IMPORTANT!!!!!

EFFECTIVE TODAY ALL UPDATES, ASSIGNMENTS, ASSESSMENTS WILL BE THROUGH GOOGLE CLASSROOM.  I WILL UPDATE IT DAILY AND GRADE ALL SUBMITTED WORK ACCORDINGLY.  ALL GRADES WILL CONTINUE TO BE UPDATED ON PUPILPATH.

IF YOU STILL HAVE NOT JOINED YOUR SPECIFIC GOOGLE CLASS...WHAT ARE YOU WAITING FOR?  LET'S GET IT DONE.

YES, WE ARE IN UNCHARTED WATERS BUT WE CAN DO IT!

YOU ARE ALL "CIAMPIONS"!!!!

 

Please read:

All,

By now, you all know that schools will be closed until at at least April 20.  The teachers have meetings with administration and city officials Tuesday-Thursday this week to discuss and plan remote learning strategies.  So...for now....

1. Please follow the WWI schedule.  Do the readings, take the notes, etc...just like you have all year.  
2. Complete the written assignments as assigned.  For now, type the answers on word and save them.  After I find out more info after out meetings, I'll let you know how to send the work.
3. Stay positive and stay focused.  This is unprecedented territory for all of us.
4. If you have not, please go to previous post and join google classroom.  My guess is this how we will be conducting the class moving forward.

I will miss seeing all of you. I just ate a bag of sour cream and onion Lays and they were quite tasty.  

"The only thing we have to fear.....is fear itself"- FDR, March 4, 1933

Google Classroom

All,

Even though this blog and pupilpath have been our main communication devices, Ms. Cohen wants ALL classes set up on Google Classroom.  Please log onto your Madison Google accounts and join your specific class using the codes below:

Period 3: ijx6an7

Period 8: ag3fu6t

Period 9: iesfkhh

I still plan to use our blog as our main source of communication.

Thank you.

3/13- 3/20

Packet 15- U.S. and WWI- 1914-1919
Period 7: 1890-1945
Textbook- Chapter 20-pp. 632-648
Review Book- pp. 273-277

Learning Focus: How did America's changing foreign policy forge a road towards war and how did it impact America's political and economic systems?

Lessons/Class Discussions:
3/16- Road to War- Neutrality to Engagement- packet 1-3. text 633-634
3/17- Homefront- Can it help win a war?- packet 4-6, text 634-641
3/18- WWI and Civil Liberties- packet 7-10
3/19- Wilson and a "peace without victory"- packet 11-14, text 643-648
3/20- Wilson's Legacy- Class Discussion

Written Assignments:
HW 11- Due 3/16- Read 2-3, Questions 2a-e
HW 12- Due 3/18- Packet p. 9, Q 1-2
HW 13- Due 3/20- Packet p. 14, Summary Question


 

My AP Classroom unlocked...

Unit 6 and 7 multiple choice questions have been unlocked!

Manifest Destiny

I caved...I ate them all...the pangs of Manifest Destiny struck again!  Did it get you too?

Weekend...DBQ prep

DBQ Prep- Part 1
DBQ Prep- Part 2
DBQ Prep- Part 3

1. Watch the videos.  They are extremely helpful.  
2. Read over the following review sheet:

You will be given a Document Based Question essay and a standard Long Essay.  The DBQ makes up 25% of your grade, and the Long Essay is worth 15%.

Section II will consist of a DBQ and a Long Essay. First, let’s talk about the Document Based Question (DBQ) essay, where you will be given a question followed by a series of seven documents. The topics tend to be general and the question looks to address the AP History Disciplinary Practices and Reasoning Skills (see earlier). The DBQ will be on a topic from periods 3-8. 

Here is a guide as to how you should write your essay. It is your job to group the 7 documents into different categories and argue a thesis.

Your Score on the DBQ will be largely based on you answering “yes” to the following questions:

Section II will consist of a DBQ and a Long Essay. First, let’s talk about the Document Based Question (DBQ) essay, where you will be given a question followed by a series of seven documents. The topics tend to be general and the question looks to address the AP History Disciplinary Practices and Reasoning Skills (see earlier). The DBQ will be on a topic from periods 3-8.

You can succeed on the DBQ if you answer “yes” to the following:

1. Do I have a detailed thesis?

2. Did I put the documents into historical context?

3. Did I utilize at least six of the documents to support the argument?

4. Is my outside information impressive?

5. On at least three documents, did I explain the relevance towards the argument regarding the audience, purpose, historical situation, or author’s point of view

6. Did I demonstrate a complex understanding of what the question is looking for? Did I use evidence to corroborate, modify, or qualify an argument?

