Constitution Homework

Answer the following questions:

• What is the Constitution?
• What are the roles and functions of the tree branches of government?
• How do separation of powers and checks and balances affect the US government?
• What are the rights, liberties and responsibilities of US citizens?
• How is the Constitution a living document?
• Identify the general responsibilities of law makers.
• Compare the specific responsibilities of and requirements for members of Congress.
• Distinguish between delegated and implied powers of Congress.
• Describe how a bill becomes law.
• Identify the qualifications of the Presidency.
• Identify the roles and responsibilities of the President.
• Describe the organization of the executive branch of government.
• Explain the role of the Supreme Court.
• Describe the functions of our federal court system.
• Identify the Justices of the Supreme Court, the year they were appointed and by what President.

Exam Update

1. Analyze how the ideas and experiences of the revolutionary era influenced the principles embodied in the Articles of Confederation.
2. Analyze the ways in which the political, economic and diplomatic crises of the1780s shaped the provisions of the United States Constitution.
3. “The Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people... This radical change in the principles, opinions, sentiments, and affections of the people was the real American Revolution.”

Explain the meaning of this 1818 statement by John Adams and assess its validity.

December 5th - 9th

Week Overview
The snow day on Friday has obviously delayed the test. And I'm not going to give it to you today since I didn't completely finish the chapter. Therefore, Monday will be a "catch-up day" allowing time to tie all lose ends together, and perhaps intro the next chapter?

Monday
As mentioned above, we'll play a little catch-up, as well as finish the chapter.

Objective: Understand the economic problems faced by many after the Revolutionary War, and why there was a need for a change in the national government.

Homework: Study for Test

Tuesday
We'll try taking the test today.

Homework: Read / Outline pp. 158-163 (up to, but not including, "The Constitution of 1787"

Wednesday
Discuss Hamilton, Madison and their goals and objectives for a new national government.

Objective: SWBAT synthesize the players, events and accomplishments of the Constitution convention.

Homework: Read / outline pp. 163-168: One-pager on ch 5 due Friday

Thursday
Discuss the structure of new governmental.

Objective: Understand the concept of "Federalism" and how it's supposed to work.

Homework: Read / outline pp. 168-171: Sig Events due Friday

Friday
Discuss Hamilton's program.

Objective: Explain how A. Hamilton's plan for a national economy changed the US forever.

Homework: Read / outline pp. 171-174.

Pre-Final Review

• • Ways Captain John Smith helped Jamestown
  • John Rolfe
  • The "headright" system
  • Freedom of religion in which colony?
  • Factors leading to Bacon's Rebellion?
  • Significance of Bacon's Rebellion
  • Economies of the Caribbean islands
  • African slaves vs. indentured servants
  • The first governor of the Massachusetts Bay colony
  • Anne Hutchinson's reason for exile
  • Characteristics of the Restoration colonies
  • The overthrow of James II in the Glorious Revolution affected the colonies in which way?
  • During the seventeenth century, at least three-fourths of the immigrants who came to the Chesapeake region…
  • The mid-1690s marked a turning point in the history of the black population in America because…?
  • Historian Edmund S. Morgan argued that the institutionalization of African slavery in America reflected…what?
  • The most numerous of the non-English immigrants were who?
  • Conditions were good in PA for agricultural because...?
  • A common problem in American commerce in the seventeenth century
  • The functions of an American city (or a characteristic of colonial cities)
  • Reasons for the decline of piety in colonial America
  • The Great Awakening
  • Purpose of the Albany Conference (1754)
  • Reason for the English decision to reorganize the British Empire after 1763
  • Feeling by the colonists after the French and Indian War
  • Problem facing the Brit. gov’t after the Fren. & Indian War
  • The purpose of the Proclamation Line of 1763
  • Problems facing Geo III
  • British policies after 1763 generally were…
  • The Sugar and Stamp acts were designed chiefly to
  • Colonies main objection to the Stamp Act
  • Townshend believed that colonists would not protest his taxes because…
  • Attempts by the colonies to unify
  • The objectives of the Committees of Correspondence
  • Purpose of the Tea Act of 1773
  • The Quebec Act angered colonists because…
  • Virtual representation by Parliament
  • The event leading to the passage of the Intolerable Acts
  • Conditions of the Intolerable Acts
  • Common Sense
  • Know the chronology of the acts placed upon the colonies
  • Advantages British had during the Revolutionary War
  • Summarize the move for independence by Americans
  • The Declaration of Independence accomplished…
  • Which of the following was NOT a step taken by the First Continental Congress?
  • The First Continental Congress
  • Area where the fighting first occurred
  • Successes under the Articles of Confederation
  • Lexington & Concord
  • Loyalists
  • Bunker Hill
  • Conditions that contributed to Continental soldiers' discontent
  • In gaining foreign support, the "US" must prove what?
  • Main way the Congress funded the war
  • Saratoga
  • Provisions of the Peace of Paris
  • Cause of Shays' Rebellion
  • Characteristics of state constitutions

