Your Last Test of 2011 (Ch. 18-22+) . . . Enjoy!

1) Your Ch. 18-22 Multiple Choice Test will be on MONDAY 12/19/11.  There will be 61 questions and some bonus questions.  Study the documents that follow for some hints/tips related to actual test questions.

2) Your Ch. 18-22 DBQ Essay Test will be on TUESDAY 12/20/11.  This will be an actual essay, worth 18 points, written in class.  Study the documents that follow . . . these are some of the actual documents of the DBQ.  

Your DBQ topic will be about whether social and constitutional changes in the time period 1860-1877 amounted to a revolution. 

. . . Good Luck!

1) What does suffrage mean?  What is the point the author is making about suffrage, and for/about whom is he making that point?
The Federal government has no right and has not attempted to dictate on the matter of suffrage to any state, and I apprehend it will not conduce to any harmony to arrogate and exercise arbitrary power over the states which have been in rebellion. It was never intended by the founders of the Union that the Federal government should prescribe suffrage to the states. We shall get rid of slavery by constitutional means. But conferring on the black civil rights is another matter. I know not the authority.
Source: Gideon Welles, Secretary of the Navy, Diary Entry, May 9, 1865.

2) What is the point this author is making about states' rights?  How does he feel the problems created by states' rights might be solved in the future?
The policy of this country ought to be to make everything national as far as possible; to nationalize our country, so that we shall love our country. If we are dependent on the United States for a currency and a medium of exchange, we shall have a broader and more generous nationality. The [lack] of such nationality, I believe, is one of the great evils of the times. . . . It has been that principle of states' rights, that bad sentiment that has elevated state authority above national authority, that has been the main instrument by which our government is sought to be overthrown.
Source: Senator John Sherman, speech in Congress on the new banking and currency systems, February 10, 1863.

3) Know this map . . . in its blank form!  (Click the map to open it in a larger size.)

4) When was this cartoon made?   What is happening over the shoulders of the family in the middle of the cartoon?  What is the point this political cartoon is making?  (Click the cartoon to open it in a larger size.)

The John Brown Homework . . . because you know you want to!

Your Questions (to be answered as one answer . . . don't make me have to explain . . . !):
John Brown . . .
1) Was he a murderer or a martyr? and
2) Was he crazy or sane?

Your Answer:

1) Should be supported with one compelling, found-on-the-internet, unique-to-your-answer (no one else may use it to support his/her answer), specific fact from John Brown's life

2) Should have the web source cited for your fact (the correct URL is all that is necessary)

3) Should have your first name, last initial, and class period

4) Should be completed by 11:59pm on 12/12/11 (Monday)

Good Luck!

How About Some More Extra Credit?

Click here to choose the most important USA invention of the 1800s in terms of impact on your life today . . . by Friday 12/2 at 11:59pm . . . for 2 bonus points!  Can it get any easier????

It's Test Time . . . Again! Ch. 13-17

The Multiple Choice portion (Wednesday 11/30) is 66 questions, plus bonus:




The Essay (Thursday 12/1) will relate to one of the following two possibilities (yes, you do get to write an essay finally!):
A. Reform movements of the time period 1825-1850 (motivations and effects)
B. Slavery's growth and demise in the time period 1775-1830 (causes and impacts)

Use the documents below to guide your study:

1) Who was Charles G. Finney?  To what reform movement of the 1800s is he referring?  What is the purpose of that reform movement, according to Finney?
When the churches are . . . awakened and reformed, the reformation and salvation of sinners will follow, going through the same stages of conviction, repentance, and reformation.  Their hearts will be broken down and changed.  Very often the most abandoned profligates are among the subjects.  Harlots, and drunkards, and infidels, and all sorts of abandoned characters, are awakened and converted.Source:  Charles G. Finney, 1834

2) Based on the document, what do you think the members of the Brook Farm Association felt about changes going on in society in the early-to-mid 1800s?  What would their vision of a perfect world most likely be?
In order to more effectually promote the great purposes of human culture; . . . to apply the principles of justice and love to our social organization in accordance with the laws of Divine Providence; to substitute a system of brotherly cooperation for one of selfish competition; to secure to our children  . . . the benefits of the highest physical, intellectual and moral education . . . ; to institute an attractive, efficient, and productive system of industry; . . . to diminish the desire of excessive accumulation, by making the acquisition of individual property subservient to upright and disinterested uses; to guarantee to each other forever the means of physical support, and of spiritual progress; -- we the undersigned do unite in a voluntary Association . . .
Source :  The Constitution of the Brook Farm Association, 1841.

3) Examine the picture below.  What reform is it advocating, and for what purpose?

4) Assume that the "Mr. Jefferson" being discussed in this document is Thomas Jefferson . . . what remarks had Jefferson most likely made, about what group of people, that David Walker is addressing?

What is Mr. Walker's intended audience?  What point(s) is he making?

