USHAP
UNIT 4 WEEK 2
REMINDERS FOR THE
WEEK
1. Fluency Fact Quiz Monday
2. Notebook Check Tuesday
3. Presidential Debate Block Day
4. Essay Outline #2 Friday
ESSAY RETAKE: COME IN
AT YOUR DISCRETION
• New Prompt: “In the 1600’s the major issues of U.S. colonial history revolved
around theological issues. In the 1700’s, the major issues revolved around
political issues.” Assess the validity of this statement.
5th Period
• Prompt 1. Compare and contrast the British, French, and Spanish imperial
goals in North America between 1580 and 1763.
• Prompt 2. “Although the thirteen American colonies were founded at different
times by people with different motives and with different forms of colonial
charters and political organization, by the time of the Revolution the thirteen
colonies had become remarkably similar.” Assess the validity of this statement.
6th Period
• Prompt 1. Compare and contrast the British, French, and Spanish imperial
goals in North America between 1580 and 1763.
• Prompt 3. Evaluate the relative importance of domestic and foreign affairs in
shaping American politics in the 1790’s. Account for the development of
nascent political parties in Washington’s administrations, and show the
alignments that flowed from this factionalization.
ESSAY OUTLINE #2
FRIDAY NOVEMBER 2ND
Prompt 1: “The American Revolution was about white Americans
fighting against British imperial control in the East, and for their own
imperialism in the West.” Assess the validity of this statement for the
time period 1763-1809.
Prompt 2: What were the social, economic, and political results of the
War of 1812, and how did the war reveal sectionalism?
• Your organizational categories should NOT be social, economic, and
political. Please be more sophisticated/specific.
Prompt 3: Compare and contrast Jacksonian Democracy with
Jeffersonian Democracy.
AGENDA: MONDAY 10/29
Objective: Connect the growth of urban issues produced by the market
revolution to the emergence of big city machines and reform movements
Content: Urban issues, big city machines and reform movements
Skills: Cause and effect, symbolic representation
Essential question: Was the U.S. becoming more democratic in this time period?
Agenda:
1.
New Seats
2.
Fluency Fact Review Quiz
3.
Discuss Cause and Effect Chart
4.
BTSG for big-city machines: what's the connection to immigration
and urban issues?
5.
Reform movements: Motives? Tactics? Success?
Closet
LCD Screen
Adam Call
Elizabeth
Ortiz
Jose Villa
Renee
Desimpel
Alex Perry
Elena
DeAngelis
Logan Allen
Tyler Smith
Dylan Hoefling
Rob
Carpenter
Jessica
Fernandez
Ryan Lo
Nicholas
Guerrero
Glenda
Chavez
Windows
Jordana
Bischoff
Ethan Giles
White Board
Sheila Ahi
Brian Hsu
Mark Pong
Alex Bergman
Table
Laura Cabrera
Andrew
Belove
Mia
Gvirtsman
Haley
Sawamura
Alysia Wang
Andrew
Thornberry
Eric Theil
Alex Everett
Andrew
McCormick
Diego Nieva
Carrasco
White Board
Allison Mark
Computer
Desk
Negin Shahiar
Bookshelf
LCD Screen
Daniel
Ballesteros
Closet
Jolie Goolish
Kiana Ariyama
Clint Blakely
Ankit Sharma
Jordan Gault
Brian
Silverman
Kevin Ives
White Board
Kiana Nouri
Adrian
Brandemuehl
James
Kuszmaul
Adam Lee
Cannon
Wong
Lauren Scott
Windows
Dean
Trammell
Edward N
Margarita
Patio
Kareena
Hirani
Anne Lee
Lexi
Greenberg
Matt Shearer
Elena
Onoprienko
Melissa Reed
Justin
Hartney
Table
Lou Rosen
Stephanie
Egger
Drew
Mitchner
Ray Uyeda
Matt Ford
White Board
Charlie
Niehaus
Laura Wolff
Ellen
Wieneke
Computer
Desk
Alvin Lu
Bookshelf
REVIEW QUIZ SYNTHESIZER
FRAMES
Show Commonality:
• ___________ , _____________ , and _____________ all demonstrate
____________ in the ____________ period.
Show Contrast:
• Although ______________ in the case of ____________, for the most
part
______________ as seen in the ______________ and the
_____________.
Show Analysis:
• ______________, ________________, and ______________ all resulted
from _______________ in the ____________________ period.
COMPARE AND CONTRAST
Irish
Push & Pull
Factors of
Immigration
Location
Resources on
Arrival
Reception
Contribution(s)
Similar
German
GANGS OF NEW YORK
• Nativism versus
Political Bosses
• http://www.youtube.com/w
atch?v=W5DwnNPHVAU
• Vote Early and Often
• http://www.youtube.com/w
atch?v=nA99IEuUS6c&fea
ture=related
• *Offensive language
BELOW THE SURFACE
GRAPHICS: HOW TO BTSG
1. Individually create your BTSG after reviewing your notes. If elements are
provided for you, make sure to include the required number.
2. You will then be assigned to a group, which may or may not be your pod.
3. Each member of the group will present their BTSG. The group will then
synthesize the best ideas into one new BTSG.
4. Two groups will be called up to the document camera to present and
defend their BTSG. The class will decide which of the two is most effective at
incorporating and communicating the essence of the topic.
5. One additional group will be allowed to challenge the winner if they feel that
their BTSG is more effective.
BIG-CITY MACHINE BTSG
POTENTIAL ELEMENTS:
expansion of suffrage
immigration
working class
urbanization
citizenship
political boss
corruption
REFORM MOVEMENTS:
1830’S-1850’S
Beliefs?
Motivations?
Areas of Focus? Successes?
