Monday, March 16 #30
What are we doing in APUSH week 29?
D-DAY! DBQ WRITING
Student wrote a timed, 60 minute DBQ on a topic from 1850-1929
REMINDER ABOUT DBQ POLICY:
If you are absent today your parent has 7 days to clear it in attendance or the grade is zero
Makeup is scheduled for THIS Thursday morning from 7:25 am to 8:25 am. Failure to show up will result in a zero, unless your parent informs me by email that morning explaining the absence.
RECOMMENDED STUDY FOR THE AP EXAM Illustrated graphic!
You will need to know geographic, environmental, political, religious and economic distinctives of the British colonies (New England, Middle, Chesapeake, Southern -- and the colonies that fit inside each region!) Study the KC's below and be able to Identify specific factual details about each.
KC-2.1.II.A The Chesapeake and North Carolina colonies grew prosperous exporting tobacco—a labor intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.
KC-2.1.II.B The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.
KC-2.1.II.C The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.
KC-2.1.II.D The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy
Friday, March 13! #29 (6th anniversary of covid lockdown!)
THE US IN THE SHADOW OF WAR: FOREIGN POLICY IN THE 20'S AND 30'S
Started with writing personal thank you notes to your veterans from KHR.
Then, students presented their metaphors. Good class discussion
RECOMMENDED READING: Foner, pages 864-868
STUDY! REMINDER: DBQ COMING ON MONDAY! A topic from the years 1850-1929
REMINDER ABOUT DBQ POLICY:
If you are absent, your parent has 7 days to clear it in attendance or the grade is zero
Makeup is scheduled for Thursday morning from 7:25 am to 8:25 am. Failure to show up will result in a zero, unless your parent informs me by email that morning explaining the absence.
KEY CONCEPTS: ILLUSTRATED KC'S
KC-7.3.II.D In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism.
KC-7.3.II.E In the 1930s, while many Americans were concerned about the rise of fascism and totalitarianism, most opposed taking military action against the aggression of Nazi Germany and Japan until the Japanese attack on Pearl Harbor drew the United States into World War II.
RECOMMENDED STUDY FOR THE AP EXAM Illustration of the KC's
KC-2.2 Be able to identify a couple of specific examples of how the British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control. (remember the "Anglicanization" and "Americanization" we worked on?)
KC-2.2.II Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geography. Be able to identify and describe how slavery looked in the colonial regions, what crops were planted and the social components of it
Remember the 1600's was the arrival of the Brits, the French, the Dutch and the Spanish. Know distinctives about each colonial development. Be able to explain with specific details each of the following:
--KC-2.1.I.A Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into Spanish colonial society.
--KC-2.1.I.B French and 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.
--KC-2.1.I.C English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.
Thursday, March 12 #28
US FOREIGN POLICY FROM 1920 TO 1940: METAPHORICALLY SPEAKING
Mr. Peters acknowledged the 6th anniversary of the quarantine which was tomorrow, March 13th, 2020 when they told us to go home "for three weeks." Little did we know.
Mr. Peters used a ship at sea metaphor to illustrate how the pandemic affected the US. SLIDE
Which led into the introduction for today's lesson which is to create a metaphor to describe US foreign policy from 1920 to 1940.
CLASSWORK: See your G-class for the directions. Students were given the period to work on it and presentations of the finished work will be tomorrow. If you were absent today, then you will do this individually. If you have an excused absence tomorrow, you will need to sign up for Office Hours next week to make up the presentation part.
RECOMMENDED READING: Foner, 863-868 on the build up to WW2
REMINDER: DBQ COMING ON MONDAY! A topic from the years 1850-1929
REMINDER ABOUT DBQ POLICY:
If you are absent, your parent has 7 days to clear it in attendance or the grade is zero
Makeup is scheduled for Thursday morning from 7:25 am to 8:25 am. Failure to show up will result in a zero, unless your parent informs me by email that morning explaining the absence.
RECOMMENDED STUDY FOR THE AP EXAM ILLUSTRATED SLIDES ON THESE:
KC-1.1 Which native populations migrated and settled across the vast expanse of North America over time. How did they develop distinct and increasingly complex societies by adapting to and transforming their diverse environments. List two examples
KC-1.1.I Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure ... Know and describe 2-3 examples
KC-1.2.III.C Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans. Know one or two examples of those debates and illustrations of the "contact"
KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power. (Be able to identify a specific factual example of each)
KC-1.2.I.B List and describe three new crops The Columbian Exchange brought to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION .... CLUB SPORTS DO NOT COUNT FOR EXCUSE)
Wedesday, March 11 #27 Mr Peters out today/Mr. Emerson teaching
THE NEW DEAL: SOCRATIC SEMINAR
Students completed the verbal portion of the Socratic Seminar
HOMEWORK: Reading summary on the build up to WW2 - see your g-class. Due tomorrow at 8:30 am
RECOMMENDED READING: Foner, 863-868 on the build up to WW2
REMINDER: DBQ COMING ON MONDAY! A topic from the years 1850-1929
REMINDER ABOUT DBQ POLICY:
If you are absent, your parent has 7 days to clear it in attendance or the grade is zero
Makeup is scheduled for Thursday morning from 7:25 am to 8:25 am. Failure to show up will result in a zero, unless your parent informs me by email that morning explaining the absence.
key concepts ILLUSTRATED GRAPHIC KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism KC-7.1.III.A Franklin Roosevelt’s New Deal attempted to end the Great Depression by using government power to provide relief to the poor, stimulate recovery, and reform the American economy.
RECOMMENDED STUDY FOR THE AP EXAM (Here are four slides to illustrate these)
KC-1.2.I.C What were the improvements in maritime technology in the 15th and 16th centuries that helped with exploration of the oceans?
How did joint-stock companies help drive changes to economies in Europe and the Americas?
KC-1.2.II.A List and describe how Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas
KC-1.2.II.B Know about the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious metals and other resources.
KC-1.2.II.C Remember that European traders partnered with some West African groups who practiced slavery to forcibly extract enslaved laborers for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.
KC-1.2.II.D The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire. Be able to describe the treatment
Tuesday, March 10 #26 Mr. Emerson teaching
THE NEW DEAL SOCRATIC SEMINAR: PREP DAY
Today, we did a 10-minute synthesis activity where we compared the ideals of Thomas Jefferson, Alexander Hamilton, Herbert Hoover, and FDR. We discussed the pros and cons of small and large government. Then, students worked on a document in preparation for our Socratic Seminar tomorrow. This can be found on Google Classroom.
Link to today's slides.
REMINDER: DBQ COMING ON MONDAY! A topic from the years 1850-1929
REMINDER ABOUT DBQ POLICY:
If you are absent, your parent has 7 days to clear it in attendance or the grade is zero
Makeup is scheduled for Thursday morning from 7:25 am to 8:25 am. Failure to show up will result in a zero, unless your parent informs me by email that morning explaining the absence.
RECOMMENDED RESOURCES: Give Me Liberty pages 844-850 Summary of the Great Depression and New Deal VIDEO on the GD
key concepts KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism KC-7.1.III.A Franklin Roosevelt’s New Deal attempted to end the Great Depression by using government power to provide relief to the poor, stimulate recovery, and reform the American economy
RECOMMENDED STUDY FOR THE AP EXAM (Slides of the following to help)
Explain and describe how and why various native populations in the period before European contact interacted with the natural environment in North America. The spread of maize cultivation from present day Mexico; aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles. Northeast, the Mississippi River Valley, and along the Atlantic seaboard, Northwest and present-day California supported themselves by hunting and gathering
KC-1.2.I.A European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity. describe details of each of those components
Monday, March 9 #25 Mr. Emerson Teaching
What are we doing in APUSH Week 28?
THE NEW DEAL: REDEFINING THE ROLE OF GOVERNMENT
Slides for today.
Mr. Emerson lectured on the New Deal. Then, students prepped for and participated in a Jefferson-FDR debate. Instructions and assignment on Google Classroom. This will be practice for our socratic seminar on Wednesday!
ANNOUNCEMENT: DBQ will be next Monday. A topic within the years 1850-1929 (pre-FDR)
RECOMMENDED READING: Give Me Liberty pages 836-844
key concepts ILLUSTRATED GRAPHIC KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism KC-7.1.III.A Franklin Roosevelt’s New Deal attempted to end the Great Depression by using government power to provide relief to the poor, stimulate recovery, and reform the American economy
RECOMMENDED STUDY FOR THE AP EXAM illustrated graphic of these
KC-1.2 Explain how Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. What are examples?