For my own part, I am glad Mr. Jefferson has advanced his positions for your sake; for you will either have to contradict or confirm him by your own actions, and not by what our friends have said or done for us; for those things are other men’s labors, and do not satisfy the Americans, who are waiting for us to prove to them ourselves that we are MEN, before they will be willing to admit the fact; for I pledge you my sacred word of honor, that Mr. Jefferson’s remarks respecting us, have sunk deep into the hearts of millions of the whites, and never will be removed this side of eternity. – For how can they, when we are confirming him every day, by our groveling submissions and treachery?


Remember Americans, that we must and shall be free and enlightened as your are, will you wait until we shall, under God, obtain our liberty by the crushing arm of power? Will it not be dreadful for you? I speak, Americans, for your good. We must and shall be free I say, in spite of you. You may do your best to keep us in wretchedness and misery, to enrich you and your children; but God will deliver us from you. And woe, woe, will be to you if we have to obtain our freedom by fighting.
Source: David Walker, Appeal to the Colored Citizens of the World, 1829

5) What was the purpose of the Vermont Colonization Society?  What is the author trying to get the reader(s) to do?  Why?  How does the author most likely feel about blacks and whites living together in USA society?

The Managers of the Vermont Colonization Society . . . proposed to the Inhabitants of this State, a general contribution [of] . . . one cent only, from each inhabitant of the State . . . . By promoting this contribution, you will give efficient aid to a Society, whose benevolent object is, by establishing colonies on the coast of Africa, to open a door for the gradual emancipation of the slaves in our own country, to impose an effectual barrier against the continuance of the slave trade, and ultimately to extend the blessings of civilization, and of the christian religion, throughout the vast and hitherto benighted regions of Africa.
Source: Letter to ministers from the Vermont Colonization Society, 1820.

6) Examine the maps below . . . what is the topic?  How did the distribution of slavery in the USA in 1790 compare to the distribution of slavery in the USA in 1830?  Why the changes?

The Greatest USA Invention of the 1800s!

Many awesome things were invented (or credited with invention) in the USA in the 1800s. . . according to you, what was the greatest invention of the 1800s in the USA?  Put it in the comments of this post:

1. What was it?
2. When was it invented?
3. Who invented it (or got credit)?
4. What made it so great?

Post with your first name, last initial, and class period . . . make sure your choice is unique . . . if someone else already chose it, choose something else!

This is due by 11/28 (Monday) at 11:59pm!

P.S.  The above item is a representation of a cotton (en)gin(e) . . . it was NOT invented in the 1800s...do not choose it.

Andrew Jackson Extra Credit Survey . . . can it get any easier?

Complete the Andrew Jackson extra credit survey by clicking here.  You will receive 2 bonus points for completing the survey (there are only 2 questions...if it takes you more than 2 minutes, you did something incorrectly!).  You have until 11:59pm on Tuesday November 22, 2011 to complete the survey...Good Luck!

I Wouldn't Mess With Andrew Jackson If I Were You . . . Unless I Was Supposed To Do This Assignment!

If you are bold enough, now is your chance to discuss politics or anything else related to Andrew Jackson!  Share your favorite weird, funny, cool, bizarre, shocking, or disgusting story related to Andrew Jackson in the comments section.  

Tell us:

1) the story

2) the source (cite it so that any reader could easily find it and see what you saw . . . url is okay)

3) why you found it weird, funny, etc.

Also:
a. Post your response to the comments of this blog (first name, last initial, class period)
b. Make sure your story is unique (different from all who post before you . . . any duplicate story will be rejected for being the inferior copy that it is!)
c. Worth 10 points
d. Due by Wednesday 11/16/11 @11:59pm

Hints and Tips for Your Ch. 11-12 Test (11/8) and Non-Essay DBQ (11/9)

Multiple Choice Portion is ~50+ Points and some Bonus . . . Ponder the following for the MC and Non-MC Assessments:

1) Examine the two documents that follow . . . what are Jefferson's key points regarding the Constitution in these letters?

Letter A
Some men look at constitutions with sanctimonious reverence, and deem them like the arc of the covenant, too sacred to be touched. They ascribe to the men of the preceding age a wisdom more than human, and suppose what they did to be beyond amendment. I knew that age well; I belonged to it, and labored with it. It deserved well of its country. It was very like the present, but without the experience of the present; and forty years of experience in government is worth a century of book reading; and this they would say themselves, were they to rise from the dead. I am certainly not an advocate for frequent and untried changes in laws and constitutions. I think moderate imperfections had better be borne with; because, when once known, we accommodate ourselves to them, and find practical means of correcting their ill effects. But I know also, that laws and institutions must go hand in hand with the progress of the human mind. As that becomes more developed, more enlightened, as new discoveries are made, new truths disclosed, and manners and opinions change with the change of circumstances, institutions must advance also, and keep pace with the times.

Jefferson to Samuel Kercheval, 12 July, 1816

Letter B
... I consider the government of the U S. as interdicted by the Constitution from intermeddling with religious institutions, their doctrines, discipline, or exercises. This results not only from the provision that no law shall be made respecting the establishment, or free exercise, of religion, but from that also which reserves to the states the powers not delegated to the U.S. Certainly no power to prescribe any religious exercise, or to assume authority in religious discipline, has been delegated to the general government. It must then rest with the states, as far as it can be in any human authority.
I am aware that the practice of my predecessors [prescribing a day of fasting and prayer] may be quoted…. Be this as it may, everyone must act according to the dictates of his own reason, & mine tells me that civil powers alone have been given to the President of the U S. and no authority to direct the religious exercises of his constituents.
(Thomas Jefferson, letter to letter to Rev. Samuel Miller, from Washington, January 23, 1808)

2) Who is the angry snapping turtle below?  Why did he exist?  What impacts did he have?  What region of the country hated him the most?  Was he an effective snapping turtle?  Chronologically, what events came before and after him?