Now a deeper breakdown of the point system:

The DBQ will have 7 Documents, and most likely ask you a question that can have two different sides to it. It is your job to do all of the following to get 7/7 points on your essay score.

Thesis = 1 Point (The Essay is Worth 7 Points in Total)/Contextualization= 1 point (INTRO)

The exam wants you to make a defensible thesis or claim which responds to all parts of the question. Be warned! Do not just use the sentence they give you as your thesis. We know that there are economic, political, and social causes for conflict. If you get a little creative, it will help your grade.

Average Thesis: The economic, political, and social issues of the antebellum period all created a division between North and South that eventually led to the Civil War.

Better Thesis: Although economic, political, and social divisions all brought about increased tensions before the Civil War, it was the economic differences between North and South which led to political turmoil as well as social unrest concerning slavery.

The second thesis shows a greater level of creative and critical thinking. Often, starting your thesis with a word like “although” will send you on the right path to comparing and contrasting, or showing continuity and change. Your thesis doesn’t have to be as elaborate as above, but this example should help you understand critical thinking

Evidence from the Documents = 2 Points

Mark up those documents in the 15 minute reading period! Include only the vital bits and pieces from them. Use the clock or bring a noiseless watch to the testing site, and keep an eye out on the time! You should be able to write down in the margin of each document the answers to the following:

1. What are the important and relevant details of this document?

2. Where does it fit into my essay, and how does it relate to the history reasoning skill being targeted?

3. How can I use this information to support the argument?

Don’t just quote … analyze and utilize the documents to support that all-important thesis! For both points, you must support the argument by accurately describing at least six of the documents. Accurately describing three documents will help you only get one point.

Evidence Beyond the Documents = 1 Point

No Bull, you need to have a lot of evidence beyond the documents, or outside information. You will not get credit for only providing a phrase! As you go through each document, jot down notes in the margins.

·         I don’t see anything about secession in the documents. That’s outside information.

·         I don’t see anything about the election of Abraham Lincoln. That’s outside information.

·         I don’t see John Brown or Harper’s Ferry. That’s outside information.

Throw it in. Show impressive detail, or a great scope of knowledge, to get this point. It must relate to the prompt and argument. A phrase won’t cut it!

Impressive Detail: The Compromise of 1850, designed at first as an omnibus by “The Great Compromiser” Henry Clay, but passed as separate bills with the help of “The Little Giant” Stephen Douglas, provided for a strict Fugitive Slave Act.

Impressive Detail: Democrat Stephen Douglas’ Freeport Doctrine, which supported popular sovereignty, was delivered in the 1858 Illinois Senatorial Debate between him and Republican candidate Abraham Lincoln.

Do you see the difference? Throw in a fact here, a year there. That’s impressive detail!

Similar to your outside knowledge, you must show contextualization. In other words, you must connect the documents to the larger picture of events, processes, and developments occurring before, during, or after. You can’t use the same outside knowledge for your contextualization. So, if the document is about muckrakers, connect it to the Progressive Era. If it’s on the Stamp Act, link it to the end of Salutary Neglect. This skill is worth 1 of the 7 points on the DBQ. 

Analysis and Reasoning = 2 Points                                            

For at least three documents, you should point out the Historical Situation, Audience, Point of View, and/or Purpose and explain why it is relevant to the argument. For instance, in Document 1, the Historical Situation would be the antebellum period which saw abolition grow out of the Second Great Awakening. The Audience would be the American public or those sympathetic to abolition. The Purpose is for bringing about the end of slavery. The Point of View of Garrison, an abolitionist, is that slavery is an injustice and must end. This effort is worth one point. 

Now for the final point: Complex Understanding. This question is looking for you to compare and contrast. Don’t just show similarities…show differences as well! If they ask for continuity and change, SHOW BOTH! If they ask a question about causation, show short-term and long-term causes, as well as short-term and long-term effects. This will display a higher level of understanding. You get one point for this type of complex understanding. For the point, you could also analyze multiple variables, qualify or modify an argument by looking at alternative views or evidence, explain relevant connections across different time periods, or confirm an argument’s truth by looking at perspectives in different themes.

On Monday we will briefly discuss the DBQ and clear up any remaining confusions.

3/2-3/13....

Packet 14- Empire and Expansion- 1890-1914
Period 7: 1890-1945
Textbook- Chapter 20-pp. 622-632
Review Book- pp. 261-263, 272-273

Lessons/Class Discussions:
3/2-3/3- DBQ
3/4- No classes- SAT Day
3/5- Causes of Overseas Expansion- packet 1-3
3/6- Cuba and Yellow Journalism- packet 4-6
3/9- Impact of Spanish-American War- using political cartoons- packet 7-9
3/10- Anti-Imperialist movement- Did they have a valid argument?- packet 10-11
3/11-2/12- Case Study: TR and the Big Stick- packet 13-20
3/13- Assessment- Multiple Choice- periods 3-7 covered- (period 7 only up to 1917)

Written Assignments:
HW 7- Due 3/5- read 2-3- question 1-3
HW 8- Due 3/6- read 4-5- question p. 5
HW 9- Due 3/10- p. 11 Task question 3
HW 10- Due 3/12- Summary p. 18

 

 

 
 

Week of 2/24....

