Agenda for 12/22

1. Crash Course - Westward Expansion 

2. Study Up for Kahoot!

Kahoot Categories:

A. Corruption During the Grant Administration

B.  The End of Reconstruction (the Panic of 1873, Compromise of 1877, and the Supreme Court)

C. Frederick Jackson Turner's "The Significance of the Frontier in American History

D. Western Settlement and the Economy of the West

E. The Impact of Western Migration on Native American Life
Sources:

• APUSH EXPLAINED - "Conquering the West" slideshow

• APUSH EXPLAINED - "Gilded Age Politics" slideshow

•  Crash Course - Westward Expansion 

3. Kahoot! - link to game

HW

• Period 5 DBQ (due by 11:59 on 12/24)
• Ch. 17 Reading Questions (due on Tuesday 1/5/16)

Agenda for 12/18 and 12/21

1. The legacy of broken treaties...

2. Period 6 Concept Outline

3. APUSH EXPLAINED - "Conquering the West" slideshow

HW

• Read "The Invisible Pioneers"
• Answer: 
• A. What is the author's thesis (main point)
• B. What was the biological and ecological impact of Westward expansion on the lands and lives of Native Americans. 
• C. What does the author mean by the phrase: "history is not merely the history of humans." (p.126)?

Agenda for 12/15

1. Review Period 5 Key Concepts for test

2. Work on 1996 Reconstruction DBQ - due 12/24 (eBackpack)

• questions about documents?
• meet with team - share intros/thesis statements/evidence
• Teams
• Annabelle, Edina, Katie G
• Megan, Hannah, Charlie
• Emily, Iaryna, Kaya
• Ethan, Nina, Alexandra, Eva
• Ben, Abdullah, Spencer, Katie P

• Use padlets for help with thesis statements and evidence: 

• Group 1 - Constitutional - add thesis and examples here
• Group 2 - Social - add thesis and examples here
• Group 3 - Political - add thesis and examples here

 
HW - Prepare for test - NEXT CLASS

• Period 5 Concept Outline
• APUSH Explained slideshows and videos
• Period 5 Review Packet

Agenda for 12/14

1. Hand back Period 4 DBQ Rubrics

2. Review Period 5 Key Concepts for test

3. Work on 1996 Reconstruction DBQ - due 12/24 (eBackpack)

• questions about documents?
• meet with team - share intros/thesis statements/evidence
• Teams
• Parker, Glen, Grace, Noah
• Colin, Katie, Kashina, Shania
• Ben, Meaghan, Katelynn,
• Richard, Dan, Danielle

• Use padlets for help with thesis statements and evidence: 
• Group 1 - Constitutional - add thesis and examples here 
• Group 2 - Social - add thesis and examples here 
• Group 3 - Political - add thesis and examples here

HW - Prepare for test - NEXT CLASS

• Period 5 Concept Outline
• APUSH Explained slideshows and videos
• Period 5 Review Packet

Agenda for 12/11

1. Concept Outline - Reconstruction Concepts - see handout

2. APUSH Explained - Reconstruction Slideshow

3. How REVOLUTIONARY were the constitutional, social and political developments of the Reconstruction era?

Group 1 - Constitutional - add thesis and examples here
Group 2 - Social - add thesis and examples here
Group 3 - Political - add thesis and examples here

As a group:

1. Come up with a thesis statement that addresses the question in the context in your category
2. Each person in the group must analyze one example (historical - from concept outline) that could be used as evidence to support the claim made in your group's thesis.

HW

•  Add historical example to your group's padet

• 1996 Reconstruction DBQ
• View/Analyze documents (Audience./Purpose/Context/POV)
• Write Thesis Statement
• Write Intro paragraph

  

Agenda 12/10 and 12/11

1. Concept Outline - Reconstruction Concepts - see handout

2. APUSH Explained - Reconstruction Slideshow

3. How REVOLUTIONARY were the constitutional, social and political developments of the Reconstruction era?

Group 1 - Constitutional - add thesis and examples here
Group 2 - Social - add thesis and examples here
Group 3 - Political - add thesis and examples here

As a group:

1. Come up with a thesis statement that addresses the question in the context in your category
2. Each person in the group must analyze one example (historical - from concept outline) that could be used as evidence to support the claim made in your group's thesis.