KC-1.2.I Describe how European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
KC-1.2.II List and know several examples of how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
Friday, March 6
KING HIGH REMEMBERS
Thursday, March 5 #24
HAMILTON AND HOOVER: A CRITIQUE OF HOOVER
Mr. Peters reviewed how we got to the political response to the Great Depression by introducing President Hoover and covering just a little bit from yesterday's slides, focusing on the "Human Misery" of the Great Depression era.
Students were given about 30 minutes following this introduction to write a "Hamilton to Hoover" letter. See your g-class from "Hamilton from the grave." Be sure to include details in the letter from Hoover's administration. GRAPHIC FOR HOOVER
RECOMMENDED RESOURCES: Give Me Liberty pages 808-815 Heimler on the Great Depression
KEY CONCEPTS: ILLUSTRATED GRAPHIC
KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism KC-7.1.III.A Franklin Roosevelt’s New Deal attempted to end the Great Depression by using government power to provide relief to the poor, stimulate recovery, and reform the American economy.
Wednesday, March 4 #23
THE ROLE OF GOVERNMENT: HAMILTON AND JEFFERSON AND THE GREAT DEPRESSION
We reviewed what we learned in September about "the original argument" in US history, what is the role of government? Student reprised their partisan groups (Jefferson and Hamilton) and created a poster list of descriptions of their philosophies and actions in the 1790s and then how their spirit and ideologies lived on through to the 1920's
Class discussion.
That served as AP Review, but also as a context for how we are going to study the Great Depression and the Hoover (Jeffersonian) and FDR (Hamiltonian) approaches to the crisis.
Following this activity, Mr. Peters presented a lecture on the 7 causes of the Great Depression
RECOMMENDED RESOURCES: SLIDES Give Me Liberty pages 820-830 & 848-851 on how the Great Depression impacted Mexican-Americans, African-Americans
KEY CONCEPTS: ILLUSTRATED INFOGRAPHIC
KC-7.1.I.C Episodes of credit and market instability in the early 20th century, in particular the Great Depression, led to calls for a stronger financial regulatory system.
KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
Tuesday, March 3 #22
DDAY: DBQ TUTORIAL (AND KHR GROUPING)
Students were given their DBQ's from last week and Mr. Peters put a sample on the screen to illustrate the component of the rubric as they were written in the sample.
Following the tutorial, we put together our groups for King High Remembers and went through the main requirements for the day
RECOMMENDED READING: Give Me Liberty pages 820-830 & 848-851 on how the Great Depression impacted Mexican-Americans, African-Americans
KEY CONCEPTS: ILLUSTRATED INFOGRAPHIC
KC-7.1.I.C Episodes of credit and market instability in the early 20th century, in particular the Great Depression, led to calls for a stronger financial regulatory system.
KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
Monday, March 2 #21
What are we doing in APUSH week 27?
ALAIN LOCKE: AN ACADEMIC DISCUSSES "THE NEW NEGRO" OF THE 1920'S
A quick review of what we have covered in the 20's over the last several days along with the elements of the Harlem Renaissance that we covered in class on Friday. Alain Locke and his article, "The New Negro" written in 1925, discussed the major changes that African Americans experienced during this time. (SLIDES)
From the g-class, students were given an excerpt of Locke's writing and a couple of short writing responses. Class discussion followed, and then students were tasked with a more creative synthesis of the two days of lessons. Due tomorrow at 8:30 am
Key Concepts: Illustrated infographic
7.2.I.B. Migration gave rise to new forms of art and literature that expressed ethnic and regional identities, such the Harlem Renaissance movement.
7.2.II.C. In a Great Migration during and after World War I, African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities but still encountered discrimination.
7.2.I: In the 1920s, cultural and political controversies emerged over the effects of culture on public values, morals, and American national identity.
Friday, February 27 #20
THE JAZZ AGE: HOW THE HARLEM RENAISSANCE CHANGED AMERICA
We started a two-day look at the Harlem Renaissance and the birth of Jazz and how it played a key role in the development of African American rights and freedom.
Started with a quick introduction and a review of yesterday's discussion of The Great Migration (SLIDES)
Then, to give students a sense of the Harlem Renaissance and Jazz - with an emphasis on Duke Ellington - we watch a 15 minute clip from Ken Burns' documentary, Jazz.
After, the class was divided into groups of 3 and we did a jigsaw activity looking at AI generated infographics that illustrate the Art, Music and Poetry of the Harlem Renaissance.
Students had 20 minutes to become an "expert" on one topic, and then return to the original group to teach it to the other members.
To be concluded on Monday...n
:
RECOMMENDED RESOURCES: Give Me Liberty pages 802-808 Video on the HR in photos The Great Migration and the Harlem Renaissance Past Tense, "Carry Me Home"
KEY CONCEPTS: Illustrated infographic
7.2.I.B. Migration gave rise to new forms of art and literature that expressed ethnic and regional identities, such the Harlem Renaissance movement.
7.2.II.C. In a Great Migration during and after World War I, African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities but still encountered discrimination.
7.2.I: In the 1920s, cultural and political controversies emerged over the effects of culture on public values, morals, and American national identity.
Thursday, February 26 #19 Mr. Emerson Teaching
THE ROARING 20'S: THE GREAT MIGRATION
Mr. Emerson gave a brief lecture about the Great Migration using these slides. Then, students read this primary source letter about an African American man seeking opportunity, then responded to the question at the bottom. After seeing this example of a letter, students were tasked with writing their own letter individually, writing from the perspective of an African American in the North or West who is reaching out to a relative in the South. They responded to three questions (one four-sentence paragraph per question) and submitted the letter to Google Classroom by the end of the period.
Instructions and rubric for the final assignment are posted on Google Classroom under "Great Migration Letter."
RECOMMENDED RESOURCES: Give Me Liberty pages 765-767, 800-802
key concepts:
7.2.II.C. In a Great Migration during and after World War I, African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities but still encountered discrimination.
Wednesday, February 25 #18 Mr. Emerson Teaching
THE ROARING 20'S: THE INDIVIDUALS WHO CHANGED AMERICA
Students took part in a radio broadcast simulation in which they represented six of the most important figures of the 1920's: Babe Ruth, Charles Lindbergh, Ernest Hemingway, Louis Armstrong, Henry Ford, and Al Capone. In groups, they researched their individual. Then, they sent up a representative to the radio broadcast simulation in which Mr. Emerson played radio host.
The activity instructions and sources are on Google Classroom. Here is a link to the slides.
RECOMMENDED RESOURCES: Illustration of today's content Overview of the six characters Give Me Liberty pages 765, 769 & 797-807 VIDEO
ALERT: If you are absent for Monday's DBQ, tomorrow morning is the makeup. Read the following carefully.
1) Parent clearance of your absence on DBQ day must happen with the Attendance office within 5 school days or the consequence is a “zero” grade … and this is no good! So, get your absence cleared and you are good!
2) Makeup is scheduled from 7:25 AM to 8:25 AM on Thursday 2/26/26. No exceptions. Late arrival will mean you have less time to write. It will be done at 8:25 AM regardless of when you arrive.
3) Makeup will be on a different topic taken from Periods 3, 4 or 5
4) Failure to attend Thursday will require an email to me from your parent on Thursday morning explaining why. If I don't receive that email on Thursday, there will be no makeup.
key concepts:
KC-7.1.I.A New technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to improved standards of living, greater personal mobility, and better communications systems. KC-7.2.I.A New forms of mass media, such as radio and cinema, contributed to the spread of national culture as well as greater awareness of regional cultures.
Tuesday, February 24 #17 - Mr. Emerson teaching
THE ROARING 20'S: THE RISE OF THE CONSUMER SOCIETY
Students were presented with an overview lecture of era and how, after the Gilded Age, the Progressive Age and WW1, the country "relaxed" into a time of consumerism, a return to Laissez Faire and "the party lifestyle".
Students then participated in a gallery walk, looking at primary sources of the era.
RECOMMENDED RESOURCES: Graphic illustration of the topics today.
Give Me Liberty pages 780-787 A Student's Guide to Technology and Culture
Heimler on the 20's And another Heimler video
KEY CONCEPTS: ILLUSTRATED GRAPHIC OF THE KCS
KC-7.1.I.A New technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to improved standards of living, greater personal mobility, and better communications systems.
KC-7.2.I.A New forms of mass media, such as radio and cinema, contributed to the spread of national culture as well as greater awareness of regional cultures.
KC-7.2.II.A.ii After World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration
KC-7.2.I.D In the 1920s, cultural and political controversies emerged as Americans debated gender roles, modernism, science, religion, and issues related to race and immigration.
Monday, February 23 #16
What are we doing in APUSH Week 26?
D-DAY! IN CLASS, TIMED DBQ ESSAY
Students wrote a DBQ in class
ALERT: If you are absent today, read the following carefully.
