1. Monday, January 30 Objective(s): See TEKS on next slide Agenda:
Warm-up: Select up to two other people to work with. Sign up for decades presentation research.
Objective(s): See TEKS on next slide
Agenda:
Sign up in groups of 3 for the Decades Presentation
Research your Decade; complete your chart
After your research Chart is complete, you may begin planning your presentation
Homework: Cornell Noes Ch. 16 are due on Friday for a daily grade.

2. TEKS 8.23E: identify the political, social, and economic contributions of women to American society.
TEKS 8.24A: describe the historical development of the abolitionist movement
TEKS 8.24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.

3. Tuesday, Jan. 31 Agenda: Finish research – complete research notes
SHARE your presentation with Samantha Hopkins; let her edit
SHARE with your partner / partners – and let them edit
Name it: Period; Your name; 18_ _s
Objective(s): See TEKS on next slide (Reform and culture TEKS)
Agenda:
Finish research – complete research notes
Begin working on presentation.
Homework: Ch. 16 Cornell Notes due Friday for a daily grade

4. Construct presentation Presentations are Thursday. Are you ready?
Wednesday, Feb. 1
Warm-up: None
SHARE your presentation with Samantha Hopkins (let her edit)
SHARE with your partner(s).
Name it: Period; Your name; 18_ _s
Objective(s): SW use social studies skills to present data.
Agenda:
Construct presentation
Presentations are Thursday. Are you ready?
Homework: Finish your slides for the Presentation if not completed in class today.
Ch. 16 Notes due Friday for a daily grade.

5. Thursday, Feb. 2
Warm-up: Think back to your city you drew a few weeks ago. What issue was most in need of reform during the 1800s? What issue is most in need of reform today?
Objective(s): 23E, 24A, 24B see next slide
Agenda:
Turn in research notes
Presentations
Take notes during presentations
Homework:
Chapter 16 Notes due Friday for a daily grade.

6. TEKS 8.29A: differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States
TEKS 8.29C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
TEKS 8.29I: create thematic maps, graphs, charts, models, and databases representing various aspects of the United States
TEKS 8.30C: transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
TEKS 8.30D: create written, oral, and visual presentations of social studies information.

7. William Lloyd Garrison Harriet Tubman Abolition
TEKS 8.23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity TEKS 8.23E: identify the political, social, and economic contributions of wmen to American society. TEKS 8.24A: describe the historical development of the abolitionist movement TEKS 8.24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.
Reformer
Movement
Impact
Susan B. Anthony
Women’s Rights
Empowered women, Declaration of Rights, Seneca Falls Convention
Frederick Douglass
William Lloyd Garrison
Harriet Tubman
Abolition
Abolition sentiment grows in the north
Slaves reach freedom via the Underground Railroad
Increased tension between north and south
Civil war
End of slavery
Horace Mann
Education
More children get education
Better trained teachers
Better economy
Stronger families

8. Friday, Feb. 3 Warm-up: None Agenda:
Objective(s): 23E, 24A, 24B see next slide
Agenda:
1. Turn in Ch. 16 Sections 1-2 Cornell notes for a grade
2. Continue Presentations. Be sure to fill out your presentation notes.
Homework: Test Review, due Feb. 9

9. TEKS 8.29A: differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States
TEKS 8.29C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
TEKS 8.29I: create thematic maps, graphs, charts, models, and databases representing various aspects of the United States
TEKS 8.30C: transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
TEKS 8.30D: create written, oral, and visual presentations of social studies information.

10. What is the topic? 2. What is it trying to convince the viewer?
3. What is labeled? What is exaggerated?

11. Monday, February 6
Warm-up: Pick up the notes: Art, Lit, Culture. Complete the primary source analysis on the back.
Objective(s): SW examine the 19th century social reforms
Agenda:
Finish Reform chart if needed
Art, Literature and Culture notes
Decades Presentations continued as needed
Homework:
Study Guide due Thursday
Test: Jackson and Reform on Thursday
Review sessions: Tues morning – Fain at 7:45, Wed morning – Hopkins at 7:45. Thursday morning – O’Connor STARTS at 7:30

12. TEKS 8.23E: identify the political, social, and economic contributions of women to American society.
TEKS 8.24A: describe the historical development of the abolitionist movement
TEKS 8.24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.

