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Period 3: – 1800 Days
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DBQ ESSAY Using the source guide, document analyses, and “TEEL” outline… ANSWER THE FOLLOWING QUESTION: To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Make sure to integrate your interpretation of Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.
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Warm-Up: DBQ / Quiz Review
Look through feedback given on DBQ Does it make sense? Do you see how you can improve? Read through the “sample” DBQ essay Compare this essay with your essay Purpose in relation to prompt? Organization? Points supported by documental and outside historical evidence? Go over quiz as a class
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A look back… Declaration of Independence (1776) kicked off American Revolution War of Independence lasts until Treaty of Paris (1783), but… As early as 1781 the colonies adopted the Articles of Confederation as their constitution
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Governmental Reform: “Out with the old in with the new”
AoC writers disliked… So under the AoC… Taxation without representation A large central government that had absolute power Having to follow British legislation Lots of power was in the king’s hands The king could change laws at any time The federal government could not tax States didn’t have to follow federal laws and treaties States had their own laws and didn’t have to follow other states’ laws No executive branch or national court system Any amendment required all 13 states’ approval Governmental Reform: “Out with the old in with the new”
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Is life perfect now?
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What was the Problem? AoC
Money Problems No taxation power Lack of Centralized Power States didn’t have to follow laws and treaties Lack of unity Each state had its own laws
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What was the Problem? AoC
War Debt Congress couldn’t pay back debts from the revolution No Executive or Judicial Branch Government could not defend its borders or enforce its laws Unanimous Decision Making Very difficult to modify
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Shay’s Rebellion: “Seeds of Rebellion”
What “kicked off” Shay’s Rebellion? What were the grievances? How is it connected to the Articles of Confederation?
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Did all Americans think the AoC were too weak?
How do you think Americans reacted to Shay’s Rebellion?
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Primary Source Analyses
Read… “George Washington Expresses Alarm” (1786) [pgs ] Answer… What single fear disturb Washington most, and why? Read… “Thomas Jefferson Favors Rebellion” (1787) [pgs. 170 – 171] Answer… What did Jefferson regard as the most important cause of the disturbance, and what was most extreme about his judgment?
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Warm-Up: The Constitution, The Articles, and Federalism
If someone says it better, let them say it… CRASH COURSE #8 While watching, complete the fill-in notes!
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What are the pros and cons of having a strong central government?
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Analyzing the “First Reactions to the Constitution”
Using pages 176 to 187, create a chart that compares the positive and negative reactions of the newly ratified Constitution Pull a +/- quote from the text Explain what the quote in your own words For example… “Toryism and Shayism are nearly allied [as]…they both lead to slavery, poverty, and misery.” (Pennsylvania Gazette, September 5, 1787) This quote shows that some Americans foresee the dangers that internal rebellion can pose and support the need for the establishment of a strong central government.
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“Grading” the 1st and 2nd Presidents
Take notes on the major domestic and foreign policy crises of the Washington and Adams presidencies Whiskey Rebellion, Alien and Sedition Acts, Jay’s Treaty, XYZ Affair, French Revolution, establishment of National Bank, and Virginia and Kentucky Resolutions Assign a letter grade (A–F) to each president for how well the crisis was handled For each event, a paragraph justification must be given explaining the grade.
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Class Discussion To what extent were Washington and Adams effective in dealing with the domestic and foreign policy crises that erupted during their presidencies?
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Warm-Up: Quote Analysis
“Remember the Ladies, and be more generous and favourable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands. Remember all Men would be tyrants if they could. If perticuliar care and attention is not paid to the Laidies we are determined to foment a Rebelion, and will not hold ourselves bound by any Laws in which we have no voice, or Representation.” – Abigail Adams letter to John Adams What is the role of women in politics during the early republic? What is the above quote advocating for? Do future presidents meet these “demands”?
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Where US Politics Came From
If someone says it better, let them say it… CRASH COURSE #9 While watching, complete the fill-in notes!
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“Grading” the 1st and 2nd Presidents
Take notes on the major domestic and foreign policy crises of the Washington and Adams presidencies Whiskey Rebellion, Alien and Sedition Acts, Jay’s Treaty, XYZ Affair, French Revolution, establishment of National Bank, and Virginia and Kentucky Resolutions Assign a letter grade (A–F) to each president for how well the crisis was handled For each event, a paragraph justification must be given explaining the grade.
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Study Sheet: Support for Period 3 (1754 – 1800)
You may put anything you like on the 3” by 5” index card given that could help you on the test… Make sure you put your name on it, it will be collected It may not include any forms of “deception” (i.e. multiple index cards stapled) It is meant as a stress reliever (not stress remover)—by this I mean copying someone else’s study sheet might help in a limited way but the act of processing the information and figuring out what you know, sort- of know, and do not know will be where you stand to benefit the most!
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Period 3 (1754 – 1800) Review Posters
Pick a topic Put your topic as a title on a piece of paper Illustrate your topic in a clear fashion Describe your topic in an accurate way (1-2 sentences maximum) IT MUST BE CLEAR, ACCURATE, AND VISIBLE! If it is not, it will not get hung up and will not get the extra credit…
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Period 3 Vocab Treaty of Paris of 1783 Judiciary Act of 1789
Tea Act of 1764 Stamp Act of 1765 Quartering Act of 1765 Sons of Liberty English common law Natural rights Declaratory Act of 1766 Townshend Act of 1767 committees of correspondence Tea Act of May 1773 Coercive Acts Continental Congress Second Continental Congress Declaration of Independence Popular sovereignty Thomas Paine Thomas Jefferson Treaty of Paris of 1783 Articles of Confederation Shay’s Rebellion Virginia Plan New Jersey Plan Federalists Antifederalists General George Washington General William Howe Baron von Steuben Judiciary Act of 1789 Bill of Rights Bank of the United States Proclamation of Neutrality Whiskey Rebellion Jay’s Treaty XYZ Affair Naturalization, Alien, and Sedition Acts Virginia and Kentucky Resolutions Treaty of Greenville Marbury v. Madison (1803) Louisiana Purchase Embargo Act of 1807 Treaty of Ghent McCulloch v. Maryland (1819) Adams-Onis Treaty Monroe Doctrine Alexander Hamilton John Marshall Tecumseh Henry Clay John Quincy Adams Panic of 1819 Commonwealth System Republican motherhood Manumission Missouri Compromise Second Great Awakening Benjamin Rush Richard Allen
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Proprietorship A proprietary colony was a colony in which one or two Individuals, usually land owners, remaining subject to their parent state's sanctions, retained rights that are today regarded as the privilege of the state
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Testing Procedures Clear desks—except test and pencil/pen
No talking—see policy on cheating in syllabus No “peeking” anywhere—see policy on cheating in syllabus No cell phones, iPods, tablets, laptops, etc.—see policy on cheating in syllabus
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Period 3 (1607 – 1754) Test DO NOT WRITE ON THE TEST QUESTION SHEET— only write on the test answer sheet Read and analyze the “stimulus” then answer all of the multiple choice questions—use process of elimination Address all parts of the short-answer questions—no bulleted lists Address all parts of the long-essay question—intro (hook & thesis), body paragraphs (point, reasoning, and supporting evidence), conclusions (wrap-up & reiteration of thesis in an extended fashion)
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