Questions for Chapter 7

You can print out this assignment - due Tuesday December 13th -  HERE.  Please follow the instructions AND I suggest you start on these this week and do a few a day.  There are 30 questions in all.  Please place the completed assignment in Chapter 7 tab.

Assignment Guide/Checklist Through Christmas Break

Due Tuesday Dec. 6^th ALL STUDENTS

____Finished Missouri Compromise Questions

____Finished Nullification Treaty Questions

____Finish Reading the Chapter

____2 written narrations – one of your choice the other on Jackson’s War on the Bank.

(8^th and 9^th grade students narrations should be typed and be no less than 250 words each).  Students not using a journal for narrations should place them in the chapter 7 tab.  THERE ARE NO OPPORTUNITY QUESTIONS UNTIL NEXT YEAR - all students will complete the written narration assignment intead :)

In class we will use the completed questions that you have answered in a group discussion regarding the sectionalism that was quickly taking the whole nation captive. 

Online Friday Class (8^th and 9^th grade only)

We will finish up where we left off last on how to use Historical Documents.  Please have all of the materials with you for class – this was the timeline of the Louisiana Purchase handout and the letters – remember?  It’s been awhile!  I’ll try and dig out the email and send it again before class in case anyone has misplaced materials.

Due Tuesday Dec. 13^th

ALL STUDENTS

____Completed Short Answer/Essay Questions for Chapter 7

____Timeline and Key People completed in notebooks for Chapter 7

____Make sure you remember to bring some kind of technology device that has internet capability for our multiple-choice ‘test’.  Let me know ASAP if you need to borrow/share.

8^th & 9^th Graders

____PSH Lincoln on the Mexican War - (A typed narration of this reading in Chapter 7's tab)

____Make sure you are caught up on Penny Candy Readings

____Review Economics Handouts/Notes we’ve covered thus far.

____Send to me questions that you have regarding economics and any economic issues that we’ve covered in the class - or haven’t covered in class for that matter.  We will have a guest speaker/teacher in January and I would like to present to him questions that we have as a class.  You must submit at least one question!

No Online Class Friday Dec. 16^th!

Assignments over Christmas Break

____Read pp 269-292 in Bennett

____Complete Accompanying Questions

____Timeline/Key People in Notebook

____For second semester, make sure you have a copy of  My Folks Don’t Want me to Talk About Slavery by Belinda Hurmence

____Those of you who are reading the autobiography should have that completed when you return.  We will schedule a group discussion after break.

____Since you will be with family again over the holidays please consider this as a time to get some idea/start on your final project for the year – the Oral Family History!

____One last thing – if you are so inclined I recommend viewing Amazing Grace and Amistad.  Both of these films have to do with the abolition of slavery and I wish there was a way we could watch them together, but I can’t squeeze it in.  (WARNING – Amistad is rated R for some nudity and for violence so please make sure you discuss it with your parents first!)

After Christmas Break

____We will have a special class covering the Trail of Tears and the Indian Removal sometime during the week of January 3^rd.  There’s no preparation for this – just show up.  It will be a longer class – we’ll watch a video during part of it.  Why don’t we plan to bring a snack to share?

____We will also schedule our trip to the Andrew Jackson Museum (and it may make sense to do those in the same day?)

Nullification Crisis Assignment

This assignment is similar to the Missouri Compromise assignment in that to answer the questions you will need to use interactive maps, text of actual documents, and this time I'm also going to provide you with a chart.

In class we will put what you've learned from both of these assignments together and further discuss the commercial differences of the North and South and the widening rift that was continuing to grow between them.  We will focus especially on South Carolina and Calhoun (who Jackson did not murder, btw - he said one of the things he regretted in his life was NOT hanging Calhoun!).  We will strive to really understand why these tariffs made more serious than ever the threat of secession.  I want also to make sure you have a clear understanding of what 'nullification' means - this was not the first appearance of the idea of nullification, but it was the most serious.

Print out the assignment HERE.

Tariff of 1828 is HERE - the tariff begins at the bottom of the page.  You'll have to click 'next image' to page through the book containing the text of this tariff.