Week of November 28th - December 2nd

Overview of Week: At the end of the week, Thursday & Friday, you'll be taking a test. I promised you a review guide for the Objective section of the test which I will post here on Tuesday therefore any questions you have concerning the review guide must be addressed on Wednesday, since I will not be in class on Thursday or Friday. The Objective part of the test will be taken on Friday. On Monday I'll explain to you what Thursday's section of the test will consist (analyzing primary source documents).

Monday, 11/28
Begin with the section, "The Final Phase: The South"
Objective -- Understand and recall how the "Final Phase" spurred the beginning of the end of the Revolutionary War for the British.

Any time remaining (and there should be some...) begin the section, "War and Society."
Objective -- To understand that the Revolutionary War was not a revolution in terms of the way Americans were governed, but was a revolution on American society as well -- effecting women, African-Americans, Native Americans and other minorities.

Homework: Students will outline the section entitled, "War and Society."

Tuesday
Distribute Review Guide for Friday's objective section of the test.

Pick back up with "War and Society." It should take the rest of the class period to finish this section.

Homework: Students will outline the section entitled, "The Creation of State Governments" (2 short pages) and "The Search for a National Government"

Wednesday
Discuss any ambiguities concerning the Review Guide.

Objectives --
Understand and describe the types of government created by the new states, and the important features in their governments.
Understand the features of the Articles of Confederation, and the reasons for its creation.

Homework: Study for Test

Thursday and Friday
Test!

Class & Homework Assignments; 10/24th - 28th

Monday
Objective: 

• List reasons that the Witchcraft Phenomenon was a reflection of Puritan society.
• List reasons for the appearance of a variety of religious sects in the colonies, and the effect of the Great Awakening on the colonists.

Classwork:

1. Catch-up on how Thursday & Friday went...
2. Complete the last chapter by covering "Witchcraft Phenom...
3. Begin the last section of the chapter

Homework:

• Complete notes from p. 91-96.

Tuesday

Objective:

• Understand the ways in which colonial literature, education, science, law and justice were diverging from their English antecedents.

Classwork:

1. Discuss examples of colonial literature, education, science, law and justice diverged from their from their English antecedents.

Homework:

• Finish your One-Pager

Wednesday

Objective:

• Understand the "big picture" of the next chapter.

Classwork:

1. Begin by doing a cursory check on who "finished" their One-Pager
2. Introduce next chapter by reading the introduction & conclusion
3. Review "Significant Events"
4. Discuss the significance of the first sub-section, entitled, "A Tradition of Neglect"

Homework:

• In Cornell note format, complete Section One, "Loosening Ties"

Thursday

Objective:

• The primary reasons for the growth of the differences between colonial Americans and the British government that resulted in a clash of interests.
• The colonial attitudes toward England and toward other colonies before the Great War for empire.
• The causes of the Great War for empire, and the reasons for the French defeat.

Friday

Test over everything we've covered to this point in the semester...

Class Schedule and Assignments for 10/18 -

Note: What you see below is a "cut-and-paste" from last week. We've completed about half of this list (what I see completed appears in red. 

I have an Athletic Director's meeting in Tuba City on Wednesday. The meeting is at 9 AM rez time, but that means it's 10 AM our time. I'm hoping to be back in class after the meeting. However, I don't think that's going to be the case. Therefore, I'm going to trust that groups continue/finish their presentations.

Then there's Thursday and Friday where I'll be gone... CRAZY!

As I told you once before, I hate being gone from class. I love history. I love the students at NPA. However, duty calls.

