Lesson on Thursday, November 30, 2017

Bell Ringer: Age of Jackson: https://www.youtube.com/watch?v=beN4qE-e5O8 (15 min) / Add information to your IDs that may have not been covered in the textbook. 

Age of Jackson: Crash Course US History #14 www.youtube.com In which John Green teaches you about the presidency of Andrew Jackson So how did a president with astoundingly bad fiscal policies end up on the $20 bill? That's a ...

Agenda: 

1. Review Journal 56 / A: In 1832, jackson’s opponents moved to renew the charter on the Second Bank of the U.S. From Jackson’s point of view, the national banking system promoted the interests of the wealthy at the expense of the rest of America. When the charter for the Second National Bank expired in 1836, Jackson prevented its renewal. (5 min)

2. Indian Removal Act of 1830: Federal policy toward American Indians vacillated between removal and assimilation, and students should be able to identify these shifts in approach. 

3. Jackson strongly supported federal authority in the nullification crisis with South Carolina but supported state authority in the case of Indian policy. What accounted for the differences? 

*Jackson was not being consistent in his approach to the issue of federal versus state authority. 

4. Journal 57 - How did the views of Jackson and John Marshall differ regarding the status and rights of Indian peoples? (10 min)

Jackson: 

Marshall: 

5. The Whig Party https://www.youtube.com/watch?v=PbJhMJVWbTE (10 min)

6. Review Thinking Like a Historian 10. 

Home Learning:

1. Study for Chapter 10 Vocabulary Quiz (tomorrow)

2. Chapter 11 IDs (doesn't need to be complete) 

Lesson on Wednesday, November 29, 2017

Bell Ringer: Discuss Journal 54 / A: Adam’s failures and Jackson’s new coalition account for the different outcomes of the 1824 and 1828 elections. “Corrupt Bargain” and Adam’s inability to gain support from the South and West turned many Americans away from the Republican Party. Jackson’s ability to patch together southern planters, northern farmers and artisans, and western white men gave him a sound challenge. (5 min)

Agenda: 

1. Exam Alert: The 1990 AP U.S. History exam DBQ asked students to what extend they agreed with the Jacksonians’ view of themselves as guardians of the Constitution, political democracy, individual liberty, and equality of economic opportunity. 

2. Spoils System vs. Civil Service System (discuss last night’s video)

3. Contextualization: Tariffs were a contentious political issue throughout much of the nineteenth century. consider the degree to which both northeastern support for and southern opposition to tariffs were based on efforts to protect and preserve their social institutions and values. 

4. The Tariff and The Nullification Crisis: https://www.youtube.com/watch?v=B2M70uXMgOU (6 min)

5. Journal 55 - How did South Carolina justify nullification on constitutional grounds? (10 min) 

6. South Carolina claimed states had the right to void a law passed by Congress that treated states or regions unequally. These laws, according to those in favor of nullification, were not only unjust but unconstitutional. 

7. Evaluate the outcome of the tariff crisis. Did Jackson act appropriately in handling the crisis? Why was compromise possible in this situation? 

*While compromise helped to resolve crises in the early part of the nineteenth century (e.g., Missouri Compromise, nullification crisis), compromise became more difficult to achieve by the mid-nineteenth century. 

Home Learning: 

TWO IMPORTANT JACKSONIAN POLICIES: 

1. The Nullification Crisis: https://www.youtube.com/watch?v=C2O00y1k31A (7 min) LOL

2. War on the Second Bank of the U.S. under two grounds 

A. Unconstitutional 

B. Gave too much power to private bankers

https://www.youtube.com/watch?v=T9McTuHn4gM

Journal 56 - Why - and how - did Jackson destroy the Second National Bank? 

Begin reading Chapter 11 

Lesson on Tuesday, November 28, 2017

Bell Ringer: Discuss Journal 52 / A: The emergence of political parties shaped the growth of democracy by encouraging party competition (political machines via Martin Van Buren), public debate over key issues impacting the nation, and general interest by white male voters in the election process. The rise of parties increased voter turnout. Parties now reached out to voters through an active system of recruitment. The proliferation of political parties allowed for diverse voting choice, leading to a more democratic political process. 

