Unit IV Homework Guide
Overlapping Revolutions, 1800-1860
APUS
Note: for reading pages below, you are responsible to have read those pages BEFORE YOU ARRIVE TO CLASS THE NEXT DAY. If it is HW on Monday, you might have a quiz on it on Tuesday
Unit IV—Ch. 9 Transforming the Economy 1800-1860; Ch. 10 A Democratic Revolution, 1800-1844; Ch. 11
Religion and Reform, 1800-1860; Ch. 12 the South Expands: Slavery & Society 1800-1860
Part 4
College Board Periodization: 1800-1848
October/ November
|
22
Go over Rev. DBQ
|
23
Due—Ch. 9 Online
Google Classroom--Periodization
|
24
Due—Ch. 9 Subheadings
Go over Unit III test
|
25
No School
HW: Ch. 10 p. 322-331
|
26
No School
Due—Ch. 10 Online
|
|
29
Compare & Contrast President Jackson & President Trump
Vocab Test-Ch. 9-10
Due—Ch. 10 Subheadings
|
30
Jackson Cartoons & Andrew Jackson Style
|
31
Due—Ch. 11 Online
Ch. 11 ideas--common thread activity
|
11/1
Essay in Class
Due—Ch. 11 Sub-headings
|
2
CAPP work--p. 384-5
|
|
5
Change AND Continuity over time
p. 386--see Google Classroom
Vocab Test-Ch. 11-12
|
6
p 405 Slavery activity
Due--Ch. 12 Online
|
7
CAPP--p. 398-399
|
8
Due—Ch. 12 Subheadings
Marshall Case--review Activity
|
9
Unit 4 SAQ's
|
|
12
No School
|
13
Unit IV Final Exam
|
14
|
15
|
16
|
|
19
|
20
|
21
|
22
|
23
|
Concept Outline for Unit 4
The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.
PERIOD 4 (1800-1848)
Key Concept 4.1 –The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation's democratic ideals and change their society and institutions to match them.
Key Concept 4.2 – Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.
Key Concept 4.3 –U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.
Unit 4 Vocabulary
You do not have vocabulary “assignments” but you will have a vocab test for every 2 chapters.
Ch 9
Concepts & Events
Industrial Revolution (in US)
Mineral-based economy
Labor theory of value
Market Revolution
Erie Canal
Self-made man
Benevolent Empire
American Temperance Society
Nativist movements
People to Know
Samuel Slater
Eli Whitney
Cyrus McCormick
Charles Grandison Finney
Ch. 10
Concepts & Events
Political machine
Spoils system
American System
Corrupt bargain
“consolidated government”
Tariff of Abominations
Nullification
Second Bank of the US
Indian Removal Act of 1830
Trail of Tears
Whigs
People to Know
John Quincy Adams
Henry Clay
Andrew Jackson
John C. Calhoun
Daniel Webster
Nicholas Biddle
Roger B. Taney
Ch. 11
Concepts & Events
Individualism
Transcendentalism
Abolitionism
Amalgamation
Seneca Falls Convention
People to Know
Emerson
Thoreau
Margaret Fuller
Walt Whitman
Herman Melville
William Lloyd Garrison
Dorothea Dix
Elizabeth Cady Stanton
Susan B. Anthony
Ch. 12
Concepts & Events
Chattel principle
“positive good” argument
Black Protestantism
People to Know
Stephen Austin
Sam Houston
Reading Strategies
Careful reading is one of the most essential skills in APUSH. As such, knowing how to read your textbook (in particular) is an acquired skill, and here is a list of suggestions:
- eliminate all distractions (find a quiet place, turn off electronics, etc.)
- USE YOUR VOCABULARY LIST à while this seems obvious, don’t overlook it…the terms are there for a reason, so you’re accountable for knowing them!
- skim the headings, visual aids and excerpts à maps, pictures, quotations, etc. are included as essential tools to the understanding… they’re not just decorations (so expect quiz items to cover them)!
- don’t write annotate, take notes, etc. the first time you read à it is often much better to take notes, highlight, etc. once you have become familiar with the content… so read it through once, then go back and double-check for the important facts, conclusions, etc… this way you’re not transcribing the book or playing “paint by numbers” with your highlighter
- general categories à what is political in nature? economic? religious? social? intellectual? artistic? (these will usually overlap, but that’s okay…)
- patterns à when are events consistent with the past and when are they new directions?
- fact/opinion à distinguish between statements of historical fact(s) and the author’s bias
- primary vs. secondary sources à which bits of evidence are directly from a participant or a witness (then determine the source’s credibility!) and which are not… which is better?
Use the strategies that will work best for you. Use your performance on the assessments to gauge whether or not your reading strategies are sufficient. The purpose of note-taking is to support your learning. If you feel that you’re struggling with the readings, seek out a classmate and compare notes. If that doesn’t help, let’s sit down together to discuss your process.