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APUSH: The Revolution Within

APUSH: The Revolution Within. Mr. Weber Room 217. Activator: 5 minutes. Check your notes to see which reading group you were in last class. Organize yourselves into groups of 6 with one person who has read each section. 1. Introduction and Democratizing Freedom, pp.212-217.

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APUSH: The Revolution Within

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  1. APUSH: The Revolution Within Mr. Weber Room 217

  2. Activator: 5 minutes • Check your notes to see which reading group you were in last class. • Organize yourselves into groups of 6 with one person who has read each section. • 1. Introduction and Democratizing Freedom, pp.212-217. • 2. Toward Religious Toleration, pp.217-221. • 3. Defining Economic Freedom, pp.221-224. • 4. The Limits of Liberty, pp.224-229. • 5. Slavery and the Revolution, pp.229-237. • 6. Daughters of Liberty, pp.237-242.

  3. Agenda • Activator, agenda, and objective (10 minutes) • Jigsaw teaching activity (30 minutes) • Discussion questions to review questions (30 minutes) • Articles of Confederation and the “New Nation” reading and activity packet (45 minutes) • Articles of Confederation note-taking (time permitting) • Exit ticket and homework (5 minutes)

  4. Objective • AP Topic # 5. The Early Republic, 1789–1815 • Washington, Hamilton, and shaping of the national government • Emergence of political parties: Federalists and Republicans • Republican Motherhood and education for women • Beginnings of the Second Great Awakening • Significance of Jefferson’s presidency • Expansion into the trans-Appalachian West; American Indian resistance • Growth of slavery and free Black communities • The War of 1812 and its consequences

  5. Jigsaw Reading Activity You have 30 minutes in which to take turns teaching each other all 6 of the sections. That is only about 5 minutes per person so: stay focused, listen carefully and take detailed notes. • 1. Introduction and Democratizing Freedom, pp.212-217. • 2. Toward Religious Toleration, pp.217-221. • 3. Defining Economic Freedom, pp.221-224. • 4. The Limits of Liberty, pp.224-229. • 5. Slavery and the Revolution, pp.229-237. • 6. Daughters of Liberty, pp.237-242.

  6. Discussion Questions • 1. What did Abigail Adams mean when she wrote her husband “Remember the ladies?” Did she believe in modern female equality? • 2. How fully embraced was religious liberty? What evidence can you cite that indicates that the new republic was committed to religious freedom? What evidence is there of limits on religious freedom? • 3. The Revolution was empowering for some women. Discuss the various ways in which women were able to express greater freedoms. Did the idea of “republican motherhood” elevate women’s position? If so, how?

  7. Ch. 6 Review Questions • 1. Why did the Revolution have more radical effects in Pennsylvania than elsewhere? • 2. What role did the founders see for religion in the state? • 3. What was the impact of the Revolution on Native Americans? • 4. What were the most important features of the new state constitutions? • 5. What was “republican motherhood” and why was it important?

  8. The New Nation, 1783-1801 • Read the packet individually and mark it up, pp.30-31. (10 minutes) • Partner with the person next to you and answer the discussion questions 1-9, p.31. (15 minutes) • Read and take notes on the “Highlights of the Period,” pp.32-33. (10 minutes). • Read the instructions on making inferences, p.34. (5 minutes) • Write in the inferences which can be drawn from the Answers #2 and #3, p.34 (10 minutes) • Write in the inferences which can be made from the Answers #1, #2, and #3, p.35 (10 minutes)

  9. Articles of Confederation Government: 1781-1789

  10. WholesalePriceIndex:1770-1789

  11. Federalist vs. Anti-FederalistStrongholds at the End of the War

  12. Weaknesses of theArticles of Confederation • A unicameral Congress [9 of 13 votes to pass a law]. • 13 out of 13 to amend. • Representatives were frequently absent. • Could not tax or raise armies. • No executive or judicial branches.

  13. State Constitutions • Republicanism. • Most had strong governors with veto power. • Most had bicameral legislatures. • Property required for voting. • Some had universal white male suffrage. • Most had bills of rights. • Many had a continuation of state-established religions while others disestablished religion.

  14. Occupational Composition of Several State Assembliesin the 1780s

  15. Indian Land Cessions:1768-1799

  16. Disputed Territorial ClaimsBetween Spain & the U. S.:1783-1796

  17. State Claims to Western Lands

  18. Land Ordinance of 1785

  19. Northwest Ordinance of 1787 • One of the major accomplishments of the Confederation Congress! • Statehood achieved in three stages: • Congress appointed 3 judges & a governor to govern the territory. • When population reached 5,000 adult male landowners  elect territorial legislature. • When population reached 60,000  elect delegates to a state constitutional convention.

  20. The United States in 1787

  21. American Exports, To & From Britain: 1783-1789

  22. Annapolis Convention (1786) • 12 representatives from 5 states[NY, NJ, PA, DE, VA] • GOAL address barriers that limited trade and commerce between the states. • Not enough states were represented to make any real progress. • Sent a report to the Congress to call a meeting of all the states to meet in Philadelphia to examine areas broader than just trade and commerce.

  23. Shays’ Rebellion: 1786-7 • Daniel Shays • Western MA • Small farmers angered by crushing debts and taxes.

  24. Shays’ Rebellion: 1786-7

  25. Shays’ Rebellion: 1786-7 There could be no stronger evidence of the want of energy in our governments than these disorders. -- George Washington

  26. Exit Ticket and Homework • On Friday we will be working on planning the Free Response Questions (FRQs). • Prepare by looking over pp.36-38 of the packet and Ch.7 of the book. • Homework: • Continue reading Ch. 6. • Read over the pp.36-40 of the packet.

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