Tariff of 1832 is HERE - also beginning at the bottom of the page.

Interactive Maps of Slave Crops in the American South are HERE.  There are 5 pages of this website for you to go through and use as a reference for your questions - just click "Next" at the bottom of the page.  You have to click the timeline at the bottom of each image to reveal the changes over time.

Chart showing Occupational Distribution of 1820-1860 is HERE.

The South Carolina Ordinance of Nullification can be found HERE.

New Multiple Choice Question

I posted the new question.  This is a much harder question than last week's, but I encourage you to answer this WITHOUT looking up the answer or doing any research.  (It's ok to look it up afterward- but don't discuss the question with someone who hasn't voted...)  Before reading the answers think about what you know of The Great Awakening.  Once you have that in mind THEN read over the answers and go through a process of elimination. 

There use to be a slight penalty for guessing on the AP exam - you could skip a few questions without them being considered wrong, but that is currently suspended.  A skipped question is a missed question, so it's to your advantage to guess.  You just have to increase your skill at guessing (not to mention increasing the amount of US History you know)!!

Missouri Compromise Assignment

I noticed as I reviewed notebooks that many of you had some difficulty with Part III of this assignment.  The answers to Part III can be found in the actual text of the Missouri Compromise - I provided you a link to the text in a previous post to bring to class.  I also noticed that a few of you did not have this assignment in your notebooks - please bring this completed assignment and the one I am assigning this week on the Nullification Crisis to class with you next week.  Our class discussion and activities require that you have these completed!

French Settlement of North America

(Map from Wikipedia)

Three of you answered this weeks multiple choice question, "Thanks!"  As you can see from the map above (French settlement is indicated in blue) the French claimed and settled the Mississippi Valley and Canada.  They sent Giovanni da Verrazzano (he was Italian) to explore this region between Florida and Canada.  He was to look for a route to the Pacific.  Cartier was another French explorer and he attempted North America's first settlement, but it failed. 

While the French explored and attempted settlement in North America earlier, remember though, that their settlement was different than that of the English - it was not as dense consisting mostly of male coureurs and voyageurs and of scattered forts.  (As a side note the French and Spanish had more of a mission focus than did the English, did, so there were traveling missionaries from both of these European countries.  A French missionary that Bennett mentions is Father Jogues - remember the one whose fingers were eaten by the Mohawks?)  French settlement was built essentially upon the fur trade.  These factors contributed to them having more successful indian relations than much of the English colonies.  It was one advantage they had during the French and Indian War (aka the Seven Years War).

Make note of any of this information that either you don't have in your notebook or that you felt like you didn't know well.  Place it in your Chapter 1 tab.  (Don't, however, just print out this post and put it in your notebook!  Pick up your pencil and put it to paper...you'll be more likely to remember it...)

I'll post a new question tonight - take the time to attempt it this week!

Recitation RePost

When you are preparing - don't forget the tips that you have received from Mrs. Calder and Mrs. Newton and as a reminder HERE is a link I gave you long, long ago that has presentation tips.  If you didn't check it out then, take the time to check it out today.  Remember your recitation is more than just memorization - it is also 'presentation'.  See you tomorrow!

Preparing for Tomorrow and Notebook Helps

Dear Students,

I hope that you are all prepared for tomorrow's Recitation Day.  After morning prayer we will remain in the sanctuary for your recitations.  The order of your recitations will be random.  After recitations are over we will return to our room and you will write a description of one of the pieces that you heard and if there is any time left we will begin our study of Andrew Jackson.

I mentioned this before break, but make sure that you have taken the time to give your notebooks some attention.  All your papers should be correctly filed in their proper places.  I also promised some tips for the keeping of your timelines and key people in your chapters, so here goes:

#1  When doing both of these assignments put the entire chapter onto one timeline and one list.  Don't do a seperate one for each weeks readings - you want the whole period accessible at a glance.

#2 Put your timeline first and one that you created yourself will serve your SELF - EDUCATION better than one you printed out.  It's ok to check and revise your timeline by another and it's ok to include another in addition to your own, but take the time to do this work.

