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Mr. Hand's AP US History Page 2011-12
Of general interest:
Homework: The homework for each night is briefly identified on the Unit Plan for each unit. (The Unit Plan for Unit 1 is posted below -- click to view it.) In addition to that brief identifying information, I will post every few days a more detailed explanation of the homework assigned in the unit thus far.
HW for Unit 1:
--Assigned Day 1 (Thursday, 9/8) // Due Day 2 (Friday, 9/9): Complete the "Histories" assignment. Do your work on separate paper, organized the same way as it is on the "Histories" assignment handout. Head your paper properly, as explained in the Course Guidelines (see above). "Histories" Assignment 11-12
Assigned Day 2 (Friday, 9/9) // Due Day 4 (Tuesday, 9/13): Take notes in answer to all the items in the handout "Ch.1 Study Guide: 'New World Beginnings' " based on Ch. 1 of our text, American Pageant. Use separate paper. Organize notes the same way the questions are organized in the handout; e.g. 1a, 1b, 1c, etc. Economize your words (i.e. bullet points are better than narrative), but be thorough in your treatment of the material. Use the proper heading (as explained in "Course Guidelines" handout). Ch. 1 Study Guide
--Assigned Day 4 (Tuesday, 9/13) // Due Day 5 (Wednesday, 9/14): Take notes in answer to all the items on the handout "Pageant, Ch. 2: The Planting of English America".
--Assigned Day 5 (Wednesday, 9/14) // Due Day 6 (Thursday, 9/15): Take notes in answer to all the questions on the handout "Pageant: Ch. 3 Study Questions".
--Assigned Day 6 (Thursday, 9/15) // Due Day 7 (Friday, 9/16): Using the continuum template (handout) and the handout “Some Categories for Colonial Comparison”, make 8 continua tonight. Students are invited, but not required, to used the categories provided in the handout. In 3 continua, students should compare the regions (New England, Middle, Southern) to each other, and in 5 of them, compare all 13 British colonies to each other, by placing them along the continuum (closer or farther from the endpoints as justified by the evidence they have about each region/colony). Each continuum should have a title indicating specifically what is being shown, and properly labeled endpoints. Each region or colony placed on the continuum should have a brief annotation which indicates why it is placed where it
is in relation to the other regions or colonies.
--Assigned Day 7 (Fri., 916) // Due Day 8 (Mon., 9/19): Analyze 5 documents (handout) related to religion in the colonies -- For each of the documents, write the following: 1) specific evidence of religious/spiritual content; 2) based on that content, and the document itself (its topic, purpose, audience), your inferences about the specific way(s) that religion/spirituality figured into the life of the colony from which the document came.
--Assigned Day 8 (Mon., 9/19) // Due Day9 (Tues., 9/20): Complete the Ch. 4 Study Guide (handout). Ch. 4 Study Guide
--Assigned Day 9 (Tues., 9/20) // Due Day 10 (Weds., 9/21): Given the excerpt from Kenneth Lockridge's A New Engla nd Town: The First 100 Years (handout), do the following 2 things:
--Make a chart in which you compare Dedham in its first 50 years with Dedham in its second 50 years
--Summarize the 5 points of the Dedham Covenant
--Assigned Day 10 (Weds., 9/21) // Due Day 11 (Thurs., 9/22): Complete the Study Guide for Ch. 5 (handout) Ch. 5 Study Guide
--Assigned Day 11 (Thurs., 9/22) // Due Day 12 (Fri., 9/23): Using our document book, The American Spirit, v.1, and the handout "AP US: Document Analysis Format", analyze the following: Ch. 5: A1-4 and B1-2.
--Assigned Day 12 (Fri., 9/23) // Due Day 13 (Mon., 9/26): Complete the Study Guide for Ch. 6 (handout) Ch. 6 Study Guide
--Assigned Day 13 (Mon., 9/26) // Due Day 14 (Tuesday, 9/27): Study for Unit 1, Test 1 (short answer format). Students are encouraged to use the Study Guide for Test #1
--Assigned Day 14 (Tues., 9/27) // Due Day 16 (Fri., 9/30): Using Ch. 7 in Pageant, complete the handout entitled "British Actions / Colonial Reactions". British Actions / Colonial Reactions --Assigned Day 16
(Friday, 9/30) // Due Day 17 (Mon., 10/3): 2 things: 1. Read "The Declaration and Resolves of the First Continental Congress" (handout). Carefully summarize the following points made by the Congress: a. the bases of their rights; b. their rights; c. infringements upon, and violations of, their rights; d. actions they are taking. 2. Read the handout "Affectionate Father, Dutiful Son", which contains excerpts of correspondence between Benjamin Franklin and his son, William. Write a 1-paragraph letter to Ben Franklin, reacting to his decision to disinherit his son. Explain to him your thoughts and feelings. Resolves // Affectionate Father, Dutiful Son
--Assigned Day 17 (Mon., 10/3) // Due Day 18 (Tues., 10/4): Read Ch. 8 in Pageant carefully.