1) Parent clearance of your absence on DBQ day must happen with the Attendance office within 5 school days or the consequence is a “zero” grade … and this is no good! So, get your absence cleared and you are good!
2) Makeup is scheduled from 7:25 AM to 8:25 AM on Thursday 2/26/26. No exceptions. Late arrival will mean you have less time to write. It will be done at 8:25 AM regardless of when you arrive.
3) Makeup will be on a different topic taken from Periods 3, 4 or 5
4) Failure to attend Thursday will require an email to me from your parent on Thursday morning explaining why. If I don't receive that email on Thursday, there will be no makeup.
Friday, February 20 #15
THE HOME FRONT: IDEAL? OR NOT?
Students conducted the Gallery walk. The posters were distributed around the room and one members of each group were positioned to teach the content. Groups were given 5 minutes to review the content before starting.
Each presentation lasted 4 minutes with the listening group leaving behind a post-it with a question on it. Students then moved to the next poster and repeated.
After the circle was completed, students returned to their own poster, ranked the questions and then we read aloud the top questions and provided answers.
In the last 12 minutes of class, students created a "video" using Notebooklm as part of our piloting the AI from RUSD. Copy/paste what you wrote for your assignment that was due yesterday into notebook LM, then ask it to create a video. Submit the video on your google classroom.
HOMEWORK: Prep for your DBQ (apush periods 3,4 or 5) on Monday. Remember, you can arrive 3 minutes early to class and you can start the DBQ immediately.
ALERT: If you are absent on DBQ day, read the following carefully.
1) Parent clearance of your absence on DBQ day must happen with the Attendance office within 5 school days or the consequence is a “zero” grade … and this is no good! So, get your absence cleared and you are good!
2) Makeup is scheduled from 7:25 AM to 8:25 AM on Thursday 2/26/26. No exceptions. Late arrival will mean you have less time to write. It will be done at 8:25 AM regardless of when you arrive.
3) Makeup will be on a different topic taken from Periods 3, 4 or 5
4) Failure to attend Thursday will require an email to me from your parent on Thursday morning explaining why. If I don't receive that email on Thursday, there will be no makeup.
Thursday, February 19 #14
THE HOME FRONT: IDEAL? OR NOT?
After a brief contextualization of what we are covering, students were given the period to work on putting together a poster for a gallery walk we will do tomorrow. Objectives
Directions are here
RECOMMENDED RESOURCE: Heimler on the WW1 Home Front
HOMEWORK: Prepare for your DBQ on Monday. It will be on a topic from APUSH 1754-1877. You can arrive early by 3 minutes so as to have a full 60 minutes to complete it. Bring a blue or black ink pen.
Key Concepts: ILLUSTRATED
KC-7.2.I.C
Official restrictions on freedom of speech grew during World War I, as increased anxiety about radicalism led to a Red Scare and attacks on labor activism and immigrant culture.
KC-7.2.II.A.i
Immigration from Europe reached its peak in the years before World War I. During World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration.
ALERT: If you will be absent on DBQ day, read the following carefully.
1) Parent clearance of your absence on DBQ day must happen with the Attendance office within 5 school days or the consequence is a “zero” grade … and this is no good! So, get your absence cleared and you are good!
2) Makeup is scheduled from 7:25 AM to 8:25 AM on Thursday 2/26/26. No exceptions. Late arrival will mean you have less time to write. It will be done at 8:25 AM regardless of when you arrive.
3) Makeup will be on a different topic taken from Periods 3, 4 or 5
4) Failure to attend Thursday will require an email to me from your parent on Thursday morning explaining why. If I don't receive that email on Thursday, there will be no makeup.
Wednesday, February 18 #13
THE 14 POINTS: WILSON'S IDEALISM IN A LIST
We analyzed Wilson's January 1918 speech titled, "The 14 Points" and noted its heavily idealized vision for the post-war reality and world/human race. slides for directions and context
We used a document in the g-class to do this 14 points illustrated
HOMEWORK: See your g-class on the reading and summary writing
RECOMMENDED READING: Give Me Liberty pages 750-756 and 770-775 (on Versailles and the war's aftermath)
KEY CONCEPTS: ILLUSTRATED
KC-7.3.II.A After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs, in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles.
ALERT: If you will be absent on DBQ day, read the following carefully.
1) Parent clearance of your absence on DBQ day must happen with the Attendance office within 5 school days or the consequence is a “zero” grade … and this is no good! So, get your absence cleared and you are good!
2) Makeup is scheduled from 7:25 AM to 8:25 AM on Thursday 2/26/26. No exceptions. Late arrival will mean you have less time to write. It will be done at 8:25 AM regardless of when you arrive.
3) Makeup will be on a different topic taken from Periods 3, 4 or 5
4) Failure to attend Thursday will require an email to me from your parent on Thursday morning explaining why. If I don't receive that email on Thursday, there will be no makeup.
Tuesday, February 17 #12
WILSON AND WW1: HOW AN "EXCEPTIONAL NATION" DECLARES WAR
We started our look at the US's involvement in WW1 and President Wilson's idealism. Mr. Peters introduced the topic by noting the "platter of P's" that every president is presented: Past Presidents, Past Precedents, Past Policies and Present Problems.
We emphasized Wilson's "reasons for war" as demonstrated in the quote from his war declaration (see the last slide) and its heavily "humanitarian" and "idealistic" nature and how his view of American exceptionalism both kept him out of the war, explained his way into
HOMEWORK: See your g-class on the reading and summary writing on the Home Front of WW1. Due Thursday
RECOMMENDED RESOURCES: SLIDES Give Me Liberty pages 744-750
KEY CONCEPTS: KC-7.3.II.A After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs, in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles. ILLUSTRATED
ALERT: If you will be absent on DBQ day, read the following carefully.
1) Parent clearance of your absence on DBQ day must happen with the Attendance office within 5 school days or the consequence is a “zero” grade … and this is no good! So, get your absence cleared and you are good!
2) Makeup is scheduled from 7:25 AM to 8:25 AM on Thursday 2/26/26. No exceptions. Late arrival will mean you have less time to write. It will be done at 8:25 AM regardless of when you arrive.
3) Makeup will be on a different topic taken from Periods 3, 4 or 5
4) Failure to attend Thursday will require an email to me from your parent on Thursday morning explaining why. If I don't receive that email on Thursday, there will be no makeup.
Monday, February 16 -- no school
What are we doing in apush week 25?
Friday, February 13 -- no school
Thursday, February 12 #11
SAQ: AND KING HIGH REMEMBERS
Students wrote a timed SAQ on a topic from either period 3, 4, 5 or 6.
Following, more specific details on King High Remembers was given. Now is the time to discuss with your friend your desire to form a group of 4 students from any of my AP sections.
HOMEWORK: Prepare/study for your DBQ that will be on Monday February 23. It will be on a topic from APUSH Period 3, 4 or 5. You can arrive early by 3 minutes so as to have a full 60 minutes to complete it. Bring a blue or black ink pen.
Wednesday, February 11 #10 Mr. Emerson teaching today
IMPERIALISM: A CONTINUITY OR A CHANGE FROM PRIOR EXPANSIONS?
The six groups presented their Seussian rhymes. Then, the existing groups were tasked with analzying and writing a thesis with line of reasoning to this prompt: How was imperialism an extension and how was it a departure from prior US expansion? Here is an attachment to the prompt.
15 minutes to discuss and write.
Then, students did a 4-corners defense of a position: Very Different; Somewhat Different, Very Similar, Somewhat Similar.
Class discussion of positions taken
RECOMMENDED RESOURCE: Heimler on the debates over imperialism
HOMEWORK: Study for your SAQ tomorrow.
HOMEWORK: Prepare/study for your DBQ that will be on Monday February 23. It will be on a topic from APUSH Period 3, 4 or 5. You can arrive early by 3 minutes so as to have a full 60 minutes to complete it. Bring a blue or black ink pen.
Tuesday, February 10 #9
OH THE PLACES WE GO: THE US IN THE AGE OF IMPERIALISM
Students were given the period to prepare and finish their creations.
Collected the handwritten portion of the assignment at the conclusion of class.
HOMEWORK: Prepare/study for your DBQ that will be on Monday February 23. It will be on a topic from APUSH Period 3, 4 or 5. You can arrive early by 3 minutes so as to have a full 60 minutes to complete it. Bring a blue or black ink pen.
RECOMMENDED RESOURCES: Heimler on Imperialism Debates On the Spanish American War
KEY CONCEPTS: ILLUSTRATED
KC-7.3.I.A Imperialists cited economic opportunities, racial theories, competition with European empires, and the perception in the 1890s that the western frontier was “closed” to argue that Americans were destined to expand their culture and institutions to peoples around the globe.
