01+Class+Schedule--1st+Semester

__Tues, Aug 19__
 * TEACHCER INSERVICE DAY-NO SCHOOL

__Wed, Aug 20__
 * Freshman Orientation- NO CLASS

__Thurs, Aug 21__
 * Letter to Mr. Vavra
 * [[file:Letter to Mr Vavra 1st Day.pptx]]
 * Distributed access codes for class support materials. Please create an account and return the card with code:
 * []
 * Collected study guides and summer work. **All summer work due tomorrow.**
 * Discussed the class; high school vs. college, expectations
 * Assigned: While You Were Away: Practicing What/So What? Due Monday.
 * [[file:WhatSoWhatSummerNews2014.pdf]]

__Fri, Aug 22__
 * Handed back letters to Mr. Vavra
 * Recollected access code cards. Are you in Aplia?
 * Why I'm nervous. "Tasking" vs. doing to learn
 * Clarification about college credit
 * Skill: How to do What/So What? Building blocks to the study of history and writing. Example: Pearl Harbor
 * Homework: Complete first three assignments in Aplia: 1) Introduction to Using Aplia Assignments 2) Aplia History Map Tutorial 3) Aplia History Critical Thinking Tutorial
 * Remember that While You Were Away is due Monday.

__Mon, Aug 25__
 * Graded and recollected Chapters 1 & 2 study guides
 * Reviewed AP themes from the summer work
 * Shared current events, classified by AP themes and provided rationale for inclusion (or not) in an U.S. history textbook; verbally "graded" using a 1-4 scale
 * [[file:While You Were Away Chart 2014.pdf]]
 * Homework: Carefully read and annotate the text "The Strange Death of Silas Deane." Due Friday for seminar. Ticket to participate in the seminar: 1) An thoroughly annotated text that is in class in front of you on Friday 2) On a separate sheet of paper a list of evidence from the text supporting whether you think it was a suicide or homicide (or something else).
 * [[file:Strange Death of Silas Deane.pdf]]
 * **Homework this week: Please complete Chapter 1-3 tests in Aplia by Sunday, Aug 31**

__Tues, Aug 26__
 * Graded and recollected Chapters 3 & 4 study guides
 * Handed back Chapters 1 & 2 study guides
 * Continued While You Were Away chart--practicing what makes a good What and So What
 * Reminder: Silas Deane by Friday

__Wed, Aug 27__
 * Handed back Chapters 3 & 4 study guides
 * Graded and collected Chapter 5 study guide
 * Handed out yearly overview of the class and schedule.
 * [[file:APUSH2014-15 Year Overview.pdf]]
 * Lesson for the day: How to use anchor dates. Practice with the Year Overview.
 * [[file:Anchor Dates and Periodization.pdf]]
 * Reminder: Silas Deane by Friday
 * Homework: Do one W/SW from Chapter 1 for tomorrow
 * [[file:Chap 1 W-SW IDs.pdf]]

__Thurs, Aug 28__
 * Graded and collected Chapter 5 study guide from the summer work
 * Reminder: Tomorrow's seminar on "Silas Deane." "Ticket" for seminar: 1. Read and annotated text in class in front of you 2. T-chart on which you declare whether you think it was a homicide or a suicide, with three pieces of evidence from the text to support your claim.
 * Shared What/So What examples from Chapter 1 identifications: Renaissance, Spanish Armada, Black Legend, and Iroquois Confederacy. Collected
 * Continued anchor date timeline. Introduced idea of periodization.
 * Homework: Find out how //The American Pageant// periodizes U.S. history. Be able to say what type of periodization the College Board uses for the newly designed AP U.S. History course.

__Fri, Aug 29__
 * Passed back Chapter 5 study guide
 * Distributed access codes for CourseMate. Please set up account and return index card on Tuesday.
 * Socratic seminar: The Strange Case of Silas Deane. Seminar questions: 1) What //is// history? 2) What is an historian?
 * Take home Map Assessment: Locate places from Chapters 1-4.. Due Tues. Sept 2
 * [[file:APUSH Chaps 1-4 Map Tests.pdf]]
 * Homework: Complete Colonies Comparison Chart. Due Tues. Sept 2
 * [[file:APUSH Colonies Chart.2014.pdf]]
 * "Silas Deane" Seminar reflection. Due Tues Sept 2
 * [[file:SilasDeaneReflection.2014.pdf]]

__Mon, Sept 1__
 * LABOR DAY--NO SCHOOL

__Tues, Sept 2__
 * Collect take home Map Assessment and "Silas Deane" seminar reflection
 * Periodize exercise: How does The American Pageant periodize history? Use the table of contents to analyze. How does College Board periodize this course?
 * Watched brief clip from "The Mission" about the encounter between Europeans (Spanish priests) and South American Indians
 * Introduction to Unit 1, Key Concept 1.3: Diversity of Native American cultures

