APUSH (High School)

Welcome to APUSH!! Reminder: APUSH Saturday School starts August 25, 9am-11am. Continuing every other Saturday unless otherwise notified. At Saturday School we will do things like extra help, review, tutoring for APUSH, continue a discussion, watch a movie that we don't have time for during the week. Oh, yeah, you get 25 extra credit points for staying the entire 2 hours, every time you come! Unfortunately, this is the only way to get extra credit. Please be aware that if I post something like, "discussion over pages 478-515", say the Thursday block in my lesson plan tables, I expect you to have read those pages and be ready for a discussion on Thursday. Disclaimor concerning these lesson plans: I have the right to add, subtract, multiply or divide (Math Rocks!) these plans. I do not post pop quizzes. sibyrum@bsu.edu Week of August 20-24, 2012 <table border="1" cellpadding="1" cellspacing="1" height="3711" width="1379"> <tbody> <tr> <td> Monday</td> <td> Tuesday</td> <td> Wednesday</td> <td> Thursday</td> <td> Friday</td> </tr> <tr> <td> <style type="text/css">  </style> <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> collect research paper biographies (assigned 8/16). <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Unit 1: Document-Based Questions (DBQ)  Bootcamp <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> This unit (9 days) is all about learning how to write like a historian. That is what a DBQ is. This week will provide practices in many key areas including, analyzing primary sources, asking relevant questions, organizing evidence, developing effective thesis statements, and writing compelling essay responses to DBQ's. In this unit, students review a number of key topics in early American history. They compare and contrast the colonial political structures of Massachusetts, the Delaware Valley, and the backcountry of Virginia and the Carolinas. Students also analyze the similarities and differences among the New England, Middle, and Southern colonies. They examine primary sources from the American Revolution, the First Great Awakening, the Enlightenment, and the Second Great Awakening. Students are challenged to evaluate examples of American Literature and art in order to understand better how the arts reflect the eras in which they were created. Additional topics include the growth of nationalism, the impact of immigration, and the causes and effects of increasing regionalism. Students assess the results of key areas of reform during the 1830s and 1840s. They hone their thesis-writing skills by considering the political philosophy of the Whigs. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Lesson 1 <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> "The Historian's Craft: Exploring English Folkways <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Objectives: <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 1. To define the structures that characterized the political makeup of four areas of colonial America. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 2. To compare and contrast those structures. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> State Standards Adressed: <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> none <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Competency Goal 1: Colonial America (1492-1754) The learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 1.03 Analyze the social, economic, and political effects of the British Empire on the American colonies with regard to the New England, Middle, and Southern colonies. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Concepts addressed: Culture, Democracy, Leadership. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Themes addressed: The more complex society becomes, the greater are the needs for effective leadership, human interaction, and interdependence; Power can be used to achieve both constructive and destructive ends. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Skills addressed: Interpret what is read by drawing references; Read for a variety of purposes: to evaluate, analyze, synthesize, answer questions, form an opinion, and skim for facts; Identify relevant material; Develop valid thesis statements; Communicate effectively both orally and in writing; Write a well-organized and well developed essay. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Procedure: <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 1. Display a map of the American colonies, students indicate the location of the following areas: Massachusetts, Pennsylvania, Virginia, Piedmont backcountry of Virginia and the Carolinas. Ask how these areas were different. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 2. Introduce Handout 1 by explaining that David Hackett Fischer, the author of the excerpts on the handout, examined the application of English folkways in America. He analyzed four different geographic areas, the same areas students discussed in the first procedure. Explain that his writing was rooted in the new social history that developed beginning in the 1960s, when historians began to draw upon many types of evidence, documents, statistics, and physical artifacts to create a more interdisciplinary approach to history. Tell students they are going o read about and analyze on of the folkways Fischer wrote about, the power way. He examines attitudes toward authority and power and patterns of political participation. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 3. Distribute Handout 1, and have studnets read the selections. Point out that they should look for differences and similarities. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 4. Distribute Handout 2, and have students complete the chart using the information in Handout 1. Review responses. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 5. Have students use the chart they developed to answer the following essay question: "How were the power structures of Massachusetts, Virginia, Pennsylvania, and the Piedmont different? <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Essays due Tuesday 50 points. Please use the rubric below (a handout will be distributed today as well that can be kept in your binder for future use). <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in">   <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Description: This Rubric will be used to evaluate AP US History essays on the AP scale, ranking essays from 9 to 1, 9 being a "perfect" score. <table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" height="918" width="538"> <tbody> <tr style="mso-yfti-irow:0;mso-yfti-firstrow:yes"> <td style="width:80.0pt;padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top" width="80">   </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> 9-8 Essay </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> 7-5 Essay </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> 4-2 Essay </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> 1-0 Essay </td> </tr> <tr style="mso-yfti-irow:1"> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Thesis statement and paragraph </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Thesis is clear and well developed. The thesis identifies the question and evaluated the relevance of the issue addressed in the essay prompt. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Thesis is partially developed, but does on a minor level address the significance of the essay prompt. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Thesis is underdevelopedand does not directly address the significance or relevance of the essay prompt. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> This essay may paraphrase the question or have no thesis. </td> </tr> <tr style="mso-yfti-irow:2"> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Analysis </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Essay discusses several issues relating to the qustion and uses relevant information and facts to prove the thesis. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Supports thesis with some relevant information but has no depth. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Limited amount of information and contains only generalizations. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Contains no analysis. </td> </tr> <tr style="mso-yfti-irow:3"> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Knowledge of Subject Matter </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Use of information to effectively defend the thesis and prove knowledge of subject matter. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Some significant information and visible, but limited understanding of chronology of history. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Limited amount of relevant information and no understanding of chronology. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Little or no relelvant information and no obvious understanding of chronology. </td> </tr> <tr style="mso-yfti-irow:4"> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Support of Thesis </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Use of relelvant and substantial outside information. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Some support of theisis will relevant information but analysis is limited. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Very little relevant information and almost no analysis. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> No relevant information, all generalizations, and no analysis. </td> </tr> <tr style="mso-yfti-irow:5;mso-yfti-lastrow:yes"> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Organization </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Essay is well written, clearly organized and may contain minor errors. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Well organized and may contain minor errors that do not seriously detract from the essay. </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> May contain major errors that detract from the essay. (Misuse of names, dates, places, etc.) </td> <td style="padding:3.0pt 3.0pt 3.0pt 3.0pt" valign="top"> Contains major errors, both major and minor. </td> </tr> </tbody> </table> </td> <td> <style type="text/css">  </style> Lesson 2   The American Revolution: Diaries and Journals   Objectives:   1. To interpret and analyze primary source documents 2. To examine the beginnings of the American Revolution through diaries and journals.   State Standards: none   Competency Goal 2: The Revolutionary Era (1754-1783) The Learner will examine the causes for revolution, the course of the war, and evaluate the results.   2.01 Examine the status of European rivalries in the New World and the causes for revolution among the American colonies. 2.02 Trace the events leading up to the revolution and throught the course of war and assess the impact that each had on the outcome. 2.03 Evaluate the social, political, and economic results of the Revolution.   Concepts addressed: Conflict, Historical interpretation   Themes addressed: Individuals and groups tend to interpret historical events in terms of their own experiences, values, and points of view.   Skills addressed: Interpret what is read by drawing inferences; Read for a variety of purposes: to evaluate, analyze, synthesize, answer questions, form an opinion, and skim for facts; recognize author bias; evaluate diverse sources of information; view events from several perspectives; write a well developed paragraph.   