Tuesday Due: Assignment 2 In Class: Was colonial independence inevitable, and was war the only way to achieve it? Homework: Assignment 3

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1 AP U.S. History Unit 3 Period 3: CALENDAR Monday 10.2 In Class: Unit 1 Test Homework: Assignment 1 Wednesday 10.4 Due: Assignment 1 In Class: 10 Question Quiz Over Reading In Class: The Problem of Empire: Paying for a war Homework: Assignment 2 Tuesday Due: Assignment 2 In Class: Was colonial independence inevitable, and was war the only way to achieve it? Homework: Assignment 3 Thursday Due: Assignment 3 In Class: How revolutionary was the American Revolution? Homework: Assignment 4 Monday Due: Assignment 4 In Class: 10 Question Quiz Over Reading In Class: Creating Republican Institutions, Homework: Assignment 5 Wednesday Due: Assignment 5 In Class: Fish-bowl exercise Homework: Assignment 6 Friday Due: Assignment 6 - Word-processed work to hand in In Class: Homework: Assignment 7 Tuesday Due: Assignment 7 In Class: Timed SAQ for credit Homework: Assignment 8 Thursday Due: Assignment 8 In Class: Homework: Study for Unit 3 Test 1

2 Monday In Class: Unit 3 Test Homework: Begin Unit 4, Period 4, Note outlines can be found in our google classroom. Notes: This unit of study contains a different format for notes, please take note :). The goal of these notes is to help decrease amount of time you might take in doing this. I would suggest adding more information if you need them. It is important that you read and follow my directives for textbook sources and all outside sources; those sources will be used in class activities and are essential to our understanding of the historical context. My assumption is that you will come to class prepared to use those outside sources and will be prepared to answer questions in daily quiz. Some websites for help and fun! Good quiz reviews: Helpful AP U.S. History review resource: Teaching AmericanHistory.org Madison s Treasures Hamilton Project Temple of Liberty: Building the Capitol for a New Nation Was the American Revolution a Revolution? Religion and the Founding of the American Republic The President s House in Philadelphia National Constitution Center Historical Census Browser Thomas Jefferson s drawing of a macaroni machine and instructions for making pasta, ca Patrick Henry Against the Federal Constitution, June 5, Founding.com Assignment 1 Due: Wednesday 10.3 Reading and note-taking 1. Please Chapter 5, The Problem of Empire, , pp and take notes using outline in our google classroom. (8 pages of text) 2. Please read to understand the questions in the orange (?) colored boxes that you find on pages 150, 152, 157, 158, 159, 163, and 167. These prompts contain not only the historical thinking skills that you will be assessed on, they also help you to check your understanding of the history. As you read through the text, please use the following directives to help you understand the historical context. 2

3 1. As you read this section think about how the concepts of national identity were conveyed in the political institutions and cultural values of this period. (Think British subjects living in British colonies.) What concepts of national identity do John Dickinson present here? How does this compare to Lord Halifax s concept of the colonists in the previous paragraph? 2. Page 153 Read to understand the table of English/British Imports and Exports, and answer Question 2 in your head, or aloud if you would like to. 3. Please note the importance of the press and the use of pamphlets to disseminate information about ideological and political arguments and actions. (English Bill of Rights?) 4. When reading about the actions of the different Prime Ministers in Britain, , notice the impact that individuals who held positions in government made during this time of crisis; it is not always ideals and conflict that impact events. 5. Pages there are 6 sources to be read to understand some of the patterns that shaped life beyond the Proclamation Line of 1763 and You need to have a firm understanding of regional, political, and social attitudes about land, conflict, British policy, and American Indians during this time. Assignment 2; Due: Tuesday Reading and note-taking and sourcing 1. Please read Chapter 5, pp and excerpts from Thomas Paine s Common Sense. (8 pages) 2. Please read to understand the questions in the orange colored boxes. These prompts contain not only the historical thinking skills that you will be assessed on, they also help you to check your understanding of the history. 3. Thomas Paine s Common Sense excerpts. Please read these excerpts from Paine. Please use APPART for this document, writing information for each one on this document to hand in. 4. (Definition of Republicanism - Derived from Greek and Romans republics. Meant a just society was one in which all citizens subordinated their private, selfish interest to the common good. Stability of the society was then dependent on the virtue of its citizens and it was opposed to hierarchical and authoritarian institutions such as a monarchy.) What kinds of provocation caused British colonists to riot or otherwise act directly, even violently, in defense of their interests? How did common law, Enlightenment, and republican ideas shape their thinking as they took action? As you read through the text, please use the following directives to help you understand the historical context. 1. Read to understand Table 5.3, Patriot Resistance, This basic cause and effect chart includes acts of Parliament and reactions of the colonists. Can you distinguish between short-and long-term causes and effects? Think about the groups of people who will impacted the most by each of the acts, and answer why? This exercise could bring some insight into why not every British subject in the thirteen colonies wanted to rebel. Who did? What part are these groups going to play as they move closer to 1776? 2. Think about for class: Why did the colonists react to the actions of Parliament with boycotts? What are the legal and economic ramifications of a boycott? Think about the specific action itself, the products on the list, what it means to those who follow the boycott, and what the intended outcome is. 3