__Wed, Sept 3__
 * Finished introduction to Native Americans and discussed how to do Telling the Story (a resource for you to master historical content)
 * Homework: Read and annotate "America's History" by Henretta (another textbook). (Observe how this textbook differs from The American Pageant.) Read the introductory material and ending parts, then choose two (2) geographical areas and fill in the comparison/contrast chart on those two Native groups. Tomorrow we will jigsaw our knowledge.
 * [[file:Native Amer Comparison Chart.pdf]]

__Thurs, Sept 4__
 * Group Activity: Partner with one or two students to complete Native American Comparison Chart. Objective: observe diversity of tribes with emphasis on how their cultures responded and adapted to their environment
 * Homework: Read and annotate article on the "Columbian Exchange."
 * [[file:The Columbian Exchange.pdf]]

__Fri, Sept 5__ __Mon, Sept 8__
 * Collect colonies chart
 * Overview of native cultures on a map of the Americas.
 * [[file:Native American Culture Areas.pdf]]
 * Crash course: The Black Legend and the Columbian Exchange.
 * Homework: Read and annotate "Hemispheres Colliding."
 * [[file:Hemispheres Colliding.pdf]]
 * **Summative Assessment over Period 1 1491-1607 this Friday, Sept. 12.** Format will be 25 MC and two short answer questions.
 * Class discussion: What factors did Jared Diamond say were responsible for the defeat of Native populations by Europeans?
 * Chapter 1 Telling the Story Practice: Reasons for European exploration
 * [[file:Chap1 TTS Europeans.pdf]]

__Tues, Sept 9__ > Group activity: Using information from your textbook, the Henretta text, the article "Columbia Exchange," answer these critical thinking questions. Whatever you don't finish is homework.
 * Distributed CourseMate codes. Please view this brief tutorial on how to access CourseMate. Using the access code I have provided you AND the Course Key (CM-9781133231639-0000179), sign up so you can begin using the on-line support materials:
 * https://www.youtube.com/watch?v=DSewSl-sETw&list=PLtv5E8moFF2q5k5JbVf7tZbehhUPbqsDe
 * Try out support material for Chapter 1 to review for this Friday's test!
 * [[file:Key Concept 1.1.pdf]]
 * Homework: Reread select pages from the textbook and read new two pages from Chapter 6, then fill out comparison chart of European (Spanish, French, and Dutch) colonization. How are they the same? Different?
 * [[file:Period 2.1 European Comparison Chart.pdf]]

__Wed, Sept 10__
 * Did everyone get into CourseMate? If not, see me on an off period or during Academic Support
 * How the AP exam in May is set up. What I told parents at parent night and what you need to know:
 * [[file:Parent Night AP Overview.pptx]]
 * Discussed how the AP exam is graded. Table leaders, lists of topics, and essay rubric scale.
 * Made an "expected" list of topics for question #1 from Key Concepts 1.1 (on differences between Natives and Europeans). Read aloud and evaluated a couple of examples, using the list we created. Objective: Students will learn the level of detail necessary for AP answers. Put that into practice on Friday for our first unit assessment.

__Thurs, Sept 11__
 * Chapter 1 Telling the Story Practice: The Protestant Reformation
 * Period 1 1491-1607 Summative Assessment **tomorrow!**

__Fri, Sep 12__
 * Period 1 1491-1607 summative assessment
 * Homework: Read Chapter 6 (on struggle for power between France and England in North America). Try CourseMate support materials for Chapter 6. Short 10 pt. reading quiz on Monday over Chapter 6.

__Mon, Sep 15__
 * Chapter 6 reading quiz
 * Period 2 Key Concept 2.1 What are the most salient similarities and differences between the European countries: Spanish, Dutch and French motivations for colonization, and cultural assumptions, and colonial models.
 * [[file:French, Spanish, Dutch.pptx]]
 * Homework (due tomorrow): Targeted re-reading. Re-reading select pages from //The American Pageant//, construct a timeline of important dates in the history of slavery in the Americas.
 * [[file:Timeline of Slavery.2014.pdf]]

__Tues, Sep 16__
 * Collected comparison chart: France, Spain, Holland
 * Collected timeline of slavery
 * Introduced idea of DBQ, purpose of practicing document analysis. Partner activity: Practice analyzing documents from Chapters 2 and 3
 * [[file:Chapter2DocumentAnalysis.pdf]]

__Wed, Sep 17__
 * Handed back colonies chart and handed out map of the 13 colonies: Began discussion of similarities and differences among the British colonies staring with the Chesapeake. Reviewed important history and terms.

