APUSH Mr. Weber Rm. 217

Activator From memory, draw a sketch map of the U.S. – Try to place the following things: Jamestown and Salem (New England) 13 colonies Mississippi river Great lakes Boarder of colonies before the Rev. Land claims after the Rev.

Agenda Activator, agenda, objective (10 minutes) Mapwork (15 minutes) Writing the DBQ (15 minutes) American Revolution DBQ practice (45 minutes) Reading and mapwork (30 minutes)

Mapwork 1. British Western Policy – Read, examine, then write one paragraph as a caption for the map explaining the purpose and results of the Proclamation Line of 1763 and the Quebec Act of Confederation Western Land Claims Defining National Boundaries, Missouri Compromise

How To Do an APUSH DD BB QQ

A “Dazzling” D.B.Q. Is Like a Tasty Hamburger

The “Top Bun” of your essay! 4-6 sentences The Introductory Paragraph

1.E stablish TIME & PLACE. 2.C reate a clear, THESIS STATEMENT. [underline or highlight it!] 3.A llude to the SUB-TOPICS or categories you will discuss to support your thesis statement 4.F ocus on the question at hand—do NOT begin with a “flowery” sentence! The Introductory Paragraph No “laundry list!”

The “tasty” part of your essay! 8-12 sentences+ per paragraph The “ ” Meat ” ” Paragraphs

1.I dentify your sub-topic or category in the first sentence. 2.I nclude the documents that are relevant to support the ideas in the paragraph. 3.U se most of the documents given. 4.B ring in supportive outside information. This is critical!! * o.i.’s = “outside information” 5.W hy were these documents selected? The “ ” Meat ” ” Paragraphs

1.Attribution  Who is this person? 2.Why might they be significant? 3.What is the point of view (POV) of the author? 4.How reliable and accurate is the source? 5.What is the tone or intent of the document author? 6.What other information does this document call to mind? Use all available clues. Remember, docs. can be used in a variety of ways! Questions to Ask Yourself About the Documents

1.Thomas 1.Thomas Paine, in his pamphlet, Common Sense, Sense, said: “………………….” 2.Joe 2.Joe Smith, a mid-Western delegate to the Republican convention in 1912, 1912, agreed with….. 3.The 3.The 19 c 19 c historian, Frederick Jackson Turner, Turner, felt that …………………. (Doc. E) NEVER begin with: In Document 3, … How to Reference a Document in Your Essay

The “Bottom Bun” of your essay! It holds it all together! 3-4 sentences The Concluding Paragraph

1.S tart with a “concluding phrase.” 2.R estate your thesis statement a bit differently. 3.P ut your essay answer in a larger historical perspective. End of some trend/movement/idea, etc. Beginning of some trend/movement/idea End of one & beginning of another. Do NOT end on the note that this is the reason we are where we are today! The Concluding” Paragraph

Put It All Together, And....

Ummmmm, Burger! I Mean, A Perfect Essay!

Create a rough draft in outline form using this format: Skip a line from your intro. ¶ Identify the “theme”/thesis of this first “meat” ¶ [underline or highlight it] Indent bullets listing all facts/doc. info. and other “o.i.”s “o.i.”s that you will need in that ¶ When done with that ¶, ¶, skip a line and do the same for the other “meat” ¶s 1.Write 1.Write out your introductory paragraph. 2.Create 2.Create a loose outline of your “meat” ¶ s ¶ s in this manner: DO-NOW In Class: 3.Skip 3.Skip a line after your last “meat” ¶ and write you concluding ¶ out in full.

Write out your introductory paragraph in full, underlining your thesis statement. ¶ 1 ¶ 1 sub-topic title  Information  Information from a document (Doc-B) from another document (Doc-E)  Some  Some outside information (OI)  Different  Different info. from the same document (Doc-E) ¶ 2 ¶ 2 sub-topic title  Information  Information from a document (Doc-A)  Some  Some outside information (OI) outside information (OI)  Information  Information from another document (Doc-H) Outline Format

¶3 ¶3 sub-topic title  Information  Information from a document (Doc-C) from another document (Doc-D)  Some  Some outside information (OI)  Information  Information from another document (Doc-F)  New  New information from the same document (Doc-F)  Some  Some outside information (OI) outside information (OI) Write out your concluding paragraph in full. Outline Format

Now, Dazzle Me With Your Brilliance!

DBQ 7. “What goals did the colonists have in waging the Revolutionary War and how did these goals shape their emergent political system?” 8. “What were some of the issues involved in the debate surrounding the composition and ratification of the Constitution?”

Wholesale Price Index:

Federalist vs. Anti-Federalist Strongholds at the End of the War

Weaknesses of the Articles of Confederation A unicameral Congress [9 of 13 votes to pass a law]. 13 out of 13 to amend. Representatives were frequently absent. Could not tax or raise armies. No executive or judicial branches.

State Constitutions Republicanism. Most had strong governors with veto power. Most had bicameral legislatures. Property required for voting. Some had universal white male suffrage. Most had bills of rights. Many had a continuation of state- established religions while others disestablished religion.

Occupational Composition of Several State Assemblies in the 1780s

Indian Land Cessions:

Disputed Territorial Claims Between Spain & the U. S.:

State Claims to Western Lands

Land Ordinance of 1785

Northwest Ordinance of 1787 One of the major accomplishments of the Confederation Congress! Statehood achieved in three stages: 1.Congress appointed 3 judges & a governor to govern the territory. 2.When population reached 5,000 adult male landowners  elect territorial legislature. 3.When population reached 60,000  elect delegates to a state constitutional convention.

The United States in 1787

American Exports, To & From Britain:

Annapolis Convention (1786) 12 representatives from 5 states [NY, NJ, PA, DE, VA] GOAL  address barriers that limited trade and commerce between the states. Not enough states were represented to make any real progress. Sent a report to the Congress to call a meeting of all the states to meet in Philadelphia to examine areas broader than just trade and commerce.

Shays’ Rebellion: Daniel Shays Western MA Small farmers angered by crushing debts and taxes.

Shays’ Rebellion:

There could be no stronger evidence of the want of energy in our governments than these disorders. -- George Washington

Exit ticket and homework Your homework is to begin reading Chapter 5. Remember at least 5 pages per day!