Agenda:

1. Chapter 10 Video / Review Chapter 10 IDs (15 min)
https://www.youtube.com/watch?v=oACLQK0N0LU

2. American Voices (p. 317) re: Tocqueville’s conclusion. Do you agree with his conclusions that greater popular participation has been harmful to American politics? Discuss

3. Martin Van Buren - Party Governments:

a. political order based on party identity, not family connections

b. distribution of offices: SPOILS SYSTEM

c. CAUCUS: a meeting of party leaders 

4. Election of 1824 (10 min)

https://www.youtube.com/watch?v=HjS9b0laRPs 

a. Map 10.1 - Adams 84 electoral points, Jackson 99 electoral points. 

b. "Henry Clay using his influence as Speaker to thwart jackson’s election. Clay assembled a coalition of representatives from New England and the Ohio River Valley that voted Adams into the presidency in 1825. Adams showed his gratitude by appointing Clay his secretary of state, the traditional stepping-stone to the presidency.”

c. 12th Amendment: the House of Representatives chooses the president from among the three highest vote-getters, if there is no majority winner. 

5. Journal 53 - Why did Jacksonians consider the political deal between Adams and Clay “corrupt”?

Home Learning: 

1. Journal 54 - Jackson lost the presidential election of 1824 and won in 1828: what changes explain these different outcomes? 

2. The Spoils System: https://www.youtube.com/watch?v=SpYaeUtRa0w lol 

3. The Spoils System: https://www.youtube.com/watch?v=88fn2n8Om_w 

4. Civil Service Reform: https://www.youtube.com/watch?v=-0vgVFRXKek (8 min)

Lesson on Monday, November 27, 2017

Bell Ringer: Update Portfolio (10 min)

Agenda:

1. Chapter 9 Vocabulary Quiz / Grade Chapter 10 IDs (20 min)

2. Chapter 10 Video / Review Chapter 10 IDs (15 min)
https://www.youtube.com/watch?v=oACLQK0N0LU

3. Chapter 10 opening: What is your impression of the contemporary American political system? What are your views of the relationship between the two parties? Do American politics promote discussion of serious issues?

4. Journal 52 - What was the relationship between the growth of democracy and the emergence of political parties? (rest of class)

Home Learning: 

1. Complete Journal 51 

2. Chapter 10 Thinking Like a Historian (due tomorrow)

Lesson on Tuesday, November 21, 2017

Bell Ringer: Vocabulary 9 Review

Agenda:

1. V4.22 "Going Places"

Home Learning:

1. Complete Chapter 10 IDs, due Monday, November 27, 2017

2. Complete Chapter 10 Thinking Like a Historian, due Monday, November 27, 2017

2. Study Chapter 9 Vocabulary, quiz will be on Monday, November 27, 2017

Lesson on Monday, November 20, 2017

Bell ringer: Review Journals 48-51 / Grade Journals 41-50

Agenda:

1. Review V4.21, V4.22, and V5.18.

2. Thinking Like a Historian 9

Home Learning: Read Chapter 10. Have Chapter 10 IDs complete by Monday, November 27, 2017

Chapter 9 Vocabulary Quiz on Monday, November 27, 2017

Lesson on Thursday, November 16, 2017

Bell Ringer: Journal 50 - How did the capitalist-run industrial economy conflict with artisan republicanism, and how did workers respond? (10 min)

Agenda:

1. Grade and review V4.21 (10 min)

2. Discuss "artisan republicanism"

3. Discuss "Market Revolution"

4. Journal 51 - Which was more important in the Market Revolution, government support for transportation or technological innovations, and why was that the case?

5. Discuss "Thinking Like a Historian 9" (due Monday)


Home Learning:

The following chapters offer in depth information in regards to the "Work, Exchange, and Technology" theme as described in the timeline on page 283.

1. V4.22 "Going Places"
2. V5.18 "Cities and Progress" 

Lesson on Wednesday, November 15, 2017

Bell Ringer: Journal 48 - How did the division of labor in crease output, and what was its impact on workers? (10 min)

Agenda:

1. History of US V4.21 "Yankee Ingenuity: Cotton and Muskets" (15/20 min)

2. Discuss "mineral-based economy"

3. Re: page 289 / Journal 49 - What insights does this material provide into the political and economic aspects of American industrialization? (10 min)

Home Learning:

The following chapters offer in depth information in regards to the "Work, Exchange, and Technology" theme as described in the timeline on page 283.

1. V4.22 "Going Places"
2. V5.18 "Cities and Progress"

(due: Friday)

Lesson on Wednesday, November 8, 2017

PERIODS 3 AND 4 UNIT TEST

Lesson on Tuesday, November 7, 2017

Bell Ringer: Chapter 8 Vocabulary Quiz

Agenda:

1. PERIOD 2 TEST

Home Learning: 

1. Review Journals for PERIOD 3 & 4 TEST. 

Lesson on Monday, November 6, 2017

Bell Ringer: Collect and review American Voices 8 (10 min)

Agenda:

1. Review Journal 46 / A: Maine entered the Union as a free state in 1820, and Missouri entered as a slave state in 1821, balancing the number of free and slave states. Southern senators accepted the prohibition of slavery in the northern section of the Louisiana Purchase, the lands north of latitude 36-30. The task of compromise had become more difficult. It took only two months in 1787 but over two years in 1820 to resolve the issue. (5 min)

2. Review Journal 47 / A: The main principles of the new republican religious regime included democracy; spiritual equality between white men, black men, and all women; free will; social reform; and an increase in female participation through benevolent societies. (5 min)

3. The American Colonization Society, a good example for illustrating the widespread discussion of various emancipation plans. 