Packet #14- Populists and Progressives- 1880-1917
Period 6- 1865-1868
Text book- Chapters 18,19
Review Book- pp. 259-260, 270-272

Learning Focus: How and why did Progressive reformers seek to address the problems of industrial America, and to what extent did they succeed?

Lessons/Class Discussions:
2/24-26- Debriefing/Discussing the objectives and effects of the Progressive Movement- focusing on T.  Roosevelt's Square Deal. 
2/27- Case Study: Progressiveness and Race, packet 23-26- text- 607-609, Washington, DuBois, Wells
2/28-Class discussion- Was the Progressive movement truly progressive?  (Be sure that packet 18-26, text 607-614 has been completed)

Written Assignments:
HW 6- Due 2/27- packet 23-24- questions 1-4, p. 24

Reminders:

• Wednesday mornings Period 0- Room 408- Extra Help and Tutoring
• AP applications due by Wed. 2/26

 Looking ahead- March 2-3- DBQ- in class

Winter Break....

Packet #14- Populists and Progressives- 1880-1917
Period 6- 1865-1868
Text book- Chapters 18,19
Review Book- pp. 259-260, 270-272

Learning Focus: How and why did Progressive reformers seek to address the problems of industrial America, and to what extent did they succeed?

Task:

1. Reading/Annotating- Packet pp. 1-21, Text pp. Chapter 18- 575-584, Chapter 19- 588-606
2. Written Assignment- Due Monday February 24 

• Questions 1-2, p. 4 (packet)
• Questions 1-4, p. 10 (packet) 
• Summary Question, p. 17 (packet) 

When you prepare responses, please label each one so I can assess them accurately.  

Extra Credit: Please click on link- 


Washington

I will create an extra credit assignment based on the miniseries.  It will be presented to the class the week of 2/24.

Have a good winter break.  
 

SAQ Tuesday

Reminder: SAQ Tuesday February 11- Periods 5, 6

Topics to consider:

• Manifest Destiny/Western Expansion- Causes/Effects
• Reconstruction Plans and Impact
• Rise of Big Business and Roles of the Entrepreneur

You will have 3 SAQs and will be required to answer 2.

 

2/4-2/14.....UPDATED PLEASE READ!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Packet #13- The Industrial Revolution and the Rise of Big Business- late 19th C
Period 6- 1865-1898
Textbook- Chapter 16, Review Book Chapter 10, pp. 250-255

Learning Focus: What new opportunities and risks did industrialization bring and how did it reshape American society?

Lessons/Class Discussions:
2/5- Contextualization- Leading up to America's Industrial Boom - packet 1-7  (READ AND ANNOTATE THESE PAGES PRIOR TO CLASS)
2/6-2/7- The Rise of the Entrepreneur and Impact on Economy and Society- Vanderbilt, Rockefeller, Carnegie, Morgan- packet 8-16, text 498-509
2/10- Debate- Where the business leaders "captains of industry or robber barons"?
2/11- SAQ Assessment- focus Period 6
2/12- The Rise of Organized Labor and Impact- packet 17-20, text 516-523
2/13-2/14- The New Wave of Immigration- Causation, CCOT- packet 21-25, text 509-516


Written Assignments:
HW 3- Due 2/10- Answer SUMMARY p. 16 (packet)
HW 4- Due 2/12- Answer SUMMARY p. 20 (packet)
HW 5- Due 2/14- p. 25 (packet)- answer questions 1-3

Reminders:

• Extra Help- Period 0- W, Period 1- M and F, Period 5- M-F
• February 12- Happy Birthday President Lincoln
• AP EXAM- Friday May 8, 2020

   
 

Mid-Term Multiple Choice Answers

1. C
2. D
3. D
4. A
5. A
6. B
7. C
8. B
9. C
10. D
11. A
12. B
13. C
14. D
15. B
16. D

Extra Help/Tutoring Schedule

Period 0- (6:50-7:20)- Wednesday- Room 408
Period 1- Monday and Friday- Room 408
Period 5- Monday-Friday- Room 400

1/28-2/4....

notes:

1.  AP U.S. Exam Payment  If you haven't yet, and you owe a fee, please pay for exam ASAP
2. APUSH Exam is Friday May 8, 7:30 AM
3. Unless you have a valid excuse, and it is discussed prior, late assignments will no longer be accepted.
   
