USHAP UNIT 4 WEEK 2

REMINDERS FOR THE WEEK 1.Fluency Fact Quiz Monday 2.Notebook Check Tuesday 3.Presidential Debate Block Day 4.Essay Outline #2 Friday

ESSAY RETAKE: COME IN AT YOUR DISCRETION New Prompt: “In the 1600’s the major issues of U.S. colonial history revolved around theological issues. In the 1700’s, the major issues revolved around political issues.” Assess the validity of this statement. 5 th Period Prompt 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and Prompt 2. “Although the thirteen American colonies were founded at different times by people with different motives and with different forms of colonial charters and political organization, by the time of the Revolution the thirteen colonies had become remarkably similar.” Assess the validity of this statement. 6 th Period Prompt 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and Prompt 3. Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790’s. Account for the development of nascent political parties in Washington’s administrations, and show the alignments that flowed from this factionalization.

ESSAY OUTLINE #2 FRIDAY NOVEMBER 2 ND Prompt 1: “The American Revolution was about white Americans fighting against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism? Your organizational categories should NOT be social, economic, and political. Please be more sophisticated/specific. Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy.

AGENDA: MONDAY 10/29 Objective: Connect the growth of urban issues produced by the market revolution to the emergence of big city machines and reform movements Content: Urban issues, big city machines and reform movements Skills: Cause and effect, symbolic representation Essential question: Was the U.S. becoming more democratic in this time period? Agenda: 1.New Seats 2.Fluency Fact Review Quiz 3.Discuss Cause and Effect Chart 4.BTSG for big-city machines: what's the connection to immigration and urban issues? 5.Reform movements: Motives? Tactics? Success?

LCD Screen Closet White Board Bookshelf Computer Desk Windows White Board Table Sheila Ahi Logan Allen Diego Nieva Carrasco Andrew Belove Alex Bergman Jordana Bischoff Laura Cabrera Adam Call Rob Carpenter Elena DeAngelis Renee Desimpel Alex Everett Jessica Fernandez Ethan Giles Nicholas Guerrero Mia Gvirtsman Dylan Hoefling Brian Hsu Ryan Lo Allison Mark Andrew McCormick Tyler Smith Glenda Chavez Elizabeth Ortiz Alex Perry Mark Pong Haley Sawamura Negin Shahiar Eric Theil Andrew Thornberry Jose Villa Alysia Wang

LCD Screen Closet White Board Bookshelf Computer Desk Windows White Board Table Kiana Ariyama Daniel Ballesteros Clint Blakely Adrian Brandemuehl Charlie Niehaus Stephanie Egger Matt Ford Jordan Gault Jolie Goolish Lexi Greenberg Justin Hartney Kareena Hirani Kevin Ives James Kuszmaul Adam Lee Anne Lee Alvin Lu Edward N Kiana Nouri Elena Onoprienko Margarita Patio Melissa Reed Lou Rosen Lauren Scott Ankit Sharma Matt Shearer Brian Silverman Dean Trammell Drew Mitchner Ray Uyeda Ellen Wieneke Laura Wolff Cannon Wong

REVIEW QUIZ SYNTHESIZER FRAMES Show Commonality: ___________, _____________, and _____________ all demonstrate ____________ in the ____________ period. Show Contrast: Although ______________ in the case of ____________, for the most part ______________ as seen in the ______________ and the _____________. Show Analysis: ______________, ________________, and ______________ all resulted from _______________ in the ____________________ period.

COMPARE AND CONTRAST IrishSimilarGerman Push & Pull Factors of Immigration Location Resources on Arrival Reception Contribution(s)

GANGS OF NEW YORK Nativism versus Political Bosses atch?v=W5DwnNPHVAUhttp:// atch?v=W5DwnNPHVAU Vote Early and Often atch?v=nA99IEuUS6c&fea ture=relatedhttp:// atch?v=nA99IEuUS6c&fea ture=related *Offensive language

BELOW THE SURFACE GRAPHICS: HOW TO BTSG 1. Individually create your BTSG after reviewing your notes. If elements are provided for you, make sure to include the required number. 2. You will then be assigned to a group, which may or may not be your pod. 3. Each member of the group will present their BTSG. The group will then synthesize the best ideas into one new BTSG. 4. Two groups will be called up to the document camera to present and defend their BTSG. The class will decide which of the two is most effective at incorporating and communicating the essence of the topic. 5. One additional group will be allowed to challenge the winner if they feel that their BTSG is more effective.

BIG-CITY MACHINE BTSG POTENTIAL ELEMENTS: expansion of suffrage immigration working class urbanization citizenship political boss corruption

REFORM MOVEMENTS: 1830’S-1850’S Beliefs? Motivations? Areas of Focus?Successes?

