Sharbsclass.

Archive for November, 2009

AP US: You will have a quiz Tuesday on nationalism vs. sectionalism. It will include multiple choice questions as well as the following terms/people:

whigs
Force Bill
John Tyler
Panic of 1837
Daniel Webster
Andrew Jackson
John C. Calhoun
Martin Van Buren
nullification theory
Tariff of Abominations
William Henry Harrison
Bank of the United States
gag rule
abolition
Nat Turner
antebellum
emancipation
David Walker
Frederick Douglas
William Lloyd Garrison
strike
master
apprentice
journeyman
cottage industry
Lowell Mill workers
National Trades’ Union
Commonwealth v. Hunt
Irish immigrants in the 1840s and 1850s

Article published in the Organization of American Historians Magazine of History:

Online-
http://www.oah.org/pubs/magazine/earlyrepublic/cohen.html

PDF-
Women in the Early Republic

Extra Credit Discussion

Type your response to any of the questions, or the article, in the comment section. You are encouraged to respond to classmates, but be respectful. Address the scope of change as it relates to reform movements. What are the catalysts for change? Have their been enough reforms to bring about gender equality? Remember, it is perfectly OK to have an opinion, just be able to support it.

Explain the connection between abolitionism and a growing women’s rights movement.

What other reform movements can be associated with the women’s rights movement?

How did the role/expectations of women change during the 1700s and 1800s?

AP US: This approach to thesis writing was posted on my AP US Listserve and I thought it worthy to share:

The three part technique I use is as follows:
1. Thesis statements must be argumentative.
-They should use an action verb rather than a passive verb to make the sentence stand out.
-Their argument (opinion) must fully answer the question.
-If possible, they should compare two opinions, with their opinion speaking the loudest.
2. Thesis statements should give a specific viewpoint and explanation.
-I term this as the “Why” question to my students -Thus instead of restating the question- this statement must explain why the answer they chose works.
-If the statement cannot answer why- the student needs to edit their statement 3. The thesis statement must give organization to the paper -I term this as the “How” question to my students -Although it doesn’t always fit the sentence- often a clause beginning with the word “by” and followed by three main areas or topics to be discussed in the paper works.
-Basically after answering why they believe something, students give three specific reasons as to how this works- thus setting up the organization for the paper.

For some reason the last few slides would not load:

Jackson and the BUS
-Earlier renewal sought for BUS charter.
-Political issue w/ Clay trying to discredit Jackson in 1832 election. AJ won.
-Jackson vetoed the bank renewal in 1832
Unconstitutional
Harmful to nation
Only served the wealthy
-AJ w/drew federal money from BUS and placed it in state banks or “pet banks”
Wildcat banks- unreliable too much paper money in circulation

Specie Circular
-Bank notes were virtually worthless and people used them to purchase land from the government
-AJ issued an order to require all land purchased from the federal government to be paid for in specie
-People rushed to banks to redeem paper money for specie resulting in banks, which had ltd specie, to suspend redemption of bank notes
-Many banks stopped accepting paper currency
-Panic of 1837

Election of 1840 (The Whigs)
-“Tippecanoe and Tyler, too” vs “Van, Van, the used-up man”
-Dem. Van Buren runs against Whig William Henry Harrison
-Harrison won, John Tyler (chosen to bring in Southern votes) was his VP
-Harrison dies one month into office
-Tyler= “His Accidency”

Jackson’s Bank War: PPT found online

JACKSON’S BANK WAR –

The following is what I am sending for sub plans Friday the 13th. I’m sorry I can’t be there, but it just isn’t a possibility. Behave and see you next week.

Attached DBQ Era of Good Feelings. They need to write the DBQ and list the SFI they use. This needs to be a separate list, not simply highlighted or underlined in the essay, and completed AS THEY GO- NOT at the end of writing the essay. They may use their books and any books in the room to write. All books should be returned to their proper place at the end of class, no books need to go home with students. They only need pages 2-6 of the attached document. (24 students)

Please remind them that this is NOT busy work. It is to help us move forward. Them taking it seriously is the only way to successfully move forward quickly.

Honors US: Turn in folders of chapter 7 work. This should include the chapter 7 outline and any book work/handouts that have been given.

Complete the following questions:
#2, p245
#1, p247
#2, p253
#3, p258
#2, p265
#1, p267

Continue outlining chapter 8 if it is not yet finished.

Music Appreciation:
Students are supposed to be turning in PowerPoints Friday. Some have emailed, but others were going to drop it on my laptop. My computer is in the room. Students who have their PPT can show it in class. The class should take notes as it is shown and remember to shut everything down at the end of class. Students will need to bring the PPT to class next week b/c I will not be able to access files dropped on the student login screen. If this is not OK, then have each student tell about their Baroque composer and the class should take notes.

APUS and HUS: State map test FRIDAY

Know the location of the states EAST of the MS River.
Know the location of the cities listed on #1
Know the location of the places listed #2-13

Here is a map puzzle that might help. Rather basic, but every little bit helps.
Map Puzzle

A greater challenge and probably a better study tool.