KC-7.3.I.B Anti-imperialists cited principles of self-determination and invoked both racial theories and the U.S. foreign policy tradition of isolationism to argue that the United States should not extend its territory overseas.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Monday, February 9 #8
What are we doing in APUSH Week 24?
OH THE PLACES WE GO: THE US IN THE AGE OF IMPERIALISM
Onward into the "Age of Imperialism" (slides) Mr Peters provided historical context (and an AP exam review!) for the arrival of the Age of Imperialism
The class was broken into groups, each assigned to a different event/location of US imperialism. 30 minutes of class devoted to working on creation of a short presentation
CLASS WORK: See your G-class for the instructions, "Oh the place we go!"
RECOMMENDED READING: Give Me Liberty pages 676-687
RECOMMENDED VIEWING: Watch this video
KEY CONCEPTS: ILLUSTRATED
KC-7.3.I.A Imperialists cited economic opportunities, racial theories, competition with European empires, and the perception in the 1890s that the western frontier was “closed” to argue that Americans were destined to expand their culture and institutions to peoples around the globe.
KC-7.3.I.B Anti-imperialists cited principles of self-determination and invoked both racial theories and the U.S. foreign policy tradition of isolationism to argue that the United States should not extend its territory overseas.
Friday, February 6 #7
THE PROGRESSIVE ERA: SUCCESSFUL? MARGINALLY SO? A FAILURE?
Students were given the first 30 minutes of class to complete and submit the analysis document we began last week. Then, in four groups, the groups analyzed the degree to which the Presidents made "radical change for conservative purposes" ( a reference to the TR quote we studied on Monday) Groups were given 9 minutes to do this and then presented their thesis and their defense in the time that remained. INSTRUCTIONS
RECOMMENDED RESOURCES: Illustration of the topics
KC-7.1.II In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures. KC-7.1.II.D The Progressives were divided over many issues. Some Progressives supported Southern segregation, while others ignored its presence. Some Progressives advocated expanding popular participation in government, while others called for greater reliance on professional and technical experts to make governmentmoreefficient.Progressivesalso disagreed about immigration restriction. KC-7.1.II.B On the national level, Progressives sought federal legislation that they believed would effectivelyregulatetheeconomy,expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women's suffrage. SEE THESE KEY CONCEPTS IN SLIDE FORM
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Thursday, February 5 #6 TODAY IN OFFICE HOURS, MR. PETERS CONDUCTED A DBQ TUTORIAL
PROGRESSIVE PRESIDENTS: EVALUATING THEIR IMPACT ON CHANGE
As we finish up the Progressive Era tomorrow, we started into an evaluation of the Presidents and the effort made to "fix" America. Mr. Peters gave a short lecture on the Progressive Presidents, then students were tasked for 22 minutes to start work on the evaluation of the presidents using 4 different case studies.
CLASSWORK: See your g-class for the document and the chart you'll need to complete. 30 minutes of classtime tomorrow will be given and then a 25 minute class verbal assessment will conclude the day.
RECOMMENDED RESOURCES: LECTURE SLIDES AI SLIDES AND LECTURE
KEY CONCEPTS: ILLUSTRATED GRAPHIC OF THE FOLLOWING: KC-7.1.II.B On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women’s suffrage KC-7.1.II.D The Progressives were divided over many issues. Some Progressives supported Southern segregation, while others ignored its presence. Some Progressives advocated expanding popular participation in government, while others called for greater reliance on professional and technical experts to make government more efficient. Progressives also disagreed about immigration restriction.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Wednesday, February 4 #5
PROGRESSIVE ERA CASE STUDIES: PRESENTATIONS
Student groups presented their work from yesterday. Mr. Peters injected copius amounts of commentary on the relevant DBQ
RECOMMENDED RESOURCES: Give Me Liberty pages 725-726 on the environmental movement
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
KEY CONCEPTS: VIDEO/SLIDES OF THE CONCEPTS
KC-7.1.II.B On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women’s suffrage
KC-7.1.II.C Preservationists and conservationists both supported the establishment of national parks while advocating different government responses to the overuse of natural resources.
KC-6.1.II.B.i The industrial workforce expanded and child labor increased.
Tuesday, February 3 #4
PROGRESSIVE ERA CASE STUDIES: MAKING A DBQ
After a brief review students were broken into 6 groups and tasked with making a DBQ from scratch. Each group was assigned one "case study" to focus on, using docs provided and searching for one more to add. The directions are on the G-class, with presentations tomorrow.
RECOMMEND RESOURCES: Watch these short videos: The environment Child Labor Read, Foner, pages 718-726
KEY CONCEPTS ILLUSTRATED GRAPHIC OF THE FOLLOWING
KC-7.1.II.A Some Progressive Era journalists attacked what they saw as political corruption, social injustice, and economic inequality, while reformers, often from the middle and upper classes and including many women, worked to effect social changes in cities and among immigrant populations.KC-7.1.II.B On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women’s suffrage
KC-7.1.II.C Preservationists and conservationists both supported the establishment of national parks while advocating different government responses to the overuse of natural resources.
KC-6.1.II.B.i The industrial workforce expanded and child labor increased.
Monday, February 2 #3
What are we doing in APUSH Week 23?
FROM POPULISM TO THE PROGRESSIVE ERA: A NATION OF REFORMERS, REFORMS AGAIN
Started with a brief debrief and tutorial on the DBQ's we wrote last week.
Then, with a bit of contextualization about the reformers of the 19th century, SLIDES we moved into the start of the Progressive Age (1900-1920) that first starts not at the federal level, but at the grassroots level. Students were introduced to the term "Muckrakers" and discussed several, leading up to Upton Sinclair and his epic novel, The Jungle (You should read it!)
RECOMMENDED RESOURCES: Foner, pages 702-710. Heimler on Progressive Era
Muckrakers Great webpage on Jacob Riis Ida B Wells Lincoln Steffens Ida Tarbell
KEY CONCEPTS
KC-7.1.II.A Some Progressive Era journalists attacked what they saw as political corruption, social injustice, and economic inequality, while reformers, often from the middle and upper classes and including many women, worked to effect social changes in cities and among immigrant populations.
Friday, January 30 #2
THE THREAT AND THE RESPONSE: RADICAL CHANGE FOR CONSERVATIVE PURPOSES
Concluded the second half of the document we started yesterday. Students concluded with a quick write on paper and submitted for a grade along with the annotations. SLIDES WITH DIRECTIONS
“The time of the great social revolutions has arrived. We are all peering into the future to try to forecast the action of the great dumb forces set in operation by the stupendous industrial revolution which has taken place during the present century. We do not know what to make of the vast displacements of population, the expansion of the towns, the unrest and discontent of the masses.” -- Theodore Roosevelt, 1894
KEY CONCEPTS GRAPHIC ILLUSTRATING THE FOLLOWING
KC-7.1 Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system.
KC-7.1.I The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.
KC-7.1.II In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
Thursday, January 29 #1
THE THREAT AND THE RESPONSE: UNCERTAINTY, DISCONTENT AND ANGER
Introduced Period 7 and then did a quick write review of the Key Words of periods 1-6. Brief read around followed.
Then, to set up context for the next phase of our history, we reviewed the main points of exasperation that were growing by the end of hte Gilded Age (Period 6) and what the Progressive Era (period 7, 1900-1920) is all about..
Mr. Peters read extensively and commented upon a passage from Murdering McKinley: The Making of Theodore Roosevelt's America about the impact industrialization had on immigrants, the American population and growing anger. We got through the first page, with students required to make notes, annotations and commentary on the page itself. Click here for a copy of it. Graphic illustrating the reading
CLASSWORK: Quick write, see your g-class
RECOMMENDED RESOURCES: Give Me Liberty pages 696-702
KC-7.1 Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system.
KC-7.1.I The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.
KC-7.1.II In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.
Wednesday, January 28 #17
ASSESSMENT DAY
Students did a multiple choice assessment spanning content from Periods 1-6
REMINDER: IF YOU WERE ABSENT FOR THE DBQ YESTERDAY, YOUR MAKEUP IS TOMORROW MORNING AT 7:25 AM. NO EXCEPTIONS UNLESS A PARENT EMAILS ME BEFORE THURSDAY AT 7:25 AM EXPLAINING YOUR CIRCUMSTANCE.
AS ALWAYS, YOUR ABSENCE MUST BE CLEARED BY A PARENT WITHIN 7 DAYS FOR YOUR MAKEUP GRADE TO BE INPUTED
Tuesday, January 27 #16
D-DAY: YOUR FIRST DBQ
Students wrote a time 5-doc dbq from a topic of Period 6. REMINDER: IF YOU ARE ABSENT FOR THE DBQ, YOUR MAKEUP IS ON THURSDAY MORNING AT 7:25 AM. NO EXCEPTIONS UNLESS A PARENT EMAILS ME BEFORE THURSDAY AT 7:25 AM EXPLAINING YOUR CIRCUMSTANCE.
