Monday 11-14-16See Period 5 Key Concepts assignment

Agenda Homework1. Individual Conferences2. APUSH Teams: Period 5 Key Concepts3. APUSH Teams: Pulling the Antebellum Period together4. APUSH Teams: Masterpieces

1. Study for Test #72. Complete Team assignments

Prompt 65What is the most important event that led to the American Civil War? Explain.

Team Assignment: Pulling the Antebellum Period together

APUSH Questions for Chapters 17-19

Directions: For each of the following, write a paragraph addressing the question. Make sure you use specific evidence to support your answer.

Use the following as an example:

19 – Z (Example) Why did southerners refuse to believe it when mainstream Republicans like Abraham Lincoln condemned John Brown?

White southerners refused to believe the condemnations mainstream Republicans such as Abraham Lincoln leveled against John Brown because of the record of northern opposition to slavery and the laws upholding slavery. Arguably, the most egregious example of this opposition was the refusal of northerners (and supporters of the Republican party) to consistently uphold the enhanced Fugitive Slave Law of the Compromise of 1850. The Fugitive Slave Law required state and local authorities north and south to aid in the capture and return of escaped slaves. Northern politicians responded by passing “personal liberty laws” which denied the use of jails and other local resources to officials enforcing the Fugitive Slave Law. Additionally, state and local officials in the north refused to shut the Underground Railroad down which was a rejection of the Compromise of 1850 and clear violation of federal law. White southerners could not trust a Republican party made up of northerners who opposed the Fugitive Slave Law, allowed illegal activities such as the Underground Railroad, and rejected a compromise that was supposed to heal the nation not further divide it.

Set #1

17 - A. What led to the rise of the spirit of Manifest Destiny in the 1840s, and how did that spirit show itself in the American expansionism of the decade?

18 - A. How did the Compromise of 1850 attempt to deal with the most difficult issues concerning slavery? Was the Compromise a success?

19 - A. Why was the Democratic party, as the only remaining national party, unable to avoid the growing sectional polarization of the 1850s.

Set #2

17 - B. How did rivalry with Britain affect the American decision to annex Texas, the Oregon dispute, and other controversies of the 1840s?

18 - B0. Most northerners strongly supported the Compromise of 1850, except for the Fugitive Slave Act. Why did the South insist on the Act when only about a thousand slaves a year

escaped? Why was the Fugitive Slave Act such a point of horror for many northerners? Could the Compromise of 1850 have succeeded longer if the fugitive law had not been included?

19 - B. Explain the crucial role of Stephen A. Douglas in the political events of the 1850s. Why did Douglas’s attempts to keep the conflict over slavery out of national politics fail?

Set #3

17 - C. Most Americans believed that expansion across North America was their destiny. Was expansion actually inevitable? What forces might have stopped it?

18 - C. Why were proslavery southerners and the Pierce administration they controlled so eager to push for further American expansion into Nicaragua, Cuba, and elsewhere in the 1850s?

019 - C. Some historians argue that American political parties have been strictly practical coalitions, not ideological movements. Yet the Republican Party came into existence primarily to oppose the extension of slavery. What explains the rise of such an ideological single-issue party in the 1850s?

Set #4

17 - D. Could the United States have accepted a permanently independent Texas? Why or why not?

18 - D. What were the causes and consequences of the Kansas-Nebraska Act? Did Senator Stephen A. Douglas genuinely believe that he could repeal the Missouri Compromise without arousing a new sectional crisis?

19 - D. If Congress had passed and the states ratified the Crittenden Compromise, could it have prevented or at least postponed the Civil War? Was Lincoln wrong to kill the Crittenden Compromise without trying it? Why was compromise successful in 1820 and 1850 but not 1860?

Set #5

17 – E. Did Polk deliberately provoke the Mexican War, as Congressman Abraham Lincoln charged? Or was the war largely inevitable given U.S.-Mexican tensions following the annexation of Texas?

18 - E. How similar was the Compromise of 1850 to the Missouri Compromise of 1820? How did each sectional compromise affect the balance of power between North and South? Why could sectional issues be compromised in 1820 and 1850, but not after 1854?

19 - E. Argue for or against: John Brown was actually a terrorist who successfully used violence to polarize North and South and help bring on the Civil War.

Set #6 (CAKE)

17 - F. How was the Manifest Destiny of the 1840s—particularly the expansion into Texas and Mexico—related to the sectional conflict over slavery?

018 - F. How could a single issue—the Kansas-Nebraska Act—cause the formation of a powerful new political party out of nothing?

19 - F. Abraham Lincoln and the Republicans frequently declared that they sought only to prevent the expansion of slavery and not to overturn slavery where it existed. Yet immediately after Lincoln’s election seven southern states marched out of the Union, without waiting to see what Lincoln’s policies would be. Why? Were southern fears of Lincoln rational or irrational?

