Ch. 17/18/20/21 Test Review

Here is the Review and ID prompt for the test on Friday:

ID Prompt:
History looks back on how society decided to manage its’ resources. There is a constant debate in the last 4 chapters about how to manage resources in wartime, Reconstruction, and times of great economic transition (Gilded Age). How did different key individuals feel US Society should manage certain resources? Identify what resources, how the individual felt they should be managed and what impact this person’s views ended up having.


Click for Review

Ch. 20 and 21 ID's

Here are the start of the Gilded Age Ch. 20 ID's

and the Ch. 21 ID's

December Calendar Updated

Here is the updated December Calendar!

DECEMBER

CH. 17/18 ID's

Happy Thanksgiving to everyone!

Here are the 17 ID's
the 18 ID's

Ch. 16 ID's

Here are the Ch. 16 ID's

Have a wonderful Veteran's Day Weekend....and please remember all of our past and present Veterans!

See you in class.

UP-DATED Nov. Calendar and 14/15 ID's

Hey folks,

Here is the New Nov Reading Calendar.

Here are Ch. 14/15 ID's.

Manifest Destiny and a Civil War, here we come!!!

10/19/11 - Essay Outline

ESSAY QUESTION TO BE OUTLINED IN CLASS TOMORROW:

Think of what is being asked, a possible thesis, and evidence to support your arguments in class tomorrow.

Historians have traditionally labeled the period after the War of 1812 the “Era of Good Feelings.” Evaluate the accuracy of this label, considering the emergence of nationalism and sectionalism. Use your knowledge of the period 1815-1825 to construct your answer.

Ch. 10/11 Review

10/11 Review from In-class today:

CH. 10/11 Review

-Era of Good Feelings
-Judicial Nationalism – Cases
-Economic Nationalism/American System – Bank/InIm/Tariff
-Dip Nationalism – Mon D, Conv. 1818, Oregon, Adams-Onis/Transatlantic
-Panic of 1819
-Mo Comp
-Election of 1824 – Corrupt Bargain
-Election of 1828
-Tariff of Abominations
-SC Exposition and Protest
-Eaton Affair
-Increases in democratic involvement in Politics
-Maysville Road
-Webster/Hayne Debate
-Nullification Crisis
-Indian Removal (Worcester and Cherokee v GA)
-Bank Crisis in 1832
-Campaign Changes in 1832/36
-Pet Banks/Specie Circular
-1836 election
-Panic of 1837
-1840 Election

Key folk/Cases:
-Clay, Calhoun, Webster, Benton, Eaton, Cheves, Biddle, Harrison, Adams, Monroe,


-Van Buren , Worcester v GA, Cherokee v GA, Gibbons v Ogden, Fletcher v Peck,


Dartmouth v NH, Marbury v Madison, John Marshall, McCulloch v Maryland, Taney

Ch 10, 11, 12 ID's

Here are the ID's for Ch. 10-11-12, enjoy!

Oct/Nov Calendar

Here it is folks!!!!
Oct/Nov Calendar

*** The take home essay due Oct 3, was NOT assigned.

Ch. 9 ID's and LT's

CH. 9 ID's

Chapter 9 Learning Targets:
1.State Jefferson's political philosophy as indicated in his inaugural address, and in his actions as President.
2.Evaluate the reasons why Jefferson decided to buy Louisiana despite the protests of members of his own party.
3.Explain how the war between England and France in 1803 affected the U.S.
4.Describe the advantages and disadvantages of the trade embargo of 1807 as a diplomatic tool.
5.Trace the sequence of the leading events of the War of 1812.
6.Describe how and why New England Federalists opposed the war.

Ch. 8 Washington/Adams Presidencies

Here is a link for the CH. 8 ID's It may require you to download the PDF of the ID's this time.

Here are the learning targets for Ch. 8:
1.Explain why the Bill of Rights was added to the Constitution.


2.Describe George Washington's attitudes and style as President and explain how he helped the U.S.A. get off to a solid start.


3.Explain the contribution Alexander Hamilton made to national development as the first Secretary of the Treasury.


4.Identify the first two American political parties and explain why they developed and compare/contrast their philosophies.


5.Explain the problems between 1797-1800 the US has with England, France, and Spain.


6.State the causes and outcome of the Whiskey Rebellion.


7.Discuss the idea of waging war for "national honor" and explain how it influenced American thinking during Adams's presidency.