#3  As you may have noticed the chapters are not strictly chronological, there is a bit of shuffling because of how different topics are related.  When you make your timeline it is a good idea to leave space between dates to add more information later.  On the timelines I have made it has worked well to leave about 5 lines between each year.  So if my first date is 1806 and my next is 1808 - I have ten lines between them - but figure out what works for you!

#4  A list of people's names with absolutely no indication of who they are or why they are in this chapter is of nearly no use to you.  You should not write down someone's name without also recording relevant information about them.  Some people require more space than others.  I have found that there have been at least a couple of people in each chapter who warrant their own page.  For instance in a few chapters Thomas Jefferson has warranted his own page, likewise Burr in last chapter, and even Jackson.  It should be obvious that in this era of 'Andrew Jackson' that he will most likely warrant his own page as well.

Below I've included a couple of photographs of some of my notebook pages so you get the idea:

Multiple Choice Question of the Week

I'm going to try and post one question a week on the blog so that you get continual practice.  I've set it up so that you can select an answer and then see everyone else's answer, too.  At the end of the week I'll post the correct answer and put up a new question.  Check out this weeks question to the left...

Multiple Choice Test Taking Strategies...

...this will be a topic we will be talking about in the upcoming weeks.  But for now - I've learned of a really fun strategy for improving your ability to navigate multiple choice questions - Sudoku -- you know, those little gridded number puzzles!

Multiple choice tests require logical thinking and are often a process of elimination - get rid of the wrong answers to reveal the right ones.  It's Sudoku!  So, grab yourself a book of them, find yourself a website, or scroll down to the bottom of this blog where I posted a Sudoko gadget for your convenience.  Try at least one a week, more if you can! 

There is plenty of time between now and May 2013 to get ready, but multiple choice is 50% of the AP Exam - currently 80 questions in 55 minutes.  We're going to practice, practice, practice to eliminate intimidation - and Sudoku is one of the first pages in the gamebook! 

Oral Family History Projects

DUE:  Not until the month of March -- the first presentation will begin Week 26 and we will have one or two presentations each week until we are finished.

REQUIREMENTS:  Since it is an 'oral' project there must be an 'oral' component -you must get in front of the class and share.  Even if your project can stand alone on it's own, you must introduce it at the beginning or provide some sort of summary at the end.  The only other requirement is that your project is in someway connected to your family history within the time frame of this class (1400s to 1920s).

I mentioned this project to you in the first weeks of class when we went over the syllabus together because I wanted it to be in the back of your mind all year.  I brought it up again a couple of weeks ago because I know that many of us will be getting together with family over the holidays.  It is a good time to ask questions, get family to tell stories and begin forming a plan for your project.

I'm going to leave the format of this totally up to you.  You are welcome to use technology - slide shows, digital photos, mp3's, movies, etc.  Feel free to ask me questions, but I want to leave a lot of room for interpretation - room for your creativity!

What are Primary Sources?

One of the things we talked about in today's online class was primary source materials - these aren't always 'documents' like the copy of the Missouri Compromise that I handed out in class on Tuesday. Historians use primary sources materials (including documents) to study and to write about history.  When we read history we are one step removed from the process - we are reading what someone else is reporting/interpreting from their study and work with primary materials.  Much of the history that we read is even farther removed from that - like our text book.  Bennett did not write our text using his own studies of primary sources - he used other historian's works to write our book.  He selected certain points of view of history in order to write his own point of view --- we are at least twice removed from primary sources! AND if you are relying on ME to interpret Bennett for YOU, you are even further removed!! 

It is good for you as a history student to have access to primary sources and to practice the work of historians by using those sources to form your own view of history.  One of the greatest sources for primary source materials we have is the Library of Congress and they have some parts of their collections available digitally so we can access them whenever we want.  Check out their website HERE...I'll be posting a permanent link in our sidebar soon.

I'd like you to watch the following video which is a short introduction to the LOC and their collection.  As you watch, think about how limited our list of primary sources was!

History Channel - Library of Congress - Visitor Experience from Viewpoint Creative on Vimeo.