We'll discuss details on Tuesday on what needs to be accomplished by the end of the week. 

One thing I'd like to review with you are past AP essay ("Free Response") questions. I've spoken to a number of you who have expressed that the questions I've given you thus far are very complex compared to your AP world history questions.

Tuesday... and beyond

• The Southern Economy (pp. 77-78);

Group Three ( ~5 people) -- leaders, Emmett & Keven:

• Beginnings of Slavery in British America; (pp. 71- 75);
• The Plantation; (pp. 83-84);
• Plantation Slavery (pp. 84-85);
• The Origins of Slavery (pp. 72-73);

Group Four (~4 people) -- leaders, Hannah V. & Michelle:

• Women & Families in New England (pp. 70-71);
• Northern Economic and Technological Life (pp. 78-80);
• The Puritan Community (pp. 85-87);

Group Five (~2 people) -- leaders Aspen & Molly:

• Changing Sources of European Immigration (pp. 75-77);
• The Witchcraft Phenomenon (p. 87)
• Cities (pp. 87-88)

Group Six: (~3 people) -- leaders, Cullen & Jerod:

• The Extant and Limits of Technology (p. 80)
• The Rise of Colonial Commerce (pp. 80-81);
• The Rise of Consumerism (pp. 81-83)

Classwork and Assignments for October 10th - 14th

Overview of the week...


Tomorrow I'll hand back the tests from Friday... go over each "section."


Explain the re-writes for the thesis statements & topic sentences.


Monday
Hand back tests and review;
Thesis statements: revisions due on Wednesday (10/12) --  everyone has the opportunity to rewrite and submit for revised grade.


Guidelines for re-submissions;
Staple original to your rewrite;
Skip lines, underline thesis, etc.


Whatever time is left (will there really be any?):
Objective: Understand the colonial economies as they relate to each "region" of the colonies (NE, Middle, Southern).


Tuesday... and beyond

• The Southern Economy (pp. 77-78);

Group Three ( ~5 people) -- leaders, Emmett & Keven:

• Beginnings of Slavery in British America; (pp. 71- 75);
• The Plantation; (pp. 83-84);
• Plantation Slavery (pp. 84-85);
• The Origins of Slavery (pp. 72-73);

Group Four (~4 people) -- leaders, Hannah V. & Michelle:

• Women & Families in New England (pp. 70-71);
• Northern Economic and Technological Life (pp. 78-80);
• The Puritan Community (pp. 85-87);

Group Five (~2 people) -- leaders Aspen & Molly:

• Changing Sources of European Immigration (pp. 75-77);
• The Witchcraft Phenomenon (p. 87)
• Cities (pp. 87-88)

Group Six: (~3 people) -- leaders, Cullen & Jerod:

• The Extant and Limits of Technology (p. 80)
• The Rise of Colonial Commerce (pp. 80-81);
• The Rise of Consumerism (pp. 81-83);

10/3... Classwork / Assignments

All: I will not be in class tomorrow (Monday) due to an "emergency" AD meeting in all places... Many Farms (how many of you know where that is????).

Monday...
I'm not going to be present for tomorrow's class today so here's what we'll do in class:

Decide as a class (... and this is where I have my most concern) which "group of three" will be responsible for which sections:

Below are the choices for "sections:"

Group One (~4 people) -- leaders, Bridgette & Chela:

• Indentured Servitude (pp. 66-67);
• Birth and Death (pp. 67-68);
• Medicine in the Colonies (69-69);

Group Two (~3 people) -- leaders, Max & Grace

• Women and Families in the Chesapeake (pp. 69-70;
• The Southern Economy (pp. 77-78);

Group Three ( ~5 people) -- leaders, Emmett & Keven:

• Beginnings of Slavery in British America; (pp. 71- 75);
• The Plantation; (pp. 83-84);
• Plantation Slavery (pp. 84-85);
• The Origins of Slavery (pp. 72-73);

Group Four (~4 people) -- leaders, Hannah V. & Michelle:

• Women & Families in New England (pp. 70-71);
• Northern Economic and Technological Life (pp. 78-80);
• The Puritan Community (pp. 85-87);

Group Five (~2 people) -- leaders Aspen & Molly:

• Changing Sources of European Immigration (pp. 75-77);
• The Witchcraft Phenomenon (p. 87)
• Cities (pp. 87-88)

Group Six: (~3 people) -- leaders, Cullen & Jerod:

• The Extant and Limits of Technology (p. 80)
• The Rise of Colonial Commerce (pp. 80-81);
• The Rise of Consumerism (pp. 81-83);

Tuesday

Re-group w/ me being there.