4. Exam Alert: The 2008 AP U.S. History DBQ notes that between 1775 and 1830 many enslaved African Americans gained freedom, yet the institution of slavery grew. Students were asked to explain how both of these processes occurred and to analyze how African American sin the North and South responded to the challenges facing them. Students should be given as many opportunities as possible to analyze this period from the perspective of African Americans’ experience to be able to answer this question. 

5. The Missouri Compromise of 1820 

https://www.youtube.com/watch?v=68gi3C0A9Fo

https://www.youtube.com/watch?v=JTSbn5cE4LA

http://teachingamericanhistory.org/static/neh/interactives/sectionalism/lesson1/ (map)

6. Republican Religious Order: Divide students into groups to research and present information from the different sections of the site (it is divided by period). 

http://loc.gov/exhibits/religion/overview.html 

(provide half a page summarizing what you have found on your prescribed period) (rest of class)

Home Learning: 

1. Study for Chapter 8 Vocabulary Quiz (Tuesday)

2. Study for PART 1-3 UNIT TEST (Wednesday)

3. Chapter 9 IDs due Wednesday, November 11, 2017 @ 9:15am

Lesson on Friday, November 3, 2017

Bell Ringer: Journal 44 - Why did aristocratic republicanism develop in the South, and what were its defining features? (10 min)

Agenda:

1. Consider how much freedom you have today as opposed to what children had in the nineteenth century. Which of the modes of child rearing discussed in the text do you most and least relate to and why? (10 min)

2. Let's debate: The American Revolution was a turning point for African Americans. (The impact of the American Revolution on African Americans) (10 min)

3. Journal 45 - You're a northerner visiting the South or a southerner visiting the north. What aspects of each region's society and culture would a visitor most likely remark upon? (10 min)

4. Exam Alert: Many AP U.S. History essays have dealt with the relationship between slavery and national politics, particularly between slavery and national politics, particularly between 1820 and 1861. Students should begin to consider how the Constitution's provisions for slavery, a result of compromise between North and South, shaped the debates over slavery in the antebellum period. They should be able to account for the increasing difficulty of compromise regarding slavery over time. 

5. Due today: As you read this section on republican motherhood, list elements of how women's lives changed from before the Revolution and how they stayed the same. Develop an overall thesis that captures the extent of continuity and change in women's lives before and after the Revolution. (rest of class) (1HW)

6. Collect Thinking Like a Historian 8 Essay

Home Learning: 

1. American Voices 8 / due Monday, November 6, 2017

* As you read the diary entries in American Voices 8, consider how the women's entries reflect social conditions in the early nineteenth century. How might these entries be different from those written by married women in the seventeenth or eighteenth centuries?

2. Journal 46 - What compromise over slavery did Congress make to settle the Missouri crisis? 

3. Journal 47 - What were the main principles of the new republican religious regime? 

4. Chapter 8 Vocabulary Quiz on Monday, November 6, 2017

Lesson on Thursday, November 2, 2017

Bell Ringer: Finish watching the Chapter 8 Review Video

Agenda:

1. Visual images of women in the mid-nineteenth century and the influence of sentimentalism.
http://utc.iath.virginia.edu/sentimnt/gallgodyf.html (10 min)

2. As you read this section on republican motherhood, list elements of how women's lives changed from before the Revolution and how they stayed the same. Develop an overall thesis that captures the extent of continuity and change in women's lives before and after the Revolution. (10 min)

3. Define "primogeniture"

4. Journal 43 - Which form of child rearing - the rationlist or the authoritarian - was the most compatible with republican values and why? (10 min)

5. Work on Thinking Like a Historian 8 Essay (rest of class)


Home Learning:

1. Thinking Like a Historian 8 Essay / due tomorrow, November 3, 2017

2. American Voices 8 / due Monday, November 6, 2017

* As you read the diary entries in American Voices 8, consider how the women's entries reflect social conditions in the early nineteenth century. How might these entries be different from those written by married women in the seventeenth or eighteenth centuries?

*Chapter 8 Vocabulary Quiz on Monday, November 6, 2017