Procedure: 1. Ask students the following questionss: Why is it important to have access to eyewitness accounts of historical events? Why are diaries and journals important sources? How do diaries and journals sometimes differ from official accounts? Remind students that not all observers of events are literate. Diaries and journals written by common people during America's early history were often not preserved and are rare. 2. Distribute Handout 3. Have students read and analyze the documents as directed. Stress to students that none of the diarists and journalists were wrting for mass consumption. These entries were personal and probably were intended to be shared with only a few people. 3. Ask studnets to give an example of a historical event that they have experienced. Have students writed a short journal or diary entry relating to that event. Students share their entries with the class and explain why they believe that event is historically significant. </td> <td> <style type="text/css">  </style> <style type="text/css">  </style> Lesson 3 Colonial Sections: Forming an American Society   Objective 1. To understand both the differences that distinguished sections of the colonies and the similarities that united them.   State Standards: none   Competency Goal 1: Colonial America (1492-1754) The Learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies.   1.03 Analyze the social, economic, and political effects of the British Empire on the American colonies with regard to the New England, Middle, and Southern colonies.   Concepts addressed: Culture, Interdependence, Religious diversity, Sectionalism   Themes addressed: The more complex society becomes, the greater are the needs for effective leadership, human interaction, and interdependence.   Skills addressed: Interpret what is read by drawing inferences; Ask perceptive questions; Form a simple organization of key ideas related to a topic; write a well-organized and well-developed essay.   Procedure: 1.Explain that it is important to understand the differences and similarities that distinguished the sections of the colonies. Ask students to name the main factors that determined how the colonies were divided. Ask students to give examples of industries that formed the basis of the colonial economy in defferent areas. Explain that while the English initially settled the early Atlantic seaboard colonies, by the middle of the eighteenth century, immigrants from other European countries had also come to America. Ask for examples. Explain that colonists brought Africans to America as slaves, and these slaves came to represent a large percentage of the population along the southern Atlantic seaboard. Mention that the colonies were religiously diverse. 2. Divide the class into small groups of three or four students. Distribute Hand out 4. Have students examine the maps and complete part A. Stress that students must answer the multiple choice questions and provide supporting evidence for each answer. Review responses in a large group session. 3. Assign part B to be completed as a large-group activity. 4. Discuss in a general way the organization of a paper on the assigned topic. What theses are possible? How can evidence be presented to show pertinent  data on both sides of the issue? How might one conclude the paper to show the significance of the topic in view of the approaching break with England? 5. Assign the paper. 50 points. Due tomorrow </td> <td> <style type="text/css">  </style> Lesson 4   From the First to Second Great Awakening   Objective: To determine how documents written by the Founding Fathers shaped the religious ideals of America from 1730 to 1840.   Indiana State Standards USH 1.1 Explain major ideas about government and key rights, rooted in the colonial and founding periods, which are embedded in key documents USH 1.2 Explain major themes in the early national history of the United States. USH 1.3 Review and summarize key events and developments in the following periods of United States history: Found the Republic (1775 to 1801), Expansion and Reform (1801 to 1861), Civil War and Reconstruction (1850 to 1877).   Competency Goal 2: The Revolutionary Era (1754-1783) The Learner will examine the causes for revolution, the course of the war, and evaluate the results.   2.03 Evaluate the social, political, and economic results of the Revolution.   Concepts addressed: Historical change; Historical interpretation; Religious diversity; Religious freedom   Themes addressed: Individuals and groups tend to interpret historical events in terms of their own experiences, values, and points of view.   Skills addressed: Interpret what is read by drawing inferences; Read for a variety of purposes   Procedure: <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">1.     Ask students to list the major religious movements that developed in America between 1730 and 1840. <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">2.     Divide the class in three groups, and assign a different set of documents (Handouts 5, 6, and 7) to each group, but all students get all handouts. Allow students to read and analyze the documents assigned to their group.  Have groups share information with the entire class, defend their responses, and invite both discussion and debate. <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">3.     Write the following prompt on the chalkboard: <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">a.    Based on your knowledge of the periods and the documents given, assess the validity of this statement: “During America’s beginnings (1730 to 1840), the country’s founders, who were men of great faith, wanted to establish a society based on religious freedom and toleration.” <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">b.    Ask students to brainstorm their initial reactions. <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">4.     Have students discuss how the prompt can be answered. Have them develop thesis statements. <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">a.    Provide examples of possible thesis statements. </td> <td> <style type="text/css">  </style> Lesson 5 Coming Together: National Ascendant   Objective: To understand how emerging nationalism brought Americans together and created a national identity.   