13. TEKS 8.25B: describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings
TEKS 8.26A: describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

14. Education Reform Not the same everywhere Girls got way less
Prior to reform
People
Accomplishments
Impact
Not the same everywhere
Girls got way less
Few opportunities for African-Americans
Many poor kids had to work – no school for them
Horace Mann
Better teachers
Public funded (free to students)
Standards adopted in many places
More kids got school
(Not the same progress everywhere)
Improved economy
Better citizens
More national unity

15. Prison Reform Prisoners chained to walls Beatings No rehab
Prior to reform
People
Accomplishments
Impact
Prisoners chained to walls
Beatings
No rehab
No juvenile system
Dorothea Dix
More rehabilitation
Education services
Separate facilities for women
Became model for other countries to follow
fewer returning convicts
More humane treatment
Educated ex-cons could contribute to society

16. Abolition Growing slavery in the south (More cotton=more slaves)
Prior to reform
People
Accomplishments
Impact
Growing slavery in the south (More cotton=more slaves)
illegal to teach slaves
harsh repression
fear of rebellion
Frederick Douglass
William Lloyd Garrison
Harriet Tubman
Harriet Beecher Stowe
Many others
Rallies
Newspapers (The Liberator, North Star)
Uncle Tom’s Cabin
Anti-slavery societies
Growing tension between north and south
Ultimately...
Civil War
Emancipation Proclamation
13th Amendment ends slavery

17. Women’s Rights Women could not vote Hold office Own property
Prior to reform
People
Accomplishments
Impact
Women could not vote
Hold office
Own property
Were dependent on men
less education (or none)
Susan B. Anthony
Lucretia Mott
Elizabeth Cady Stanton
The Grimke Sisters
Seneca Falls Convention
Many men supported equal rights
improved education
more rights in some places
Eventually, 19th Amendment
Society became more democratic
Women’s full value could benefit society

18. Care of the Disabled Reform
Prior to reform
People
Accomplishments
Impact
No services for disabled
Often kept in asylums and treated as prisoners
Beatings, neglect
Dorothea Dix
Samuel Gridley Howe
Thomas Gallaudet
Schools for the deaf
Schools for the blind
More humane treatment
More people recognized the value all could provide to society

19. Temperance Abuse rate was VERY high Crime Broken families
Prior to reform
People
Accomplishments
Impact
Abuse rate was VERY high
Crime
Broken families
Family violence
Illness
3x today’s consumption
Lyman Beecher
Carrie Nation
Many, many others
Many women
Laws passed in many communities
Banned in some states
Female leadership
Consumption drops by 50%
Dangers of abuse recognized
Women are empowered
Ultimately, alcohol is banned (18th Amendment, repealed by 21st Amendment)

20. Warm-up: Describe and explain the political cartoon.

23. Labor Reform Tedious tasks 12 hour+ days low wages No safety regs.
Prior to reform
People
Accomplishments
Impact
Tedious tasks
12 hour+ days
low wages
No safety regs.
Child labor
Abused workers
Uriah Stephens
Terrance Powdery,
Samuel Gompers
Laws passed in many communities
Minimum age
Safety improved
Labor Unions
Improved economy
Larger middle class
Fewer accidents
Shorter work days
Families stronger

24. Art, Literature and Culture
TEKS 8.26A: describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

25. Hudson River School Artists
Not an actual school, but an artistic trend in 1800s America. Named because of its beginnings in the Hudson River Valley of New York State and after many of the earlier paintings that depicted this region of the country.

26. Artists believed that nature (especially American nature)
Three main themes:
Discovery
Exploration
Settlement
Characterized by:
Realistic, detailed, idealized portrayal of nature
Many show no evidence of Man’s impact
When humanity (or evidence of humanity) is portrayed, it shows man in harmony with nature
Artists believed that nature
(especially American nature)
is a manifestation of God.

27. Transcendentalism
Ralph Waldo Emerson
Henry David Thoreau
natural world is a doorway to the spiritual/ideal world
Intuition (feeling) is superior to rationality (thinking)
self-reliance and individualism outweigh blind conformity to custom, tradition, and authority
non-conformists
do not follow society, but rather do it their own way

28. John James Audubon Ornithologist (expert on birds) and painter.
Famous for his highly accurate and detailed illustrations of American birds in their natural habitat.