AS ALWAYS, YOUR ABSENCE MUST BE CLEARED BY A PARENT WITHIN 7 DAYS FOR YOUR MAKEUP GRADE TO BE INPUTED
HOMEWORK: Progress check on AP Classroom due tomorrow
HOMEWORk: Study for MCQ test tomorrow, periods 1-6 covered.
Monday, January 26 #15
What are we doing in APUSH Week 22
THE RISE OF THE POPULISTS: RAISE LESS CORN AND MORE HELL!
A quick lecture was given, tying together the industrialization of the West (discussed Friday) and the rise of the Populist movement. Students were presented with the context of the era as it related to the farmers.
Following that, we did several document excercises to build out the understanding and practice for tomorrow's DBQ SLIDES FOR THE ACTIVITY
RECOMMENDED RESOURCES: SLIDES short PODCAST of the content of the slides to help hear it (HELPFUL if the rushed lecture didn't make it make sense to you.) Heimler on the Populists
HOMEWORK: Study for your exam. DBQ tomorrow MCQ PERIODS 1-6 on Wednesday
HOMEWORK: AP Classroom Progress Check due Wednesday at 8:30 am
REMINDER: IF YOU ARE ABSENT FOR THE DBQ, YOUR MAKEUP IS ON THURSDAY MORNING AT 7:25 AM. NO EXCEPTIONS UNLESS A PARENT EMAILS ME BEFORE THURSDAY AT 7:25 AM EXPLAINING YOUR CIRCUMSTANCE.
AS ALWAYS, YOUR ABSENCE MUST BE CLEARED BY A PARENT WITHIN 7 DAYS FOR YOUR MAKEUP GRADE TO BE INPUTED
KEY CONCEPTS: KC'S ILLUSTRATED KC-6.1.III.C Economic instability inspired agrarian activists to create the People’s (Populist) Party, which called for a stronger governmental role in regulating the American economic system.
KC-6.1.II A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
KC-6.1.III New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.
KC-6.2.II Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition andviolentconflict.
Friday, January 23 #14
MEANWHILE, BACK ON THE RANCH: THE AGE OF INDUSTRY IN THE WEST
As America continued to grow industrially, the West was still being developed and industrialization will have an impact there as well.
Brief lecture to introduce the topic, then a gallery walk looking at 6 primary sources from the period and a class discussion analyzing how the East (and its cities, factories and immigrants) and the West (based on the documents) is similar to and different from each other.
HOMEWORK: Progress check for Period 6 is on your AP Classroom. Due on Wednesday at 8:30 AM. Remember, there is no late work on AP Classroom assignments
HOMEWORK: Study for your exam. DBQ on period 6 on Tuesday, MCQ on periods 1-6 on Wednesday Study the DBQ Rubric
RECOMMENDED RESOURCES: SLIDES FROM TODAY Heimler on the topic of the West, Read Foner, pages 650-657 on the rise of the Populist Movement (which is Monday's topic)
REMINDER: IF YOU ARE ABSENT FOR THE DBQ, YOUR MAKEUP IS ON THURSDAY MORNING AT 7:25 AM. NO EXCEPTIONS UNLESS A PARENT EMAILS ME BEFORE WEDNESDAY AT 7:25 AM EXPLAINING YOUR CIRCUMSTANCE.
AS ALWAYS, YOUR ABSENCE MUST BE CLEARED BY A PARENT WITHIN 7 DAYS FOR YOUR MAKEUP GRADE TO BE INPUTED
KEY CONCEPTS: INFOGRAPHIC ILLUSTRATING THE FOLLOWING KC'S KC-6.2.II.B In hopes of achieving ideals of self-sufficiency and independence, migrants moved to both rural and boomtown areas of the West for opportunities, such as building the railroads, mining, farming, and ranching. KC-6.2.II.C As migrant populations increased in number and the American bison population was decimated, competition for land and resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict. KC-6.2.II.D The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and denying tribal sovereignty. KC-6.2.II.E Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Thursday, January 22 #13
WASHINGTON AND DUBOIS: WHICH PATH FORWARD?
After setting the context of life for African Americans at the end of the 1800s, along with a video of the racial terrorism of the era, students took a look at the philosophies of Booker T. Washington and WEB Dubois.
In pairs, students read two primary sources and identified competing claims, then, pairs of students were switched and students engaged in written dialogue between Washington and Dubois
RECOMMENDED RESOURCES: SLIDES Washington and Dubois illustration. Foner, pages 624-630 (on the West) 632-640 on the subjugation of the Native Americans.
CLASSWORK: See your G-class for the excerpts from Washington and Dubois
HOMEWORK: Progress check for Period 6 is on your AP Classroom. Due on Wednesday, Jan 28 at 8:30 AM. Remember, there is no late work on AP Classroom assignments
HOMEWORK: Study for your exam. DBQ on period 6 on Tuesday, MCQ on periods 1-6 on Wednesday
KEY CONCEPTS: KC-6.3.II.C The Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction. Facing increased violence, discrimination, and scientific theories of race, African American reformers continued to fight for political and social equality.
Wednesday, January 21 #12
MORE "PROBLEMS": MORE "SOLUTIONS"
A continued look at the way Americans were addressing the growing issues of the Gilded Age. Today we look at the problem of Monopolies and what to do about the massive growth of immigration. Students listened and took notes on a lecture covering these two issues, then we practiced DBQ writing using two documents about the growing nativism of the age. See instructions in the middle of the slides.
HOMEWORK: Edpuzzle in which you'll complete the lecture. Due tomorrow at 8:30 am.
HOMEWORK DUE NEXT WEDNESDAY: Progress check for Period 6 is on your AP Classroom. Due on Wednesday, Jan 28 at 8:30 AM. Remember, there is no late work on AP Classroom assignments
RECOMMENDED RESOURCES: SLIDES Foner, pages 658-665 on racial segregation and "the New South"
KEY CONCEPTS: INFOGRAPHIC OF THE FOLLOWING KC's --- KC-6.3.I New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. KC-6.3 The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies. KC-6.3.I.C A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society KC-6.3.II.B.i Many women, like Jane Addams, worked in settlement houses to help immigrants adapt to U.S. language and customs. KC-6.2.I.C Increasing public debates over assimilation and Americanization accompanied the growth of international migration. Many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States. KC-6.3.I.A Social commentators advocated theories later described as Social Darwinism to justify the success of those at the top of the socioeconomic structure as both appropriate and inevitable.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Tuesday, January 20 #11
What is happening in APUSH this week 21?
STRIKE, STRIKE, STRIKE!!: THE UNIONS USE THEIR WEAPON
Student presentations with ample class discussion on the three strikes we started looking at last week.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Monday, January 19 - No School ML King Day!
Friday, January 16 #10
THE PROBLEMS AND THE REFORMS: UNIONS BEGIN TO GROW
Students were given the time to work on and finish their presentations which will be given on Tuesday. INFOGRAPHIC OF THE TOPIC
ANNOUNCEMENT: DBQ assessment on a topic of Period 6 will be Monday January 26. Periods 1-6 MCQ test will be on January 28.
RECOMMENDED RESOURCES: Foner, pages 641-645 on the politics of the age. Past Tense for this week's coverage 5 minute AI audio debate on the very question I gave you to consider
KC-6.1.II.C Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Thursday, January 15 (ML King's Birthday! 1929) #9
THE PROBLEMS AND THE REFORMS: UNIONS BEGIN TO GROW
Started by looking at a couple of samples from yesterday's DBQ practice. Tutorial on how to do it.
Then, a short lecture on the growth of Unions as Americans began questioning the way the society was growing during the age of Industry and whether or not the Laissez Faire government should be doing something about the excesses.
We covered up through "unions" in these slides.
RECOMMENDED RESOURCES: Pullman Strike (video) Homestead Strike (video with acting) Haymarket Strike/Riot (video)
KEY CONCEPTS: illustrated as infographic
KC-6.1.II.C Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders.
KC-6.3.I.C A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society
KC-6.3 The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.
KC-6.3.I New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age.
KC-6.3.II Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.
Wednesday, January 14 #8 -- Mr. Parry Teaching, Mr. Peters at conference
CAPITAL VS LABOR: THE CLASH OF THE GILDED AGE
Mr. Parry went over the new tension of the period: the upper class vs. the working class, as wealth disparity began to pick up during the Industrial Revolution. Students then had the remainder of the period to look at political cartoons of robber barons and the working class. Students needed to complete descriptions of 8 of the 12 cartoons within the slideshow.
