USHAP UNIT 4 WEEK 2. REMINDERS FOR THE WEEK 1.Fluency Fact Quiz Monday 2.Notebook Check Tuesday...
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Transcript of USHAP UNIT 4 WEEK 2. REMINDERS FOR THE WEEK 1.Fluency Fact Quiz Monday 2.Notebook Check Tuesday...
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 10/29Objective: 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?
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 Immigration
Location
Resources on Arrival
Reception
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
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:
1. Role of Federal Government in Westward Settlement?
2. The ideology of Manifest Destiny
3. Selecting Essay Topics
4. DBQ: Manifest Destiny
4. 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
Barack Obama
> Alex B.
Joe Biden
> Eric
Mitt Romney
> Ethan
Paul Ryan
> Negin
Moderator
> Sheila
DEBATE TOPICS
1. Abortion
2. Gay Marriage
3. Education/Public Funding for College
4. Health Care
5. Women’s Rights
6. Iran
SIXTH PERIOD
DEBATERS
Barack Obama
> Kiana N.
Joe Biden
> Ray
Mitt Romney
> Dean
Paul Ryan
> Charlie
Moderator
> Melissa
DEBATE TOPICS
1. Abortion
2. Immigration
3. Health Care
4. Unemployment/Job 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 #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, 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?"