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USHAP

USHAP. Unit 4 Week 2. Reminders for the week. Fluency Fact Quiz Monday Notebook Check Tuesday Presidential Debate Block Day Essay Outline #2 Friday. Essay Retake: Come in at your discretion.

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USHAP

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  1. USHAP Unit 4 Week 2

  2. Reminders for the week • Fluency Fact Quiz Monday • Notebook Check Tuesday • Presidential Debate Block Day • Essay Outline #2 Friday

  3. Essay Retake: Come in at your discretion • New Prompt: “In the 1600’s the major issues of U.S. colonial history revolved around theological issues. In the 1700’s, the major issues revolved around political issues.” Assess the validity of this statement. • 5th Period • Prompt 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763. • Prompt 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. • 6th Period • Prompt 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763. • Prompt 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.

  4. Essay Outline #2 Friday November 2nd • Prompt 1: “The American Revolution was about white Americans fighting against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period 1763-1809. • Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism? • Your organizational categories should NOT be social, economic, and political. Please be more sophisticated/specific. • Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy.

  5. Agenda: Monday 10/29 • Objective: Connect the growth of urban issues produced by the market revolution to the emergence of big city machines and reform movements • Content: Urban issues, big city machines and reform movements • Skills: Cause and effect, symbolic representation • Essential question: Was the U.S. becoming more democratic in this time period? • Agenda: • New Seats • Fluency Fact Review Quiz • Discuss Cause and Effect Chart • BTSG for big-city machines: what's the connection to immigration and urban issues? • Reform movements: Motives? Tactics? Success?

  6. LCD Screen 5th Nicholas Guerrero Elizabeth Ortiz Renee Desimpel Ethan Giles Jose Villa Closet Jordana Bischoff Elena DeAngelis Glenda Chavez Tyler Smith Alex Perry Logan Allen Windows Adam Call Ryan Lo Jessica Fernandez Dylan Hoefling Rob Carpenter Sheila Ahi White Board Brian Hsu Andrew Belove Mark Pong Laura Cabrera Eric Theil Alex Everett Alex Bergman Haley Sawamura Allison Mark Mia Gvirtsman Andrew McCormick Computer Desk Andrew Thornberry Negin Shahiar Alysia Wang Diego Nieva Carrasco Bookshelf Table White Board

  7. LCD Screen 6th Daniel Ballesteros Lou Rosen Kiana Ariyama Jolie Goolish Closet Clint Blakely James Kuszmaul Ankit Sharma Jordan Gault Brian Silverman Dean Trammell Cannon Wong Windows Adam Lee Kevin Ives Kiana Nouri Adrian Brandemuehl Lauren Scott Edward N White Board Matt Shearer Charlie Niehaus Elena Onoprienko Kareena Hirani Margarita Patio Laura Wolff Melissa Reed Ellen Wieneke Lexi Greenberg Anne Lee Drew Mitchner Computer Desk Alvin Lu Ray Uyeda Matt Ford Stephanie Egger Justin Hartney Bookshelf Table White Board

  8. Review Quiz Synthesizer Frames • Show Commonality: • ___________ , _____________ , and _____________ all demonstrate ____________ in the ____________ period. • Show Contrast: • Although ______________ in the case of ____________, for the most part ______________ as seen in the ______________ and the _____________. • Show Analysis: • ______________, ________________, and ______________ all resulted from _______________ in the ____________________ period.

  9. Compare and Contrast

  10. Gangs of New York • Nativism versus Political Bosses • http://www.youtube.com/watch?v=W5DwnNPHVAU • Vote Early and Often • http://www.youtube.com/watch?v=nA99IEuUS6c&feature=related • *Offensive language

  11. Below the Surface Graphics: How to BTSG • 1. Individually create your BTSG after reviewing your notes. If elements are provided for you, make sure to include the required number. • 2. You will then be assigned to a group, which may or may not be your pod. • 3. Each member of the group will present their BTSG. The group will then synthesize the best ideas into one new BTSG. • 4. Two groups will be called up to the document camera to present and defend their BTSG. The class will decide which of the two is most effective at incorporating and communicating the essence of the topic. • 5. One additional group will be allowed to challenge the winner if they feel that their BTSG is more effective.