CLASSWORK: Due tomorrow at 8:30 AM if didn't finish in class. See your g-class for the slides and the document to complete
RECOMMENDED RESOURCES: SLIDES from the introduction
KEY CONCEPTS:
KC-6.1.I.C As the price of many goods decreased, workers’ real wages increased, providing new access to a variety of goods and services; many Americans’ standards of living improved, while the gap between rich and poor grew.
KC-6.1.II A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, pro-growth government policies—generated rapid economic development and business consolidation.
KC-6.1.I.D Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.
Tuesday, January 13 2026 #7
DBQ TUTORIAL: REVIEWING OUR WRITING FROM YESTERDAY
Mr. Peters went over a sample DBQ that was written yesterday, pointing out the various elements of the writing that meet the College Board's standard and rubric. SLIDES FOR THIS DBQ Rubric
Following that students were given an essay from a classmate (anonymous) that was written yesterday to analyze and "grade" according to the rubric and Mr. Peters' illustration/explanation. Approximately 20 minutes was given to this. Finish at home, due tomorrow.
CLASSWORK: See your g-class for the assessment document. Due tomorrow at 8:30 am
HOMEWORK: Short edpuzzle on the Technology of the era, see your g-class. Due THURSDAY at 8:30 am
RECOMMENDED RESOURCES: Foner, pages 616-623
Wealth and the Gospel of Wealth Podcast
Infographic illustrating the content
Video on Industrial Technologies Video on Impact of Ind. Rev.
KEY CONCEPTS: THE FOLLOWING KEY CONCEPTS, ILLUSTRATED KC-6.3.I.B Some business leaders argued that the wealthy had a moral obligation to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments.
KC-6.1 Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States. KC-6.1.I Large-scaleindustrialproduction— accompanied by massive technological change, expanding international communicationnetworks,andpro-growth government policies—generated rapid economic development and business consolidation.
KC-6.2 The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
Monday, January 12, 2026 #6
What are we doing in APUSH Week 20?
DBQ DAY: OUR FIRST PRACTICE
Students were given a short, 3-doc DBQ to write in class. Due at the bell. Will analyze them tomorrow
RECOMMENDED RESOURCES: Foner, pages 616-623 Heimler on DBQ writing and another one on understanding prompts
Friday, January 9, 2026 #5
THE FOURTH "I": IMMIGRATION IN THE GILDED AGE
Students were guided through an introduction to the story of the "New Immigrants" and the Chinese Immigrants who came to the US from the 1850s through the early 1900's.
After the introduction (see slides) students were tasked to practice for DBQ writing by reading a primary source of a Chinese Immigrant speaking about the Statue of Liberty and the loss of liberty for the Chinese after the Chinese Exclusion Act.
CLASSWORK: Due Monday at 8:30 AM. See your g-class
RECOMMENDED RESOURCES: Foner, pages 631 and 668-671 and SLIDES AI generated discussion of the content Past Tense: The Best of Times, The Worst of Times Prep for your DBQ on Monday Video on Angel Island in San Francisco where Chinese Immigrants were processed for entry
Key Concepts: C-6.2.I.A ILLUSTRATED INFOGRAPHIC
As cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and southern and eastern Europe, as well as African American migrants within and out of the South. Many migrants moved to escape poverty, religious persecution, and limited opportunities for social mobility in their home countries or regions.
KC-6.2.I.B Urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers. KC-6.2.I.E Corporations’ need for managers and for male and female clerical workers, as well as increased access to educational institutions, fostered the growth of a distinctive middle class. A growing amount of leisure time also helped expand consumer culture.
KC-6.3.I.B Some business leaders argued that the wealthy had a moral obligation to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Thursday, January 8, 2026 #4
THE THREE "I's" - INDIVIDUALS, INDUSTRY AND IDEAS: MAKING CLAIMS AS TO IMPORTANCE
The period was used to discuss the ideologies behind the era and students presented out on their thesis statements. Mr. Peters spent a little time going through those 4 ideologies, then students volunteered to present their assessment of the "Relative importance of..." and defend their positions.
HOMEWORK: Edpuzzle to watch on the rise of the middle class in this era. See your g-class
RECOMMENDED RESOURCES: AI conversation on the content
You might want to watch this video for extra help of DBQ writing
KEY CONCEPTS ILLUSTRATED: KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, pro-growth government policies—generated rapid economic development and business consolidation. KC-6.1.I.B.ii Businesses made use of redesigned financial and management structures, advances in marketing, and a growing labor force to dramatically increase the production of goods. KC-6.1.I.D Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.
REMINDER: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Wednesday January 7, 2026 #3
THE CAUSES OF INDUSTRIAL GROWTH: AN EVALUATION OF INDIVIDUALS, INDUSTRIES AND IDEAS
Students had the class to complete the work we started in class yesterday. It is due tomorrow morning at 8:30 am
Monday we will do a "Baby DBQ". It will be 3 docs and limited in its requirements. But do review the DBQ rubric (see "Class Details" above for the link to the rubric) and you will have the entire period to write it. This is our first introduction to the skill of DBQ writing that you will need to master. You might want to watch this video for extra help
HOMEWORK: Study and take notes on the Key Concepts below
KEY CONCEPTS: KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, pro-growth government policies—generated rapid economic development and business consolidation. KC-6.1.I.B.ii Businesses made use of redesigned financial and management structures, advances in marketing, and a growing labor force to dramatically increase the production of goods. KC-6.1.I.D Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.
Tuesday January 6, 2026 #2
THE CAUSES OF INDUSTRIAL GROWTH: AN EVALUATION OF INDIVIDUALS, INDUSTRIES AND IDEAS
We started into the historical evidence of the causes of the explosive industrial growth in the late 1800. Men, industries, ideas, all should be taken into account. Mr. Peters provided contextualization for the Age, then, students were given time to begin an exploration of the causes for the growth in the late 1800's
Students were allowed to pair up and using the slides and the text book, analyze the contributions of major industrial leaders, major industries and major ideologies on the industrial age.
CLASSWORK: See your g-class for the slides and document instructions. Student will have tomorrow in class to complete it.
RECOMMENDED RESOURCES: Foner, Give Me Liberty 610-615 You might want to watch this video for extra help of DBQ writing
KEY CONCEPTS: ILLUSTRATED INFOGRAPHIC OF THE FOLLOWING
KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, pro-growth government policies—generated rapid economic development and business consolidation. KC-6.1.I.B.ii Businesses made use of redesigned financial and management structures, advances in marketing, and a growing labor force to dramatically increase the production of goods. KC-6.1.I.D Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.
ANNOUNCEMENT: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Monday, January 5, 2026 #1
What are we doing in APUSH Week 19?
A NEW YEAR: REMINDERS AND SCHEDULES
Returned and went over the semester finFOLal LEQ's
Ample review of the syllabus and intro to the coming semester. Then a discussion of the Main Idea of Period 6
RECOMMENDED READING: Give Me Liberty pages 601-609
ANNOUNCEMENT: SET YOUR SCHEDULE, OUR SEMESTER FINAL IS FRIDAY, MAY 1 AFTER SCHOOL. ALL STUDENTS MUST BE THERE UNLESS IN CIF/SCHOOL SPORTS COMPETITION (NOT PRACTICE, COMPETITION)
Thursday, December 18
FINAL EXAM FOR CLASS PERIOD 3
Wednesday, December 17
FINAL EXAM FOR CLASS PERIOD 5
Tuesday, December 16
FINAL EXAM FOR CLASS PERIODS 1 AND 4
Monday, December 15 #19
RECONSTRUCTION: REVOLUTIONARY OR REACTIONARY?
Distributed the essays we did last week and Mr. Peters discussed and went over them with examples for improvement.
Collected your final Journal, fully compiled
Then, student presentations of the little project worked on last week, with ample discussion of DBQ techniques.
HOMEWORK: Study for your final exam!
Friday, December 12 #18 Mr. Peters out today
RECONSTRUCTION: REVOLUTIONARY OR REACTIONARY?
Classtime to prep for the presentations on Monday.
REMINDERS:
Journal Entry #10 is assigned (see Thursday's post) and needs to be included in the full journal. Follow the directions on your g-class for the journal. Bring the Journal to class on Monday, ready to go.
Progress Check on your AP Classroom is due Monday at 8:30 am. NO LATE WORK accepted on this.
Extra Credit Memorization. You have now till Tuesday at 8:30 AM to say it. After 8:30, no more!
Thursday, December 11 #17
RECONSTRUCTION: REVOLUTIONARY OR REACTIONARY?
After a brief contextualization of the nature of Reconstruction, it's positive and negatives, students were given a group project that will be compiled today, tomorrow and presented on Monday.
