USHAP Unit 2 Week 3. Agenda: Monday 9/24/12 Objective: Practice primary source analysis and trace the further emergence of an American political culture

USHAPUnit 2 Week 3

Agenda: Monday 9/24/12• Objective: Practice primary source analysis and trace the further

emergence of an American political culture• Content: American republican culture• Skills: Primary source, compare and contrast

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

Agenda:

1. Finish Presidential Activity from Friday

2. CCP practice with Jefferson at Gallic Altar cartoon

3. Federalist and Democratic Republican compare and contrast chart: What did these elites agree on?

4. Turn of the Century Economy: Subsistence or Commercial?

*Reminder, Test on Monday, review on Friday at lunch!

*Fluency Fact quiz tomorrow

Presidential Crisis Pair Share• You will be assigned one of the first two presidents to

analyze. • For said president, you will respond to the resolution of

the various crisis situations that arose. • When you are finished, you will partner up with another

individual who has the same president to verify your information.

• Then, you will form a group of four with two people who have the other president.

Crisis Resolution• Washington

• Crisis of expansion versus Indian relations

• Spanish anti-American policy in old Southwest

• British anti-American in old Northwest

• Whiskey Rebellion• Adams

• Administration divided from start• French seizing American

vessels• “Quasi-War” with France• Alien and Sedition Acts

Compare and Contrast

Federalist Features Commonalities Democratic-Republican (Jeffersonian) Features

·Rule by the “best people”·Hostility to extension of democracy·A powerful central government at the expense of states’ rights·Loose interpretation of the Constitution·Government to foster business; concentration of wealth in interests of capitalistic enterprise·A protective tariff·Pro-British (conservative Tory tradition)·National debt a blessing, if properly funded·An expanding bureaucracy·A powerful central bank·Restrictions on free speech and press·Concentration in seacoast area·A strong navy to protect shippers

·Rule by the informed masses·Friendliness toward extension of democracy·A weak central government so as to conserve state’s rights·Strict interpretation of Constitution·No special favors for business; agriculture preferred·No special favors for manufacturers·Pro-French (radical Revolutionary tradition)·National debt a bane; rigid economy·Reduction of federal officeholders·Encouragement to state banks·Relatively free speech and press·Concentration in S and SW.; in agricultural areas and back country·A minimal navy for coast defense

Agenda: Tuesday 9/25/12• Objective: Explore possible paradoxes• Content: The coming of the War of 1812• Skills: Analyze change over time, primary source

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

• Agenda:• 1) Review Quiz• 2) Writing

*Test moved to Tuesday .

Document

Based

Question

HOW TO WRITE A DBQ

The Tasks- Do these in order for every DBQ!

• TASK #1 – Deconstructing the question. Specifically and in your own words describe what the question is asking you to do. Start by circling the directive words. Limit your answer to 2-3 sentences.• What are the Directive word(s)? Circle or underline these in the

prompt• Identify key events, places, and people within the prompt• Identify if the prompt is asking for change over time• Explain what the prompt is explicitly asking you to do. Write

your response in complete sentences. (DO NOT simply restate the question)


• TASK #2 – CCP. Read the documents and for each one do a brief CCP. As you do CCP make sure to link your responses to the question.• Context

• Who • What • When • Where

• Content• What the document actually says

• Point of View • Purpose of the document


• TASK #3 – Assembling evidence. – Create a table of possible points of view and various groupings.


• TASK #4 – Outside Information• What outside information do you have that could help you respond

to the prompt?• Add this information to your organizational table.


TASK #5 – Create an Essay outline• 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?"

Agenda: Block Day• Objective: Learn how to generate essay outlines• Content: Democratic-Republicans• Skills: Essay writing


• Agenda:

1. Writing (continued)

2. Jefferson an exceptionalist? A strict constructionist?

3. How did Jefferson respond to neutral rights violations?

4. Coming and consequences of the War of 1812


• TASK #2 – CCP. Read the documents and for each one do a brief CCP. As you do CCP make sure to link your responses to the question.• Context

• Who • What • When • Where

• Content• What the document actually says

• Point of View • Purpose of the document


• TASK #3 – Assembling evidence. – Create a table of possible points of view and various groupings.


• TASK #4 – Outside Information• What outside information do you have that could help you respond

to the prompt?• Add this information to your organizational table.


TASK #5 – Create an Essay outline• 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?"

Federalist and Democratic Republican compare and contrast chart:

Federalist Features What did these political and economic elites agree on?

Jeffersonian Features

The Turn of the Century Economy• More commercial or subsistence agriculture? What was

happening in the cotton sector of the economy?

• Why a shipping boom?

CCP: Context, Content, POV

• Source: 'Altar to Gallic Despotism.‘ 1800 Granger

Thomas Jefferson• Was Jefferson an exceptionalist? • Jefferson was a strict constructionist when he…? • Jefferson was a loose constructionist when he…?

How did Jefferson respond to neutral rights violations? In the cartoon, George III says:

•  "Well, Tommy! I brought you at last to  close Quarters, therefore mind what  you are about! --- If you don't behave  gently, I'll break your limbs and leave  you the rest. Let me tell you my boy,  keep yourself cool."

Jefferson replies:•  "Cool? Aye! To be sure! I always keep

 myself Cool when I get into a Passion;

 but I must say Lord! have mercy upon  us! what an Enormity! to pull my coat  upon the highway of all Nations! Lord!  What an Inconvenient Restriction."

And Napoleon says in Part:•  "...I want de money and must 'ave it."

How did Jefferson respond to neutral rights violations?

Sources of Neutral rights violations

American responses to the violations

Rationale behind those responses

Impact of the responses

Agenda: Friday 9/28/12• Objective: Learn how to generate essay outlines• Content: Democratic-Republicans• Skills: Categorization


• Agenda:

1. How did Jefferson respond to neutral rights violations?

2. Coming and consequences of the War of 1812


Sources of Neutral rights violations

American responses to the violations

Rationale behind those responses

Impact of the responses


The War of 1812• Read over “The Madison Tapes” and find specific

connections to history. • Write these on the back of your handout

• What was the war really about?• http://www.collegehumor.com/video/6583679/the-war-of-1812-the-

movie

http://www.collegehumor.com/video/6583679/the-war-of-1812-the-movie

http://www.collegehumor.com/video/6583679/the-war-of-1812-the-movie

Causes of the War of 1812• Impressment• Embargo & failure of “peaceable coercion”• Tecumseh & British supported pan-Indian resistance• War Hawks

Outcomes of the War of 1812• Treaty of Ghent (nothing resolved)• Effect on national morale (Battle of New Orleans)• Loss of power for Indian nations• Westward expansion• Panic of 1819 (delayed outcome)

Documents

USHAP Unit 2 Week 3. Agenda: Monday 9/24/12 Objective: Practice primary source analysis and trace the further emergence of an American political culture