__Thurs, Sep 18__
 * Continued lecture/discussion of 13 colonies, specifically the Southern colonies and New England.
 * Announced summative assessment over Period 2 1607-1754 for next Friday.
 * Handed back Period 1 1491-1607 Summative Assessment results and test correction paper. Explained how test corrections work. **DUE: Thursday, Sept 25.**

__Fri, Sep 19__
 * Handed back short answer essays from Period 1 assessment. Explained the 4-point scale used as a rubric. Invited students to meet with me for consultation if they are confused about my grading or expectations
 * Continued lecture/discussion of 13 colonies, specifically the Middle Colonies.
 * Assigned Chapter 7 as reading over the weekend. We are now on a chapter-a-week schedule, so students may read ahead if that helps manage their time.
 * Watched John Green's Crash Course on the settling of the British colonies.

__Mon, Sep 22__ Tues, Sep 23
 * Chapter 7 reading quiz (and a sneaky quiz on the various colonial regions)
 * Briefly discussed republicanism and mercantilism
 * Talked about liberal and conservative pendulum swings in American history. Introduced the Great Awakening as a conservative reaction against the ideas of the Enlightenment
 * Started notes on Puritan beliefs
 * [[file:EnlightmntGrtAwakening.2014.ppt]]
 * [[file:Puritan-Enlightenment-Great Awakening Notes.2014.pdf]]
 * Introduced the content of the next summative assessment. Promised to post the review sheet on the wiki (and here it is!):
 * [[file:Period 2 1607-1754 Review Sheet.pdf]]
 * Continued notes on the Puritans and the Enlightenment
 * Assigned reading on the Great Awakening. Read and annotate and be prepared to verbally answer the discusssion questions at the end.
 * [[file:The Great Awakening.pdf]]

__Wed, Sep 24__
 * Announced change of plan. Multiple choice test will be postponed until Monday of next week. On Friday, an essay on one of three possible prompts from Period 2 1607-1754. Prepare for all three prompts, write any notes you wish on the essay prompt paper I gave you. On Friday, I will announce which of the three prompts the class will write. You may use whatever notes you have written on the prompt paper I gave you, but no more than that and you may __**not**__ write out the entire text in advance!
 * [[file:Period 2 1607-1754 Essay Prompts.pdf]]
 * Discussed the reading on the Great Awakening and discussed its significance (SO WHAT)

__Thurs, Sep 25__
 * Collected test corrections from Period 1 Assessment
 * Handed back graded papers that may be useful to you in studying for the multiple choice test on Monday.
 * Students were encouraged to review pages 48-50 in the textbook concerning the the origins of American independent development (early attempts by the British to control the colonies and the period of "salutary neglect")
 * Partner activity: Carefully read, annotate and analyzed documents from Chapter 5 of the text.
 * [[file:Chapter5DocumentAnalysis.pdf]]

__Fri, Sep 26__
 * Period 2 1607-1754 Summative Assessment writing. Students write essay on the topic of origin and development of religious freedom and diversity in the British colonies.
 * Read Chapter 8 over the weekend. Chapter 8 Reading Quiz on Tuesday, Sep 30.

__Mon, Sep 29__
 * Period 2 1607-1754 multiple choice Summative Assessment

__Tues, Sep 30__
 * Chapter 8 Reading Quiz
 * Distributed Period 3 key concept and topics overview with list of important events/people/terms to know
 * [[file:APUSH Period 3 1754-1800.pdf]]
 * Introduced thesis of "unintended consequences" to explain the connection between the Seven Years' War and the American Revolution. Discussed French and Indian war in the context of larger global conflicts between European powers and reviewed the Navigation Acts in the context of mercantilist policies.
 * [[file:Chapter6.DuelforNAmerica.2014.pptx]]
 * Homework: Carefully read, annotate the Proclamation of 1763 and a make note of what the British are "proclaiming" and why
 * [[file:Proclamation of 1763.pdf]]

__Wed, Oct 1__
 * Read introductory pages of The Crucible of War by Fred Anderson aloud.
 * Homework: Carefully read and annotate Franklin's Albany Plan of Union

__Thurs., Oct 2__
 * Continued discussion of the French and Indian War
 * Began discussion of primary source document: Albany Plan of Union

__ Fri, Oct 3 __
 * Finished discussion Albany Plan of Union--comparing it to what ended up in the Constitution. Clarified the term "impress" and observed the deference paid to Britain in this document
 * Concluded discussion of French and Indian War by talking about Pontiac's Rebellion--the reason for the Proclamation of 1763
 * Homework: Read Chapter 9 over the weekend

__Mon, Oct 6__
 * Chapter 9 Reading Quiz
 * Discussed expectations for essay writing. Discussed importance of analyzing the prompt, organization, the importance of thesis, topic sentences, historical accuracy, and use of capitalization. Tomorrow will hand back essays on religious freedom and diversity.
 * Looked at essay prompt on the results of the French and Indian War and practiced analyzing the prompt for categories.
 * Homework: Path to Revolution. Review the events that led up to the colonial break with Britain. Supply details and dates from the textbook. Due tomorrow.
 * [[file:PathtoRevolution.pdf]]
 * Homework: Carefully read and annotate the proceedings of the Stamp Act Congress, 1765.
 * [[file:Stamp Act.pdf]]