--Assigned Day 18 (Tues., 10/4) // Due Day 19 (Weds., 10/5): 2 things: 1. Write the Declaration of Independence in plain English. 2. Using the New Jersey Constitution of 1776 (handout) and the Declaration of Independence, make a chart in which you match (by language and/or meaning) as many ideas as you can. Be sure to identify and create a column for categories of comparison/matching. NJ Constitutuion of 1776
--Assigned Day 19 (Weds., 10/5) // Due Day 20 (Thurs., 10/6): Given the "Unit 1 Essay Questions" (hyperlinked below), do the following for questions 2,3,4,8, and 9: a) design and label a 'grid' which shows all the topics/categories that the question requires the writer to discuss; b) write all the logically possible theses which are allowed by the question.
--Assigned Day 20 (Thurs., 10/6) // Due Day 21 (Fri., 10/7): Complete the part of the Ch. 9 Study Guide that corresponds w/ pp. 166-177.. Ch. 9 Study Guide (Note: This is the first assignment of Unit 2.)
--Assigned Day 21 (Fri., 10/7) // Due Day 22 (Mon., 10/10): Study for Unit 1 Test 2. You may wish to use the handout "Unit 1 Test 2 Study Guide". Unit 1 Test 2 Study Guide
--Assigned Day 22(Mon., 10/10 ) // Due Day 23 (Tues., 10/11): In approximately 45 minutes, write question #5 from the handout "Unit 1 Essay Questions". Students should use the essay-writing guidelines contained in the handout "AP Essay Guidelines".
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--Note: Unit 2 Day 1 was Friday, 10/7), when students, working in small groups, discussed the material in the first portion of Ch. 9 (pp. 166-177), based on the Ch. 9 Study Guide. Ch. 9 Study Guide
--Assigned Tues., 10/11 // Due Unit 2 Day 2 (Weds., 10/12): Articles of Confederation analysis assignment: Given the two charts comparing the Articles of Confederation and the U.S. Constitution, mark up your copy of the Articles (only -- not the Constitution) by bracketing or highlighting the specific part of the Articles that corresponds which each of the provisions (labeled A. through P.) contained in the charts. After identifying each of those provisions, make a brief notation of its content in the margin.
--Assigned Unit 2 Day 2 (Weds., 10/12) // Due Unit 2 Day 3 (Thurs., 10/13): Prepare the DBQ re: the extent to which the Articles of Confederation gave the U.S. an effective government, by doing the following 2 things: 1) design a grid that reflects what the question is asking, and fill out the grid with detailed information from your own knowledge, your notes, and your text; 2) analyze each of the documents in the DBQ, using the following format: a) author(s) / date; b) topic or category being discussed in the document; c) author(s)' main point; and d) What thesis about American history during the time in question does the document support? Remember: Just because someone says something doesn't make it true -- the only thing that's certainly true (unless the document
is a forgery, etc.) is that they said it. The fact that they (and perhaps others, too) said (and thought) something, may support a thesis about what was going on at the time. That's what I want you to try to ascertain. (The truth of what they said is another matter, which could be decided based on what you already know, or upon research.)
--Assigned Unit 2 Day 3 (Thurs., 10/13) // Due Unit 2 Day 4 (Fri., 10/14): Complete the second half of the Ch. 9 Study Guide (clickable -- see above).
--Assigned Unit 2 Day4 (Fri., 10/14) // Due Unit 2 Day 5 (Mon., 10/17): Read the U.S. Constitution. Using the Unit 2 Charts (clickable above), find and read carefully every item (A-P) from the first two charts (i.e. the same ones that were used for the Articles of Confederation).
--Assigned Unit 2 Day 5 (Mon., 10/17 ) // Due Unit 2 Day 6 (Tues., 10/18): Complete the Constitution Analysis sheet. Constitution Analysis
--Assigned Unit 2 Day 6 (Tues., 10/18) // Due Unit 2 Day 7 (Weds., 1019): Given the handouts of Federalist 69 and "Antifederalist 70", both about the powers of the president under the proposed Constitution,
make a chart in which you compare viewpoints on as many issues as you can identify. Be sure that your chart identifies each topic, and doesn't just put quotes side-by-side, leaving the reader to infer the topic.