29. Tuesday, February 7 and Wednesday, February 8
Warm-up: Take out your test review. Answer questions 33-48
Objective(s): All TEKS connected with Age of Jackson; see next slide
Agenda:
Pass back graded papers
Finish reform chart as needed
Finish presentations as needed
Jeopardy review for Thursday’s test
Homework:
Study Guide due Thursday.
Review session Wed 7:45 with Me!
Review session tomorrow morning with Mr. O’Connor in A117.

30. Battle Hymn of the Republic
Julia Ward Howe wrote the poem that came to be called "The Battle Hymn of the Republic“ in 1861
Howe wrote the poem with the tune to famous abolitionist song, “John Brown’s Body” in mind.
It went on to become the unofficial anthem of the Union (North) in the Civil War.
It is closely associated with Abraham Lincoln.
Today it is a patriotic, American Favorite.

31. TEKS 8.5B: summarize arguments regarding protective tariffs, taxation, and the banking system
TEKS 8.5G: analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian Era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.
TEKS 8.5F: explain the impact of the election of Andrew Jackson, including expanded suffrage.
TEKS 8.7A: analyze the impact of tariff policies on sections of the United States before the Civil War
 TEKS 8.7D: identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster.
TEKS 8.11A: analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries
TEKS 8.17B: explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
TEKS 8.18A: identify the origin of judicial review and analyze examples of congressional and presidential responses
TEKS 8.21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
TEKS 8.21C: summarize a historical event in which compromise resulted in a peaceful resolution.
TEKS 8.22B: describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton.
TEKS 8.23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
TEKS 8.23E: identify the political, social, and economic contributions of women to American society.
TEKS 8.24A: describe the historical development of the abolitionist movement
TEKS 8.24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.
TEKS 8.25B: describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings
TEKS 8.26A: describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

32. TEKS 8.23E: identify the political, social, and economic contributions of women to American society.
TEKS 8.24A: describe the historical development of the abolitionist movement
TEKS 8.24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.

33. Thursday, Feb. 9, 2017
Warm-up: None
Agenda:
Turn in all late / missing work. Today is the deadline.
Turn in your study guide and sharpen your pencil
Demonstrate mastery over the Jackson and Reform TEKS
Homework: Cornell Notes 14.1 and 14.2, due Tuesday, Feb. 14.

34. TEKS 8.5B: summarize arguments regarding protective tariffs, taxation, and the banking system
TEKS 8.5G: analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian Era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.
TEKS 8.5F: explain the impact of the election of Andrew Jackson, including expanded suffrage.
TEKS 8.7A: analyze the impact of tariff policies on sections of the United States before the Civil War
 TEKS 8.7D: identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster.
TEKS 8.11A: analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries
TEKS 8.17B: explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
TEKS 8.18A: identify the origin of judicial review and analyze examples of congressional and presidential responses
TEKS 8.21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
TEKS 8.21C: summarize a historical event in which compromise resulted in a peaceful resolution.
TEKS 8.22B: describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton.
TEKS 8.23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
TEKS 8.23E: identify the political, social, and economic contributions of women to American society.
TEKS 8.24A: describe the historical development of the abolitionist movement
TEKS 8.24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.
TEKS 8.25B: describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings
TEKS 8.26A: describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

35. Friday, February 10 No warm up.
Objective(s): See TEKS on next slide.
Agenda: We will review the test and grades when presentations are done
Finish presentations over the 1800s decades (periods 3,7,& 8)
American Expansion – Reading / Annotations. Reg- vocabulary. PreAP – thought bubble art
Homework: Read Ch.14.1 and 14.2 Cornell Notes due Feb. 14.

36. Vocabulary Opposition = being against something Annexed = Joined to
Cease = to end or stop
Frank = honest
Manifest = obvious
Destiny = fate
Allotted = given
Providence = God
Anglo-Saxon = White, English speaking American

37. TEKS 8.6B: explain the political, economic, and social roots of Manifest Destiny
TEKS 8.6C: analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
TEKS 8.6D: explain the causes and effects of the U.S.-Mexican War and their impact on the United States
TEKS 8.6E: identify areas that were acquired to form the United States, including the Louisiana Purchase.
Explain: To make plain, clear or understandable
Analyze: To examine carefully and in detail so as to identify causes, key factors, possible results, etc.
Identify: To recognize as being a particular person or thing

38. Objective(s): See TEKS on next slide
Friday, Feb. 5
Objective(s): See TEKS on next slide
Warm-up: Write down one fact you know about Manifest Destiny, as well as the decade it is associated with..
Agenda:
Warm ups due.
Review Test Scores
Finish presentations in a few classes
New seats
Complete Westward Expansion Notes
Homework: Read Ch Quiz next week.