__Tues, Oct 7__
 * Handed back Period 2 essays. Rules for re-write: 1. Personal conference with me during Academic Support or an off-period. 2. Write a second essay prompt incorporating the changes we discussed 3. Hand back original paper with grading on it along with the new essay. 4. I will grade and replace your original score with the score earned on the new essay.
 * Began discussing the "Path to Revolution." Discussed Proclamation of 1763, Pontiac's Rebellion, Sugar Act, triangular trade, the concept of specie in the context of the Currency Act. Discussed the Stamp Act as a "petition," boycott as a strategy, the traditional "rights of Englishmen" as perceived by the colonists.
 * Homework: Find out what the connection is between the right to trial by jury and Admiralty Courts.

__Wed, Oct 8__
 * What were the distinguishing features of Admiralty courts that made them so abhorrent to colonists? Military vs. civilian, judge vs. jury, often held in places far from place of offense
 * What is the British Constitution?
 * Homework: Read the text on "Rights of Englishmen." Be prepared to say what the following mean or what they contain: "rights of Englishmen," the British Constitution, the Petition of Right, the Habeas Corpus Act, the English Bill of Rights
 * [[file:Rights of Englishmen.pdf]]
 * Watched short video on the Stamp Act

__Thurs, Oct 9__
 * Quickly read "Benjamin Franklin Testifies Against the Stamp Act," then extracted information about the various colonial taxes (including a definition of estate and excise taxes), the relationship of frontier areas to tidewater areas, the perception of colonists toward their contribution to the empire struggle with the French, a review of the word "specie," and the concept of "homespun."
 * Observed that Franklin considered the Stamp Act "unconstitutional" (against the British constitution). What IS the British Constitution? A: The Magna Carta, the Petition of Rights, the English Bill of Rights, British common law, and Acts of Parliament.
 * Partner Activity: Given a copy of the U.S. Bill of Rights, circle and label those rights which were already considered the "rights of Englishmen" in the British constitution (and which were not).
 * [[file:The Bill of Rights.pdf]]
 * **Homework** (due tomorrow): Chapter 6 AP Review Questions

__Fri, Oct 10__
 * Collect Chapter 6 AP Review Questions
 * Discussed habeas corpus
 * Generate evidence for French and Indian War prompt (political and economic)
 * Handed out DBQ packet on French and Indian War. Read, annotate and analyze documents for Monday.
 * Homework: Read Chapter 10 of //The American Pageant//. Reading quiz on Monday.

__Mon, Oct 13__
 * Chapter 10 Reading Quiz
 * Handed back Period 2 Assessment for test corrections
 * Began notes on the ideological rift between Britain and the colonists. Discussed "natural rights" philosophy of John Locke.
 * [[file:ClassicalRepub.2013.pptx]]
 * [[file:Ideological Rifts Notes.pdf]]
 * Homework: As you know, this course has been redesigned this year, which means that the types of questions you will be asked on the AP exam in May will be quite different than those on past tests. So that you know exactly what to expect in May, please follow this link and complete this short quiz, which compares MC questions on previous exmas to those on the new exam. It is not essential that you answer correctly, just that you observe what types of questions you will be asked to answer. Notice that almost all of the new-style questions are linked to primary source documents:
 * []

__Tues, Oct 14__ __Wed, Oct 15__
 * The Declaration Independence preamble as an example of natural rights philosophy
 * [[file:Declaration of Independence.pdf]]
 * Continued notes on ideological rift between Britain and the colonists: Radical Whigs
 * Homework: Read the rest of the Declaration for Independence, reviewing Chapters 7, 8 and 9. How many of the specific "abuses" mentioned in the Declaration can you identify?
 * Were you able to identify any of the specific grievances listed in the Declaration of Independence?
 * Listened to a recitation of the Declaration of Independence
 * Homework: Articles of Confederation. Due Friday

__Thurs, Oct 16__
 * Have you checked out the on-line sample quiz? What can you expect in May?
 * Finished notes on ideological rifts: Radical Whigs and classical republicanism
 * Natural Rights vs. Classical Republicanism Philosophy. Looking at current issues.

