AP US HISTORYSeptember 11– 15 2017

Time Period 3: 1754 - 1800

Turn in your DBQ questions Today. Good News: You have your first DBQ essay this coming weekend! 3rd Period you are behind a day (look at last week’s web-notes for discussion on

Revolutionary war battles. We’ll get caught up this week. We are doing some stupid testing this week but I do not know if it will impact any of

us??

MONDAY Examine the formation of the new state governments of the United States and the weakness of the Articles

Government (NAT-1,2) (CUL-2) (POL-1,2)

Materials FormatPPT Lecture-discussion/review(l.CCR.1)

Student SkillsChronological Reasoning 1,3Comparison/Context 5,6

Set/Overview We are now moving into a new era of US History called “the early Republic 1776 – 1814. There had never

been a republic as large as the US. There was no question that the government would take this form. However there seemed to be general agreement that states should be the sovereign entities and that there should be a weak central government. Why was this case?

This was the plan for the government known as the Articles of Confederation (after its constitution). The idea of state’s rights and sovereignty was born. This will be one of the major causes of the Civil War in 1861 and countless disputes since that time. What are some recent examples of states asserting their sovereignty?

Today we will examine both the new state governments and the Confederation government that developed after 1783.

ProcedureThe New State governments14 original (Vermont became the first actual state before the Revolution was officially over)Common Characteristics

1. Nearly all saw a battle and sometimes heated ones between conservatives (law, order, gentry) and liberals (individual rights, liberties, democracy). This will shape the national battle later on for a new Constinitution in 1787

2. Written constitutions became the order of the day and bicameralism (except PA and GA) These new state constitutions nearly all still had property qualifications for voting and only white males could vote. MD created an electoral college. Why?

3. Weak executives (governors) PA had none for a while.4. By the 1780s however we see the influx of conservative ideology about property and citizenship. Is this

elitism? Is it a bad idea? Why was it that land defined political power????5. Important to note, the path to land ownership was opened more by ending primogeniture laws or similar

entailments. Also, loyalist property was taken over and finally westward migration to lands closed since 1763 opens up.

6. Established religions such as Anglicanism were generally abolished (see Jefferson’s Statute of Religious Freedom). Though some continued to collect the religious tithes as part of the tax base. Surprisingly that state was Massachusetts!

7. Slavery was abolished in all of New England, gradual emancipations existed in the former middle colonies (now called Mid-Atlantic States), NJ and De did not abolish it nor did any of the Southern states.

The Articles of Confederation Grew out of the 2nd Continental CongressOne look at the powers shows the fear realized in that this central government really had no power.

1. Unicameral w/2 Reps per state and these had to agree to cast a single vote for the state2. No taxing, regulation of commerce, judicial system, declare war3. It could make native treaties and run postal system4. Committees w/a rotating President

Immediate Problems1. Robert Morris proposed an import tax (tariff) of 5% to fund the government but the measure was defeated

easily by the veto power of the states. Alexander Hamilton apparently schemed to fake an army uprising among unpaid soldiers. This was called the Newburgh Conspiracy. It failed when George Washington got wind of it.

2. British tariffs against American exports especially hurting the northeast and they would allow no trade in the West Indies at all. The nation could not borrow money and many states still owned money to foreign powers like France.

3. Native problems were expected as whites now surged past the old Proclamation Line. 4. Shays Rebellion

Only three years after the American Revolution ended, thousands of Massachusetts citizens took up arms against their new state government. The uprising occurred in western Massachusetts. In a period of economic depression and land seizures for debt collection, several hundred farmers led by Daniel Shays (1747? – 1825), who had served as a captain in the Revolutionary army, marched on the state supreme court in Springfield, preventing it from carrying out foreclosures and debt collection. The State of Massachusetts would no longer take paper money for taxes and demanded specie. Shays then led about 1,200 men in an attack on the nearby federal arsenal, but they were repulsed by troops.

Several of the rebels were fined, imprisoned, and sentenced to death, but in a general amnesty was granted. Although most of the condemned men were either pardoned or had their death sentences commuted, two of the condemned men were hanged on December 6, 1787 Shays himself was pardoned in 1788 upon the request of George Washington.