HOMEWORK #1 : Period 5 Progress Check on your AP CLASSROOM is now open. Due Monday the 15th at 8:30 AM. No late work accepted on AP Classroom assignments
HOMEWORK#2: Journal Entry #10: THE COMPROMISE OF 1877 AND THE END OF RECONSTRUCTION.
HOMEWORK#3: See your g-class for the full compilation of the Civil War Journal including illustrations and the making of a cover. This is due in class on Monday, 12/15/25
EXTRA CREDIT: Memorize the Gettysburg Address. 20 points if done with only two nudges and two words of mistakes. You will have 5 minutes to say it to me. Deadline is 3:30 PM on Monday, December 15 but you can attempt it whenever you are ready before then. All or nothing on points. I will provide two nudges when you get stuck and allow two mistakes. So, know it perfectly!
Wednesday, December 10 #16
LEQ DAY
Students wrote a timed LEQ on a topic of Period 5
HOMEWORK #1: Period 5 Progress Check on your AP CLASSROOM is now open. Due Monday the 15th at 8:30 AM. No late work accepted on AP Classroom assignments
HOMEWORK#2: See your g-class for the full compilation of the Civil War Journal including illustrations and the making of a cover. This is due in class on Monday, 12/15/25
EXTRA CREDIT: Memorize the Gettysburg Address. 20 points if done with only two nudges and two words of mistakes. You will have 5 minutes to say it to me. Deadline is 3:30 PM on Monday, December 15 but you can attempt it whenever you are ready before then. All or nothing on points. I will provide two nudges when you get stuck and allow two mistakes. So, know it perfectly!
Tuesday, December 9 #15
LINCOLN'S DEATH: RECONSTRUCTION'S START
ANNOUNCEMENT: LAST DAY FOR ELIGI
We spent a little time looking at Lincoln's assassination and then transitioned to the start of Reconstruction efforts - Lincoln's 10% Plan notwithstanding, his death left the door wide open for power struggles over what the country should do next. We discussed the "big questions" the country was facing and the context that the history of slavery would be the backdrop for all that would be done during Reconstruction.
RECOMMENDED RESOURCES: SLIDES Give Me Liberty Pages 570-581
HOMEWORK #1: Period 5 Progress Check on your AP CLASSROOM is now open. Due Monday the 15th at 8:30 AM. No late work accepted on AP Classroom assignments
HOMEWORK #3 See your g-class for the full compilation of the Civil War Journal including illustrations and the making of a cover. This is due in class on Monday, 12/15/25
EXTRA CREDIT: Memorize the Gettysburg Address. 20 points if done with only two nudges and two words of mistakes. You will have 5 minutes to say it to me. Deadline is 8:30 AM on TUESDAY, December 16 but you can attempt it whenever you are ready before then. All or nothing on points. I will provide two nudges when you get stuck and allow two mistakes. So, know it perfectly!
KEY CONCEPTS: INFOGRAPHIC ILLUSTRATION OF THE KC'S
KC-5.3.II.ii Reconstruction altered relationships between the states and the federal government and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.
KC-5.3.II.B The women’s rights movement was both emboldened and divided over the 14th and 15th Amendments
Monday, December 8 #15 (mr. parry teaching)
What are we doing in APUSH week 17?
FROM SCORCHED EARTH TO LINCOLN'S SECOND INAUGURAL: PREDICTING WHAT LINCOLN MIGHT DO AFTER THE WAR
ANNOUNCEMENT: LAST DAY FOR ELIGIBLE LATE WORK (UP TO 7 DAYS FROM THE ORIGINAL DUE DATE) TO BE TURNED IN IS NEXT MONDAY (12/15/25) AT 8:30 AM.
Students entered the room to see the "southern" side of the room with all of the desks overturned. This was to represent Sherman's March to the Sea and Scorched Earth Policy, the destruction of the South as the war ended. After some explanation of the historical reality as the Civil War ended, students wrote their Journal Entry #9: SHERMAN'S MARCH TO THE SEA AND SCORCHED EARTH POLICY. While this was happening, a check on completion of 8 handwritten Journal Entries to this point was given and credit/no credit applied. SLIDES.
Following, students were placed in groups and assigned a gallery walk looking at 6 portions of Lincoln's Second Inaugural Address, given just weeks before he was assassinated. Students filled out this document as they went to each station. Lincoln calls for unity, blames both sides for the civil war and for allowing slavery to exist in the US, and begins to lay out the ideas behind his "10% plan for Reconstruction" once the war was officially over.
Discussion of the "messy middle" that his speech addresses and the time period resembles.
HOMEWORK #1: Complete the AI Survey that is on your g-class. Due tomorrow.
HOMEWORK #2: Period 5 Progress Check on your AP CLASSROOM is now open. Due Monday the 15th at 8:30 AM. No late work accepted on AP Classroom assignments
HOMEWORK#3: See your g-class for the full compilation of the Civil War Journal including illustrations and the making of a cover. This is due in class on Monday, 12/15/25
RECOMMENDED READING: Give Me Liberty pages 557-570
EXTRA CREDIT: Memorize the Gettysburg Address. 20 points if done with only two nudges and two words of mistakes. You will have 5 minutes to say it to me. Deadline is 3:30 PM on Monday, December 15 but you can attempt it whenever you are ready before then. All or nothing on points. I will provide two nudges when you get stuck and allow two mistakes. So, know it perfectly!
KEY CONCEPT: ILLUSTRATION OF THE FOLLOWING KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.
FINAL EXAM COMING: This a great tool for connecting your reading with the key concepts. The CORE document. Also, check out the "APUSH Period Pages" on this website. You can use Albert.io as well to do practice questions.
Friday, December 5 #14
THE GETTYSBURG ADDRESS: LINCOLN'S MASTERPIECE ON THE CAUSE (AND MEANING) OF AMERICA
We picked up with a lesson on the Gettysburg Address. Mr. Peters guided students through the document then used it to show how Lincoln's evolution on the meaning of the Civil War had arrived at "Nation" and emancipation.
SLIDES (the two embedded videos we didn't watch but you'd do well to watch them on your own
HOMEWORK: Journal Entry #8: The Gettysburg Address On Monday, all 8 journal entries must be completed and uptodate. A long paragraph for each with its title is the minimum expectation. A check of you handwritten journal will be made, and 20 points earned if it is complete and uptodate, (all 8 are there) , zero points if not complete.
RECOMMENDED RESOURCES: Link on Gettysburg Address Give Me Liberty pages 530-535, 540-551 A RADICAL AND ONE WHO BECAME ONE - Past Tense Week 16
Text of the Gettysburg Address
EXTRA CREDIT: Memorize the Gettysburg Address. 20 points in HW category if done with only two nudges and two words of mistakes. Due verbally to me by 3:30 PM on Monday, December 15. You will have 5 minutes to say it to me. You can do it any day until the deadline. All or nothing on points. I will provide two nudges when you get stuck and allow two mistakes. So, know it perfectly!
KEY CONCEPTS: INFOGRAPHIC ILLUSTRATING THE KEY CONCEPTS
KC-5.3.I.B Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers. Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy.
KC-5.3.I.C Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery as the fulfillment of America’s founding democratic ideals.
KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.
FINAL EXAM COMING IN 11 days: This a great tool for connecting your reading with the key concepts. The CORE document. Also, check out the "APUSH Period Pages" on this website.
Thursday, December 4 #13 (mr parry teaching)
MEET THE PRESS: A PRESS CONFERENCE WITH LINCOLN
Students had an opportunity to have a press conference with Abraham Lincoln. The class was divided into 5-6 groups and given various roles, with one of the groups getting to play Lincoln.
Groups were given time to review the document(s) that corresponded to their perspective and then developed questions to ask the Lincolns. The Lincolns prepared a defense to justify their positions on the War.
The Press Conference then began with the three rounds, progressing from 1862 to 1864, giving students an opportunity to interview Lincoln as his perspective changed throughout the war. SLIDES
CLASSWORK: After the conference concluded, students wrote a short answer that demonstrated their understanding of the main point of the day's lesson: the shift in Lincoln's stance on slavery and emancipation as the war progressed.
HOMEWORK: get caught up on your journal if needed. A "check" on this is coming Monday -- you must be on pace of Journal entries in order to receive full credit
RECOMMENDED RESOURCES: Give Me Liberty pages 545-546 on The Gettysburg Address
KEY CONCEPTS: KC-5.3.I.B Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers. Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy
Wednesday, December 3 #12
WHAT'S THE POINT? HOW LINCOLN EVOLVED ON THE "MEANING" OF THE WAR
"What's the point?". It was a question asked by Trip in the clip from Glory, we used that as a bridge to analyzing Lincoln's answer to that question as the Civil War began. What was the point of the war? For Union? For the emancipation of the slaves? SLIDES
From this conceptual opening, Mr. Peters introduced the last of the DBQ rubric, the "explains" point, and students were given this document as a guide. After brief instruction on it, we then worked our way through the documents (1-3) read over the last two days that covered the criticisms of Lincoln's leadership in the war as one for "union" and how he evolved to turning the cause into one for "emancipation of the slaves". Students worked in small groups to assess any one of the "HAPPY" points for each document. 10 minutes, then class discussion.