__Fri, Oct 17__
 * Collect Period 2 test corrections
 * Collect notes on Ideological rifts
 * Model French and Indian War essay
 * [[file:ModelFRQ5-PARAGRAPH.ESSAY.pdf]]
 * Debrief Natural Rights vs. Classical Republicanism
 * Articles of Confederation assignment
 * [[file:ConfConst.2011.ppt]]
 * Take home AP Review Questions for Chapter 7, 8, 9. **Due Monday!**
 * Do not read Chapter 11. There will NOT be a reading quiz on Monday. Instead...
 * **Bring your textbooks to class on Monday!**

__Mon, Oct 20__
 * Collect AP Review Questions for Chapter 7, 8, and 9
 * Using textbooks and text of the Virginia Plan, fill out a chart comparing and contrasting James Madison's ideas with the finished U.S. Constitution.
 * [[file:VAPlanvs.Const.2013.pdf]]
 * [[file:The Virginia (Randolph) Plan.pdf]]

__Tues, Oct 21__
 * Class discussion: What of Madison's ideas became part of the Constitution, which ideas were rejected, and what was changed?
 * Discussed the debate surrounding the Constitutional Convention and assigned roles of Federalists and Anti-Federalists:
 * [[file:Federalist Debate Position.pdf]]
 * [[file:Anti-Federalist Debate Positions.pdf]]
 * Tomorrow: Please bring Natural Rights v. Classical Republicanism and Path to Revolution notes
 * Homework: Read and annotate assigned text; be prepared to meet with other group members tomorrow.

__Wed, Oct 22__
 * Group huddle: Time in class divide up roles and plan for debate. Formal debate will be on Friday. Each student must participate in some way, presenting either constructive argument or rebuttal. For procedure and more details, see:
 * [[file:Ratification of the Constitution Debate.2013.pptx]]
 * Continued Path fo Revolution. (BTW: The homework assignment was posted on October 6):
 * [[file:StampActtoRev.2014.pptx]]

__Thurs, Oct 23__
 * Group huddle: 15 minutes to plan arguments, order, strategies; anticipate arguments of other side for rebuttal, etc.
 * Primary sources: Read two sources, excerpts from "Letters from a Farmer in Pennsylvania," by John Dickinson and excerpts from "Common Sense" by Thomas Paine. Carefully read and annotate. For Dickinson, answer the accompanying questions. For Paine, be able to explain his arguments for independence. How did the arguments change over time from Dickinson to Paine?
 * [[file:Letters from a Farmer Excerpts.pdf]]
 * [[file:Letters from a Farmer Assignment.pdf]]
 * [[file:Common Sense by Thomas Paine.pdf]]

__Fri, Oct 24__
 * Anti-Federalist v. Federalist Debate. Should the Constitution be ratified?
 * Homework: Read Chapter 11 over the weekend, complete Chapter 10 AP Review Questions, and begin process of reviewing all terms for Period 3

__Mon, Oct 27__
 * Chapter 11 reading quiz
 * Collected Chapter 10 AP Review Questions
 * Overview of political party evolution: withering away of Anti-Federalists, emergence of Democratic-Republicans. Assigned Thomas Jefferson v. Alexander Hamilton roles for development of political party activity
 * Finished debate and debriefed

__Tues, Oct 28__
 * Homework: Review your textbook AND read the following article called "How Political Parties Developed" to complete chart detailing the positions of Thomas Jefferson (or Alexander Hamilton) on the seven issues assigned. Come to class tomorrow ready to meet with fellow Jeffersonians or Hamiltonians to assign roles for mock cabinet meeting on Thursday.
 * [[file:How Political Parties Began.pdf]]
 * [[file:TJ v AH Chart.pdf]]
 * Primary source: Article I, Section 8. Discussed "strict" and "loose constructionism," enumerated and implied powers of Congress and the 18th clause ("necessary and proper") as the source of debate between TJ and AH.

__Wed, Oct 29__
 * Group huddle: 15 minutes to plan arguments, order, strategies, etc.for mock cabinet meeting
 * Reminder about Period 3 multiple choice assessment next week over the contents of Chapters 6-10.
 * Handed and discussed essay prompts for Period 3. We will do one in class as a model. You must be prepared to answer the other three.
 * [[file:Period 3 1754-1800 Essay Prompts.pdf]]

__Thurs, Oct 30__
 * Mock cabinet meeting, Washington administration. The ideas of Alexander Hamilton vs. the ideas of Thomas Jefferson.
 * Homework: Carefully read and annotate George Washington's "Farewell Address."

__Fri, Oct 31__
 * Finish mock cabinet meeting and debrief.
 * Read aloud: George Washington's "Farewell Address.
 * Homework: Read Chapter 12 over the weekend. Complete a reflection on GW's farewell:
 * [[file:GW's Farewell Address Questions.pdf]]

__Mon, Nov 3__
 * Collect GW "Farewell Address" reflection
 * Chapter 12 reading quiz
 * Reviewed natural rights and classical republicanism (and its connection to "republican motherhood")
 * [[file:Natural Rights and Classical Republicanism Comparison Chart.pdf]]
 * Partner activity: what thesis would you propose for the essay prompts I gave you?
 * Unit 3 multiple choice test on Thursday (this week), Nov. 6 (Chapters 6-10)
 * Unit 3 essay writing will take place on Friday (this week), Nov 7
 * Homework: Carefully read and annotate the article on the Alien and Sedition Acts. Due tomorrow
 * [[file:Alien & Sedition Acts.pdf]]