This was significant because just before this time concerned businessmen had called a meeting to discuss the weakness of the government at Annapolis (The Annapolis Convention) and there was

little interest. Now after Shays Rebellion the issue seemed more pressing. It was a major wake-up call for the Constitutional Convention.

HomeworkNone. Take a Break or look over materials for DBQ essay.Book Needed Tomorrow!

TUESDAY (book needed for periods 4,5,6) Analyze primary and secondary sources on the Articles of Confederation and the key land ordinances

Materials Strategy/FormatText and guided questions Close text reading & docs analysis

Introduction Today we will get 4th Period caught up finally. You will be answering a shorter version of the class

assignment as part of your homework (see below) but the rest of us are going to do a little text and document analysis on the important Land Ordinances of the Articles government. We will most likely be using the textbook and the study guide in class to complete this assignment.

This will be due in class and is not a partner assignment.

This was really the only major accomplishment of our first government but, it was an important contribution.

HomeworkPeriods 4,5,6 Complete the following in your textPages 208 – 209 The First national debate slavery. Questions 1-3 and Page 212 Review Questions 1-2And Making Connections Visual Evidence Question 2

Period 3You will have the above questions and a shorter version of the Tuesday text assignment

WEDNESDAY and THURSDAY Examine the political compromises inherent in the Constitution (POL-1,2) (NAT-1) MIG-1) Discuss the ratification battle and the Bill of Rights

Materials Strategy/FormatPPT /video Lecture-discussion (l.CCR.1)

Student SkillsChronological Reasoning (1,2,3)Comparison and Context (4, 5)Historical Arguments (6,7)Historical Interpretation (8)(9)

Introduction Earlier this week we pointed out the inherent weaknesses of the Articles government. However they did get

one very important check in the positive column related to new states and how that they would enter the union. The Land Ordinances of 1785 and the more important Northwest Ordinance set important patterns about how states would be organized and join the union. It also had some important social side effects.

However, an important death blow had already been dealt to the weak Articles government: Shays Rebellion. The creation of the Constitution was a direct response to the fears of Shays Rebellion and fears about the weakness of the nation in general.

Shays Rebellion Only three years after the American Revolution ended, thousands of Massachusetts citizens took

up arms against their new state government. The uprising occurred in western Massachusetts. In a period of economic depression and land seizures for debt collection, several hundred farmers led by Daniel Shays (1747? – 1825), who had served as a captain in the Revolutionary army, marched on the state supreme court in Springfield, preventing it from carrying out foreclosures and debt collection. The State of Massachusetts would no longer take paper money for taxes and demanded specie. Shays then led about 1,200 men in an attack on the nearby federal arsenal, but they were repulsed by troops.

Several of the rebels were fined, imprisoned, and sentenced to death, but in a general amnesty was granted. Although most of the condemned men were either pardoned or had their death sentences commuted, two of the condemned men were hanged on December 6, 1787 Shays himself was pardoned in 1788 upon the request of George Washington.

This was significant because just before this time concerned businessmen had called a meeting to discuss the weakness of the government at Annapolis (The Annapolis Convention) and there was little interest. Now after Shays Rebellion the issue seemed more pressing. It was a major wake-up call for the Constitutional Convention.

The Land Ordinances 1785-17871. The proposal: sell land to investors to organize the territories and create $$2. Each square would be sold for a set amount and part of the income would

go to create a tax funded public school (Jefferson’s idea)3. Regrettably this created little revenue because people just did not have the 4. Money to buy land and speculators grabbed most squares and would resell

later at a profit. However, this still should be seen as a success if for no otherreason than schools

The Northwest Ordinance 17871. A plan to organize states once the land ordinance of 1785 had started the

process of organization. Increasing numbers of settlers and land speculators were attracted to what are now the states of Ohio, Indiana, Illinois, Michigan and Wisconsin. This pressure together with the demand from the Ohio Land Company, soon to obtain vast holdings in the Northwest, prompted the Congress to pass this Ordinance.