Set #7 (CAKE)

17 – G. Why was the Wilmot Proviso proposal, prohibiting slavery in the whole territory acquired from Mexico, so divisive and explosive?

18 – G. Why did the two major political parties, the Whigs and the Democrats, both strive mightily to keep the most important problem facing America, slavery, out of national political discussion?

19 – G. How did the development of a violent mini-civil war in the territory of Kansas demonstrate a fatal flaw in Stephen Douglas’s popular sovereignty doctrine that the people of each territory should settle the slavery question for themselves?

Team Assignment: Masterpieces

Directions: Each team will gather together the best examples of their work and collaboration for me to assess. You should write an explanation of why EACH item meets the requirement of being a masterpiece.

1. THREE A/B IDs (one from each chapter)

2. ONE Quote (from either chapter 17, 18 or 19, but different chapter from your Source)

3. ONE Source (from either chapter 17, 18 or 19, but different chapter from your Quote)

4. ONE Connection

Team Assignment: Breaking Down Key Concepts for Period 5

Complete the following charts by identifying which A/B IDs, Sources, Quotes, Connections support the claims. Paste the chart with evidence in your team google doc.

Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.A) The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West.Support:B) Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific ocean.Support:C) The U.S. added large territories in the West through victory in the Mexican–American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands.Support:D) Westward migration was boosted during and after the Civil War by the passage of new legislation promoting Western transportation and economic development.Support:E) U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives to create more ties with Asia.Support:

II. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.A) Substantial numbers of international migrants continued to arrive in the United States from Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where they could preserve elements of their languages and customs.Support:B) A strongly anti-Catholic nativist movement arose that was aimed at limiting new immigrants’ political power and cultural influence.Support:C) U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups’ economic self-sufficiency and cultures.Support:

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.A) The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a freesoil movement arose that portrayed the expansion of slavery as incompatible with free labor.Support:B) African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.Support:C) Defenders of slavery based their arguments on racial doctrines, the view that slavery was a positive social good, and the belief that slavery and states’ rights were protected by the Constitution.Support:

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.A) The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.Support:B) The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict.Support:C) The Second Party System ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.Support:D) Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.Support:

Team Assignment: Nat Turner and John Brown (add to your team’s googledoc)

1. Read the two documents below:

a. Confessions of Nat Turner (excerpt)

b. John Brown’s Final Speech

2. What are the similarities and differences?

3. Explain the significance of each event.

4. Was Turner and/or Brown justified in the actions each took? Explain.

5. Investigate the following images and write a short context for each.

A.

B.

C.

Team Assignment: Stephen Foster

Interview with music historian, Ken Emerson, on the work of Stephen Foster

Gwine to Run All Night, or De Camptown Races

BY STEPHEN C. FOSTER

De Camptown ladies sing dis song—Doo-dah! doo-dah! 

De Camp-town race-track five miles long—Oh! doo-dah day! 

I come down dah wid my hat caved in—Doo-dah! doo-dah! 

I go back home wid a pocket full of tin—Oh! doo-dah day! 

Gwine to run all night! 

Gwine to run all day! 

I’ll bet my money on de bob-tail nag— 

Somebody bet on de bay. 

De long tail filly and de big black hoss—Doo-dah! doo-dah! 

Dey fly de track and dey both cut across—Oh! doo-dah-day! 

De blind hoss sticken in a big mud hole—Doo-dah! doo-dah! 

Can’t touch bottom wid a ten foot pole—Oh! doo-dah-day! 

Gwine to run all night! 

Gwine to run all day! 

I’ll bet my money on de bob-tail nag— 

Somebody bet on de bay. 

Old muley cow come on to de track—Doo-dah! doo-dah! 

De bob-tail fling her ober his back—Oh! doo-dah-day! 

Den fly along like a rail-road car—Doo-dah! doo-dah! 

Runnin’ a race wid a shootin’ star—Oh! doo-dah-day! 

Gwine to run all night! 

Gwine to run all day! 

I’ll bet my money on de bob-tail nag— 

Somebody bet on de bay. 

See dem flyin’ on a ten mile heat—Doo-dah doo-dah! 

Round de race track, den repeat—Oh! doo-dah-day! 

I win my money on de bob-tail nag—Doo-dah! doo-dah! 

I keep my money in an old tow-bag—Oh! doo-dah-day! 

Gwine to run all night! 

Gwine to run all day! 

I’ll bet my money on de bob-tail nag— 

Somebody bet on de bay.

Team Assignment: Guilford College: Child of the Second Great Awakening/Civil War

Investigation Instructions:

1. Read the “Quaker Heritage” page from the Guilford College Website. Take notes on the history of the school (when founded, who, why, etc.).