Indiana State Standards USH 1.2: Explain major themes in the early national history of the United States. USH 1.3: Review and summarize key events and developments in the following periods of United States History: Founding Republic (1775 to 1801), Expansion and Reform (1801 to 1861), Civil War and Reconstruction (1850 to 1877).   Competency Goal 4: Nationalism, Sectionalism, and Reform (1816-1848) The Learner will analyze the competing forces of nationalism and sectionalism and assess the effectiveness of the emerging reform movements. 4.01 Examine the reasons for the emergence of nationalism and sectionalism during this period, and assess their impact on America.   Concepts addressed: Culture, Nationalism   Themes addressed: Arts and literature generally reflect society.   Skills addressed: Interpret visual reflections of history; Evaluate diverse sources of information; Restate major ideas of a complex topic in concise form; Communicate effectively both orally and in writing; Write a well-developed paragraph. Procedure: <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">1.     Ask students to define the term nation-state. Ask what elements the people of nation-states have in common. Explain that nationalism grows out of the development of a nation-state. Ask students to identify the aim of nationalism. <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">2.     Ask the following questions: <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">a.    In what areas does nationalism help create a shared identity among the people? <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">b.    How did the growth of nationalism after the American Revolution change the way Americans felt about themselves? <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">3.     Distribute Handout 8, and assign the activities as either individual or group work. Students may need several days (the weekend) in advance of discussion of this lesson to research information and prepare visuals. Refer students to the index of the textbook. Remind students to site sources always! <span style="font-family:Calibri;mso-ascii-theme-font:major-latin;mso-fareast-font-family: Calibri;mso-fareast-theme-font:major-latin;mso-hansi-theme-font:major-latin; mso-bidi-font-family:Calibri;mso-bidi-theme-font:major-latin">4.     After the weekend, on Monday, discuss the value of nationalism in bringing the nation together, particularly before it faced the formidable challenges of sectionalism and the slavery issue. Encourage students to consider how Europeans might have viewed the situation differently. Have students write a short paragraph outlining their views of nationalism.   </td> </tr> </tbody> </table>     <style type="text/css">  </style>             <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> Topics for Research paper. Please see hand out for specific information. This is merely a suggesion list of possible topics to compare and contrast. <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 1. Abraham Lincoln and Jefferson Davis <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 2. Malcolm X and Fredrick Douglas <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 3. Susan B. Anthony and Betty Friedan <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 4. Roger Williams and Joseph Smith <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 5. Colonel E.M. House and Henry Kissinger <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 6. George S. Patton and U.S. Grant <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 7. Jane Addams and Gloria Steinem <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 8. Samuel Gompers and John L. Lewis <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 9. U.S. Grant and Robert E. Lee <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 10. Andrew Jackson and Theodore Roosevelt <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 11. FDR and Ronald Reagan <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 12. Earl Warren and Warren Burger <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 13. Roger B. Taney and William Rehnquist <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 14. FDR and Churchill <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 15. John Adams and John Quincy Adams <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 16. U.S. Grant and Warren G. Harding <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 17. Lyndon Johnson and Andrew Johnson <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 18. Richard Nixon and Andrew Johnson <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 19. Martin Luther King jr. and Frederick Douglas <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 20. John Brown and Eugene Debs <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 21. Theodore Roosevelt and Harry Truman <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 22. Samuel Gompers and George Meany <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 23. Abigail Adams and Nancy Reagan <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 24. John C. Calhoun and Henry Clay <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 25. Art Buchwald and Finley Peter Dunne <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 26. Ida Tarbell and Ralph Nader <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 27. Cesar Chavez and Jessie Jackson <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 28. Huey Long and Aaron Burr <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 29. John Marshall and Earl Warren <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 30. William Lloyd Garrison and William F. Buckley <p class="MsoNormal" style="margin-top:.1pt;margin-right:0in;margin-bottom:.1pt; margin-left:0in;mso-para-margin-top:.01gd;mso-para-margin-right:0in;mso-para-margin-bottom: .01gd;mso-para-margin-left:0in"> 31. Joseph McCarthy and A. Mitchell Palmer