8.State the purpose and effect of the Alien and Sedition Acts and the Virginia & Kentucky Resolutions.

Ch. 7 ID's

Hey folks, good discussion about September 11 today, back to the Revolution tomorrow. Here is the link to the Ch. 7 Id's

Revolution/Ch. 6

Here comes the Revolution!!!Here are your learning targets and ID's for Ch. 6:
1.Describe why France was willing to support the American cause in the early part of the war.
2.Explain why some colonists became patriots and others remained loyal to England.
3.State reasons why the Americans won and the British lost the war.
At the conclusion of this chapter you should be able to do each of those 3 things, if you cannot, ask for assistance!

CH. 6 ID's Link

A new year of SmittyHistory!!!

Welcome newcomers to another year of APUSH, or for the purposes of having a unique blogpage name.....SmittyHistory. We are embarking on our 3rd week, and starting into fresh material. Coming off of a labor day weekend, what better topic than the development of the US revolution to be looking at, a time that saw a drawing together of enough of the colonial society that they were willing to band together to fight off British rule. Not only is there an applicable look a labor day, what did labor mean back in the 1760's and 1770's, also what role did the "laboring" class play in the revolution, but there is also a great opportunity to look at the so-called Arab Spring/Summer/now Fall of revolutions taking place and contemplate similarities, differences (wow those overthrows were quick compared to the US revolution), and possible future challenges and opportunities that might await a nation after a revolution. Meanwhile Chapter 5 will have 4 focused learning targets, please take time to reflect on these as you do your reading, contemplate possible essays, and engage in classroom activities: 1. Identify the acts passed by the British Parliament that provoked American colonists between 1763 and 1774. Explain the significance of the acts and connections between different acts. 2. Explain the role of propagandists in intensifying colonial reactions to the British policies from 1763-1774. 3. Summarize the principles stated in the preamble of the Declaration of Independence, and list the most significant accusations against the King in the Declaration. 4. Identify the challenges facing the colonists in both overthrowing the British and then governing themselves at the onset of the revolution. Chapter 5 ID's are attached here as well: 5ID's

Shared Review Projects

Here is a PDF of all the Review Project Topics

Review Projects Groups and Plans this week

Hey class(es),

Period 2 you will be meeting with Mr. O'Reilly in 2924.
Period 3 you will be meeting with Mr. Campeon in 7062.

Expect to work on the review each day this week, along with activities related to your reading assignments. Presidents/Ch.37 test will still be on Monday 4/25. If you have questions please email me at bsmith@d125.org

Here are your review project groups:

Period 2

Demographic Changes
Bryce, Vlad, Ryan, Nia

Reform Movements
Nikita, Lara, Pam

Culture
Evan, Julie, Alex, Sruthi

Foreign Policy
Andelyn, Dan M., Mitchell

Women/AF-Am/Native/Latinos
Dan S., Rachita, Jack, Amy

Am. Political Experience
Luis, Matt, Scott




PERIOD 3

American Consumerism
Bing, Emily W., Weiss

Purveyors of Free Trade
Jay, Taylor, Candy, Elliott

Demographic Changes
Jenn, TC, CC

Reform Movements
Emily H., Astor, Kersky, Elizabeth

Women/Af-Am/Native/Latinos
Sung, Jared, Boots, DJ (Brendan)

Am. Political Experience
Jesse, Billy, Alex, Weiss

Foreign Policy
Nikki, Emily L, Josh, David

ID's for 35-37

Here are your last chapter ID lists:

Ch 35

CHs 36/37

1950's Essay

Here is the essay prompt for tomorrow (Same as what you analyzed last Friday) -

Evaluate the following statement:

"The decade of the 1950s deserves its reputation as an age of social and cultural conformity."

33 ID's

Here are the Ch. 33 ID's....Enjoy! 33ID

29 and 30 ID's

Here are the CH 29 and Ch 30 ID's.

Ch. 27 and 28 ID's

27 28 ID's

Progressive Essay Question and Ch. 26 ID's

Hey amateur progressive era historians, here are your ID's for ch. 26 and the Essay Question for Monday (we will write the essay in-class):
"Evaluate the effectiveness of Progressive Era reformers and the federal government in bringing about reform at the national level. In your answer be sure to analyze the successes and limitations of these efforts in the period 1900-1920."