4 Assignment 3 Due: Thursday Reading and preparation for in class activity Please read the handout, Taking Up Arms and the Challenge of Slavery in the Revolutionary Era, and follow the directions given. We will be using this handout and your knowledge in an in-class activity. Assignment 4 Due Monday Reading and note-taking 1. Please read Chapter 6, pp and sources. (7 pages) 3. Please read Statute of Religious Freedom, 1777, by Thomas Jefferson. Be sure to understand what his position is from this source. (No written work to hand in on this source.) 4. Please read A Bill Concerning Slaves, 1779, by Thomas Jefferson. Be sure to understand what his position is from this source. (No written work to hand in on this source.) As you read through the text, please use the following directives to help you understand the historical context. 1. Review the definition of republicanism from the previous assignment as you read the textbook. 2. Examine map 6.1 and account for the geographic distribution of support for the two sides. Why were certain areas more likely to support the Loyalist or Patriot sides? Why did the majority of Native Americans support the Loyalist side? 3. Maybe take the time to examine the interactive map on the American Revolutionary War at this site: s interesting, but not terribly exciting.) 4. Be sure to have a good idea about Radical Whig Theory mentioned in the text. This web site has a concise analysis of Radical Whig Theory and its place in the forming of government in America. A Patriot s history : 5. Be sure to read the sources on pages concerning The Black Soldier s Dilemma. Review the questions and what you think might be the best responses. (No written work to hand in for this.) Assignment 5 Due: Wednesday Reading and note-taking 1. Please read the textbook, Chapter 6, pp , taking notes along the way. (9 pages) 2. Please visit this website and read some short biographies of the men who were at the Philadelphia Convention in What specific similarities among these men can you find? 3. Please visit this website and read a short article and personal story about the Philadelphia yellow fever attack of Please read to understand the questions in the orange (?) colored boxes that you find on the assigned pages. These prompts contain not only the historical thinking skills that you will be assessed on, they also help you to check your understanding of the history. 4

5 Assignment 6: Due: Friday Source analysis and word-processed work to hand in. 1. Please read the following two readings from your reader, Sources for American History. James Madison, Federalist No. 10 and Federalist No. 51, pp Please compose responses to the 3 questions on page 163 under Reading and Discussion Questions. 2. Read Anti-Federalist Paper #38, and answer the following questions. Anti-Federalist # How does the author respond to the claim that the men who wrote the Constitution were "an illustrious band of patriots" who spent a long time thinking about and drafting the Constitution? 2. How does the writer respond to the claim that the Constitution must be adopted because the country is in danger of falling into anarchy? 3. What does the writer say about self-interest? 3. Please read the handout, The Contemplator s Short History of Women in the Revolutionary Era. Please take some notes on the The Contemplator s Short History of Women in the Revolutionary Era, and be ready to share some of your critical observations of the information in this handout. Will not be handed in for credit, so as you take notes, be sure to include what you think is important and would use to study. Assignment 7: Due: Tuesday Reading and note-taking 1. Please read Chapter 7, Hammering Out a Federal Republic, : pp (8 pages) 2. Please read to understand the nifty handout, Early Political Parties, that includes the likenesses of our favorite Founding Fathers : Alexander Hamilton, John Adams, TJ, and James Madison. As you read about these two political parties, please think about: ~ Why were they formed? Under what circumstances? ~ We all want to use government, we just have different ideas about how that use is manifested. ~ What are the different ways these men saw to use? Why? ~ What is happening at the time that brought these men to debate the different ways that the government should respond? Write them down please! 3. Please read the excerpts from the Alien and Sedition Acts (1798), and take notes on what each act specifically outlines. Use the questions at the end to analyze the documents. What groups did these acts target? Why? 4. Please read The Kentucky Resolution and the Virginia Resolution of 1789 and take notes on what each document proposes. How are they different? Why? Think about the authors of these documents and the motivation they might have. AND! What are the events taking place in the nation at the time that would prompt James Madison, the FATHER OF THE U.S. CONSTITUTION to compose this resolution. 5. Foreign policy directives during the Washington and Adams administrations The Washington Administration: 1. Treaty of Greenville (1795) 2. Washington s Neutrality Proclamation (1793) 3. Jay s Treaty (1794) 4. Pinckney s Treaty (1795) 5

6 5. Washington s Farewell Address (1797) The Adams Administration 1. Quasi War with France Undeclared Naval Warfare XYZ Affair (1797) 3. Convention of End of the 22-year Franco-American Alliance Think about: Take notes on these events in order to understand the events taking place in the U.S. and the world, Washington s decisions in each objective? What were the different motivations behind President Adams actions? AND! What can you ascertain about the power of the presidency from these events? Think about: Foreign events and interaction with European nations in North America impacted and directed political divisions in the 1790s. Please rank the events in terms of their significance in creating political division (with a number by each event), as you think about what drives foreign policy directives. Assignment 8: Due Thursday Reading and preparation Please read the following sources and be prepared to use them in an in-class activity. There will not be any class time to read these sources, so if you have not done it, you will be given other work to do. 1. The Declaration of Independence - Found in your textbook, pp. D-1 to D The Articles of Confederation - Found on this website: ticles+of+confederation+%281777%29 3. The U.S. Constitution, Article II - Found in your textbook, pp. D-3 to D-13. Some more web sites: If you have free time: The Founders Constitution. University of Chicago Press, Liberty Fund, Edited by Philip B. Kurland and Ralph Lerner, Cool information about the building of the nation s capital. Lots of original documents and maps: The Rise and Fall of Alexander Hamilton A Brief History of Central Banking in the United States. (Sometimes a consuming topic for students, so good to read) 6

Writing for the AP U.S. History Exam

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