2. The ordinance established population requirements before a territorial governor and legislature was appointed. Congress would approve a constitution once the next population figure was reached.The most critical aspect of the ordinance was the prohibition of slaverywhile still a territory. After the requisite number of population and with theapproval of Congress, the new state would decide the slavery question by apopular vote. None of these states ever adopted slavery but the vote was closein Illinois. This is an important precedent for the slavery issue because the idea of letting states vote on slavery was seen as democratic in the late 18th century but by the 19th century the issue will be more explosive. Stay tuned!

The Constitutional Convention of 1787The basic issues to be addressed in Philadelphia

a. The delegates had to decide upon alterations or scrap the Articles?They also had two basic issues to address:

b. How best to represent the people?c. How to balance the interests of states?

2. The meeting was held in Philly was secret. 55 men from all states except RI3. Thomas Jefferson was away in France as ambassador and was somewhat leery of the meeting. To him it

smacked of treason. Some like Patrick Henry were 100% against any changes at all. John Adams was also not there as he was ambassador to Britain. Washington was chosen as the President of the meeting.

The Important Decisions 1. Most of the delegates realized that they would scrap the old Articles government but were also attuned to

those that would claim that this new government was dangerous to liberties of individuals and states. This was mostly because of the proposal to create an executive and judicial branch. A system of Checks and Balances (based upon the book Spirit of the Law by French philosopher Montesquieu) was created whereby certain veto power rested with each branch.

2. A Republic and Federal system of shared power (based upon a model of how the Swiss operated) was proposed by Madison.

The 1st Controversy related to representation. a. Virginia Plan called for a two-house legislature with representation of each state based on its

population. This was reasonable b/c the larger populations represented more people and thus, should have more power.

b. New Jersey Plan called for set number of reps. Like the Articles. This was to insure that small states were not consistently outvoted.

c. Connecticut Plan (Great Compromise) created our current system of Senate with set numbers and a House of Representatives based upon population. The only major change to this arrangement was the amendment to allow the Senate to be popularly elected instead of chosen by state governments

d. The Slave issue was very contentious because southern states reasoned that they would always be outvoted having smaller populations. They wanted their slaves to be counted for population census at a rate of 3 slaves out of every 5 should count when making districts. Those three would of course never vote. The result was the ridiculous 3/5Compromise and Slave import ban after 1808

The creation of the Executive and Judiciary were left largely ambiguous especially a National court system.The President was allowed a cabinet of advisors and would be the chief law enforcement officer. Also, it was deemed necessary to place military power in his hands as a civilian as a check on potential military take overs.

The Ratification Process would be at the state level. 9 of 14 states must ratify.1. State committees were formed to vote 2. Simple majority to ratify

ConclusionThe Constitution was basically treason but it was necessary. Though many of the Revolutionary Generation feared a strong government, others knew that it was necessary for the survival of the nation. The next issue would be to get the bill passed

HomeworkWednesday Night: Bell work tomorrow Thursday based on the class discussion of the ConstitutionThursday Night: Begin the take home test on the Quia.com Unit Test: The Revolutionary Generation: See instructions below Friday for materials included

FRIDAY Discuss the process of writing DBQ essays and the Unit Test for the weekend.

Materials Strategy/FormatDBQ Rubric, docs, and video clip Essay writing and docs W.CCR.1

Introduction So today we will discuss writing the DBQ essay and, I think that you will find that it is not much different

from an LEQ except here, you’ll be using documents to support the prompt. This is the main reason that we spend so much time on SOAPS analysis of documents.

We are going to watch a brief video by Tom Ritchie on DBQ essays (you can re-watch it anytime on youtube) and look over the documents.

The DBQ will be your essay for the Unit Test which will be completed No Later than Tuesday September 19th. The DBQ is due Monday September 18th

Prompt“Explain to what extent the Americans were justified in rebelling against Great Britain.”

Document 1“We can under law be taxed only by our own representatives. We have no representatives in theBritish Parliament. So how can the British Parliament place this tax on us? It is simple; they cannot! The Stamp Act is against the law. We must not obey it... King George is a tyrant. He breaks the laws. He is an enemy of his own people.”