3) What regions do the various numbers on the map represent?  From what timeframe is this map?  What event(s) happened that led to this map?

Was Jefferson a Hindu? . . . of course not, but . . .

Suppose Thomas Jefferson had been a Hindu rather than a deist . . . as a scholar, he would have been a part of the highest caste, the Brahmans. Based on his deeds and words, would Thomas Jefferson have been reincarnated after his death on July 4, 1826 as a lower caste or life form (based on too many bad deeds or words), or would he have ascended to oneness with the universe/Supreme Being (based on his good deeds/words and his liberation from worldly desires)? In other words, do you think he would have been demoted and reborn as something like a fruit fly, or would he have been promoted and attained spiritual perfection, and not been reborn at all?

Support your answer with two (2) specific (names, dates, quotes, etc.) historical Jefferson quotes or deeds. Your support facts must be unique . . . choose well!

This is a 10 point assignment!  Post your answer in the comments to this post . . . first name, last initial, class period...due by 11/3/11 at 11:59pm.
Good Luck!

Thomas Jefferson Family Portrait . . .

The Sally Hemings connection? . . . hmmmm

It's Quarter One Comprehensive Test Time!

Wednesday 10/26! 

Study everything you've ever learned about US History . . . and then some!  (From the dawn of time to 1800 . . .  good luck!)

• Your test will be 65 multiple choice questions (from a variety of old Chapter tests and other sources) and one non-multiple choice chain-of-events. 

• The total points possible will be 70, but only your best 60 points will count . . . that means there are 10 bonus points possible.

• Below, you will find some interesting/intriguing quotes, etc. to ponder that may/will appear on the test . . . study well!

1) When was this snake first created?  Why?  Is the message threatening, encouraging, or pleading? 





 2) Read the quote below . . . to what region is it referring?  From what document is it?  What is its point?
“So soon as there shall be 5,000 free male inhabitants of full age in the district upon giving proof thereof to the Governor, they shall receive authority, with time and place, to elect representatives from their counties or townships to represent them in the General Assembly: Provided. That, for every 500 free male inhabitants, there shall be one representative, and so on progressively with the number of free male inhabitants shall the right of representation increase, until the number of representatives shall amount to 25; after which, the number and proportion of representatives shall be regulated by the Legislature….”

3) Read the quote below . . . who is the author?  What is the point he is making?  Why is he making that point?
“….Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?
It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far, I mean, as we are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it, therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would be unwise to extend them.”

4) Read the Virginia Resolves below . . .when were these written?  Why were these written?  Who was meant to read them?

Resolved, That the first Adventurers and Settlers of this his majesty's colony and Dominion of Virginia brought with them, and transmitted to their Posterity, and all other his Majesty's subjects since inhabiting in this his Majesty's said Colony, all the Liberties, privileges, Franchises, and Immunities that have at any Time been held, enjoyed, and possessed, by the People of Great Britain.
Resolved, That by the two royal Charters, granted by King James the First, the Colonists aforesaid are declared entitled to all Liberties, Privileges, and Immunities of Denizens and natural Subjects, to all Intents and Purposes, as if they had been abiding and born within the Realm of England.
Resolved, That the Taxation of the People by themselves, or by Persons chosen by themselves to represent them, who could only know what Taxes the People are able to bear, or the easiest method of raising them, and must themselves be affected by every Tax laid on the People, is the only Security against a burdensome Taxation, and the distinguishing characteristick of British Freedom, without which the ancient Constitution cannot exist.
Resolved, That his majesty's liege people of this his most ancient and loyal Colony have without interruption enjoyed the inestimable Right of being governed by such Laws, respecting their internal Polity and Taxation, as are derived from their own Consent, with the Approbation of their Sovereign, or his Substitute; and that the same hath never been forfeited or yielded up, but hath been constantly recognized by the King and People of Great Britain.

Ch. 6-10 Non-Essay (6 Paragraph-Style) Assessment Hints... Testapalooza Round 2!

Potential Topics for Tuesday 10/18 (we will draw 2 to set up, but NOT write):

1) The Bill of Rights did not come from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government.

Assess the validity of this statement.

2) Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation.

3) In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies?
Use your knowledge of the period 1740-1766 in constructing your response.

4) To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, social, and economic effects of the Revolution in the time period from 1775 to 1800.

5) Settlers in the eighteenth-century American backcountry sometimes resorted to violent protest to express their grievances. Analyze the causes and significance of TWO of the following:
March of the Paxton Boys
Regulator movement
Shays’ Rebellion
Whiskey Rebellion
6) Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775-1783.

HInts, Tips, and Documents for Friday's (10/14/11) Ch. 6-10 Test!

