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APUSH Mapwork & Essay Writing: From Colonial Borders to National Boundaries

Explore historical mapwork, practice writing DBQ essays, and understand US land claims evolution from 1763 to 1820. Learn document analysis, thesis writing, and essay structuring in an engaging American History class setup.

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APUSH Mapwork & Essay Writing: From Colonial Borders to National Boundaries

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  1. APUSH Mr. Weber Rm. 217

  2. Activator • From memory, draw a sketch map of the U.S. • Try to place the following things: • Jamestown and Salem (New England) • 13 colonies • Mississippi river • Great lakes • Boarder of colonies before the Rev. • Land claims after the Rev.

  3. Agenda • Activator, agenda, objective (10 minutes) • Mapwork (15 minutes) • Writing the DBQ (15 minutes) • American Revolution DBQ practice (45 minutes) • Reading and mapwork (30 minutes)

  4. Mapwork • 1. British Western Policy 1763-1774. • Read, examine, then write one paragraph as a caption for the map explaining the purpose and results of the Proclamation Line of 1763 and the Quebec Act of 1774. • 2. Confederation Western Land Claims 1781-1802 • 3. Defining National Boundaries, 1800-1820 • 4. Missouri Compromise

  5. How To Doan APUSH B Q D

  6. A “Dazzling” D.B.Q.Is Like a Tasty Hamburger

  7. The Introductory Paragraph The “Top Bun” of your essay! 4-6 sentences

  8. The Introductory Paragraph • Establish TIME & PLACE. • Create a clear, THESIS STATEMENT.[underline or highlight it!] • Allude to the SUB-TOPICS or categories you will discuss to support your thesis statement • Focus on the question at hand—do NOT begin with a “flowery” sentence! No “laundry list!”

  9. The “”Meat”” Paragraphs The “tasty” part of your essay! 8-12 sentences+ per paragraph

  10. The “”Meat”” Paragraphs • Identify your sub-topic or category in the first sentence. • Include the documents that are relevant to support the ideas in the paragraph. • Use most of the documents given. • Bring in supportive outside information. This is critical!! * o.i.’s = “outside information” • Why were these documents selected?

  11. Questions to Ask Yourself About the Documents • Attribution  Who is this person? • Why might they be significant? • What is the point of view (POV) of the author? • How reliable and accurate is the source? • What is the tone or intent of the document author? • What other information does this document call to mind? Use all available clues. Remember, docs. can be used in a variety of ways!

  12. How to Reference a Document in Your Essay • Thomas Paine, in his pamphlet, Common Sense, said: “………………….” • Joe Smith, a mid-Western delegate to the Republican convention in 1912, agreed with….. • The 19c historian, Frederick Jackson Turner, felt that …………………. (Doc. E) NEVER begin with: In Document 3, …

  13. The Concluding Paragraph The “Bottom Bun” of your essay! It holds it all together! 3-4 sentences

  14. The Concluding” Paragraph • Start with a “concluding phrase.” • Restate your thesis statement a bit differently. • Put your essay answer in a larger historical perspective. End of some trend/movement/idea, etc. Beginning of some trend/movement/idea End of one & beginning of another. Do NOT end on the note that this is the reason we are where we are today!

  15. Put It All Together, And . . . .

  16. Ummmmm, Burger! I Mean, A Perfect Essay!

  17. DO-NOW In Class: Create a rough draft in outline form using this format: Write out your introductory paragraph. Create a loose outline of your “meat” ¶s in this manner: Skip a line from your intro. ¶ Identify the “theme”/thesis of this first “meat” ¶ [underline or highlight it] Indent bullets listing all facts/doc. info. and other “o.i.”s that you will need in that ¶ When done with that ¶, skip a line and do the same for the other “meat” ¶s Skip a line after your last “meat” ¶ and write you concluding ¶ out in full.

  18. Outline Format Write out your introductory paragraph in full, underlining your thesis statement. ¶1  sub-topic title • Information from a document (Doc-B) • Information from another document (Doc-E) • Some outside information (OI) • Different info. from the same document (Doc-E) ¶2  sub-topic title • Information from a document (Doc-A) • Some outside information (OI) • Some outside information (OI) • Information from another document (Doc-H)

  19. Outline Format ¶3 sub-topic title • Information from a document (Doc-C) • Information from another document (Doc-D) • Some outside information (OI) • Information from another document (Doc-F) • New information from the same document (Doc-F) • Some outside information (OI) • Some outside information (OI) Write out your concluding paragraph in full.

  20. Now, Dazzle MeWith Your Brilliance!

  21. DBQ • 7. “What goals did the colonists have in waging the Revolutionary War and how did these goals shape their emergent political system?” • 8. “What were some of the issues involved in the debate surrounding the composition and ratification of the Constitution?”

  22. Articles of Confederation Government: 1781-1789

  23. WholesalePriceIndex:1770-1789

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

  25. 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.

  26. 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.

  27. Occupational Composition of Several State Assembliesin the 1780s

  28. Indian Land Cessions:1768-1799

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

  30. State Claims to Western Lands

  31. Land Ordinance of 1785

  32. 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.

  33. The United States in 1787

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

  35. 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.

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

  37. Shays’ Rebellion: 1786-7

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

  39. Exit ticket and homework • Your homework is to begin reading Chapter 5. • Remember at least 5 pages per day!

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