APUSH Historical Themes
Period Four: 1776 - 1844
Mr. Aiken
2015-2016
FCHS Jacksonville, FL
Alexander Hamilton
Philadelphia 1787 Speech
Students using your teacher provided primary source
analysis worksheet get a separate sheet of paper and
write the questions for your analysis.
Warm-Up: Primary Source Analysis
On page 177 of your textbook the excerpt from
Hamilton’s 1787 Philadelphia speech [Upper
Right Hand Page]. By group collaboration
please analyze this speech excerpt using the
primary source analysis worksheet with
consensus conclusions. [10 min.]
Major Historical Themes
of Period 1754-1800
By Decade
Learning Objective and Course Concept
Key Concept 3.3:
Migration within North America,
cooperative interaction and competition for resources raised
questions about boundaries and policies, intensified conflicts
among peoples and nations, and led to contests over the
creation of a multiethnic, multiracial national identity.
APUSH Spiral Notebook
LESSON INTRODUCTION: SPRIAL NOTEBOOK
AND APUSH HISTORICAL THEMES
Please get out your spiral notebook for a set-up
review with your handouts from the previous class:
• Period 4 – The Critical Period
• Period 4 Overview
• Chapter 7 Vocabulary [Teacher Provided]
• Chapter 8 Sample
• AP Historical Themes
APUSH Spiral Notebook
LESSON INTRODUCTION: SPRIAL NOTEBOOK
AND APUSH HISTORICAL THEMES
• Number the first three pages 1-6 [front and back]
• Staple Period 4 – The Critical Period to pg. 7
• Staple Period 4 Overview to pg. 8
• Staple Chapter 7 Vocabulary [Teacher Provided] to pg. 9
• Staple Chapter 8 Sample to pg. 10
• [Staple later] Hold Pg. 11 For Your AP Historical Themes
• Fill in your Table of Contents on the 1st page
APUSH HISTORICAL THEMES
Today’s lesson is
assigning historical
themes to
chronological events
Graphic Organizer
Set-Up
Please get out your APUSH HISTORICAL
THEMES handout and a separate sheet of paper
to prepare your graphic organizer. Follow the
teacher’s instructions for folding and drawing
rules for your organizer boxes. Then insert the
following labels for each box:
American Diversity
Politics & Citizenship
Environment
APUSH
Historical
Themes
Reform
Step 1. In your text book turn to and
mark pages 187, 210, 232, and 255
with page holders [small strips of
paper]
[Chapters 9-12]
LESSON TASK[S] DIRECTIONS
Step 2. Your group will analyze the key
chronological events identified in chapters 9-12.
Using your APUSH Historical Themes handout
your group, by collaboration & consensus, will sort,
organize, and fill in the chronological events that fit
the criteria of each of the four themes chosen.
Upon completion staple the graphic organizer into
your spiral notebook on pg. 12.
Step 3. This step of the activity will require
a group consensus for a conclusion on your
findings. Each member of your group will
pick a different theme and its findings and
give a written response on page 13 of your
spiral notebook to the prompt below:
Analysis & Conclusion
Prompt: “Based on your selected theme and
your findings how did it impact the new nation as
it struggled to define a national identity and
determine its place alongside the nations of the
old world?”
[At least two paragraphs]
Visualizing the
Articles of
Confederation vs.
Constitution
1. Your poster should be about the AOC #1 or Constitution #2
2. Make a slogan for a ‘Federalist’ and an ‘Anti-Federalist
3. Give one visual representation of either the AOC or the
Constitution
4. Give at least three central tenants of either the AOC or the
Constitution
On the back of your poster:
1. Explain the 3 tenants you included on the poster
2. Identify 3 ways how these tenants answered colonial rule or the
AOC failures
3. Based upon your knowledge of the differences between both
state whether you would be a ‘Federalist’ or Anti-Federalist.’
Give three reasons.