61 points plus several bonus questions . . . review the following:
1) If "Continental Money" is paper money and "Specie" is gold/silver money, what is this document trying to say?
2) Who was printing "Continental Money?"

3) What is the purpose of this Proclamation?  Who said it, when did they say it, and why?

4) The intended audience for the Proclamation is whom (in general and in specific)?

5) Examine the graph of British Exports to the colonies...in what years were exports significantly decreased?

6) What specific events seem to have triggered a big decrease exports?

7) In the petition to the King, what are the colonists asking for?

8) What has happened that has caused the colonists to be petitioning the King?

To the King's Most Excellent Majesty:
MOST GRACIOUS SOVEREIGN: We, your Majesty's faithful subjects of the Colonies of New-Hampshire, Massachusetts-Bay, Rhode-Island, New-Jersey, Pennsylvania, the Counties of Newcastle, Kent, and Sussex, on Delaware, Maryland, Virginia, North Carolina, and South Carolina, in behalf of ourselves and the inhabitants of these Colonies, who have deputed us to represent them in General Congress, entreat your Majesty's gracious attention to this our humble petition….
…At the conclusion, therefore, of the late war, the most glorious and advantageous that ever had been carried on by British arms, your loyal Colonists having contributed to its success by such repeated and strenuous exertions as frequently procured them the distinguished approbation of your Majesty, of the late King, and of Parliament, doubted not but that they should be permitted, with the rest of the Empire, to share in the blessings of peace, and the emoluments of victory and conquest….
…Your Majesty's Ministers, persevering in their measures, and proceeding to open hostilities for enforcing them, have compelled us to arm in our own defence, and have engaged us in a controversy so peculiarly abhorrent to the affections of your still faithful Colonists, that when we consider whom we must oppose in this contest, and if it continues, what may be the consequences, our own particular misfortunes are accounted by us only as parts of our distress….
… We beg further leave to assure your Majesty, that notwithstanding the sufferings of your loyal Colonists during the course of this present controversy, our breasts retain too tender a regard for the kingdom from which we derive our origin, to request such a reconciliation as might, in any manner, be inconsistent with her dignity or welfare. These, related as we are to her, honour and duty, as well as inclination, induce us to support and advance; and the apprehensions that now oppress our hearts with unspeakable grief, being once removed, your Majesty will find our faithful subject on this Continent ready and willing at all times, as they have ever been with their lives and fortunes, to assert and maintain the rights and interests of your Majesty, and of our Mother Country.
We therefore beseech your Majesty, that your royal authority and influence may be graciously interposed to procure us relief from our afflicting fears and jealousies, occasioned by the system before-mentioned, and to settle peace through every part of our Dominions, with all humility submitting to your Majesty's wise consideration, whether it may not be expedient, for facilitating those important purposes, that your Majesty be pleased to direct some mode, by which the united applications of your faithful Colonists to the Throne, in pursuance of their common counsels, may be improved into a happy and permanent reconciliation; and that, in the mean time, measures may be taken for preventing the further destruction of the lives of your Majesty's subjects; and that such statutes as more immediately distress any of your Majesty's Colonies may be repealed…..
…That your Majesty may enjoy long and prosperous reign, and that your descendants may govern your Dominions with honour to themselves and happiness to their subjects, is our sincere prayer.

9) Examine Documents A and B...what are the two documents saying about the Constitution and the power of the federal government?
10) Who is George Clinton (no, not the one from Parliament/Funkadelic!), and who is Publius?
Document A: George Clinton, "In Opposition to Destruction of States' Rights"
The... premises on which the new form of government is erected, declares a consolidation or union of all thirteen parts, or states, into one great whole, under the firm of the United States... But whoever seriously considers the immense extent of territory comprehended within the limits of the United States, together with the variety of its climates, productions, and commerce, the difference of extent, and number of inhabitants in all; the dissimilitude of interests, morals, and politics in almost every one, will receive it as an intuitive truth, that a consolidated republican form of government therein, can never form a perfect union, establish justice, insure domestic tranquillity, promote the general welfare, and secure the blessings of liberty to you and your posterity, for to these objects it must be directed: this unkindred legislature therefore, composed of interests opposite and dissimilar in nature, will in its exercise, emphatically be like a house divided against itself...
From this picture, what can you promise yourself, on the score of consolidation of the United States into one government? Impracticability in the just exercise of it, your freedom insecure... you risk much, by indispensably placing trusts of the greatest magnitude, into the hands of individuals whose ambition for power, and aggrandizement, will oppress and grind you ¬ where from the vast extent of your territory, and the complication of interests, the science of government will become intricate and perplexed, and too mysterious for you to understand and observe; and by which you are to be conducted into a monarchy, either limited or despotic...

Document B: Federalist #1 (written October 27, 1787 under the pseudonym “Publius”)
You will, no doubt, at the same time, have collected from the general scope of them, that [these ideas] proceed from a source not unfriendly to the new Constitution. Yes, my countrymen, I own to you that, after having given it an attentive consideration, I am clearly of opinion it is your interest to adopt it….
…Happy will it be if our choice should be directed by a judicious estimate of our true interests, unperplexed and unbiased by considerations not connected with the public good. But this is a thing more ardently to be wished than seriously to be expected….
…It cannot be doubted that much of the opposition which has made its appearance, or may hereafter make its appearance, will spring from sources, blameless at least, if not respectable — the honest errors of minds led astray by preconceived jealousies and fears.