We'll assign who presents (after group 5 presents first on Wednesday)

Wednesday

Begin presentations (with Group 5 going first)

Thursday

See above

Friday

Finish presentations

Class and Assignment Schedule for 9/26 - 10/1

Overview: Checking notes on Friday I was disappointed to see that in one class there were 6 of you who's notes were not up to date, and in the other class 10 (half the class!!!). Yikes! That's a lot of zeros!!!

We'll finish the chapter either Tuesday or Wednesday and the TEST will be on Friday, since I will not be in class, but at a cross country meet with the team. Friday your "One-Pagers" will be due, as well as the "Significant Event" timeline.

The chapter assessment will be formatted as a multiple-choice, matching, short answer as well as being given a prompt in which you'll be asked to write a introductory paragraph (underling you thesis statement) and accompanying topic sentences for each body paragraph (by now, you are familiar with this exercise!).

Monday
Objective: Understand the conditions of those colonists living with in the "middle ground, and; list the reasons for the founding of Georgia and the colony's early characteristics.
Classwork: Finish the section on "Borderlands and Middle Ground."
Homework: Take notes from the text on the section entitled: "The Evolution of the British Empire" pp. 61-63.

Tuesday
Objective: Identify the reasons for England having to place more control on it's American colonies, and how they affect the colonists.
Classwork: Discuss the evolution of the British Empire.
Homework: Begin outlining, "Society and Culture in Provincial America," pp. 66-69 (up to, but not including the sub-section, "Women and Families in the Chesapeake").

Wednesday
Allow time to work on one-pager.
Homework: Finish one-pager, study of test.

Thursday
Objective: List the different immigration patterns in the colonies, and how they affected each of the colonies economies.

Classwork: Introduce next chapter. A discussion of the colonial population; immigration patterns; indentured servitude and the birth and death rates throughout the colonies.

Homework: One-Pager & Test on Friday!

Friday
Test.
Homework: Outline pp. 69-75 (up to, but not including, "Changing Sources of European Immigration").

Monday, 10/3

Objective: List the ways in which factors of soil and climate determined the commercial and agricultural development of the colonies, despite crown attempts to influence production.

Classwork: A discussion comparing life in the Chesapeake with that of New England

Objectives and Assignments 9/19-23

The differences between the Jamestown and Plymouth colonies in terms of objectives, types of settlers, early problems, and reasons for success.

The causes and significance of Bacon's Rebellion.

The background of the Massachusetts Bay colony and its founders, the Puritans.

The conditions in Puritan Massachusetts Bay that spawned such dissenters as Roger Williams and Anne Hutchinson.

The expansion of the original settlements, and the influences of the New World frontier on the colonists.

The significance of the Caribbean colonies in the British-American colonial system.

How the Spanish colonies continued to flourish and the impact this had on the British-American colonial system.

The efforts made by the Dutch to establish a colony, and the reasons for their failure.

The reasons for the founding of each of the original thirteen colonies.

The early economic, religious, and political factors in the colonies that tended to produce sectional differences.

The effect of the Glorious Revolution on the development of the American colonies. Before we get to this week, allow me to remind all that you should get started on your, "ONE-PAGER" for Chapter 1, as well as the Significant Events timeline. Monday Finish review in the film guide on Plymouth and comparing that colony to Jamestown. Also; significance of Mayflower Compact. Time should also allow us to introduce Mass. Bay, it's founders and Puritanism. We then could discuss Boorstin and the reading guide you completed last week. Homework: Finish the section, "The Growth of New England." Tuesday Discuss the dissenters within Mass. Bay (those included in Brinkley and Boorstin) and their significance. Homework: Complete the section, "The Restoration Colonies." Wednesday & Thursday We'll take two days to cove this material. Homework: On Wednesday night, you can work on your one-pager on Chapter 1, and the Significant Events Timeline. On Thursday, please begin the section, "Borderlands and Middle Grounds," a long section which covers not only Arizona, California and New Mexico, but the Caribbean islands, Dutch settlements and Georgia (fun!) as well. Friday Our goal is to cover material up to, but not including, "The Evolution of the British Empire." Subsections in, "The Evolution..." will be your homework for the weekend... which is extremely important!

