USHAP

USHAPUNIT 4 WEEK 2

REMINDERS FOR THE WEEK1. Fluency Fact Quiz Monday2. Notebook Check Tuesday3. Presidential Debate Block Day4. 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 10/29Objective: Connect the growth of urban issues produced by the market revolution to the emergence of big city machines and reform movementsContent: Urban issues, big city machines and reform movementsSkills: Cause and effect, symbolic representation

Essential question: Was the U.S. becoming more democratic in this time period?

Agenda:1. New Seats2. Fluency Fact Review Quiz3. 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?

LCD ScreenCl

oset

White Board Bookshelf

Computer Desk

Window

sW

hite

Boa

rd

Table

Sheila Ahi

Logan Allen

Diego Nieva Carrasco

Andrew Belove

Alex Bergman

Jordana Bischoff

Laura Cabrera

Adam CallRob Carpenter

Elena DeAngelis

Renee Desimpel

Alex Everett

Jessica Fernandez

Ethan GilesNicholas Guerrero

Mia Gvirtsman

Dylan Hoefling

Brian Hsu

Ryan Lo

Allison MarkAndrew McCormick

Tyler Smith Glenda Chavez

Elizabeth Ortiz

Alex Perry

Mark Pong

Haley Sawamura

Negin Shahiar

Eric Theil

Andrew Thornberry

Jose Villa

Alysia Wang

5th

LCD ScreenCl

oset

White Board Bookshelf

Computer Desk

Window

sW

hite

Boa

rd

Table

Kiana Ariyama

Daniel Ballesteros

Clint Blakely

Adrian Brandemuehl

Charlie Niehaus

Stephanie Egger

Matt Ford

Jordan Gault

Jolie Goolish

Lexi Greenberg

Justin Hartney

Kareena Hirani

Kevin Ives

James Kuszmaul

Adam Lee

Anne Lee

Alvin Lu

Edward N

Kiana Nouri

Elena Onoprienko

Margarita Patio

Melissa Reed

Lou Rosen

Lauren Scott

Ankit Sharma

Matt Shearer

Brian Silverman

Dean Trammell

Drew Mitchner

Ray Uyeda

Ellen Wieneke

Laura Wolff

Cannon Wong

6th

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 CONTRASTIrish Similar German

Push & Pull Factors of ImmigrationLocation

Resources on ArrivalReception

Contribution(s)

GANGS OF NEW YORK• Nativism versus

Political Bosses• http://

www.youtube.com/watch?v=W5DwnNPHVAU

• Vote Early and Often• http://

www.youtube.com/watch?v=nA99IEuUS6c&feature=related

• *Offensive language

http://www.youtube.com/watch?v=W5DwnNPHVAU



http://www.youtube.com/watch?v=nA99IEuUS6c&feature=related




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’SBeliefs? Motivations?  

Areas of Focus?  Successes?

AGENDA: TUESDAY 10/30/12

Objective: Practice the writing skill of generalizingContent: Market revolution era reform movementsSkills: Generalizing, synthesizing

Essential question: Was the U.S. becoming more democratic in this time period?

Agenda:

1. Notebook Check2. 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 PeriodDates: October 5th – October 30th Page #s 335-472 Total Assignments: 16

6th Period:Dates: October 4rd – October 30th Page #s 328-472Total 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 AND THE ABOLITIONIST MOVEMENTWhy 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 expansionSkills: 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:

1. Role of Federal Government in Westward Settlement?2. The ideology of Manifest Destiny 3. Selecting Essay Topics4. DBQ: Manifest Destiny

4. Reminder: Essay Outline on Friday

PRESIDENTIAL DEBATE

OVERVIEWDebate Date: Block Day Oct 31 & Nov 16 Debate topics based on class interestCoin toss to determine which party goes firstModerator 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 PERIODDEBATERS

Barack Obama> Alex B.Joe Biden> EricMitt Romney> EthanPaul Ryan> Negin

Moderator> Sheila

DEBATE TOPICS

1. Abortion2. Gay Marriage3. Education/Public

Funding for College

4. Health Care5. Women’s Rights6. Iran

SIXTH PERIODDEBATERS

Barack Obama> Kiana N.Joe Biden> RayMitt Romney> DeanPaul Ryan> Charlie

Moderator> Melissa

DEBATE TOPICS

1. Abortion2. Immigration3. Health Care4. Unemployment/

Job Creation5. Gay Marriage6. Marijuana

Legalization

REFORM AND THE ABOLITIONIST MOVEMENTWhy was abolitionism so explosive? Was there a connection to women's rights?

AGENDA: FRIDAY 11/2/12Objective: Display your command of history and essay writing skillsContent: Imperialism, depending on the prompt pickedSkills: 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 #2Prompt 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, paragraphsBP1 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


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, paragraphsBP1 Sub thesis claim which persuasively substantiates the overall thesis.





Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy.T - Thesis statement claim: prompt, position, paragraphsBP1 Sub thesis claim which persuasively substantiates the overall thesis.





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