Also, know your:

• Whiskey Rebellion
• Jay's Treaty
• Pinckney's Treaty
• Alien and Sedition Acts
• X, Y, Z Affair

and how they relate to the strengths, weaknesses, and struggles of the young USA!

Good Luck!

The Greatest Alexander Hamilton/Aaron Burr Commercial Ever?

Was the USA Revolution Revolutionary?

Revolution -- a sudden, radical, or complete change; a fundamental change in political organization; activity or movement designed to affect fundamental changes in the socioeconomic situation

Your Answer (to the question of the Title):
1) is due by 11:59pm on Friday 10/7/11 Monday 10/10/11
2) is worth 10 points
3) should:

• A. give one specific (= names, dates, events, etc.) historical fact or quote showing that the American Revolution was revolutionary and give one specific historical fact or quote showing that the American Revolution was not revolutionary (think about social, political, and economic things that did/did not change) . . . these specific historical facts and/or quotes (cite your quote sources) must be unique . . . you may NOT use the same facts/quotes as anyone else!  Use the readings from class, your textbook, your internet search skills, etc.
• B. give your opinion regarding the answer to the question and explain your opinion

4) should be added as a comment to this post using your first name, last initial, and class period only

Ch. 4-5 MC Test and Non-Essay Assessment Hints and Tips (9/27 and 9/28)

Things to ponder for your ~55-60 question MC test (click on items to see a larger version):

1) What are the main ideas regarding the Transatlantic Slave Trade this map is showing?

2) What point(s) is the trade graph making regarding English/British and colonial trade?

3)How does this graph relate to mercantilist theory?

4) Study the table of immigrants . . . compare the various groups and experiences.

5) Examine the trade map below...what is it trying to show you?

6) What types of things are traveling along the various arrows?

For the non-essay assessment, here are the potential questions:

1) Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?
Use your knowledge of the colonial period up to 1700 to develop your answer.

2) For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced the development of American society as illustrated in the following:
Legislative assemblies
Commerce
Religion

3) How did economic, geographic, and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775?

4) Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions:
New England
Chesapeake
Middle Atlantic

5) Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750.

We will pick two of the above in class and you will do the following:
a. Explain what the question is asking you
b. Indicate the time period of the question
c. Brainstorm specific facts of the time period related to the question
d. Write a thesis
e. Create a scratch outline with topic sentences and with key facts plugged into the appropriate spot


Good Luck!

The Question:  Slavery of Africans and their descendants (as well as many Native Americans) was well established in all of the soon-to-be rebellious colonies in British North American by 1775...was it inevitable that permanent enslavement of Africans take hold in the British North American colonies, or was it a tragedy that could have been avoided?

Your Answer:

1) should be your explained opinion, supported by at least one cited specific historical fact (specific means specific names, dates, events, etc.!)

2) should address the points of the previous comment to yours (support their ideas and why, or refute their ideas and why) . . . please keep it civil . . . you don't want your response to be "lost" by the moderator (Mr. H.) . . . !

3) should be completed by 9/21/11 at 11:59 pm for 10 points 

Comment to this post with your first name, last initial, and class period!
Good Luck!

Helpful Hints for Your Ch. 1-3 Multiple Choice and Non-MC Assessment

Who:  you
What:  a 62 point (plus added bonus) multiple choice test
Where: the classroom
When:  Monday 9/12/11
How: with a number 2 pencil
Why:  to assess your mastery of the learning targets for this unit (see the Unit Calendar and the Chapter Reading Objectives!)

Things to Ponder for Your Test

. . . this quote (about what colonies might it be related, who may have said it, etc.?)

God requireth not a uniformity of religion to be enacted and enforced in any civil state; which enforced uniformity (sooner or later) is the greatest occasion of civil war, ravishing of conscience, persecution of Christ Jesus in his servants, and of the hypocrisy and destruction of millions of souls.

 . . . this illustration (who are the characters, what does the scene represent, when did it take place, etc.?)

 . . . this chart (what is it showing, why did this happen, how does this chart relate to events of that time, etc.?)

. . . this map (where were the various English/British colonies located?)

Things to Study

• Your Quizzes
• Your Reading Objectives
• Your Binder

For the non-MC portion of your Ch. 1-3 Assessment:
1) look at the 3 questions from the Writing Essays Hints and Tips Notes from Friday (go to my webpage if you lost the sheet already)
2) we will choose 2 of the 3 in class on Tuesday, and then you will:
A. demonstrate understanding of the question
B. brainstorm facts related to the question
C. write an effective thesis

King Philip's War -- Necessary? Futile? You Make the Call!

You've seen the movie, you've read the book . . . now answer the questions!

