Agenda for 9/30

1. Ch. 5 Reading Quiz

2. Pass back essays

3. Writing Guides and Checklists

• Writing guide pt. 1
• Writing guide pt. 2
• Self-checklist
• What was your essay missing?

4.  Olive Branch Petition

o   Addressed to Whom?

o   Tone of document?

5. Common Sense

o   Translate to a “facebook break-up post”

6. Too Late to Apologize

7. DOI

o   Who was the audience? Why?

o   Major arguments for Independence –

o   (Enlightenment: John Lock)

§  Gov. power derived from consent of the governed (social contract)

§  Pop. Sovereignty – people have the right to determine their own government and the government should follow the will of the people

§  “All men” have natural rights the must be protected

§  Americans must exercise right to overthrow unjust gov.

8. Loyalists v. Patriots

 

HW:

o   3 Paragraphs: One describing why the Patriots won the war, one describing new state governments (post Revolution), one describing the strengths and weaknesses of the AoC. FOCUS ON TOPIC SENTENCES AND SPECIFIC FACTUAL EVIDENCE TO SUPPORT CLAIMS!

Unit I Test - 10/8 (next Wed.)

Agenda for 9/26

1. "The Road to Revolution" - through the eyes of the History Channel

1. Looking Closer at the Stamp Act (Road the Rev. PPT)

2. Zinn - Ch. 4 - Tyranny is Tyranny - read in class

3. In-class Quiz: use notes/article

• What is Zinn's thesis?
• How is Zinn critical of the DOI?
• Differences between this account and the more traditional account of the "road to revolution?"
• What did the rioters mean when shouting "Tyranny is tyranny, let it come from who it may," in response to the draft at the start of the War for Independence.

4. HW - Ch. 5 Reading Assignment (eBackpack)

Agenda for 9/24

 

1. French and Indian War - Quiz (you may use notes) - 15 mins

• eBackpack

2. F and I War - PPT

3. French and Indian War - DBQ

• Analyze question (what is it asking you to do?)
• Categories for your answer and documents?
• APHITS each document
• Put each doc in the appropriate category

 HW:

• Path to Revolution - Timeline Assignment (eBackpack)
• Watch:  
• Crash Course #4
• Crash Course #5 

Agenda for 9/21

 "O sinner! Consider the fearful danger you are in: it is a great furnace of wrath, a wide and bottomless pit, full of the fire of wrath, that you are held over in the hand of that God, whose wrath is provoked and incensed as much against you, as against many of the damned in hell.

You hang by a slender thread, with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it asunder; and you have no interest in any Mediator, and nothing to lay hold of to save yourself, nothing to keep off the flames of wrath, nothing of your own, nothing that you ever have done, nothing that you can do, to induce God to spare you one moment."

Who said it? Why important?

1. Zinn Ch. 2, the "color line" and colonial laws.

2. Colonial Society PPT

and Colonial Regions PPT

  
HW: Ch. 4 Reading Assignment

Agenda for 9/18

  
1. Ch. 3 Reading Quiz

2. Early Colonial Conflict/Rebellion (one Keynote slide)
Cause/Effect of each conflict below. Also place in "political, economic, social, religious" category:

o   Bacon’s Rebellion

o   Roger Williams and Anne Hutchinson

o   King Phillips War

o   Coode’s Rebellion

o   Pequot War

  

3. Colonial Differences PPT 

4. 1993 DBQ - categorize docs, write thesis statements

5. HW - read Zinn Ch. 2 and answer the reading questions

Agenda for 9/16

1. Read "Colonial Differences" article. Use info from the article and what you already know to fill out the Comparative Chart.

2. Finish European Settlement PPT

3. 1993 DBQ

• Analyze the question (what is it asking?)
• Develop categories of differences
• Analyze docs
• Write thesis statements

4. Early Colonial Conflict/Rebellion –

o   Cause/Effect of each conflict below. Also place in "political, economic, social, religious" category:

o   Bacon’s Rebellion

o   Roger Williams and Anne Hutchinson

o   King Phillips War

o   Coode’s Rebellion

o   Pequot War

  HW: 

• Ch. 3 Reading Assignment
• terms from p.1
• questions from p.2
• answer in "note" form

Agenda 9/12

1. Crash Course #2 - Viginia, Plymouth, and Mass. Bay

• APHITS
• Mayflower Compact
• A Model of Christian Charity

2. Comparing Virginia and MA

• European Settlement PPT
• Comparative Chart
• 1993 DBQ

HW:

• APHITS each Document in 1993 DBQ

Agenda 9/10

1. Review HW

• 1. Read "Ch. 1 - Columbus, The Indians, and Human Progress" from "A People's History of the United States," and answer the following questions (in brief note form):