AGENDA: TUESDAY
10/30/12
Objective: Practice the writing skill of generalizing
Content: Market revolution era reform movements
Skills: Generalizing, synthesizing
Essential question: Was the U.S. becoming more democratic in this
time period?
Agenda:
1.
Notebook Check
2.
BTSG for big-city machines: what's the connection to immigration
and urban issues?
3.
Reform movements: Motives? Tactics? Success?
4.
Why abolitionism so explosive? Connection to women's rights?
CHECK #3 NOTES
RANGE
5th Period
Dates: October 5th – October 30th
Page #s 335-472
Total Assignments: 16
6th Period:
Dates: October 4rd – October 30th
Page #s 328-472
Total Assignments: 17
BELOW THE SURFACE
GRAPHICS: HOW TO BTSG
1. Individually create your BTSG after reviewing your notes. If elements are
provided for you, make sure to include the required number.
2. You will then be assigned to a group, which may or may not be your pod.
3. Each member of the group will present their BTSG. The group will then
synthesize the best ideas into one new BTSG.
4. Two groups will be called up to the document camera to present and
defend their BTSG. The class will decide which of the two is most effective at
incorporating and communicating the essence of the topic.
5. One additional group will be allowed to challenge the winner if they feel that
their BTSG is more effective.
BIG-CITY MACHINE BTSG
POTENTIAL ELEMENTS:
expansion of suffrage
immigration
working class
urbanization
citizenship
political boss
corruption
REFORM MOVEMENTS:
1830’S-1850’S
Beliefs?
Motivations?
Areas of Focus? Successes?
REFORM AND THE
ABOLITIONIST MOVEMENT
Why was abolitionism so explosive?
Was there a connection to women's rights?
AGENDA: BLOCK DAY
10/31 & 11/1
Objective: Understand how westward expansion promoted both nationalism and
sectionalism
Content: Federal policies, westward expansion, the ideology of expansion
Skills: Critical Thinking, Primary source analysis
Essential question: Why was compromise increasingly difficult to obtain?
Agenda:
1.
Presidential Debate
2.
Finish Reform Movements Discussion
3.
Intro:
4.
1. Role of Federal Government in Westward Settlement?
2. The ideology of Manifest Destiny
3. Selecting Essay Topics
4. DBQ: Manifest Destiny
Reminder: Essay Outline on Friday
PRESIDENTIAL DEBATE
OVERVIEW
Debate Date: Block Day Oct 31 & Nov 1
6 Debate topics based on class interest
Coin toss to determine which party goes first
Moderator will ask a question
• Party A has 2 minutes to respond to the question (or perform
a “Pivot”)
• Party B has 2 minutes to respond to the question and/or
respond to Party A
• 2 minute discussion period
• For the subsequent question, the alternate party will respond
first.
If time, there will be a post-debate class discussion.
FIFTH PERIOD
DEBATERS
DEBATE TOPICS
Barack Obama
> Alex B.
Joe Biden
> Eric
Mitt Romney
> Ethan
Paul Ryan
> Negin
1. Abortion
Moderator
> Sheila
6. Iran
2. Gay Marriage
3. Education/Public
Funding for
College
4. Health Care
5. Women’s Rights
SIXTH PERIOD
DEBATERS
Barack Obama
DEBATE TOPICS
1. Abortion
> Kiana N.
Joe Biden
2. Immigration
> Ray
3. Health Care
Mitt Romney
> Dean
Paul Ryan
> Charlie
Moderator
> Melissa
4. Unemployment/J
ob Creation
5. Gay Marriage
6. Marijuana
Legalization
REFORM MOVEMENTS:
1830’S-1850’S
Beliefs?
Motivations?
Areas of Focus? Successes?
REFORM AND THE
ABOLITIONIST MOVEMENT
Why was abolitionism so explosive?
Was there a connection to women's rights?
AGENDA: FRIDAY
11/2/12
Objective: Display your command of history and essay writing
skills
Content: Imperialism, depending on the prompt picked
Skills: Essay writing
Essential question :Why was compromise increasingly difficult to obtain?
Agenda:
1. Essay outline test (30 min)
2. Cornell Notes Catch up/Get ahead
ESSAY OUTLINE #2
Prompt 1: “The American Revolution was about white Americans
fighting against British imperial control in the East, and for their own
imperialism in the West.” Assess the validity of this statement for the
time period 1763-1809.
Prompt 2: What were the social, economic, and political results of the
War of 1812, and how did the war reveal sectionalism?
• Your organizational categories should NOT be social, economic, and
political. Please be more sophisticated/specific.
Prompt 3: Compare and contrast Jacksonian Democracy with
Jeffersonian Democracy.
Prompt 1: “The American Revolution was about white Americans
fighting against British imperial control in the East, and for their
own imperialism in the West.” Assess the validity of this
statement for the time period 1763-1809.
T-
Thesis statement claim: prompt, position, paragraphs
BP1
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
BP2
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
BP3
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
C-
Conclusion: Reinforces significance of evidence, indicates "So what?"
Prompt 2: What were the social, economic, and political results of the
War of 1812, and how did the war reveal sectionalism?
T-
Thesis statement claim: prompt, position, paragraphs
BP1
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
BP2
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
BP3
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
C-
Conclusion: Reinforces significance of evidence, indicates "So what?"
Prompt 3: Compare and contrast Jacksonian Democracy with
Jeffersonian Democracy.
T-
Thesis statement claim: prompt, position, paragraphs
BP1
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
BP2
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
BP3
Sub thesis claim which persuasively substantiates the overall thesis.
A. Fact or reference used as evidence
B. Fact or reference used as evidence
C. Fact or reference used as evidence
Clincher sentence ties the paragraph together and links back to thesis
C-
Conclusion: Reinforces significance of evidence, indicates "So what?"