King Philip's War lasted mainly from 1675-1676, and turned out to be devastating for the Native Americans in the New England region.  In this conflict, Metacom ("King Philip") and his Native allies were defeated by the English colonists and their Native allies in a last ditch effort to stop what Metacom and others felt was overwhelming territorial encroachment and political, economic, and social oppression by the English colonists.  What do you think . . . on the part of Metacom and his allies, was this war:

A. Necessary, or

B. Unnecessary

and was this war:

C. Winnable, or

D. Unwinnable?

To answer this question, do the following:
1) Choose A. or B., and
2) Choose C. or D.

3) Explain your answer for both #1 and #2

4) Provide at least one specific fact to support your answer (specific means names, dates, and/or statistics) . . . Make sure your specific fact is unique!

5) Include the source for your specific fact

Post your comment below using your first name, last initial, and class period...remember to go through the word verification process and make sure your comment posted immediately.

This 10 point assignment is due by 11:59pm on 9/8/11.

Good luck!

Your First AP US History Hoffblog Homework Assignment!

Welcome aboard . . . let the games begin!

The 10 Point Assignment, Due by 11:59pm Monday August 29, 2011

1) Choose your favorite USA historical person of all time (historical means they were somebody before you were born) . . . the catch is that his or her first or last initial has to be the same as your first or last initial!
2) Think about why he or she is your favorite.
3) Find your favorite quote from that person (or at least attributed to him or her, even if he or she did not actually say it).
4) Follow these directions for full credit (10 points):
A. Go to the comment section for this post.
B. Give the person's name.
C. Explain why that person is your favorite historical figure . . . keep it clean!
D. Write that person's quote (put it in quotes!) . . . again with the keeping it clean!
E. Write your first name, last initial (only!), and your class period.
F. Use proper grammar, spelling, etc.
G. Make sure you go through the whole word verification process (typing the misshapen word).
H. MOST IMPORTANTLY, MAKE SURE YOUR CHOICE IS UNIQUE . . . FIRST COME, FIRST SERVED! Have a backup person just in case "great minds think alike."

If your comment/choice does not get posted in a timely fashion, or gets posted and then disappears, see me in class ASAP so we can figure out what went wrong!

Good Luck!

Welcome to the AP US History Hoffblog!

Stay tuned to this blog page for lots of 2011-2012 AP US History assignments, hints/tips, review games, and all around craziness!  Thanks for joining us . . . hang on to your shorts . . . the ride may be bumpy, but we'll try to get you there in one piece!  In the words of Uncle Sam and the AP US History teacher from Seoul Global High School . . .

Last Minute AP Test Hints and Tips

General Helpful Hints:
• Your test will consist of two parts -- Multiple Choice (55 minutes) and 3 Essays (one DBQ and two Free Response essays). You will have a 15 minute reading period and then a block of 115 minutes to write your essays after your post-Multiple Choice break.
• Get to the room early (by 7:45am) so you can “mellow” before the test begins
• Bring a watch so you can keep track of your own time
• Bring extra pens, pencils, and a good eraser
• Eat breakfast and sleep well before the test
• Don’t beat yourself up over a question or over the test -- remember, the worst that can happen is that you lose a little $$$!
Multiple Choice Helpful Hints:
• The Multiple Choice section is worth 50% of your overall test score
• There will be 80 questions, and you will have 55 minutes to complete this section
• Circle key words, cross off incorrect answers, and write on the test to help you answer the question -- don’t answer your own questions or get confused by words such as “EXCEPT”!
• DO NOT LEAVE ANY QUESTIONS BLANK . . . Skip questions you have no clue on and come back to them later . . . questions later may jog your memory . . . BUT . . . ANSWER ALL QUESTIONS!
• ERASE WELL!!!
• REMEMBER—60+% is a good score!

DBQ Helpful Hints:
• The DBQ is worth 22.5% of your overall test score
• Your will have a 15 minute reading period to look over the question and the documents -- you cannot begin your essay during this time, but you may write your thesis and ideas in the booklet
• You will have a block of 115 minutes to write this essay and the two free response essays, so spend approximately 45 minutes writing your DBQ -- keep track of your own time!
• Your plan of attack should be to:
1. read/understand the question,
2. think about the time period and jot down all relevant facts you can think of
3. analyze the documents
4. scratch outline your thesis (one that takes a stand and answers the question) and where you will include your facts and documents
5. write your answer to the question!
• You must use both outside information (not included in the documents), and the documents in order to score well -- don’t worry about which is which, just think about the time period and incorporate ideas into your argument
• Be analytical in your answer -- explain how and why things happened, and use your facts and documents to prove to the reader that your ideas are valid -- the reader should never have to ask questions like “so what?” or “for example?” while reading your essay, since you will have already answered those questions for him/her
• WRITE LEGIBLY!

Free Response Essays Helpful Hints:
• The Free Response essays are each worth 13.75% of your overall test score -- you will write two Free Response essays
• You will have approximately 70 minutes of your 115 minute writing period to write your two Free Response essays
• Try to choose your essays before writing your DBQ -- you will see them at the back of the green booklet that has your DBQ -- you will pick one of the two offered in section B and one of the two offered in section C
• Free Response essays are just like the DBQ, only without the documents -- think about (and jot down) facts from the time period of the question before you even try to tackle the question
• Take at least 5 minutes (preferably 10 minutes) to write a thesis and scratch outline before you begin to write
• If you don’t see one you like, at least write something organized!
• WRITE LEGIBLY!
• REMEMBER . . . IT’S BETTER TO DO EXTRA PLANNING AND RUN OUT OF TIME WHILE WRITING AN EXCELLENT ESSAY THAN IT IS TO PLAN POORLY AND FINISH A BAD ESSAY!