  12. Big-City Machine BTSG potential elements: • expansion of suffrage • immigration • working class • urbanization • citizenship • political boss • corruption

  13. Reform Movements: 1830’s-1850’s

  14. Agenda: Tuesday 10/30/12 • Objective: Practice the writing skill of generalizing • Content: Market revolution era reform movements • Skills: Generalizing, synthesizing • Essential question: Was the U.S. becoming more democratic in this time period? • Agenda: • Notebook Check • BTSG for big-city machines: what's the connection to immigration and urban issues? • Reform movements: Motives? Tactics? Success? • Why abolitionism so explosive? Connection to women's rights?

  15. Check #3 Notes Range 5thPeriod • Dates: October 5th – October 30th • Page #s 335-472 • Total Assignments: 16 6thPeriod: • Dates: October 4rd – October 30th • Page #s 328-472 • Total Assignments: 17

  16. Below the Surface Graphics: How to BTSG • 1. Individually create your BTSG after reviewing your notes. If elements are provided for you, make sure to include the required number. • 2. You will then be assigned to a group, which may or may not be your pod. • 3. Each member of the group will present their BTSG. The group will then synthesize the best ideas into one new BTSG. • 4. Two groups will be called up to the document camera to present and defend their BTSG. The class will decide which of the two is most effective at incorporating and communicating the essence of the topic. • 5. One additional group will be allowed to challenge the winner if they feel that their BTSG is more effective.

  17. Big-City Machine BTSG potential elements: • expansion of suffrage • immigration • working class • urbanization • citizenship • political boss • corruption

  18. Reform Movements: 1830’s-1850’s

  19. Reform and the abolitionist movement • Why was abolitionism so explosive? • Was there a connection to women's rights?

  20. Agenda: Block Day 10/31 & 11/1 • Objective: Understand how westward expansion promoted both nationalism and sectionalism • Content: Federal policies, westward expansion, the ideology of expansion • Skills: Critical Thinking, Primary source analysis • Essential question: Why was compromise increasingly difficult to obtain? • Agenda: • Presidential Debate • Finish Reform Movements Discussion • Intro: • Role of Federal Government in Westward Settlement? • The ideology of Manifest Destiny • Selecting Essay Topics • DBQ: Manifest Destiny • Reminder: Essay Outline on Friday

  21. Presidential Debate

  22. Overview • Debate Date: Block Day Oct 31 & Nov 1 • 6 Debate topics based on class interest • Coin toss to determine which party goes first • Moderator will ask a question • Party A has 2 minutes to respond to the question (or perform a “Pivot”) • Party B has 2 minutes to respond to the question and/or respond to Party A • 2 minute discussion period • For the subsequent question, the alternate party will respond first. • If time, there will be a post-debate class discussion.

  23. Fifth Period Debaters Debate Topics Abortion Gay Marriage Education/Public Funding for College Health Care Women’s Rights Iran • Barack Obama • > Alex B. • Joe Biden • > Eric • Mitt Romney • > Ethan • Paul Ryan • > Negin • Moderator • > Sheila

  24. Sixth Period Debaters Debate Topics Abortion Immigration Health Care Unemployment/Job Creation Gay Marriage Marijuana Legalization • Barack Obama • > Kiana N. • Joe Biden • > Ray • Mitt Romney • > Dean • Paul Ryan • > Charlie • Moderator • > Melissa

  25. Reform Movements: 1830’s-1850’s

  26. Reform and the abolitionist movement • Why was abolitionism so explosive? • Was there a connection to women's rights?

  27. Agenda: Friday 11/2/12 • Objective: Display your command of history and essay writing skills • Content: Imperialism, depending on the prompt picked • Skills: Essay writing • Essential question :Why was compromise increasingly difficult to obtain? Agenda: • Essay outline test (30 min) • Cornell Notes Catch up/Get ahead

  28. Essay Outline #2 • Prompt 1: “The American Revolution was about white Americans fighting against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period 1763-1809. • Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism? • Your organizational categories should NOT be social, economic, and political. Please be more sophisticated/specific. • Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy.

  29. Prompt 1: “The American Revolution was about white Americans fighting against British imperial control in the East, and for their own imperialism in the West.” Assess the validity of this statement for the time period 1763-1809. 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?"

  30. Prompt 2: What were the social, economic, and political results of the War of 1812, and how did the war reveal sectionalism? 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?"

  31. Prompt 3: Compare and contrast Jacksonian Democracy with Jeffersonian Democracy. 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?"

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