Patrick Henry, House of Burgesses, 1765

Document 2“"It was now evening, and I immediately dressed myself in the costume of an Indian, equipped with a small hatchet, which I and my associates denominated the tomahawk, with which, and a club, after having painted my face and hands with coal dust in the shop of a blacksmith, I repaired to Griffin's wharf, where the ships lay that contained the tea. When I firstappeared in the street after being thus disguised, I fell in with many who were dressed, equipped and painted as I was, and who fell in with me and marched in order to the place of ourdestination....We then were ordered by our commander to open the hatches and take out all the chests of tea and throw them overboard, and we immediately proceeded to execute his orders, first cutting and splitting the chests with our tomahawks, so as thoroughly to expose them to the effects of the water.”

George Hughes, Boston, 1773

Document 3

Document 4

“The Americans have not acted in all things with prudence and temper. They have been wronged. They have been driven to madness by injustice. Will you punish them for the madness you have occasioned? Rather let prudence and temper come first from this side. I will undertake for America, that she will follow the example. There are two lines in a ballad of Prior's, of a man's behaviour to his wife, so applicable to you and your colonies, that I cannot help repeating them. Upon the whole, I will beg leave to tell the House what is really my opinion. It is, that the Stamp Act be repealed absolutely, totally, and immediately; that the reason for the repeal should be assigned, because it was founded on an erroneous principle. At the same time, let the sovereign authority of this country over the colonies be asserted in as strong terms as can be devised, and be made to extend every point of legislation whatsoever: that we may bind their trade, confine their manufactures, and exercise every power whatsoever - except that of taking money out of their pockets without their consent.”

Prime Minister William Pitt, Speech in Parliament, 1766

Document 5

“…anxious to prevent, if it had been possible, the effusion of the blood of my subjects,…still hoping that my people in America would have discerned the traitorous views of their leaders, and

Paul Revere engraving, 1770

have been convinced, that to be a subject of Great Britain, with all its consequences, is to be the freest member of any civil society in the known world….The object is too important, the spirit of the British nation too high, the resources with which God hath blessed her too numerous, to give up so many colonies which she has planted with great industry, nursed with great tenderness, encouraged with many commercial advantages, and protected and defended at much expense of blood and treasure….”

King George III, Speech to Parliament, October 1775

Document 6

“ ...I shall conclude this paper with some miscellaneous remarks...Why is it that the enemy have left the New England provinces, and made these middle ones the seat of war? The answer is easy: New England is not infested with tories, and we are...And what is a tory? Good God! What is he? I shall not be afraid to go with a hundred whigs against a thousand tories, were they to attempt to get into arms. Every tory is a coward; for sevile, slavish, self-intrested fear is the foundation of toryism; and a amn under such influence, though he may be cruel, never can be brave...let us reason the matter together: your conduct is an invitation to the enemy, yet not one in a thousand of you has heart enough to join him. [British General] Howe is as much decieved by you as the American cause is injured by you.

Thomas Paine, The American Crisis,1776

Document 7

Engraving, The Horse America, Throwing His Master, 1779

AP History DBQ Rubric (7 total points)

The Thesis/Claim (1 point)Scoring Criteria

You should respond to the prompt with a historically clear and defensible thesis/claim that establishes a line of reasoning

Example: Let say you are faced with a prompt that states, "The Civil War successfully made the federal government supreme over state governments." You should take an immediate position in the intro paragraph and explain your position. "The Civil War was the succeeded because_________________". Or, The Civil War was not the not a because _________________."

Tips about the Thesis/Claim Your thesis should be in the intro paragraph and also addressed again in the body/conclusion paragraphs. If

the prompt asks for a position then you must give one and stick to it. You will not get this point if you just restate the thesis. The College Board says that the thesis can be in the conclusion. This is NOT good

writing. The reader needs to immediately know what this essay is about. It is BETTER writing to hammer home your point multiple times.

Example: "The Civil War succeeded in centralizing power because the issue of state's rights on the slavery question was decided."

Or, "The Civil War did not centralize power because the south institutionalized racism for another hundred years in state laws."

A good essay begins with an intro paragraph that takes a strong position and briefly supports it. It should NEVER be a single sentence and even two sentences is a little week. This is POOR writing. Think of the intro as the preview to a new film. Make it interesting enough to draw in your audience!