Good Luck, and Take Lots of Deep Breaths!
Mr. H

Your Final Exam Info . . . Try Not to Drop the Ball on This One!

. . . Doh!

Your Final Exam Part 1 (multiple choice) will be on Wednesday, 5/4/11.  It will consist of 85 questions from a variety of sources . . . look over your Q1 Test, S1 Final, Q3 Test, 37-39 Test, 40-41 Test, and online practice tests and quizzes . . . also, feel free to consult the deity of your choice for assistance!

Your Final Exam Part 2 (free response essay) will be on Thursday, 5/5/11.  It will consist of one essay question from the following list of six . . . do some research for each one and a little planning ahead of time . . . once again, feel free to consult the deity of your choice for assistance!

Potential Essay Questions for Semester 2 Final Day 2

Look back over your materials; get some specific facts that you might use for each of these questions, and plan an answer and scratch outline for each. On test day, TWO of these SIX essay questions will be selected randomly; you will then pick ONE of the TWO for your essay.

1) In what ways did the ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s?

2) Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775-1783.

3) Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845-1861.

4) Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865-1900.

5) Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920. Focus your essay on TWO of the following:
Politics
Social conditions
Labor and working conditions

6) Explain the causes and consequences of TWO of the following population movements in the United States during the period 1945-1985.
Suburbanization
The growth of the Sun Belt
Immigration to the United States

The Last Blog Homework?

1) Your mission, should you choose to accept it, is to discuss the required post about the USA of now versus 1911 AND to choose ONE of the optional posts labeled A-D. For the USA post, comment there. For the posts labeled A-D, comment on the post that you choose.

2) This will be worth 20 points total (10 points each), and will be due by 11:59pm on May 6, 2011 (yes, that's Prom Day!) . . . if your posts are time-stamped anywhere near that time, I will know that: a) you (like me) are boycotting Prom (again), b) Prom is NOT going well, and/or c) you are a true history nerd . . . Good luck!

Required -- The USA of Today and the USA of 1911

a. How is the USA of now (2011) better than the USA of 1911? Explain.

b. Provide ONE specific factual statistic to support your answer to (a).

c. Include the proper citation (web address is okay) of the source of your statistic in (a).

d. How is the USA of now (2011) worse than the USA of 1911? Explain.

e. Provide ONE specific factual statistic to support your answer to (d).

f. Include the proper citation (web address is okay) of the source of your statistic in (d).

g. MAKE SURE YOUR STATISTICS ARE UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STATS...FIRST IN WINS!

h. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option A -- Bill Clinton

"Forget the Monica Lewinski debacle. She's irrelevant. Clinton was a disaster for liberals and Democrats because he was a closet Republican and was a major cause of the wealth and income gap that exists today between the rich and middle- and low-income Americans. Voters now identify his economic policies that benefitted investors and the wealthy at the expense of workers . . . ." (Source: http://www.kellysite.net/modrep.html)

a. Was Clinton a closet Republican? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. Explain how your specific factual statistic supports your answer to (a).
e. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
f. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option B -- Ronald Reagan

Ronald Reagan is considered by some to be one of the greatest USA presidents ever; he is considered by others to have caused great harm to the USA and the Republican Party. Last year, there was a proposal in Congress to replace US Grant on the $50 bill with Reagan.
a. Where do you stand...did Ronald Reagan help the USA so much that he deserves to be on the $50 bill, or did he harm the country so irreparably that he does not deserve to be on the $50 bill? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
e. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option C -- The Equal Rights Amendment

The Equal Rights Amendment was passed by Congress in 1972 but never ratified by the required 38 states (only 35 states voted for it by the time the deadline for ratification passed in 1982). It has been reintroduced in the House of Representatives on July 21, 2009 (but has gone nowhere). It said, in its entirety, the following:
Section 1. Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.
Section 2. The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article.
Section 3. This amendment shall take effect two years after the date of ratification.
a. Do we need an Equal Rights Amendment to the Constitution? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
e. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option D -- Richard Nixon

Richard Milhous Nixon, as president, did some amazing things...amazingly good and amazingly bad . . .
a. Should history be kind to Nixon and elevate him to the level he deserves, or will history be unkind to Nixon and dump him on the ash heap of history where he belongs? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
e. Most Importantly . . . put your first name, last name, and class period on your comment so you get credit!

Turn the Other Cheek vs. An Eye for an Eye . . . Either way you're going to get hurt, but which one is more effective?

