USHAP Unit 3, Week 1

Agenda: Modified Block Day 10/3 & 10/4 Objective: Keep developing that extensive body of historic knowledge and examine the role of slavery in American history Content: The institution of slavery Skills: Change over time, cause and effect Essential question: What was American about the new republic? Agenda: 1) Review Quiz on Friday!! 2) Slavery the Mainspring Again? 3) Film: Roots of Resistance

Reading Notes Assessment: Expectations and Procedure Groups of 4 Exchange notebooks with an individual in your group. Each person in the group grades two notebooks. Use the criteria below to determine the grade. Post the grade atop today’s notes and sign your name legibly next to the grade. If a notebook does not contain today’s notes, affix the grade and your signature atop the first blank page after the most recent notes. Rotate notebooks. If the second reader of a notebook agrees with the first reader’s determination, the second reader should sign below the first reader’s signature. If however, the second reader does not agree with the grade already posted, the two readers will need to revisit the notes jointly until they can agree on a grade. When instructed to do so, return the notebooks to their owners. Additionally, fill out the grading rubric. This will be turned in at the end of the notebook check.

Reading Notes Assessment: Expectations and Procedure When you receive your notebook, check the grade for accuracy. If you discover that your notebook has not been graded according to the criteria, your grade will be bumped up an entire grade, while the grades of both readers will be bumped down. I reserve the right to spot check grades for evidence of manipulation at any time.

Grading Criteria Advanced Includes all assignments, including the assignment due today Each assignment has at least a page of high quality, legible notes Every reading prompt response contains both a general claim and at least two substantiating specifics Every assignment is clearly labeled at the top of each page of notes Proficient Missing two assignments OR assignments contain less than a page of high quality notes OR reading prompt responses are missing or are present but fail to contain both a general claim and at least two substantiating specifics. Basic Missing three to four assignments OR many assignments contain less than a page of quality notes OR many reading prompt responses are missing or are present but fail to contain both a general claim and at least one specific. Below Basic Missing five or more assignments OR most assignments contain less than a page of notes OR most reading prompt responses are missing or are present but fail to contain both a general argument and at least two substantiating specifics. Far Below Basic Notebook is unavailable for grading

Notes Range 6 th Period: Dates: Sept 6 th - October 3 rd Page #s Total Assignments: 18 5 th Period Dates: Sept 7 th - October 4 th Page #s Total Assignments: 18

Slavery Discussion What one word best captures life as a slave? What were the two key institutions of the African American slave community? How did they function, and what beliefs did they express? Was there room for Red in a Southern Black & White society? For Free Blacks? For Poor Whites?

Agenda: Friday Objective: Examine the role of slavery in American history and practice the essay outline structure Content: The institution of slavery Skills: Change over time, cause and effect, primary source analysis, essay writing Essential question: What was American about during the new republic? Agenda: 1) Fluency Fact Review Quiz 2) Essay Outlines (Next Friday) 3)Slavery Prompts: Life of a Slave? Two Key Institutions? 4) No Room for Red in Black & White? For Free Black? For Poor Whites?

Happy Friday

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.

Essay Outline Test Friday October 12 th I will choose (at random) one of the essay prompts. You will then have 30 minutes to write an essay outline in the following format: 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?"

Essay Prompts 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and “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. 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.

Example (*See Handout) Prompt: “The United States displayed all the typical characteristics of a new nation during the early republic, ” Assess the validity of this view. T. Looking upon examples of “New Nations” or governments the United States was particularly unique in its first early years. P1 Compared to the French Revolution, also a democratic revolution, the United States displayed a larger degree of stability and control. Reign of Terror with the French compared to Shay’s Rebellion. The mass murder of French citizens was much more dramatic than a few riots. The democratic revolution of France was eventually disregarded for the Napoleonic dictatorship, while the U.S. merely reformed the Articles of Confederation to form a still democratic federation. The U.S. had an easier time recovering economically, due to its t land resources and the continued trade with Britain after the War. P2 After new nations are formed and old governments overthrown, it is quite common for a military dictatorship to ensure. However the U.S. did not succumb to this despite pressured to do so. Washington’s address of the soldiers, wanting their pay where he “puts on spectacles,” shows the countries leaders willing to sacrifice personal power for the country. The system of checks and balances that the framers of the Constitution created was to keep the executive branch in line, and maintain an equal distribution of power, so no president could start a military takeover. The name of the chief of the executive branch to be Mr. President instead of your “highness” or “lord” reflects effort on the part of the framers of the Constitution to keep the executive branch at level with the other two branches, and not re-create a kingship. P3 In many revolutions the elites are overthrown by the lower classes, but in the American Revolution the elites were the ones rebelling, therefore they rebelled for ideologies rather than economic status. The constitution and the Declaration of Independence stated the desire for more ideology things such as “the pursuit of happiness.” In contrast to the materialistic Communist Revolution of “Land and Bread.” In the Communist Revolution the elites were merely replaced, but in the American Revolution the elites were bent on reform, because they limited the revolution.

Grading Rubric (*Handout) Advanced All of the Proficient criteria PLUS Establishes context beyond time and place indicated in the prompt Shows change over time Shows perceptive, systemic analysis Accommodates complexities, contradictions or alternative views Proficient Thesis statement: addresses prompt, takes position, provides paragraphs Defines terms Demonstrates familiarity with the material Defends thesis with outside information Effectively organized, coherently and concisely written Basic or Below: Lacks clear thesis, simply restates prompt, does not take a position, does not indicate organizational categories that will be used in the essay paragraphs Did not directly or completely respond to the prompt Lack of outside information (specific references) to support generalizations Other Areas To Improve: Paragraphs lack strong topic sentence and clincher, relation to overall thesis Buries best analysis in the body Not enough analysis to link evidence to thesis (“storytelling”) Evidence presented is incorrect or misapplied Verbosity, rhetoric, redundancy, inappropriate word choices

Slavery Discussion What one word best captures life as a slave? What were the two key institutions of the African American slave community? How did they function, and what beliefs did they express? Was there room for Red in a Southern Black & White society? For Free Blacks? For Poor Whites?