--Assigned Unit 2 Day 7 (Weds., 10/19) // Due Unit 2 Day 8 (Thurs., 10/20): Using material in Spirit, pp. 198-209, compare the views of Hamilton and Jefferson on a number of important issues by completing the handout entitled "Hamilton and Jefferson on key questions of their day". Hamilton and Jefferson
--Assigned Unit 2 Day 8 (Thurs., 10/20) // Due Unit 2 Day 9 (Fri., 10/21): Complete Ch. 10 Study Guide (re: pp. 198-209 only) re: foreign affairs during Washington and John Adams' admins. Ch. 10 Study Guide
--Assigned Unit 2 Day 9 (Fri., 10/21) // Due Unit 2 Day 10 (Mon., 10/24): Do the following two things: 1. re: Washington's Neutrality Proclamation (available at the Avalon Project of Yale University -- http://avalon.law.yale.edu/18th_century/neutra93.asp ): taking the role of either a Federalist or a Democratic-Republican, write a 1-paragraph letter to Washington in which you explain whether/why you agree with his position and reasons; 2. re: Washington's Farewell Address (available online at the Avalon Project of Yale University -- http://avalon.law.yale.edu/18th_century/washing.asp ): make a chart entitled
"Washington's Do's and Don'ts", in which you paraphrase or briefly quote each of the recommendations that he makes (i.e. things to do, and things not to do). As always in making your chart, identify the topic/issue explicitly, and then the content (G.W.'s views.)
--Assigned Unit 2 Day 10 (Mon., 10/24) // Due Unit 2 Day 11 (Tues., 10/25) : Read the Alien and Sedition Acts. Alien and Sedition Acts Then, take the role of either a Federalist or a Democratic Republican, and write a letter to either Jefferson or Madison in which you either criticize or support the Federalist party's authorship and passage of these laws. Explain the specific bases of your position.
--Assigned Unit 2 Day 11 (Tues., 10/25) // Due Unit 2 Day 12 (Weds., 10/26): Read the Virginia and Kentucky Resolutions (can be found at http://avalon.law.yale.edu/subject_menus/alsedact.asp ), as well as the Rhode Island legislature's response (to be found in Spirit, Ch 10 G 3, pg. 213). Taking the role of either a Federalist or a Democratic Republican, write a letter to either Jefferson or Madison, in which you either criticize or support their authorship of, and the specific views they express in, the Virginia and/or Kentucky Resolutions.
--Assigned Unit 2 Day 12 (Weds, 10/26) // Due Unit 2 Day 13 (Thurs., 10/27) Study for the Unit 2 Test Unit 2 Test Study Guide
--Assigned Unit 2 Day 13 (Thurs., 10/27) // Due Unit 2 Day 14 (Fri., 10/28): Prepare essays #1 and #2b. Unit 2 Essays
Preparation of each essay involves the following steps:
--analyze the question to figure out exactly what you are being asked
--make a grid (chart) in which you make appropriate rows and columns -- each one labeled with key terms from the Q
--fill in each part of the grid with detailed relevant information
--when you have finished the grid, decide what thesis the information in the grid supports -- write that thesis in one sentence. Make sure that your thesis is an explicit, logically possible answer to the essay question.
--Assigned Unit 2 Day 13 (Tues., 10/26) // Due Unit 3 Day 1 (Weds., 10/27): Read Ch. 11 pp. 211-228
--Assigned Unit 3 Day 14 (Weds., 10/27) // Due Unit 3 Day 2 (Thurs., 10/28): Do short-form analysis of Spirit , Ch. 11 B 1-4. Then write 1 good paragraph in answer to Q3 on pg. 233 in Spirit. Short-form analysis: author / date / type of document / author's main point and/or argument / What thesis about American history does this document tend to support?
--Assigned Unit 3 Day 2 (Thurs., 10/28) // Due Unit 3 Day 3 (Fri., 10/29): Do short-form analysis of Spirit, Ch. 11 C1-2, D1-2. Then write 1 good paragraph in answer to Q5 on pg. 234.
--Assigned Unit 3 Day 3 (Fri., 10/29) // Due Unit 3 Day 4 (Mon., 11/1): Read and take notes by heading on Pageant Ch. 11 pp. 228-232 and Ch. 12 pp. 233-240. Notes by heading means that for each section of the text, as indicated by a boldface heading, students should read that whole section and then a) write bullet point notes that capture the key ideas; b) identify and define key vocabulary.