HW

• 1996 Reconstruction DBQ
• View/Analyze documents
• Write Thesis Statement
• Write Intro paragraph
• Identify 3 specific facts for each body paragraph

  

Agenda for 12/8 and 12/9

1. Louis CK as Lincoln

2. Civil War Quiz

3. Continue Important Civil War Events - APUSH Explained Civil War Slideshow

4. Did Lincoln free the slaves? Crash Course. 

HW - Ch. 15 Reading Assignment

Agenda for 12/4 and 12/7

1. Intro video (Civil War by Ken Burns)
2. Civil War "by the numbers" 
3. Overview of the lead-up to war
4. Declaration of Secession and Lincoln's First Inaugural Address
5. Important Civil War Events - APUSH Explained Civil War Slideshow

• Lincoln and Border States 

HW

A. Prepare for Civil War Quiz

1. List/describe 4 major advantages of the North at the beginning of the war.
2. List/describe 3 advantages held by the South at the beginning of the war.
3. Who were the Border states and why did Lincoln believe them to be necessary in winning the war?
4. What were Lincoln's reasons for issuing the Emancipation Proclamation?
5. Support, refute, or modify: Lincoln freed slaves in the United States with the Emanc. Proc.

B. Articles:  

Issue 14:  

1. Explain the two external causes of Southern defeat.  
2. What were the internal problems that  may have led to Southern defeat? (3 main theories). 
3. In what way does Albert Castel reject both the external and internal theories?

Issue 15



1. Read both the YES and NO articles
2. Which article do you agree with the most?
3. Write a paragraph defending your choice. Provide at least three pieces of evidence from the article to support your position (quotes with explanations).

Agenda for 12/3

1. Is Robert Dear Another John Brown?

2. Even Jimmy Fallon loves Westward Expansion!

3. Sectionalism and Drifting Towards Disunion

• APUSH Explained slideshow - Sectionalism
• APUSH Explained slideshow - Drifting to Disunion

4.  Most Significant Cause(s) of Civil War (except slavery) Debate
A. One paragraph describing your event(s)
B. One paragraph arguing why it is the most significant cause of the war
C. One attack against two other events (why they aren't as important as yours)

• Manifest Destiny/Westward Expansion
• Compromise of 1850
• Kansas-Nebraska Act/Bleeding Kansas
• Dred Scott/Uncle Tom's Cabin/Harper's Ferry
• Lincoln/Birth of Republican Party/Election of 1860

3. Ch. 14 Reading Assignment

Agenda for 12/2

1. Sectionalism and Drifting Towards Disunion

• APUSH Explained slideshow - Sectionalism
• APUSH Explained slideshow - Drifting to Disunion

2.  Most Significant Cause of Civil War (except slavery) Debate


A. Opening Statement (No more than four sentences)
B. A meme: https://imgflip.com/memegenerator

• Manifest Destiny/Wesward Expansion
• Compromise of 1850
• Kansas-Nebraska Act/Bleeding Kansas
• Dred Scott/Uncle Tom's Cabin/Harper's Ferry
• Lincoln/Birth of Republican Party/Election of 1860

3. Ch. 14 Reading Assignment

Agenda for 11/30

1. Westward Expansion and Manifest Destiny (Texas, Mexico, and California)

• Crash Course
• APUSH Explained slide show - Manifest Destiny
• Even Jimmy Fallon loves Westward Expansion!

2. Road to Disunion: Sectionalism, Compromise and the Failure of Compromise

• Crash Course
• APUSH Explained slideshow - Sectionalism
• APUSH Explained slideshow - Drifting to Disunion

HW:

1. Use the resources above to describe each of the following sets of events between 1840 and 1860, especially their role in leading to civil war:

• Manifest Destiny/Wesward Expansion
• Compromise of 1850
• Kansas-Nebraska Act/Bleeding Kansas
• Dred Scott/Uncle Tom's Cabin/Harper's Ferry
• Lincoln/Birth of Republican Party/Election of 1860

2. For your assigned event (see below), write  a 1-2 page paper (individually) arguing how your event(s) was/were the most significant cause(s) of the Civil War. Be sure to include at least one paragraph that explains the details of your event (historical facts), and then 2-3 paragraphs that argue WHY your event was the most significant cause.