2. Use the map of Guilford College to find the following names associated with the college.

George Fox Quadrangle Elizabeth FryeNathan Hunt Levi Coffin Mary Hobbs

3. Research the people from #2 and create a report that links Guilford College to US history with an emphasis on the movements of the Second Great Awakening.

Team Assignment: Creation

1. Form a team of 3 to 5 students from your class.

2. Create jobs for each team member. Each job should have a detailed description that outlines responsibilities.

3. Create a Timeline of team assignments and due dates.

4. Share a googledoc with this information with Mr. Johnson. Make sure you include the names of team members and the class period in your doc.

Mandated Tasks for teams:

A/B IDs 10 complete A/B IDs per chapterQuotes 4 complete Quotes per chapterSources 4 complete Sources per chapterConnections 10 Connections identified per chapter

3 Connections completed per chapter

Other possible Tasks for team:

- Organize multiple choice questions from released exams- Creation of Kahoots- Creation of quizlets- ????

APUSH Period 5

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Reading Schedule for October 2016

9/26 - M American Pageant 256-265 (Ch 13)9/27 - T American Pageant 265-274 (Ch 13)9/28 – W American Pageant 274-285 (Ch 13)9/29 – Th Gilder Lehrman “Andrew Jackson and the Constitution”

Gilder Lehrman “Indian Removal”Gaddis 7 “Molecules with Minds of Their Own”

9/30 – F American Pageant 287-297 (Up to section “Creeping Mechanization”)American Pageant 298-299 (“The Germans”)

10/3 – M American Pageant 297-308 (Ch 14)

10/4 – T American Pageant 308-319 (Ch 14)Gaddis 8 “Seeing Like a Historian”

10/5 – W Review 13-1410/6 – Th Test #5 (13-14)10/7 – F (ER)End of the Grading Period

Early Release

10/10 to 10/12 Teacher WorkdaysReview Gaddis 1-8

10/13 to 10/14 Vacation10/17 – M Gilder Lehrman “Born Modern”

Gilder Lehrman “Women and the Early Industrial Revolution”10/18 –T Turning Points Test: Gaddis 1-810/19 – W (ER)Early Release

American Pageant 320-328 (Ch 15)

10/20 – Th American Pageant 328-338 (Ch 15)10/21 – F American Pageant 338-347 (Ch 15) (Hudson River School)10/24 – M Gilder Lehrman “The First Age of Reform”

Gilder Lehrman “Seneca Falls Convention”10/25 – T American Pageant 348-349, 350-359 (Ch 16)10/26 – W American Pageant 359-370 (Ch 16)10/27 – Th Review

Gilder Lehrman “Abolition and Antebellum Reform”Gilder Lehrman “National Expansion and Reform”

10/28 – F Test #6 (15-16) End Period 4 (1800-1848)10/31 – M American Pageant 371-378 (Ch 17) Start Period 5 (1844-1877)11/1 – T American Pageant 378-389 (Ch 17)11/2 – W Zinn 8 “We Take Nothing By Conquest, Thank God”11/3 – Th American Pageant 390-401 (Ch 18)11/4 – F American Pageant 401-408 (Ch 18)11/7 – M American Pageant 409-422 (Ch 19)11/8 – T American Pageant 422-433 (Ch 19)

11/9 – W Zinn 9 “Slavery Without Submission, Emancipation Without Freedom”11/10 - Th Review11/11 – F Holiday11/14 - M Review11/15 – T Test #7 (17-19)11/16 – W American Pageant 434-443 (Ch 20)11/17 – Th American Pageant 443-452 (Ch 20)11/18 – F American Pageant 453-462 (Ch 21)11/21 – M American Pageant 462-478 (Ch 21)11/22 – T Zinn 10 “The Other Civil War”11/23 to 11/25 Thanksgiving Break11/28 – M American Pageant 479-490 (Ch 22)11/29 – T American Pageant 490-501 (Ch 22)11/30 – W Review12/1 – Th Test # 8 (20-22) End Period 5 (1844-1877)12/2 – F American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)12/5 –M American Pageant 510-520 (Ch 23)12/6 – T American Pageant 521-529 (Ch 23)12/7 – W American Pageant 530-538 (Ch 24)12/8 – Th American Pageant 538-547 (Ch 24)12/9 - F American Pageant 547-557 (Ch 24)12/12 – M Exams???

APUSH Exam will cover chapters 1-24 in the American PageantMap: 50 StatesPresidents: Washington to the second coming of Cleveland

12/13 – T Exams???12/14 – W Exams???12/15 – Th Exams???12/16 – FEnd of the Grading Period

Exams???

12/19/16 to 1/3/17 Winter BreakREMEMBER!12/19, 12/20, and 1/3 are Inclement Weather Make Up Days!

1/4/17 American Pageant 558-572