Another example of good history writing will always be the time period or span presented in the prompt

Contextualization (0-1 point)Scoring Criteria

Describes the broader historical context relevant to the prompt. This is simply where a good writer discusses pertinent background content relevant to the prompt.

Tips about Contextualization Good history writing sets the stage for the Thesis/prompt that you take. Your context could begin the into

paragraph but should also flow through the essay. Let's take our above prompt example. One might begin by discussing the several state's rights issues

beyond just the slavery debate such tariffs, the Bank of the U.S. or funding for internal improvements during the antebellum years. or monarchies had developed new power through military strength, taxation, support of the middle class etc. You would need to explain a little about this battle.

Evidence (0-2 points)Scoring CriteriaOne Point: Uses the content of at least TWO documents to address the Topic. This should include the following: Purpose/POV/Bias/TONE/Significance/Reliability of the source Two Points: Supports the argument/thesis using specific evidence related to the prompt in SIX documents including Purpose/POV/Bias/TONE/Significance/Reliability of the source

Tips about Evidence As in the LEQ this section is the heart of good history writing. I have always believed that being a good

writer is like being a good attorney. No good lawyer wins a case without showing evidence. In this section, you can grab 2 points by explaining 3-6 of the documents themselves using a version of SOAPS analysis.

The procedure involves you taking 3-6 documents and analyzing for Purpose/POV/Bias/TONE/Reliability of the source. Now, they are not expecting detail like I would when we analyze sources. You can do this in just a few sentences. I believe that by the AP exam you will be masterful in this skill. Certain types of documents can for certain types of analysis:

Visuals/Photos/Political Cartoons/Art: You can do all of SOAPS analysis Written sources such as speeches, diary entries, historian’s views etc: You can do all of SOAPS

analysis Statistics and Maps: Only use purpose and significance (while statistics can have a bias you won’t

see this with DBQ documents on the AP exam

Example: Let's say you take the position that the Civil War did not immediately end slavery. In the source documents, you have an excerpt from a poor African-American sharecropper writing about his early life and the account was given on his 100th birthday. Right away as a diary account questions of reliability, bias, POV should come to mind. Additionally, you note that the source is decades after the end of sharecropping by someone who lived at the time. This might lead you to discuss reliability because, while it is an eyewitness account, it is being retold by a very old man.

Evidence Beyond the Documents (0-1)Scoring Criteria

One Point = Provides specific examples of evidence relevant to the topic/prompt. Supports the argument/thesis using specific evidence related to the prompt

Tips about Evidence This is the heart of good history writing. I have always believed that being a good writer is like being a

good attorney. No good lawyer wins a case without showing evidence. This is what basically gets you the single point. However, showing the supporting evidence and explaining how it leads to guilt/innocence is what wins the case. In writing your essay I always suggest that you go for two-three strong pieces of evidence to build your case/support your thesis. This way if you have a weakness the AP reader tends to focus on your strengths.

Example: Let's say you take the position that the Civil War did not completely centralize power over the states. You could point out the fact that even after military occupation of the south for over ten years after the war, the KKK developed and grew stronger despite being outlawed or that "black codes" in state laws kept freedmen in a state of servitude." These examples strongly support you position.

Analysis and Reasoning (1-2 points)Scoring CriteriaOne Point = Uses historical reasoning (e.g. comparison, causation, CCOT) to frame the structure of an argument that addresses the prompt. Two Points = Demonstrates a complex understanding of historical development that is focused on the prompt using evidence that can corroborate, qualify, or modify an argument that addresses the question.

Tips about Analysis and Reasoning This section is largely based on the type of prompt that you face. For example, Louis XIV example is an

example of a CCOT essay because whichever position you take you'd have to explain the causes of his strength/weakness.

To some degree how effectively you use evidence may get you one point without entering deeper analysis. One of the best (and my favorite) types of analysis is called synthesis. Where you might take as an example

other challenges to Federal authority in a much more recent period. Another way to achieve two points here could be to show how central governments have been challenged in other countries in similar ways.

Grading ScaleSince I must convert your essay score I use this general scale. Clearly, we want to stay above a three and this gives me a little flexibility

TOTAL POINTS (out of 7):_____ 7= 94 6=93 5=87 4=78 3=70 2=57 1=47