• Manifest Destiny - Hannah, Nina, Katie G.,
• Compromise of 1850 - Alexandra, Ethan, Iaryna, Katie P
• Kansas-Nebraska Act/Bleeding Kansas - Charlie, Emily, Spencer
• Dred Scott/Uncle Tom's Cabin/Harper's Ferry - Ben, Kaya, Megan
• Lincoln/Republican Party/Election of 1860 - Eva, Annabel, Abdullah, Edina

Agenda for 11/29

1. Westward Expansion and Manifest Destiny (Texas, Mexico, and California)

• Crash Course
• APUSH Explained slide show - Manifest Destiny
• Even Jimmy Fallon loves Westward Expansion!

2. Road to Disunion: Sectionalism, Compromise and the Failure of Compromise

• Crash Course
• APUSH Explained slideshow - Sectionalism
• APUSH Explained slideshow - Drifting to Disunion

HW:

For your assigned event (see below), write a 1-2 page paper arguing how your event was the most significant cause of the Civil War. Be sure to include at least one paragraph that explains the details of your event (historical facts), and then 2-3 paragraphs that argue WHY your event was the most significant cause.

• Manifest Destiny
• Compromise of 1850
• Kansas-Nebraska Act/Bleeding Kansas
• Dred Scott/Uncle Tom's Cabin/Harper's Ferry
• Lincoln/Republican Party/Election of 1860

Agenda for 11/20

1. Antebellum Reforms Quiz - 10 mins
2. 10 minutes to prepare for PSAs
3. Reform Movement PSA Presentations
4. DBQ for Test! (due on 12/1)

• Review new DBQ Rubric
• Analyze questions
• Analyze documents
• Outline Answer

 TEST NEXT CLASS!

Agenda for 11/19

1. Antebellum Reforms Quiz - 10 mins

2. 10 minutes to prepare for PSAs

3. Reform Movement PSA Presentations

4. DBQ for Test!

• Review new DBQ Rubric
• Analyze questions
• Analyze documents
• Outline Answer

 TEST NEXT CLASS!

Agenda for 11/18

1. Three Themes of Antebellum Reforms
2. A Totally Wicked Elephant Made Parise Devour Worms

• A
• T
• W
• E
• M
• P
• D
• W

3. Antebellum Reform PSAs

• Your PSA should promote concern for one of the specific Antebellum reform movements in 30 sec. to 1 minute.
• In doing so it should include the following: 
• Identify a prominent leader in your movement? What did they do?
• What were the specific goals (changes in society) that your movement is attempting to achieve?  
• When/Where did movement occur (in general)?  
• Why was the movement important in American society?

HW:

• Finish PSAs for next class. 
• Quiz on three themes. Understand them. And on knowing the major reform movements (ATEMPDW).

Looking Ahead - Period 4 Test on Tuesday 11/24
How to prepare:

 
1. Period 4 Review packet
2. APUSH Explained - Period 4 Review Slides/Videos 
3. Period 4 Concept Outline

Agenda for 11/17

1. Three Themes of Antebellum Reforms

2. A Totally Wicked Elephant Made Parise Devour Worms

• A
• T
• W
• E
• M
• P
• D
• W

3. Antebellum Reform PSAs

• Your PSA should promote concern for one of the specific Antebellum reform movements
• In doing so it should answer the following questions:

1. Who led or played an important role in the movement? What did they do? What was their motivation to get involved?

2. What are the specific goals (changes) that the movement is attempting to achieve? Did it achieve these goals?

3. When did movement occur?

4. Where was it located?

5. Why did the movement play an important role in changing America?

HW - Finish PSAs for next class. Quiz on three themes. Understand them.

Looking Ahead - Period 4 Test on Monday 11/23

How to prepare:
1. Period 4 Review packet
2. APUSH Explained - Period 4 Review Slides/Videos 
3. Period 4 Concept Outline

Agenda for 11/16

1. Finish 12 Years a Slave

HW - Ch. 12 Reading Assignment

Agenda for 11/10 (Maroon) and 11/12 (Gold)

1. "12 Years a Slave"

HW:

1. Crash Course - Slavery

Watch and answer the following questions:

1. In what ways was the South’s slave based economy intertwined with the Market Revolution?

2. What were economic “costs”/effects of a reliance on King Cotton in the South?

3. Describe the yeoman farmer AND his support of slavery when most didn’t own any slaves.

4. Contrast the paternalist slave owners with the North AND list 2 other justifications for slavery.

5. Contrast the rice and cotton plantation slaves and their work.

6. How did owners dehumanize slaves AND what was their idea in doing so?

7. In what ways did slaves resist the dehumanization?

8.  What is the significance of the Mystery document?

9. How many slaves, rather than resist, ran away AND who assisted in their flight?

10.  Describe Vesey and Turner’s rebellions and their effects.

11.  What are the more common forms of resistance AND why is this important?

2. Read the Slavery primary document packet and answer the embedded questions

3. Read/Analyze your assigned slavery document. Use your document to help you write a paragraph that DEFENDS the use of slave labor (from the POV of a southerner). In your paragraph, be sure to analyze the author’s POV, Intended Audience, or Purpose as it relates to the institution of slavery. Also be sure to include some specific historical facts about slavery (from the Slavery PPT)  support your arguments)

Agenda for 11/9

1. Ch. 10 Quiz

2. Andrew Jackson Debate

HW: Ch. 11 Reading Questions

Agenda for 11/6

1. Ch. 10 Quiz

2. Andrew Jackson Debate

HW: Ch. 11 Reading Questions

Agenda for 11/5

1. Market Revolution Presentations
2. Age of Jackson Slide Show
3. Jacksonian Democracy Debate

• Assign roles
• Complete individual task for HW

4. Study for quiz on the Nullification Crisis and new political parties (Democrats and Whigs) - refer to slideshow above.

Agenda for 11/4

1. Market Revolution Presentations

2. Age of Jackson Slide Show

3. Jacksonian Democracy Debate

• Assign roles
• Complete individual task for HW

4. Study for quiz on the Nullification Crisis and new political parties (Democrats and Whigs) - refer to slideshow above

Agenda for 11/2

1. Random Big Ideas and Stuff you Gotta Know

• Era of Good Feelings
• nationalism
• James Monroe
• sectionalism
• Panic of 1819
• The American System
• Henry Clay
• Tariff of 1816
• 2nd Bank of the US
• Internal improvements

•  Foreign Policy
• Anglo-American Convention - 1818
• Adams-Onis Treaty - 1819 
• Monroe Doctrine

2. Create Presentations

A. Approx. 5 mins
B. Intro/Thesis statement - one slide
C. Evidence slides - topic sentence and specific facts (evidence) - at least 5 slides
D. Conclusion and Contextualization - one slide
E. Each member of the group must present at least one slide

3. Give Presentations
 
A. In what ways did transportation (of people and products) change in American between 1800-1860 and what effect did this have on the American economy and society?
B. In what ways did the demographics of America change between 1800-1860, and what effect did this have on the American economy and society?
C. In what ways did industry change in America between 1800-1860 and how did this effect the American economy and Society.
D. In what ways did the Market Revolution change the lives of the American people between 1800-1860, especially those living and working in the North and West.

HW - Ch 10 Reading

Agenda for 10/29 and 10/30

1. Review Ch. 8 Quiz

2. Crash Course - the Market Revolution

3. Market Revolution Slide-Show

4. Presentations for next time - Adobe Voice

• Thesis statement (to answer question)
• Explanation and analysis of essential concepts
• Specific historical evidence (facts) as support

A. In what ways did transportation (of people and products) change in American between 1800-1860 and what effect did this have on the American economy and society?

B. In what ways did the demographics of America change between 1800-1860, and what effect did this have on the American economy and society?

C. In what ways did industry change in America between 1800-1860 and how did this effect the American economy and Society.

D. In what ways did the Market Revolution change the lives of the American people between 1800-1860, especially those living and working in the North and West.

Agenda for 10/27 and 10/28

1.  Crash Course - the Market Revolution

2. Complete Ch. 8 quiz

• type your answers and submit to eBackpack assignment "Quiz - Ch. 8"
• you may use your textbooks (extras in the book case), reading questions, and notes

3. When finished you may begin work on the Ch. 9 Reading Assignment

Agenda for 10/23 and 10/26

1. Did Jefferson remain true to Republican ideals as President? 

• Republican Values:
• Limit role of Feds in favor of local control and state gov.
• Favored decentralized, agrarian government – farmers, wage earners, common folk.
• Ideal citizen = yeoman farmer
• Constitution – Strict Constructionist
• Rule by “educated” masses
• Pro-French
• Bill of rights sacred
• VA-KY resolves = states can nullify federal laws
• Opposed Hamilton’s BEFAT
• Vision of US as an agricultural society with self-sufficient farmers, little trade, free from city mobs.