Writing a Thesis

Choose one of the questions/prompts below and compose an introductory paragraph that contains a thesis statement (you are to underline your thesis  statement).

When writing a thesis statement, remember these basic rules:

• Your thesis must take a position;
• Be supported by evidence in the topic sentences contained in the three following body paragraphs (which I will ask you only to outline);
• Be expressed in one sentence (although a good introductory paragraph should contain a minimum of at least three sentences, and a very good introductory paragraph could contain up to five sentences.

The purpose of your introduction is to state a position on the topic and also to provide a blue print or roadmap to the reader, as in, what is to come in the paper. A strong thesis is specific, as opposed to general.

For example:

“History is beneficial to study,” is a poor thesis (although it does take a position)

“History is beneficial to study since it provides one with background knowledge, explains the context of time and might provides insight into future events,” is a stronger thesis since it not only takes a position, but can be supported by evidence, 1) background knowledge, 2) context of time and 3) insight into future events... which forms the basis of your following three body paragraphs.

The two choices:

How did the environments of different regions of America shape the development of the various Indian cultures during the pre-Columbian era? Did these diverse civilizations have any common elements among their cultures? If so, what were they?

What cultural factors pushed Europeans to explore beyond their borders during the sixteenth and seventeenth centuries? What were the various goals of these expeditions and settlements? What kinds of exchanges occurred between the explorers and the natives, and how was each side affected by these interactions?

Hint to answering the first prompt:

You need to decide which three areas your thesis plans to address in this compare/contrast question. The main thing to keep in mind is to ANSWER THE QUESTION! You're being asked to compare environments and how each environment shaped each culture (remember Herodotus?), and what commonalities did these cultures share.

To create a five paragraph essay, perhaps you might focus on 1) the Aztecs, 2) Pueblos and 3) Incas. Then after your introductory paragraph, in which you would identify these three cultures within your thesis, your paper then begins the body paragraphs. Each paragraph might take one of the three cultures and within that paragraph you explain how environment shaped that culture. For this question, your paper may contain a fourth body paragraph that address the commonalities between the three civilizations, or you could include this part of the prompt within the body paragraph on that culture.

Hint to answering the second prompt:

This prompt is a simple three-part question: 1) identify and explain the cultural factors pushing Europeans to explore, 2) identify and explain each of their goals and 3) what exchanges and interactions occurred between the Europeans and the natives and explain how each was affected.

Class Schedule 9/12 - 9/16

Monday & Tuesday
You'll be viewing, "Desperate Crossing: The Story of Plymouth Plantation." I've created a "study guide" for your viewing pleasure.

Homework for Wednesday: Your notes from the text should take you halfway through Chapter 2 (6th hour class should make sure you read the chapter introduction and conclusion, which we did as a class in 5th hour).

Wednesday
We'll discuss the colony of Jamestown...
Homework: Finish the first section in Chapter 2

Thursday
We get to discuss Jamestown and the film you watched on Monday & Tuesday.
Homework: Get all you notes in order... color-code and write summary.

Friday
Short Quiz over everything we've covered in class thus far.

Boorstin Questions

Please write the answers to eight of the following 16 questions, however, all must answer question #1. 

Due: Friday, 9/9

1. In what way(s) is the Virginia (Va.) colony different than Georgia, Massachusetts, and Pennsylvania?
2. What ideas did the Puritans struggle with in forming a government?
3. What reasons does Boorstin cite in why the Puritans did not pursue a utopian society?
4. What is meant, in Puritan society, as the “Half-way Covenant, and what was it’s purpose?
5. Why did Lechford believe that the Puritan church was “too democratic?
6. What are "headrights?"
7. How was Va. society similar to English society? How was it different?
8. Define "freeholder."
9. How did an aristocracy develop in Va.?
10. What's problem did planters in Va. have with soil when planting tobacco?
11. What was synonymous with "sour land," and how did it get that way?
12. Why was/is that Va. did not develop a center of commerce (like a Philadelphia or a Boston)?
13. Explain the voting procedure in Va.?
14. What role did the Va. gov't play in aiding people such as George Washington in acquiring new land?
15. How was the "church of Va." different than the Church of England?
16. What role did the church of Va. play in society and politics?