1. According to Zinn, what is his main purpose for writing A People’s History of
    the United States?
2. What is Zinn’s thesis for pages 1-11?
3. According to Zinn, how is Columbus portrayed in traditional history books?
4. Why does Zinn dispute Henry Kissinger’s statement: "History is the memory
    of  states?"
5. What is Zinn’s basic criticism of historian Samuel Eliot Morison’s book,
    Christopher Columbus, Mariner?
6. What major issues does Bartolome de las Casas bring up regarding Spanish
    expeditions in the Caribbean?
7. Identify one early and one subsequent motive that drove Columbus to
    oppress indigenous peoples.
8. What was the ultimate fate of the Arawak Indians?
9. What was the significance of Quetzalcoatl?
10. Compare the strategies and motives underlying the conquest of the Aztecs by
    Cortez and the conquest of the Incas by Pizzaro.
11.What were the major causes of war between the Powhatans and the English
    settlers?
12. Discuss the significance of Powhatan’s statement, "Why will you take by force
    what you may have quietly by love?"
13. Explain Governor John Winthrop’s legal and biblical justification for seizing
    Indian land.
14. Explain the main tactic of warfare used by the English against the Indians.
15. According to Roger Williams, how did the English usually justify their attacks
    on the Indians?
16. What ultimately happened to the estimated 10 million Indians living in North
    America at the time of Columbus’ arrival? 

2.  Group Ch. 1 Quiz

3. Crash Course US History Episode 1 - The Black Legend, Native Americans, and Spaniards

• Crash Course note-sheet    

4. Perspectives on Columbus - analyzing primary and secondary sources using APHITS

HW: The first essay of the the year!

• Using your work from Summer Assignment #3 and your text book reading from Ch. 2, write a 3-4 page essay (typed) that compares the major similarities and differences between the New England and Southern (Chesapeake) colonies AND explains which of the two regions you would have preferred to have lived in. Be sure to support your claims with historical evidence!

Agenda 9/8

1. Quiz (you may use any notes from last class on the quiz)

• 1. What is the difference between a growth and fixed mindset? Why is a growth mindset essential to success in this class?

• 2. In the past have you been more of a growth or fixed mindset type of person?

• 3. What is 9 + 7 + 9(cubed)?

• 4. How do the authors of "The Strange Death of Silas Deane" define history? (you may use your HW to answer this question)

2. Review Themes and Share Collages

3. Historical Thinking Skills Posters: Defining and Illustrating the Historical Thinking Skills

• Students will work in groups to create posters with student-friendly definitions for and illustrations of the AP Historical Thinking Skills.

 4. Crash Course US History Episode 1 - The Black Legend, Native Americans, and Spaniards

• Crash Course note-sheet 

 HW

• 1. Read "Ch. 1 - Columbus, The Indians, and Human Progress" from "A People's History of the United States," and answer the following questions (in brief note form):

1. According to Zinn, what is his main purpose for writing A People’s History of
    the United States?
2. What is Zinn’s thesis for pages 1-11?
3. According to Zinn, how is Columbus portrayed in traditional history books?
4. Why does Zinn dispute Henry Kissinger’s statement: "History is the memory
    of  states?"
5. What is Zinn’s basic criticism of historian Samuel Eliot Morison’s book,
    Christopher Columbus, Mariner?
6. What major issues does Bartolome de las Casas bring up regarding Spanish
    expeditions in the Caribbean?
7. Identify one early and one subsequent motive that drove Columbus to
    oppress indigenous peoples.
8. What was the ultimate fate of the Arawak Indians?
9. What was the significance of Quetzalcoatl?
10. Compare the strategies and motives underlying the conquest of the Aztecs by
    Cortez and the conquest of the Incas by Pizzaro.
11.What were the major causes of war between the Powhatans and the English
    settlers?
12. Discuss the significance of Powhatan’s statement, "Why will you take by force
    what you may have quietly by love?"
13. Explain Governor John Winthrop’s legal and biblical justification for seizing
    Indian land.
14. Explain the main tactic of warfare used by the English against the Indians.
15. According to Roger Williams, how did the English usually justify their attacks
    on the Indians?
16. What ultimately happened to the estimated 10 million Indians living in North
    America at the time of Columbus’ arrival?

 

Agenda 9/4

1. The Growth Mindset: https://www.youtube.com/watch?v=pN34FNbOKXc

2. US History: the movie: https://www.youtube.com/watch?v=H3sxZ-ZYATc

3. Review APUSH 2014-2015 Syllabus

• What is 9+7+9(cubed)?

4. Historical Thinking Skills Posters: Defining and Illustrating the Historical Thinking Skills

• Students will work in groups to create posters with student-friendly definitions for and illustrations of the AP Historical Thinking Skills.

HW:

1. "BAGPIPE" Theme Collages 

• Download the Moldiv photo collage app
• Using the "BAGPIPE Themes" handout, create a collage that captures the meaning of your assigned theme. At least 13 images.
• After creating your college: save as a JPG file, and email to Mr. Parise.

2. Read: "The Strange Death of Silas Deane" and answer the following questions. Hand write answers or print and bring to class. You will need to print AT HOME.

1. Explain why the authors believe that the view that “history is what happened in the past” is, in their words, a “profoundly misleading” view of history. Do you agree with their view?

2. How do the authors define the word history?

3. Identify from the reading at least 6 general tasks the historian must face if he/she is to produce history.

4. “The Strange Death of Silas Deane” is a secondary historical source. What makes it a secondary source? What is a primary source? Did the authors use any primary sources to help them write the story? If so, please identify any primary source they used.