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USHAP Unit 3 Week 2. Agenda: Monday 10/8/12 Objective: Identify the reasons behind "The Era of the Common Man" Content: The growth of democracy, Jacksonianism.

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Presentation on theme: "USHAP Unit 3 Week 2. Agenda: Monday 10/8/12 Objective: Identify the reasons behind "The Era of the Common Man" Content: The growth of democracy, Jacksonianism."— Presentation transcript:

1 USHAP Unit 3 Week 2

2 Agenda: Monday 10/8/12 Objective: Identify the reasons behind "The Era of the Common Man" Content: The growth of democracy, Jacksonianism Skills: Cause and effect, change over time, symbolic representation Essential question: Was the U.S. becoming more democratic in this time period? Agenda: 1. "Where are you from?" assignment, due 10/23 2. Presidential Synthesis 3. The Expansion of Slavery in the US 4. Recipe for Growth of Democracy *No Fluency Fact Review Quiz this week *Essay Outline Test on Friday

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4 Slavery Discussion What one word best captures life as a slave? What were the two key institutions of the African American slave community? How did they function, and what beliefs did they express? Was there room for Red in a Southern Black & White society? For Free Blacks? For Poor Whites?

5 Inspiration for the day _romney__obamas_debate_performance.html _romney__obamas_debate_performance.html

6 Output Input Process Recipe for the Growth of Democracy:

7 Possible ingredients: choose the five most important to include in your recipe westward expansion old authority undermined reduced property requirements growth of parties competition electors chosen by direct vote national candidates? new techniques: rallies, parades, alcohol developments in printing/newspapers other?

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9 Agenda: Tuesday 10/9/12 Objective: Explore the expressions and contradictions of Jacksonianism Content: Jacksonianism and the Second American Party System Skills: Cause and effect Essential question: Was the U.S. becoming more democratic in this time period? Agenda: 1. Finish Recipe (if necessary) 2. How did Jackson strengthen the executive? 3. Was Jackson a nationalist or protector of states rights?

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12 Jacksonians: a coalition of state organizations which agreed on certain underlying principles: spread of democracy patriotic nationalism freedom of economic opportunity absolute political freedom opposition to special privilege belief in inherent goodness of common man upheld the sanctity of property refrained from penalizing the wealthy no interest in economic aid of underprivileged

13 How did Jackson strengthen the executive branch?

14 How did Jackson Support… NationalismStates Rights

15 Add to the previous chart: “I consider the power to annul a law of the United States, assumed by one State, incompatible with the existence of the Union, contradicted expressly by the letter of the Constitution, unauthorized by its spirit, inconsistent with every principle on which it was founded, and destructive of the great object for which it was formed.” Pgs "Our Federal Union - it must and shall be preserved.” Pg 362 “John Marshall has made his decision, now let him enforce it.” Pg 363

16 The Second Bank of the US Date: Functions: Support:

17 Opposition to the National Bank Opponents of the BankReasons Jackson’s Opposition and Veto Results

18 Agenda: Block Day 10/10 & 10/11 Objective: Explore the expressions and contradictions of Jacksonianism Content: Jacksonianism and the Second American Party System Skills: Cause and effect, Time Management Essential question: Was the U.S. becoming more democratic in this time period? Agenda: 1. Finish any work from Tuesday 2. Work Day Options: 1. Work on essay outline for Friday 2. Work on “Where are you From?” Activity, due 10/23 3. Get caught up on Cornell Notes 4. Get ahead on Cornell Notes 5. Make Fluency Fact Cards (There are 3x5 cards on my desk that you may have)

19 Agenda: Friday 10/12/12 Objective: Display your command of history and essay writing skills Content: Colonial, revolution or early republic depending on the prompt picked Skills: Essay writing Essential question: What was American about the new republic? Agenda: Essay outline test (30 min) Discuss VP Debates

20 Essay Prompts 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and “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. 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.

21 Essay Outline Test Prompt: 1. Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and T - Thesis statement claim: prompt, position, paragraphs BP1Sub 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 BP3Sub 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?"

22 Essay Outline Test 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. T - Thesis statement claim: prompt, position, paragraphs BP1Sub 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 BP3Sub 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?"

23 Essay Outline Test 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. T - Thesis statement claim: prompt, position, paragraphs BP1Sub 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 BP3Sub 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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