Week of 9/6-9/9

Overview: This week we'll be finishing up chapter one as well as writing a thesis statement/introductory paragraph, with accompanying outline.

Friday your response questions are due from the Boorstin reading.

See related posts.

Week of 8/22 - 26

Greetings and Introduction to APUSH

All:

Welcome to my APUSH blog. Although I will attempt to update this weekly, feel free to email me anytime with questions, and of course as stated in my syllabus, you are also welcomed to stop by my office during my "office hours."

I felt that last week was a fairly good start to the semester. As I said on our very first day, APUSH is designed to be a rigorous course for the serious student who enjoys history. 

In terms of the material we covered last week, the focus was introducing the text as well as the geographical locations (and characteristics) of Native American tribes in North America. As mentioned, it is very important to read both the chapter introductions and conclusions (and always TAKE notes using the Cornell Method). Then go through all the "Significant Events," so at least you're familiarized with some of them (when you are finished the chapter, one assignment will be to briefly describe the specific significance of each event in one sentence, so you might as well get started).

In addition, we will continue Mr. Canning's "one-pagers."

Much of this chapter is a review of material you should have been exposed to in your world history class. However, we'll take this same information and teach it in a different context (Americana-centric?).

The week of 8/22-26 will hopefully see us near the end of the this chapter ("The Meeting of Cultures").

In class Monday we'll look use the data projector and look at this site, Homework Now, some other sites, if I can get everything to work correctly. Let me also demonstrate how to set  up the timeline in a word doc using "Tables." 

Hopefully, we'll have time to begin discussing section 2, "Europe Looks Westward" (which was the homework assigned Friday, due Monday (8/22); which is a very long section! However, I asked you to read up to and not including, The Spanish Empire. Homework for Tuesday, will be to finish this section.

Wednesday's discussion will center on completing the information on the Spanish connection, and I will only briefly touch on the subsection, "Africa and America." That night's homework will be to begin section 3.


Thursday's discussion will again make you feel as if you're still taking a world history class with focus on characters such as More, John Cabot, Richard Hakluyt, Martin Luther, John Calvin, Queen Elizabeth and many more. This section, like section 2, is a long one, as well as very important. I'm certain it will continue into Friday. However, this first chapter only contains three sections, whereas most of the other chapters will contain four, five and sometimes six chapters. 


No chapter test will be given here at the end. Perhaps a short paper over the weekend, so I may get a sense of your writing style. As we get closer to the end of the week, I'll put the essay topic on this blog.

Outline for the Week of April 11th - 15th

Monday

• Return DBQ's from "Era of Good Feelings" and discuss.
• Our next DBQ may be accessed at:
• http://apcentral.collegeboard.com/apc/public/repository/_ap05_frq_us_history__45556.pdf
• Finish Chapter 12... 
• With the time remaining, divide up the following "Objectives" and work in groups to discus
• Learning Objectives
• (Homework)
  The two basic impulses that were reflected in the reform movements and examples of groups illustrating each impulse.
  
  The contributions of a new group of literary figures (such as James Fenimore Cooper, Walt Whitman, and Edgar Allan Poe) to American cultural nationalism.
  
  The transcendentalists and their place in American society.
  
  The sources of American religious reform movements, why they originated where they did, their ultimate objectives, and what their leadership had in common.
  
  The two distinct sources from which the philosophy of reform arose.
  
  American education reform in the antebellum period and the contribution of education to the growth of nationalism.
  
  The role of women in American society and the attempts to alter their relationships with men.
  
  The origins of the antislavery movement, the sources of its leadership, and the interaction between American antislavery thought and similar movements abroad.
  
  The role of abolitionism in the antislavery movement, and the strengths and weaknesses of that part of the movement.

Tuesday

Groups report "Objectives" findings.
Introduce Chapter 13
Homework: Section 1; Chap 13

Wednesday
Objectives:
Explain how the idea of Manifest Destiny influenced America.

Keynote Presentation

Thursday

Keynote Presentation

Friday

TEST