__Tues, Nov 4__
 * Discussed theories about the origin of the United States: a unitary government made up of states or individual state governments forming a confederation that makes up the United States. United States //is// or United States //are?//
 * Introduced the "compact theory" of government as the states' rights argument (made by Democratic-Republicans) against the Alien and Sedition Acts
 * Introduced the ideas of "interposition" and "nullification"
 * Watched show video clip of George Wallace's gubernatorial inaugural address ("Segregation forever") as a modern example of the "compact" (states' rights) argument
 * Homework: Carefully read and annotate James Madison's Virginia Resolution (a protest against the Alien and Sedition Acts
 * [[file:The Virginia Resolution (1798).pdf]]

__Wed, Nov 5__
 * Follow-up. Were you able to find the reference to "interposition" in James Madison's text? What argument is he making?
 * Watched the George Wallace inaugural again ("Segregation forever"). Observed the rhetoric of "tyranny." Watched video clip of Martin Luther King's "I Have a Dream" speech where he references "interposition and nullification." Reiterated the theme of states' rights vs. federal power as a potent theme in American history.
 * Spent remainder of class discussing what topics will be covered on tomorrow's Period 3 multiple choice assessment.

__Thurs, Nov 6__
 * Period 3 multiple choice assessment
 * Last-minute tips on essay organization.
 * Unit 3 essay prompts tomorrow. Remember--NO notes allowed, but you will be able to choose one of two essay prompts.

__Fri, Nov 7__
 * Wrote Unit 3 essay in class. Choose #1 or #2, no notes, use model introductory paragraph
 * Over the weekend, read Chapter 13 on the rise of democracy under Andrew Jackson.
 * New plan to try to generate better comprehension of chapters: no reading quiz on Monday. Instead, read Part I learning objectives, then read the chapter in its entirety, then choose ONE of the Part III "Applying What You Have Learned," and write a complete, detailed response on the back of the paper. Due Monday, beginning of class.
 * [[file:Chapter 13 Applying What You Have Learned.pdf]]

__Mon, Nov 10__
 * Introducing Period 4 1800-1848
 * Collect Chapter 13 Part III "Applying What You Have Learned" response
 * Handed out Chapter 11 critical thinking questions.
 * [[file:Chapter 11 Questions for Class Discussion.pdf]]
 * Introduction to Jeffersonian democracy:
 * [[file:JeffersonianEra.2013.pptx]]
 * [[file:Jefferson Era Notes.2013.pdf]]
 * Homework, Due Wednesday: Read and annotate Jefferson's 1st Inaugural Address. Find evidence of classical republican or natural rights philosophy in the speech and explain how it exemplies each approach.
 * [[file:TJ's 1st Inaugural Address.pdf]]

__Tues, Nov 11__
 * VETERANS' DAY-NO SCHOOL

__Wed, Nov 12__
 * Collect TJ's Inaugural Address assignment
 * Continued discussion of Jeffersonian Era
 * Homework: Read about Marbury v. Madison. (Use the attached Powerpoint and/or the handout from class). Fill in note-taking chart:
 * [[file:MaryburyvMadison.2013,pptx.pptx]]
 * [[file:Marshall Court Cases.2013.pdf]]
 * [[file:Marbury v. Madison.pdf]]

__Thurs, Nov 13__
 * Finished notes on Jeffersonian Era
 * Discussed Marbury v. Madison reading
 * Homework: Read one of the additional Marshall court cases, focusing on 1) basic facts of the case 2) constitutional issue(s) involved 3) ruling (vote)/rationale for the ruling 4) the historical significance of the case. Tomorrow we will jigsaw.
 * [[file:Marshall Court Case Readings.pdf]]
 * Homework: Finish critical thinking questions for Chapter 11

__Fri, Nov 14__
 * Jigsaw activity: Find others in the class who can teach you about the Marshall court cases you didn't read about. Complete the entire chart. Memorize these court cases (including //Marbury//) with the goal of being able to explain how these cases advanced a Federalist/Hamilton vision of America. I will give you a summative quiz over the cases on Monday.
 * APUSH historical skills:
 * [[file:APUSH HISTORICAL THINKING SKILLS.pdf]]
 * Partner activity: Historical thinking skills applied to Chapter 11:
 * [[file:Chapter 11 HISTORICAL THINKING SKILLS.pdf]]
 * This weekend's chapter is about the market revolution (early industrial revolution) that takes place at the beginning of the 19C.
 * **Homework:** Read Chapter 14 over the weekend, making sure you read the chapter objectives BEFORE you read and complete ONE of the Applying What You Have Learned questions AFTER you read.
 * [[file:Chapter 14 Objectives and Questions.pdf]]
 * **Homework:** Make sure you have completed ALL of the critical thinking questions for Chapter 11 by Monday. Then circle the ONE you want me to grade, preferably your best effort.