AGENDA: TUESDAY 10/30/12 Objective: Practice the writing skill of generalizing Content: Market revolution era reform movements Skills: Generalizing, synthesizing Essential question: Was the U.S. becoming more democratic in this time period? Agenda: 1.Notebook Check 2.BTSG for big-city machines: what's the connection to immigration and urban issues? 3.Reform movements: Motives? Tactics? Success? 4.Why abolitionism so explosive? Connection to women's rights?

CHECK #3 NOTES RANGE 5 th Period Dates: October 5 th – October 30 th Page #s Total Assignments: 16 6 th Period: Dates: October 4 rd – October 30 th Page #s Total Assignments: 17

BELOW THE SURFACE GRAPHICS: HOW TO BTSG 1. Individually create your BTSG after reviewing your notes. If elements are provided for you, make sure to include the required number. 2. You will then be assigned to a group, which may or may not be your pod. 3. Each member of the group will present their BTSG. The group will then synthesize the best ideas into one new BTSG. 4. Two groups will be called up to the document camera to present and defend their BTSG. The class will decide which of the two is most effective at incorporating and communicating the essence of the topic. 5. One additional group will be allowed to challenge the winner if they feel that their BTSG is more effective.

BIG-CITY MACHINE BTSG POTENTIAL ELEMENTS: expansion of suffrage immigration working class urbanization citizenship political boss corruption

REFORM MOVEMENTS: 1830’S-1850’S Beliefs? Motivations? Areas of Focus?Successes?

REFORM AND THE ABOLITIONIST MOVEMENT Why was abolitionism so explosive? Was there a connection to women's rights?

AGENDA: BLOCK DAY 10/31 & 11/1 Objective: Understand how westward expansion promoted both nationalism and sectionalism Content: Federal policies, westward expansion, the ideology of expansion Skills: Critical Thinking, Primary source analysis Essential question: Why was compromise increasingly difficult to obtain? Agenda: 1.Presidential Debate 2.Finish Reform Movements Discussion 3.Intro: 1.Role of Federal Government in Westward Settlement? 2.The ideology of Manifest Destiny 3.Selecting Essay Topics 4.DBQ: Manifest Destiny 4.Reminder: Essay Outline on Friday

PRESIDENTIAL DEBATE

OVERVIEW Debate Date: Block Day Oct 31 & Nov 1 6 Debate topics based on class interest Coin toss to determine which party goes first Moderator will ask a question Party A has 2 minutes to respond to the question (or perform a “Pivot”) Party B has 2 minutes to respond to the question and/or respond to Party A 2 minute discussion period For the subsequent question, the alternate party will respond first. If time, there will be a post-debate class discussion.

FIFTH PERIOD DEBATERS Barack Obama > Alex B. Joe Biden > Eric Mitt Romney > Ethan Paul Ryan > Negin Moderator > Sheila DEBATE TOPICS 1.Abortion 2.Gay Marriage 3.Education/Public Funding for College 4.Health Care 5.Women’s Rights 6.Iran

SIXTH PERIOD DEBATERS Barack Obama > Kiana N. Joe Biden > Ray Mitt Romney > Dean Paul Ryan > Charlie Moderator > Melissa DEBATE TOPICS 1.Abortion 2.Immigration 3.Health Care 4.Unemployment/J ob Creation 5.Gay Marriage 6.Marijuana Legalization

REFORM MOVEMENTS: 1830’S-1850’S Beliefs? Motivations? Areas of Focus?Successes?

REFORM AND THE ABOLITIONIST MOVEMENT Why was abolitionism so explosive? Was there a connection to women's rights?

AGENDA: FRIDAY 11/2/12 Objective: Display your command of history and essay writing skills Content: Imperialism, depending on the prompt picked Skills: Essay writing Essential question :Why was compromise increasingly difficult to obtain? Agenda: 1.Essay outline test (30 min) 2.Cornell Notes Catch up/Get ahead

ESSAY OUTLINE #2 Prompt 1: “The American Revolution was about white Americans fighting against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism? Your organizational categories should NOT be social, economic, and political. Please be more sophisticated/specific. Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy.

Prompt 1: “The American Revolution was about white Americans fighting against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period T - Thesis statement claim: prompt, position, paragraphs BP1Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis BP2 Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis BP3Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis C-Conclusion: Reinforces significance of evidence, indicates "So what?"

Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism? T - Thesis statement claim: prompt, position, paragraphs BP1Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis BP2 Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis BP3Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis C-Conclusion: Reinforces significance of evidence, indicates "So what?"

Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy. T - Thesis statement claim: prompt, position, paragraphs BP1Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis BP2 Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis BP3Sub thesis claim which persuasively substantiates the overall thesis. A. Fact or reference used as evidence B. Fact or reference used as evidence C. Fact or reference used as evidence Clincher sentence ties the paragraph together and links back to thesis C-Conclusion: Reinforces significance of evidence, indicates "So what?"