   

Packet #12- The Great West/The Frontier- 1862-1890
Period 6: 1868-1898
Text book- Chapter 15, Review Book- pp. 256-259

Learning Focus: How did the U.S. policy makers seek to stimulate the economy and integrate the Great Plains and the Frontier into the nation, and how did this affect people living there?

Lessons/Class Discussions:
1/28- Where are we now? Where will we go? Getting ready for Act II.
1/29- The Settling of the Frontier- Homesteaders, Ranchers, and Cowboys- (review and discuss last week's assignment)
1/30-1/31- Case Study: Native American and Acts of Genocide- packet 17-26, text 478-490- Class time will be used to gather and discuss evidence for class debate and discussion on 2/3.
2/3- Class Debate/Discussion- Can U.S. government policies against Native Americans be considered "acts of genocide"?  Be prepared with you argument! 
2/4- Turner's Frontier Thesis- Valid or invalid? packet p. 27, text 489-490

*new unit begins on 2/5

Written Assignments:
HW 1-Due 1/30- packet 17-19- answer question p 19
HW 2- Due 2/3- Based on readings and class discussions- complete task p. 26- Agree or disagree with question using relevant and specific historical evidence.

 

 

Week of 1/21....

Packet #12- The Great West/The Frontier- 1862-1890
Period 6: 1868-1898
Text book- Chapter 15, Review Book- pp. 256-259

Learning Focus: How did the U.S. policy makers seek to stimulate the economy and integrate the Great Plains and the Frontier into the nation, and how did this affect people living there?

Week of 1/21 Assignment: 
1. Reading/Annotating: Packet- pp. 1-16, Text- pp.462-478 
2. Written Assignment: Due Tuesday January 28:

• packet- questions p. 11
• text book- AP Exam Skill/Tip: p. 467, p. 470,  p. 471

note: On Tuesday January 28 we will use the period to briefly discuss and analyze the first half of the unit and your understanding of the material.  The remaining week will be used for the second half of the unit as we thoroughly break down the implications and effects these policies will have on the Native Americans.

note 2: The 18 students that helped/volunteered during the AP Fair will receive 10 points extra credit on the lowest quiz grade of the fall term.  Thank you for volunteering! I hope this is a sufficient reward of appreciation.  

Have a productive week!



 

AP Exam Payment

It is that time of the year when AP Exams must be ordered and paid for.  Many of you have fee waivers.  If you do not know if you have a fee waiver, see me before or after class and I'll let you know.  If you owe payment, click the link and pay for exam.  Fees due by February 14.  If you have a fee waiver, as long as you are registered through AP Classroom, (which you all are), no further action is required.  See me with any questions.



AP U.S. Exam Payment

1/8-1/17....

Packet #11- The Reconstruction Era- 1865-1877                          Period 5: 1844-1877
Text book- Chapter 14
Review Book- pp. 237-244

Learning Focus: What goals did Republican policymakers, ex-Confederates, and freedpeople pursue during Reconstruction? To what degree did each succeed? Fail? What was/is the legacy of Civil War and Reconstruction?

Lessons/Class Discussions:
1/8- Lincoln's Post-War goals and plan- Was it too lenient? packet p. 1, text 432-434
1/9-1/10- Johnson v Radical Republicans- Presidential Reconstruction v Military Reconstruction- Impact?- packet pp. 2-6. text 435-441
1/13-1/15- Assessing Reconstruction- Economically, Politically, Socially- What was/is the legacy?- packet pp. 8-21, text 441-460

MIDTERM EXAM - 1/16- 
Covering Periods 3-5- (1787-1877)- 16 multiple choice/ 1 SAQ- Preparation: Packets 5-11, text Chapters 7-14, Review Book- pp. 183-244

Written Assignments: 
HW 25- Due 1/10- Answer TASK p. 6
HW 26- Due 1/17- Answer SUMMARY p. 21

1/17- Bridge lesson- brief overview of post-Reconstruction and distribution of Packet #12

Update....

Thursday 1/2- Tuesday 1/7- Focus: Impact of the Civil War- Politically, Socially, Economically

• We will utilize the class time to discuss the materials and resources you read and annotated during winter break.  The main theme will be Lincoln and the War.
• New unit and packet and blog update will begin on Wed. 1/8 

Thinking ahead: Mid-Term Exam- Tuesday 1/14- Multiple Choice and SAQ covering Periods 1-5.  Textbook Chapters 1-14, Review Book- Chapters 6, 7, 8, 9 (This is the ideal time to begin using the review book- read the summaries and do the practice questions.)