HOMEWORK #1: JOURNAL ENTRY #7 The Emancipation Proclamation (Read doc 6 from your packet, include in your journal who was freed and who "wasn't" freed by the Emancipation)
HOMEWORK #2: Finish questions 1-4 on the first page of the handout given to you this past Monday. Collecting these in class tomorrow.
RECOMMENDED READING: Give Me Liberty pages 525-530
KEY CONCEPTS: KC-5.3.I.B Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers. Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy.
FINAL EXAM COMING IN 2 WEEKS: This a great tool for connecting your reading with the key concepts. The CORE document. Also, check out the "APUSH Period Pages" on this website.
Tuesday, December 2 #11 (Mr. Parry Teaching)
AND SO IT BEGINS: THE AMERICAN CIVIL WAR
Students were greeted with the classroom physically divided, North and South, as the Civil War had now begun, and we are fully divided. Mr. Parry explained the object lesson's connections to the "divisions" of the US - reviewing how "divided" the country was for decades prior to the Civil War, on economics, party, politics, regionalism, etc., but now, with Ft. Sumter attacked, and the Civil War started, truly "DIVIDED".
Students got to hear wartime camp songs from their countries, such as "Southern Soldier," "Dixie," "John Brown's Body," and "Union Dixie." They wrote down the different images, emotions, and meanings conveyed in each song. Then students looked at the mobilization efforts and tensions for both the North and South. Lastly, the class concluded by examining the recruitment and enlistment of black soldiers into both the North and South armies.
TODAY DURING OFFICE HOUR WE WILL DO A DBQ TUTORIAL TO HELP THOSE OF YOU WHO STILL NEED SOME HELP
HOMEWORK: JOURNAL ENTRY #6 - respond to the enlistment of Black Soldiers in the Union Army.
HOMEWORK: Packet with five questions on primary sources distributed hard copy yesterday to the class. Responses to questions 1-5 Due Thursday HANDWRITTEN on paper in class.
RECOMMENDED READING: Give Me Liberty pages 536-538 (on Jefferson Davis and Conf. leadership)
KEY CONCEPTS: ILLUSTRATED GRAPHIC OF THE FOLLOWING - KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the Southern infrastructure KC-5.3.I.A Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.
Monday, December 1 #10
What are we doing in APUSH Week 16?
AND THE HOUSE GETS DIVIDED: THE CIVIL WAR BEGINS
REMINDER: TOMORROW DURING MY OFFICE HOUR WE WILL DO A DBQ TUTORIAL TO HELP THOSE OF YOU WHO STILL NEED SOME HELP. SIGN UP IF YOU NEED TO
After a review of the unit thus far, we began our look at the Civil War and the role Lincoln would play in it. We paused in the middle of the discussion to write
CLASSWORK: JOURNAL ENTRY #5 - SHOTS FIRED ON FT. SUMTER
The "lecture" got up to Ft. Sumter. SLIDES
HOMEWORK ASSIGNMENT: Read these documents and answer in full detail prompts 1-4 that are located on the first page. Due Thursday handwritten. Annotate the documents, submit your answers on a separate sheet of paper.
RECOMMENDED READING: Give Me Liberty pages 509-516
KEY CONCEPTS: KC-5.3.I.A Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.
KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the Southern infrastructure
FINAL EXAM COMING IN 2 1/2 WEEKS: This a great tool for connecting your reading with the key concepts. The CORE document. Also, check out the "APUSH Period Pages" on this website.
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.
Tuesday, December 2 #11 (Mr. Parry Teaching)
AND SO IT BEGINS: THE CIVIL WAR
Students were greeted with the classroom physically divided, North and South, as the Civil War had now begun, and we are fully divided. Mr. Parry explained the object lesson's connections to the "divisions" of the US - reviewing how "divided" the country was for decades prior to the Civil War, on economics, party, politics, regionalism, etc., but now, with Ft. Sumter attacked, and the Civil War started, truly "DIVIDED".
Students got to hear wartime camp songs from their countries, such as "Southern Soldier," "Dixie," "John Brown's Body," and "Union Dixie." They wrote down the different images, emotions, and meanings conveyed in each song. Then students looked at the mobilization efforts and tensions for both the North and South. Lastly, the class concluded by examining the recruitment and enlistment of black soldiers into both the North and South armies.
TODAY DURING MY OFFICE HOUR WE WILL DO A DBQ TUTORIAL TO HELP THOSE OF YOU WHO STILL NEED SOME HELP
HOMEWORK: JOURNAL ENTRY #6 - respond to the enlistment of Black Soldiers in the Union Army.
HOMEWORK: Packet with five questions on primary sources distributed hard copy yesterday to the class. Responses to questions 1-5 Due Thursday HANDWRITTEN on paper in class.
RECOMMENDED READING: Give Me Liberty pages 536-538 (on Jefferson Davis and Conf. leadership)
KEY CONCEPTS: KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the Southern infrastructure KC-5.3.I.A Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.
Monday, December 1 #10
AND THE HOUSE GETS DIVIDED: THE CIVIL WAR BEGINS
REMINDER: TOMORROW DURING MY OFFICE HOUR WE WILL DO A DBQ TUTORIAL TO HELP THOSE OF YOU WHO STILL NEED SOME HELP. SIGN UP IF YOU NEED TO
After a review of the unit thus far, we began our look at the Civil War and the role Lincoln would play in it. We paused in the middle of the discussion to write
CLASSWORK: JOURNAL ENTRY #5 - SHOTS FIRED ON FT. SUMTER
The "lecture" got up to Ft. Sumter. SLIDES
HOMEWORK ASSIGNMENT: Read these documents and answer in full detail prompts 1-4 that are located on the first page. Due Thursday handwritten. Annotate the documents, submit your answers on a separate sheet of paper.
RECOMMENDED READING: Give Me Liberty pages 509-516
KEY CONCEPTS: KC-5.3.I.A Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.
KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the Southern infrastructure
FINAL EXAM COMING IN 2 1/2 WEEKS: This a great tool for connecting your reading with the key concepts. The CORE document. Also, check out the "APUSH Period Pages" on this website.
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: ILLUSTRATED GRAPHIC OF THESE
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: ILLUSTRATED GRAPHIC OF THESE 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
KEY CONCEPTS ILLUSTRATED GRAPHIC OF THESE 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
KEY CONCEPTS: ILLUSTRATED GRAPHIC OF THESE 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: ILLUSTRATED GRAPHIC OF THESES 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'S ILLUSTRATED
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'S ILLUSTRATEDKC-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'S ILLUSTRATED GRAPHIC
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'S ILLUSTRATED GRAPHIC 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'S ILLUSTRATED GRAPHICKC-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'S ILLUSTRATED GRAPHICKC-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: iLLUSTRATED GRAPHIC
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 Democratic-Republican 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: illustrated 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: ILLUSTRATED 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. KC-3.2.II.A Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship. (this is a fact, memorize it)
KC-3.3.I.C As settlers moved westward during the 1780s, (know what 'west' meant in 1780s. Congress enacted the Northwest Ordinance for admitting new states; the ordinance promoted public education, the protection of private property, and a ban on slavery in the Northwest Territory. (those are three facts about the NWO, so remember them)
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: ILLUSTRATED GRAPHIC OF THESEKC-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: ILLUSTRATED GRAPHIC OF THESE
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: ILLUSTRATED GRAPHIC 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: ILLUSTRATED GRAPHIC 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: ILLUSTRATED GRAPHIC OF THESE
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: ILLUSTRATED GRAPHIC OF THESE: 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.
KC-2.1.II.E Know elements of the democracies that grew in the colonies as a result of Salutary Neglect. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the southern colonies, elite planters exercised local authority and also dominated the elected assemblies. Be able to identify specific examples of this.
KC-2.1.III.A Know details about the Triangular Trade, the "Atlantic economy" that developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.
KC-2.1.III.B Be able to describe the ways that the Atlantic Trade impacted Native Americans in terms of culture and economics and disease.
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: ILLUSTRATED GRAPHIC OF THESE 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: ILLUSTRATED GRAPHIC OF THESE
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 GRAPHIC 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: ILLUSTRATED
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 ILLUSTRATED SLIDES ON THESE:
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.