USHAPUnit 3 Week 2

Agenda: Monday 10/8/12• Objective: Identify the reasons behind "The Era of the

Common Man"• Content: The growth of democracy, Jacksonianism• Skills: Cause and effect, change over time, symbolic

representation

• Essential question: Was the U.S. becoming more democratic in this time period?

Agenda:1. "Where are you from?" assignment, due 10/232. Presidential Synthesis3. The Expansion of Slavery in the US4. Recipe for Growth of Democracy• *No Fluency Fact Review Quiz this week• *Essay Outline Test on Friday

Slavery Discussion• What one word best captures life as a slave?• What were the two key institutions of the African American

slave community? How did they function, and what beliefs did they express?

• Was there room for Red in a Southern Black & White society?

• For Free Blacks? • For Poor Whites?

Inspiration for the day• http://www.realclearpolitics.com/video/2012/10/07/snl_rips

_romney__obamas_debate_performance.html

Output

Input

Process

Recipe for the Growth of Democracy: 1792-1840

Recipe for the Growth of Democracy: 1792-1840

Possible ingredients: choose the five most important to include in your recipe• westward expansion• old authority undermined• reduced property requirements• growth of parties• competition• electors chosen by direct vote• national candidates?• new techniques: rallies, parades, alcohol• developments in printing/newspapers• other?

Agenda: Tuesday 10/9/12• Objective: Explore the expressions and contradictions of

Jacksonianism• Content: Jacksonianism and the Second American Party

System• Skills: Cause and effect

• Essential question: Was the U.S. becoming more democratic in this time period?

Agenda:1. Finish Recipe (if necessary)2. How did Jackson strengthen the executive? 3. Was Jackson a nationalist or protector of states rights?

Jacksonians: a coalition of state organizations which agreed on certain underlying principles:

• spread of democracy• patriotic nationalism• freedom of economic opportunity• absolute political freedom• opposition to special privilege• belief in inherent goodness of common man• upheld the sanctity of property• refrained from penalizing the wealthy• no interest in economic aid of underprivileged

How did Jackson strengthen the executive branch?

How did Jackson Support…

Nationalism States Rights

Add to the previous chart:• “I consider the power to annul a law of the United States,

assumed by one State, incompatible with the existence of the Union, contradicted expressly by the letter of the Constitution, unauthorized by its spirit, inconsistent with every principle on which it was founded, and destructive of the great object for which it was formed.”• Pgs 360-61

• "Our Federal Union - it must and shall be preserved.”• Pg 362

• “John Marshall has made his decision, now let him enforce it.”• Pg 363

The Second Bank of the US• Date:

• Functions:

• Support:

Opposition to the National Bank

Opponents of the Bank Reasons

Jackson’s Opposition and Veto

Results

Agenda: Block Day 10/10 & 10/11• Objective: Explore the expressions and contradictions of

Jacksonianism• Content: Jacksonianism and the Second American Party

System• Skills: Cause and effect, Time Management

• Essential question: Was the U.S. becoming more democratic in this time period?

Agenda:

1. Finish any work from Tuesday

2. Work Day Options:1. Work on essay outline for Friday

2. Work on “Where are you From?” Activity, due 10/23

3. Get caught up on Cornell Notes

4. Get ahead on Cornell Notes

5. Make Fluency Fact Cards (There are 3x5 cards on my desk that you may have)

Agenda: Friday 10/12/12• Objective: Display your command of history and essay writing

skills• Content: Colonial, revolution or early republic depending on

the prompt picked• Skills: Essay writing

• Essential question: What was American about the new republic?

Agenda:• Essay outline test (30 min)• Discuss VP Debates

Essay Prompts• 1. Compare and contrast the British, French, and Spanish

imperial goals in North America between 1580 and 1763.

• 2. “Although the thirteen American colonies were founded at different times by people with different motives and with different forms of colonial charters and political organization, by the time of the Revolution the thirteen colonies had become remarkably similar.” Assess the validity of this statement.

• 3. Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790’s. Account for the development of nascent political parties in Washington’s administrations, and show the alignments that flowed from this factionalization.

Essay Outline TestPrompt: 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763.

T - Thesis statement claim: prompt, position, paragraphs

 

BP1 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

BP2 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

BP3 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

C- Conclusion: Reinforces significance of evidence, indicates "So what?"

Essay Outline TestPrompt: 2. “Although the thirteen American colonies were founded at different times by people with different motives and with different forms of colonial charters and political organization, by the time of the Revolution the thirteen colonies had become remarkably similar.” Assess the validity of this statement.

T - Thesis statement claim: prompt, position, paragraphs

 

BP1 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

BP2 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

BP3 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

C- Conclusion: Reinforces significance of evidence, indicates "So what?"

Essay Outline TestPrompt: 3. Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790’s. Account for the development of nascent political parties in Washington’s administrations, and show the alignments that flowed from this factionalization.

T - Thesis statement claim: prompt, position, paragraphs

 

BP1 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

BP2 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

BP3 Sub thesis claim which persuasively substantiates the overall thesis.

A. Fact or reference used as evidence

B. Fact or reference used as evidence

C. Fact or reference used as evidence

Clincher sentence ties the paragraph together and links back to thesis

 

C- Conclusion: Reinforces significance of evidence, indicates "So what?"