__Mon, Nov 17__
 * Collected Chapter 11 Critical Thinking Questions (circle ONE for me to grade)
 * Collected Chapter 14 question
 * Took Summative Quiz over important cases of the Marshall-era court
 * Watched the first 7 mins. of "Mill Times" as an example of early market revolution times
 * Partner activity: Venn diagram on Jeffersonian vs. Jacksonian democracy. Due tomorrow.
 * [[file:Jefferson vs. Jacksonian Democracy.pdf]]
 * [[file:Venn Diagram Jeff-Jack.pdf]]
 * Handed out Foundations of American Foreign Policy. Due Wednesday
 * [[file:FoundationsofAmerForPolicy.pdf]]

__Tues, Nov 18__
 * Discussion: Continuity or change over time? Jeffersonian vs. Jacksonian Democracy.
 * Revisiting the idea of Telling the Story. What are you actually getting out of your chapter readings? Homework: Decide what historical event/topic is depicted in each slide from Chapter 12:
 * [[file:Chapter12TelltheStory.pdf]]

__Wed, Nov 19__
 * Collected Foundations of American Foreign Policy
 * Finished discussing Jeffersonian/Jacksonian democracy and collected Venn diagram.
 * What historical topics are depicted in each slide from Chapter 12.
 * Homework: Take home and complete Chapter 12 Review Questions. Do you notice what the questions are about?

__Thurs, Nov 20__
 * Went over Chapter 12 Review Questions. Are there connections between the questions asked and the topics we identified from Tell the Story?
 * Chapter 13 Telling the Story. What topics should you know from Chapter 13?
 * [[file:Chapter13TelltheStory.pdf]]
 * Homework: Chapter 13 Review Questions

__Fri, Nov 21__
 * This weekend you will read Chapter 15, which is about reform movements from the Jacksonian Era
 * Handed out Chapter 15 objectives and Applying What You Have Learned questions
 * [[file:Chapter 15 Objectives-Questions.pdf]]
 * Handed out Chapter 15 Telling the Story. What topics will Chapter 15 cover?
 * [[file:Chapter15TelltheStory.pdf]]
 * Chapter 13 Review Questions
 * Chapter 14 Telling the Story. What topics from Chapter 14 should you commit to memory?

__Mon, Nov 24__
 * Collected Chapter 15 Applying What You Have Learned question
 * Read article about Transcendentalists and answer questions
 * [[file:Transcendentalism.pdf]]
 * Primary source document: Seneca Falls Declaration of Sentiments and questions. Complete for homework if not finished in class.
 * [[file:Seneca Falls Declaration of Sentiments.pdf]]
 * [[file:Dec of Sentiments Questions.pdf]]

__Tues, Nov 25__
 * Handed back test corrections for Unit 3 Assessment. Due, Friday, Dec 5
 * Went over Chapter 16 Objectives and Chapter 16 Tell the Story. What should you focus on as you are reading about slavery?
 * [[file:Chapter 16 Objectives-Questions.pdf]]
 * [[file:Chapter 16 Tell the Story.pdf]]
 * Wrap-up: Second Great Awakening and how it relates to abolitionism, transcendentalism, and women's rights
 * [[file:The Second Great Awakening.2014.pptx]]
 * Homework: Read Chapter 16 over the break. Complete one Applying What You Have Learned. Read William Harper's "apology" for slavery and make a list of the arguments he makes in favor of slavery.

__Wed, Nov 26__
 * THANKSGIVING BREAK--NO SCHOOL

__Thurs, Nov 27__
 * THANKSGIVING BREAK--NO SCHOOL

__Fri, Nov 28__
 * THANKSGIVING BREAK--NO SCHOOL

__Mon, Dec 1__
 * Collected Chapter 16 Applying What You Have Learned responses
 * Announced content/format of 1st semester final exam (cumulative content: Chapters 1-18; hybrid multiple choice test; 55 questions in 55 minutes)
 * Defined historiography
 * Read "What Was the True Nature of Slavery?" and created timeline of historiography of slavery
 * [[file:What Was the True Nature of Slavery.pdf]]

__Tues, Dec 2__
 * Finish up historiography of slavery
 * Introduction to the Short answer response section of the AP exam
 * Partner activity: Practice answering some short answer questions. Finish for homework.
 * [[file:Chapter 16 Short Answer Questions Practice.pdf]]

__Wed, Dec 3__
 * Discussed responses to short answer questions. Analyzed how the questions are set up
 * Analyzed a DBQ prompt. What is the time frame? What is being asked? What are the different components of the prompt?
 * Homework: Read and annotate the DBQ document packet.