39. TEKS 8.6B: explain the political, economic, and social roots of Manifest Destiny
TEKS 8.6C: analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
TEKS 8.6D: explain the causes and effects of the U.S.-Mexican War and their impact on the United States
TEKS 8.6E: identify areas that were acquired to form the United States, including the Louisiana Purchase.
Explain: To make plain, clear or understandable
Analyze: To examine carefully and in detail so as to identify causes, key factors, possible results, etc.
Identify: To recognize as being a particular person or thing

40. Monday, February 13
Warm-up: In your opinion, which territory was most important for American security?
Objective(s): See TEKS on next slide
Agenda:
Finish notes
Territorial Acquisitions chart and map
Homework:
Ch.14 – Read by Thursday
Quiz on Thursday.

41. TEKS 8.6B: explain the political, economic, and social roots of Manifest Destiny
TEKS 8.6C: analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
TEKS 8.6D: explain the causes and effects of the U.S.-Mexican War and their impact on the United States
TEKS 8.6E: identify areas that were acquired to form the United States, including the Louisiana Purchase.
Explain: To make plain, clear or understandable
Analyze: To examine carefully and in detail so as to identify causes, key factors, possible results, etc.
Identify: To recognize as being a particular person or thing

42. Tuesday, February 14 Agenda: 1. Notes & Chart 2. Foldable
Warm-up: Explain what “54-40 or Fight” means.
Homework: Foldable due Wed & Manifest Destiny quiz on Thursday.

43. TEKS 8.6B: explain the political, economic, and social roots of Manifest Destiny
TEKS 8.6C: analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
TEKS 8.6D: explain the causes and effects of the U.S.-Mexican War and their impact on the United States
TEKS 8.6E: identify areas that were acquired to form the United States, including the Louisiana Purchase.
Explain: To make plain, clear or understandable
Analyze: To examine carefully and in detail so as to identify causes, key factors, possible results, etc.
Identify: To recognize as being a particular person or thing

44. Helpful pages for the foldable:
U.S. in 1783 – pages 182, 217
Louisiana Purchase – pages
Florida Cession – pg 363 – 364
Texas Annexation – 405, 406, 407
Oregon Territory – pg 402
Mexican Cession – pages
Gadsden Purchase – supplemental text

45. Warm up: Which individuals first explored river #1?
Wednesday, February 15
Warm up: Which individuals first explored river #1?
Agenda:
Foldable work time.
Practice “Quiz”
Hmwk:
Regular classes: Cornell Notes are due tomorrow.
All classes – Quiz over Manifest Destiny is moved to Friday…….
We will grade the foldables at the start of class on Thursday. Then we will review for the quiz.

46. Foldable Rubric Name and Period is on the front All questions answered
Maps:
Area described is shaded or colored
Appalachian Mountains drawn and labeled (each map)
Mississippi River Drawn and labeled (each map)
Rocky Mountains drawn and labeled (each map)

47. Warm-up: What city did the Mormons settle in the West?
Thursday Feb. 16
Agenda: Regular classes – Cornell Notes are due
1. Grade foldable
2. Kahoot Review
3. Video: Manifest Destiny Review
Homework: STUDY!!!
Quiz tomorrow over Ch. 14 / Manifest Destiny.
Objective(s): See TEKS on next slide

48. Friday, Feb. 17
Warm-up: Define Manifest Destiny
Objective(s): See TEKS on next slide.
Agenda:
Turn in any late / missing work to Mr. Bradley
Quiz: Manifest Destiny
Read Ch and 15.4
Homework: Read Ch.15.3 and Be kind to your family this weekend.

49. TEKS 8.6B: explain the political, economic, and social roots of Manifest Destiny
TEKS 8.6C: analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
TEKS 8.6D: explain the causes and effects of the U.S.-Mexican War and their impact on the United States
TEKS 8.6E: identify areas that were acquired to form the United States, including the Louisiana Purchase.
Explain: To make plain, clear or understandable
Analyze: To examine carefully and in detail so as to identify causes, key factors, possible results, etc.
Identify: To recognize as being a particular person or thing