• Yes:
• Displayed image of simple, agrarian man/president
• Dismantled aura of powerful pres. – written address to Congress (rather than in person - not a king)
• Reverse trend of ballooning gov. spending and decreased taxes.
• Abolished internal taxes (Hamilton's Whiskey tax)
• Cut staffing
• Cut national debt in half
• Reduced size of army
• Small navy (trade secondary to agriculture)
• General support for France
• Embargo Act of 1807 – negatively effected trade more than agriculture.
• Pardoned editors arrested through Sedition Act (John Adams administration)
• Alien law removed for easier naturalization (immigrants tend to be supporters of Dem.-Rep.)

• No:
• Used position to appoint fellow Republicans and loyal supporters (favoring the elite and their friends).
• Established military academies at Westpoint
• Increased Navy when necessary (Tripolitan War, Barbary pirates)
• Removed judges who opposed his policies
• Proposes/prepares for war against France and alliance with GB
• Louisiana Purchase
• Embargo Act – forceful national government
• Kept most of Hamilton’s BEFAT

 2. The War of 1812

• DBQ 
• Crash Course - War of 1812

3. The Marshall Court - Essential Supreme Court cases

• Marbury v. Madison (1803)
• McCulloch v. Maryland (1819)
• Gibbons v. Ogden (1824)

HW - prepare for quiz on

1. Know to major impact of:

• Marbury v. Madison (1803)
• McCulloch v. Maryland (1819)
• Gibbons v. Ogden (1824)

2. Explain "Republican Motherhood"

3. Explain the Missouri Compromise

• Who?
• Why?
• Impact?

4.  Impact of the Second Great Awakening

Agenda for 10/20

1. Period 3 Test (10/22 - Thursday)

• Multiple choice, short answer, paragraph response (scaled).
• Essay - French and Indian War DBQ (due 10/21 - day of test)
• At least one document per paragraph
• Use AP essay checklist from last class
• Intro/thesis (3 categories)
• Body Paragraphs (topic sentences, specific facts/evidence, documents, analysis, summation, transitions)
• Conclusion (reiterate thesis and main points of body paragraphs, connect to prior or future historical event/issue)
• Typed, size 12, Times New Roman

2. How to Review 

• Review Packet
• Concept Outline
• APUSH Explained - Period 3 review videos and slide shows 

3. Thesis Statements 

4. The New Republic - slideshow

• Washington administration
• precedents of the first president
• Hamilton's Financial Plan (BEFAT)
• First Political Parties (Federalists and Jeffersonian Republicans, elastic clause)
• Article 1, section 8 - "The Congress shall have power …To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this Constitution in the government of the United States, or in any department or officer thereof."
• Whiskey Rebellion
• Foreign Policy
• France
• England
• Spain
• Natives
• Washington’s Farewell Address

•  Adam's Administration
• Foreign Policy
• France - XYZ Affair, Quasi War

•  Domestic Policy
• Alien and Sedition Acts
• Naturalization Act
• Virginia-Kentucky Resolves

 5. Thomas Jefferson (not this test)

• Jefferson's Inaugural Address 
• Jefferson's Major Goals (Principles)
• Reduce size/power of national gov.
• Lower taxes
• Shrink military
• Enable agrarian utopia
• Crash Course - Thomas Jefferson 
• Jefferson Graphic Organizer
•  Did he follow his principles?
• Complete using "Jefferson Packet" and Graphic Organizer above

6. War of 1812 

• Read this article

HW - Finish essay, and prepare for test!