__Thurs, Dec 4__
 * How the College Board grades essays. Reviewed steps for writing a DBQ essay: 1) analyze the prompt. What is the question asking? 2) Brainstorm outside information you know about the subject. 3) Read and analyze the documents; decide how they can be used as evidence for your thesis 4) formulate your thesis 5) create an outline for your essay. 6) Write your essay, starting with your thesis, organized according to your outline, and incorporating historical evidence from BOTH the documents and information "outside" of the documents
 * Brainstormed as a class evidence that could be used
 * Examined timeline of slavery created by the College Board graders
 * Examined list of possible evidence generated by the College Board graders. What information did they list that you also considered using as evidence?
 * Handed out the 9-point College Board rubric for DBQ essays
 * Homework: Read one sample student essay and evaluate it using the 9-point rubric. Come to class tomorrow ready to say why you gave the essay the score you did.

__Fri, Dec 5__
 * Benchmarking session. How did you evaluate each of the three essays I assigned as homework. How does your evaluation compare to the College Board's? What does this tell you about the expectations of AP essays, your ability to write a coherent essay, etc.?
 * Chapter 17 Tell the Story. What things do you need to "get" from the chapter on Manifest Destiny.
 * [[file:Chapter 17 Tell the Story.pdf]]
 * Handed out objectives and Applying What You Learned questions for Chapter 17. Homework: Read Chapter 17 and prepare one of the questions for Monday.
 * [[file:Chapter 17 Objectives-.pdf]]

__Mon, Dec 8__
 * Collected Chapter 17 Applying What You Have Learned question
 * Group activity: What did you learn from Chapter 17 about the six topics we identified last Friday? Pool your information to create WHAT and SO WHAT descriptions for the topics.
 * [[file:Chapter 17 Manifest Destiny.pdf]]
 * Began discussing Manifest Destiny. Read and discussed document of Thomas Jefferson on the theme.
 * [[file:Manifest Destiny Documents.pdf]]

__Tues, Dec 9__
 * Handed out map assignment (Enlarging the National State)--due Friday
 * [[file:Enlarging the National State.pdf]]
 * Partner/small group activity: Read and annotate the rest of the Manifest Destiny documents, using the guided reading questions. Class debrief--what are the elements of the Manifest Destiny ideology?
 * [[file:Manifest Destiny (Chapter 17).pptx]]

__Wed, Dec 10__
 * Listened to James K. Polk song:
 * [[file:James K. Polk.pdf]]
 * Announcement: 1st Semester AP final will be graded on a curve because test corrections will not be an option.
 * Partner/small group activity: War with Mexico--was it in the national interest? What were the arguments for and against expansionism?
 * [[file:The Mexican War-In the National Interest.pdf]]
 * Homework due Friday: Here is another chance to improve your semester grade because I will treat it as a summative writing assignment. Analyze and evaluate the components of the ideology of Manifest Destiny:
 * [[file:Manifest Destiny Writing Prompt.pdf]]

__Thurs, Dec 11__
 * Reminder: Due tomorrow--Enlarging the National State (map assignment) and Manifest Destiny writing prompt.
 * Discussed reasons for and against expansionism in the mid-1800s. What values in the American character seemed to be portrayed by contemporary opinion-makers at the time of the Mexican War?
 * Collected The Mexican War with brief writing prompt: To what extent did the Mexican war promote the national interest?

__Fri, Dec 12__
 * Collected Enlarging the National State and Manifest Destiny writing prompt
 * Handed out and discussed objectives for Chapter 18. Homework: Read Chapter 18 over the weekend; complete one response:
 * [[file:Chapter 18 Applying What You Have Learned.pdf]]
 * Discussed arguments for and against expansionism the mid-1800s.
 * Students wrote and submitted writing on the prompt: "Was the War with Mexico in the national interest?"

__Mon, Dec 15__
 * Collected Chapter 18 Applying What You Have Learned
 * Announced Chapters 18-21 for the Winter Break
 * Began discussion of Sectionalism and the events leading up to the American Civil War.
 * [[file:Sectionalism Note-Taking Guide.2013.pdf]]
 * [[file:Sectionalism.2013.pptx]]

__Tues, Dec 16__
 * To save time for the final on Thursday, here are all of the support materials for Chapters 19-21. We went over the objectives for Chapter 19 and 20 (the events leading up to the war) and discussed how Chapter 21 deals with the fighting of the war:
 * [[file:Chapter19TelltheStory.pdf]]
 * [[file:Chapter 19 Applying What You Have Learned.pdf]]
 * [[file:Chapter 20 Tell the Story.pdf]]
 * [[file:Chapter 20 Applying What You Have Learned.pdf]]
 * [[file:Chapter 21 Tell the Story.pdf]]
 * [[file:Chapter 21 Applying What You Have Learned.pdf]]
 * Continued notes on Sectionalism