--Assigned Unit 3 Day 4 (Mon., 11/1) // Due Unit 3 Day 5 (Tues., 11/2): Do short-form analysis of these documents in Spirit: Ch. 12 A1,2,4,5 and B1-3. Then write a 1-paragraph answer to Q2 in the "Thought Provokers" section at the end of the chapter.
--Assigned Unit 3 Day 5 (Tues., 11/2) // Due Unit 3 Day 6 (Weds., 11/3): Read Ch. 12 pp. 240-255 in Pageant, and complete the questions on the Study Guide handout. Ch. 12 Study Guide pp. 240-255
--Assigned Unit 3 Day 6 (Weds., 11/3) // Due Unit 3 Day 7 (Mon., 11/8): Do short-form document analysis of documents in Spirit, Ch. 12 C1-3 and D1-5
--Assigned Unit 3 Day 7 (Mon., 11/8) // Due Unit 3 Day 8 (Tues., 11/9): Do Unit 3 Test #1 as a homework assignment (value is 3 points). Do as much of the test as possible without references, then complete any questions you missed, making it 100% correct. In correcting it, you may use your text, notes, etc. Do the work on your own.
--Assigned Unit 3 Day 8 (Tues., 11/9) // Due Unit 3 Day 9 (Weds., 11/10): Take notes by sections (sections are marked by bold print headings) on Pageant Ch. 13 pp. 256-265.
--Assigned Unit 3 Day 9 (Weds., 11/10) // Due Unit 3 Day 10 (Thurs., 11/11): Analyze documents Spirit Ch. 13 C1-2, D1-2 by completing in detail the questions on the handout entitled: "Age of Jackson, Day 2"
--Assigned Unit 3 Day 10 (Thurs., 11/11) // Due Unit 3 Day 11 (Friday, 11/12): Complete the study guide for the seond part of Pageant, Ch 13 (pp. 265-275). Study Guide Ch. 13 pp. 265-275
--Assigned Unit 3 Day 11 (Fri., 11/12) // Due Unit 3 Day 12 (Mon., 11/15): Take notes by bold print heading on the third part of Pageant Ch. 13 (pp. 275-285).
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--Assigned Unit 4 Day 6 (Weds., 12/8) // Due Unit 4 Day 7 (Thurs., 12/9): Notes by heading on Pageant Ch. 19, pp. 409-420
--Assigned Unit 4 Day 7 (Thurs., 12/9) // Due Unit 4 Day 8 (Fri., 12/10): Notes by heading on Pageant Ch. 19, pp. 420-431
--Assigned Unit 4 Day 8 (Fri., 12/10) // Due Unit 4 'Day 9 (Mon., 12/13): Investigate the New York Times' interactive Civil War Timeline at:
and within each of those, click on the text of the inaugural address. Read each of the inaugural addresses, and compare their views on 4 topics: 1) the union , 2) states' rights and secession,
3) slavery and 4) what he intends to do.
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UNIT 6
MONDAY, 2/13: Homework re: TR's and WW's policies, as articulated in their campaign for the presidency in 1912
Assignment:
1. For each candidate, read his speech (clickable links below) and carefully identify his views on the following:
a. What problems face the U.S. and its people? What has caused them?
b. What role must the United States government play in addressing the
problems? Why is this the correct role for government to play?
c. What is the basic purpose of his program (i.e. New Nationalism,
New Freedom)?
d. What specific actions should be taken by the U.S. government to carry
out the program?
We will compare and evaluate their views in class tomorrow, so bring your work to class.
Theodore Roosevelt's "New Nationalism" Speech, 1910
Woodrow Wilson's "The Old Order Changeth" (1912), from his book The New Freedom, 1913
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Progressive Women: Homework for Tuesday night, 2/14/12
Directions: Find two kinds of information about each person:
A. Biographical information
--info to find:: born (year/location) / college? / organizations / issues focused upon / died
full biographyd or find a useful site on your own
B. First-person material (i.e. material written by the person herself)
--info to find: views about womenís rights, goals/objectives, roles, the role of government, strategies for achieving rights
--sites: you may use the site thatís hyperlinked under each, or find your own
1. Lucy Stone
2. Julia Ward Howe
3. Mary Livermore
4. Lucretia Mott
5. Elizabeth Cady Stanton
6. Susan B. Anthony
7. Ida B. Wells-Barnett
8. Mary Church Terrell
9. Carrie Chapman Catt
10. Anna Howard Shaw
11. Alice Paul
12. Harriet Stanton Blatch
13. Frances Willard
14. Jane Addams
15. Florence Kelley
16. Frances Perkins
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