Agenda for 10/19

1. Period 3 Test (10/21 - Wednesday)

• Multiple choice, short answer, paragraph response (scaled).
• Essay - French and Indian War DBQ (due 10/21 - day of test)
• At least one document per paragraph
• Use AP essay checklist from last class
• Intro/thesis (3 categories)
• Body Paragraphs (topic sentences, specific facts/evidence, documents, analysis, summation, transitions)
• Conclusion (reiterate thesis and main points of body paragraphs, connect to prior or future historical event/issue)
• Typed, size 12, Times New Roman

2. How to Review 

• Review Packet
• Concept Outline
• APUSH Explained - Period 3 review videos and slide shows 

3. Thesis Statements 

4. The New Republic - slideshow

• Washington administration
• precedents of the first president
• Hamilton's Financial Plan (BEFAT)
• First Political Parties (Federalists and Jeffersonian Republicans, elastic clause)
• Article 1, section 8 - "The Congress shall have power …To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this Constitution in the government of the United States, or in any department or officer thereof."
• Whiskey Rebellion
• Foreign Policy
• France
• England
• Spain
• Natives
• Washington’s Farewell Address

•  Adam's Administration
• Foreign Policy
• France - XYZ Affair, Quasi War

•  Domestic Policy
• Alien and Sedition Acts
• Naturalization Act
• Virginia-Kentucky Resolves

 5. Thomas Jefferson (not this test)

• Jefferson's Inaugural Address 
• Jefferson's Major Goals (Principles)
• Reduce size/power of national gov.
• Lower taxes
• Shrink military
• Enable agrarian utopia
• Crash Course - Thomas Jefferson 
• Jefferson Graphic Organizer
•  Did he follow his principles?
• Complete using "Jefferson Packet" and Graphic Organizer above

6. War of 1812 

• Read this article

HW - Finish essay, and prepare for test!
 

Agenda for 10/16

1. Period 3 Test (10/22 - next Thursday)

• Multiple choice, short answer, paragraph response (scaled).
• Essay - French and Indian War DBQ (due 10/21 - day of test)
• At least one document per paragraph
• Use AP essay checklist from last class
• Intro/thesis (3 categories)
• Body Paragraphs (topic sentences, specific facts/evidence, documents, analysis, summation, transitions)
• Conclusion (reiterate thesis and main points of body paragraphs, connect to prior or future historical event/issue)
• Typed, size 12, Times New Roman

2. How to Review 

• Review Packet
• Concept Outline
• APUSH Explained - Period 3 review videos and slide shows

3. The Articles of Confederation vs. The Constitution

4. Crash Course - The Constitution, the Articles, and Federalism: Crash Course US History #8

4. The New Republic - slideshow

• Washington administration
• precedents of the first president
• Hamilton's Financial Plan (BEFAT)
• First Political Parties (Federalists and Jeffersonian Republicans, elastic clause)
• Article 1, section 8 - "The Congress shall have power …To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this Constitution in the government of the United States, or in any department or officer thereof."
• Whiskey Rebellion
• Foreign Policy
• France
• England
• Spain
• Natives
• Washington’s Farewell Address

•  Adam's Administration
• Foreign Policy
• France - XYZ Affair, Quasi War

•  Domestic Policy
• Alien and Sedition Acts
• Naturalization Act
• Virginia-Kentucky Resolves 

HW - Work on essay and prepare for test

Agenda for 10/16

1. Period 3 Test (10/21 - next Wednesday)

• Multiple choice, short answer, paragraph response (scaled).
• Essay - French and Indian War DBQ (due 10/21 - day of test)
• At least one document per paragraph
• Use AP essay checklist from last class
• Intro/thesis (3 categories)
• Body Paragraphs (topic sentences, specific facts/evidence, documents, analysis, summation, transitions)
• Conclusion (reiterate thesis and main points of body paragraphs, connect to prior or future historical event/issue)
• Typed, size 12, Times New Roman

2. How to Review 

• Review Packet
• Concept Outline
• APUSH Explained - Period 3 review videos and slide shows

3. The Articles of Confederation vs. The Constitution

4. Crash Course - The Constitution, the Articles, and Federalism: Crash Course US History #8

4. The New Republic - slideshow

• Washington administration
• precedents of the first president
• Hamilton's Financial Plan (BEFAT)
• First Political Parties (Federalists and Jeffersonian Republicans, elastic clause)
• Article 1, section 8 - "The Congress shall have power …To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this Constitution in the government of the United States, or in any department or officer thereof."
• Whiskey Rebellion
• Foreign Policy
• France
• England
• Spain
• Natives
• Washington’s Farewell Address

