APUSH Historical Themes Period Four: 1776 - 1844 Mr. Aiken 2015-2016 FCHS Jacksonville, FL

Alexander Hamilton Philadelphia 1787 Speech Students using your teacher provided primary source analysis worksheet get a separate sheet of paper and write the questions for your analysis. Warm-Up: Primary Source Analysis On page 177 of your textbook the excerpt from Hamilton’s 1787 Philadelphia speech [Upper Right Hand Page]. By group collaboration please analyze this speech excerpt using the primary source analysis worksheet with consensus conclusions. [10 min.]

Learning Objective and Course Concept Major Historical Themes of Period 1754-1800 By Decade Learning Objective and Course Concept Key Concept 3.3: Migration within North America, cooperative interaction and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

LESSON INTRODUCTION: SPRIAL NOTEBOOK AND APUSH HISTORICAL THEMES APUSH Spiral Notebook LESSON INTRODUCTION: SPRIAL NOTEBOOK AND APUSH HISTORICAL THEMES Please get out your spiral notebook for a set-up review with your handouts from the previous class: Period 4 – The Critical Period Period 4 Overview Chapter 7 Vocabulary [Teacher Provided] Chapter 8 Sample AP Historical Themes

LESSON INTRODUCTION: SPRIAL NOTEBOOK AND APUSH HISTORICAL THEMES APUSH Spiral Notebook LESSON INTRODUCTION: SPRIAL NOTEBOOK AND APUSH HISTORICAL THEMES Number the first three pages 1-6 [front and back] Staple Period 4 – The Critical Period to pg. 7 Staple Period 4 Overview to pg. 8 Staple Chapter 7 Vocabulary [Teacher Provided] to pg. 9 Staple Chapter 8 Sample to pg. 10 [Staple later] Hold Pg. 11 For Your AP Historical Themes Fill in your Table of Contents on the 1st page

APUSH HISTORICAL THEMES Today’s lesson is assigning historical themes to chronological events Graphic Organizer Set-Up Please get out your APUSH HISTORICAL THEMES handout and a separate sheet of paper to prepare your graphic organizer. Follow the teacher’s instructions for folding and drawing rules for your organizer boxes. Then insert the following labels for each box:

APUSH Historical Themes American Diversity Environment APUSH Historical Themes Politics & Citizenship Reform

LESSON TASK[S] DIRECTIONS Step 1. In your text book turn to and mark pages 187, 210, 232, and 255 with page holders [small strips of paper] [Chapters 9-12] LESSON TASK[S] DIRECTIONS Step 2. Your group will analyze the key chronological events identified in chapters 9-12. Using your APUSH Historical Themes handout your group, by collaboration & consensus, will sort, organize, and fill in the chronological events that fit the criteria of each of the four themes chosen. Upon completion staple the graphic organizer into your spiral notebook on pg. 12.

[At least two paragraphs] Step 3. This step of the activity will require a group consensus for a conclusion on your findings. Each member of your group will pick a different theme and its findings and give a written response on page 13 of your spiral notebook to the prompt below: Analysis & Conclusion Prompt: “Based on your selected theme and your findings how did it impact the new nation as it struggled to define a national identity and determine its place alongside the nations of the old world?” [At least two paragraphs]

Articles of Confederation vs. Constitution Visualizing the Articles of Confederation vs. Constitution Your poster should be about the AOC #1 or Constitution #2 Make a slogan for a ‘Federalist’ and an ‘Anti-Federalist Give one visual representation of either the AOC or the Constitution Give at least three central tenants of either the AOC or the Constitution On the back of your poster: Explain the 3 tenants you included on the poster Identify 3 ways how these tenants answered colonial rule or the AOC failures Based upon your knowledge of the differences between both state whether you would be a ‘Federalist’ or Anti-Federalist.’ Give three reasons.