In the struggle for African-American civil rights and equality in the USA, there were two main philosophies/strategies employed:  one philosophy/strategy was exemplified by people such as Rosa Parks, SNCC (early), the Freedom Riders, and Martin Luther King, Jr.  . . . passive, non-violent resistance ("turn the other cheek"); the other philosophy/strategy was exemplified by people such as Malcolm X, SNCC (later), and the Black Panther Party for Self-Defense ("an eye for an eye").  These philosophies/strategies were also employed by many other people of the USA (and world) seeking equality and civil rights, including women, Chicanos, Asian-Americans, Native Americans, and many more.

Dr. Martin Luther King, Jr.'s Famous Letter:

LETTER FROM BIRMINGHAM JAIL (excerpts)

April 16, 1963

MY DEAR FELLOW CLERGYMEN:

While confined here in the Birmingham city jail, I came across your recent statement calling my present activities "unwise and untimely". . . .

I think I should indicate why I am here In Birmingham, since you have been influenced by the view which argues against "outsiders coming in". . . .

Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial "outside agitator" idea. Anyone who lives inside the United States can never be considered an outsider anywhere within its bounds. . . .

You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations. I am sure that none of you would want to rest content with the superficial kind of social analysis that deals merely with effects and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city's white power structure left the Negro community with no alternative. . . .

We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly, I have yet to engage in a direct-action campaign that was "well timed" in the view of those who have not suffered unduly from the disease of segregation. . . .

You speak of our activity in Birmingham as extreme. At first I was rather disappointed that fellow clergymen would see my nonviolent efforts as those of an extremist. I began thinking about the fact that I stand in the middle of two opposing forces in the Negro community. One is a force of complacency, made up in part of Negroes who, as a result of long years of oppression, are so drained of self-respect and a sense of "somebodiness" that they have adjusted to segregation. . . . The other force is one of bitterness and hatred, and it comes perilously close to advocating violence. It is expressed in the various black nationalist groups that are springing up across the nation, the largest and best-known being Elijah Muhammad's Muslim movement. . . .

I wish you had commended the Negro sit-inners and demonstrators of Birmingham for their sublime courage, their willingness to suffer and their amazing discipline in the midst of great provocation. One day the South will recognize its real heroes. . . . One day the South will know that when these disinherited children of God sat down at lunch counters, they were in reality standing up for what is best in the American dream and for the most sacred values in our Judaeo-Christian heritage, thereby bringing our nation back to those great wells of democracy which were dug deep by the founding fathers in their formulation of the Constitution and the Declaration of Independence. . . .

Yours for the cause of Peace and Brotherhood,

Martin Luther King, Jr.

 
Malcolm X's Famous Speech:

The Ballot or the Bullet (excerpts)

by Malcolm X
April 3, 1964
Cleveland, Ohio

. . . Black people are fed up with the dillydallying, pussyfooting, compromising approach that we've been using toward getting our freedom. We want freedom now, but we're not going to get it saying "We Shall Overcome." We've got to fight until we overcome. . . .

Our gospel is black nationalism. We're not trying to threaten the existence of any organization, but we're spreading the gospel of black nationalism. . . . Join any organization that has a gospel that's for the uplift of the black man. And when you get into it and see them pussyfooting or compromising, pull out of it because that's not black nationalism. We'll find another one.

And in this manner, the organizations will increase in number and in quantity and in quality, and by August, it is then our intention to have a black nationalist convention which will consist of delegates from all over the country who are interested in the political, economic and social philosophy of black nationalism. . . . We want to hear new ideas and new solutions and new answers. And at that time, if we see fit then to form a black nationalist party, we'll form a black nationalist party. If it's necessary to form a black nationalist army, we'll form a black nationalist army. It'll be the ballot or the bullet. It'll be liberty or it'll be death. . . .

. . . Last but not least, I must say this concerning the great controversy over rifles and shotguns. The only thing that I've ever said is that in areas where the government has proven itself either unwilling or unable to defend the lives and the property of Negroes, it's time for Negroes to defend themselves. Article number two of the constitutional amendments provides you and me the right to own a rifle or a shotgun. It is constitutionally legal to own a shotgun or a rifle. This doesn't mean you're going to get a rifle and form battalions and go out looking for white folks, although you'd be within your rights -- I mean, you'd be justified; but that would be illegal and we don't do anything illegal. If the white man doesn't want the black man buying rifles and shotguns, then let the government do its job. . . .

. . . No, if you never see me another time in your life, if I die in the morning, I'll die saying one thing: the ballot or the bullet, the ballot or the bullet. . . .

 
Try an MLK, Jr. video clip to get you in the mood:

 
Or, maybe a clip from Malcolm:

 
 
 . . . and now for your homework questions (10 points, due by 11:59pm on 4/19/11, first name, last initial, class period) . . .
1) which man do you think had a more effective strategy in the struggle for African-American civil rights and equality?
2) what specific historical evidence or specific evidence from today do you have to support your answer to Q1?
3) if you had been around in the late 1950s/early 1960s, which strategy would you have supported and why?  (create a plausible persona for yourself and then answer this question -- are you:  male or female? age? location? race/ethnicity? occupation? etc.)

. . . oh, by the way . . . your Ch. 37-39 MC Test (~67 points) is Friday 4/15/11, and your DBQ (the last one ever in this class is Tuesday 4/19/11) . . . be sad . . . be very , very sad :-(