•  Adam's Administration
• Foreign Policy
• France - XYZ Affair, Quasi War

•  Domestic Policy
• Alien and Sedition Acts
• Naturalization Act
• Virginia-Kentucky Resolves 

HW - Work on essay and prepare for test

Agenda for 10/8

1. Hand back essays - debrief

• Constitutional Compromise Essay

2. Group Quiz - analyze the political cartoon below. What is the main point the article is trying to make. Be sure to include abundant specific historical facts. 10 minutes

3. Quick review of material from last class

4. From the AoC to the Contstitution

5. Federalist Paper #10

Federalist Paper #10

AMONG the numerous advantages promised by a well-constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction . . . By a faction, I understand a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community. There are two methods of curing the mischiefs of faction: the one, by removing its causes; the other, by controlling its effects. There are again two methods of removing the causes of faction: the one, by destroying the liberty which is essential to its existence; the other, by giving to every citizen the same opinions, the same passions, and the same interests. It could never be more truly said than of the first remedy, that it was worse than the disease. Liberty is to faction what air is to fire, an aliment without which it instantly expires. But it could not be less folly to abolish liberty, which is essential to political life, because it nourishes faction, than it would be to wish the annihilation of air, which is essential to animal life, because it imparts to fire its destructive agency. The second expedient is as impracticable as the first would be unwise. As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed. As long as the connection subsists between his reason and his self-love, his opinions and his passions will have a reciprocal influence on each other; and the former will be objects to which the latter will attach themselves. The diversity in the faculties of men, from which the rights of property originate, is not less an insuperable obstacle to a uniformity of interests. The protection of these faculties is the first object of government. From the protection of different and unequal faculties of acquiring property, the possession of different degrees and kinds of property immediately results; and from the influence of these on the sentiments and views of the respective proprietors, ensues a division of the society into different interests and parties . . . The inference to which we are brought is, that the CAUSES of faction cannot be removed, and that relief is only to be sought in the means of controlling its EFFECTS . . .
From this view of the subject it may be concluded that a pure democracy, by which I mean a society consisting of a small number of citizens, who assemble and administer the government in person, can admit of no cure for the mischiefs of faction . . . A republic, by which I mean a government in which the scheme of representation takes place, opens a different prospect, and promises the cure for which we are seeking . . . The two great points of difference between a democracy and a republic are: first, the delegation of the government, in the latter, to a small number of citizens elected by the rest; secondly, the greater number of citizens, and greater sphere of country, over which the latter may be extended. The effect of the first difference is, on the one hand, to refine and enlarge the public views, by passing them through the medium of a chosen body of citizens, whose wisdom may best discern the true interest of their country, and whose patriotism and love of justice will be least likely to sacrifice it to temporary or partial considerations . . . Hence, it clearly appears, that the same advantage which a republic has over a democracy, in controlling the effects of faction, is enjoyed by a large over a small republic,—is enjoyed by the Union over the States composing it.

HW - 

• Ch. 7 Reading Questions 
• Concept Outline (continue working on it in preparation for next test on 10/21)

Agenda for 10/7

1. Tie Breaker!

2. Read: Dunmore’s Proclamation - How fears of a slave revolt drew the South into the war—the Revolutionary War.
You may use these resources, as well as the links below and your textbook to complete your work.

• American Revolution slides
• Early Republic slides

3. The War

A. Why was Britain initially expected to win, and why did the American's emerge victorious. Be sure to include the following:

• Advantages and Disadvantages for the Revolutionary War
• Alliance with France
• Important Battles
• Trenton
• Saratoga
• Yorktown 

4. The Impact/Aftermath of the War

Explain how the war effected/led each of the following:

A. The new state governments/constitutions. Why Republicanism? Difference between Pennsylvania and New York/South Carolina.

• Difference between a democracy and a republic? 

B. White Men (property owners, tax payers, non-property owners) C. Women (be sure to mention Republican motherhood)
D. Loyalists
E. Natives 
F. Slaves

5. Articles of Confederation (AoC) - Strengths and weaknesses? 

A. What is Federalism
B. What were the primary weaknesses of the AoC?
C. What was the purpose of the Northwest Ordinance. How did it regulate slavery?
D. Explain how Shay's Rebellion was a turning point in early American history.

HW - Concept Outline (complete through page 7)