Friday Class

Dear Friday Class,

Please respond to this post letting me know whether or not you will be able to join class this week at 3:00.  We do not have any Opportunities to discuss, but I would like to give you some instruction on the writing of opportunities, I would like to finish going over our last economics handout, and I would like to have a lesson about working with historical documents.

Thanks,

Mrs. Benton

Assignments Over Thanksgiving Break

Remember this painting of William Penn's Treaty with the Indians by Benjamin West?

As always we move forward without neglecting to look back!  As you enjoy your holiday spend at least a moment reflecting on the Pilgrims and Puritans and their influence on the begining of our nation! 

I announced during class that I will not be assigning any opportunities this week, but that doesn't mean NO, homework.  Middleschool students who are keeping journals - you may choose to journal this week or not.  Here is a summary of what you do need to do before we meet again:

Text Book Reading:  
pp 220-247
(We begin Chapter 7 and our study of Andrew Jackson -- I'd like you to really learn as much as you can from the text becuase in the New Year we will be visiting the Andrew Jackson Museum in Waxhaw!)

Missouri Compromise Assignment:
Finish your maps and your worksheets and file them in Chapter 6 in your notebooks.  Also make sure that you have a summary of the Constitutional Slavery Compromises alongside these pages.  HERE is the link to the interactive map we used in class.  You will need both this map and the actual text of the Missouri Compromise (see previous post) to complete this assignment.  We will use this information again - we will build upon it when we look at the tarriffs during Jackson's presidency.  We will refer back to these worksheets leading up to our study of the the Civil War so make sure you have completed it!  It is not ok to 'guess' or estimate answers to these questions even if you think or know you are right.  Use the data on the map - it is information from historical documents and it's your first practice at using historical documents to answer questions.  As a note to help you answer the density question --- density compares the population per land area.  Division is used to calculate how many people there were per square mile.  This is already calculated for you and located at the bottom of each table, but I just wanted you to know what this number means and where it came from. 

Notebook Work: 
Use this time to reorganize and re-establish order in your notebooks.  File things where they go.  Some of your notebooks are becoming dangerous - spilling out their contents into the crate when I check them.  Also many of you are not completing notebook assignments... 
Chapter Timeline & List of Important People
This was designed as a tool to help you organize and think about your reading.  It was also designed to help you create a study guide for yourselves.  I will be making a post about each of these notebook assignments over the holidays to give you some tips and advice.  Do not neglect this notebook work - it is a part of your grade, but it will also help you be prepared for class!
Vocabulary
I apologize that we have not recently been able to fit this into our class time.  It is a valuable habit that I would like to help you develop and I'll try and reestablish this routine in the coming weeks.

Autobiography:
Those of you who are reading the autobiography use this time to either follow or catch up on your reading plans.  We will meet to talk about your readings, but it may not be until after the holidays, I'll keep you updated.

PSH:
pp 53-55 William Lloyd Garrison
I also encourage you to read the next piece which is a selection from Washington Irving's periodical in which he establishes the Gotham as a fictionalized NY!

Economics:
Make sure that you are caught up in your Penny Candy readings.  If all works out we will have a guest speaker on Economics in a few weeks.  Look over and review the handouts you've been given, and if you can, I encourage you to read the essay posted a couple of weeks ago 'I, Pencil'.

Projects:
Recitation
Use this time wisely to work on your recitations.  Finish memorizing and work on your presentation using the tips that Mrs. Calder shared with us last week.  Please refer to the recommendations and encouragements that Mrs. Newton shared with you in class today.  I had a chance to review them and they are very helpful -- Nick your's fell out of your notebook, I'll try and email you a summary soon!
Oral Family History
I'll be making a separate post detailing this project - it's due much later, but use this time of families getting together to ask for stories.  Basically, your project is just to present to the class (various formats are acceptable) something regarding your family history from the time period of this class (1400s - 1920).

The Missouri Compromise

Class tomorrow will focus on The Missouri Compromise.  You will need to bring to class:

Colored Pencils
A copy of a transcript of The Missouri Compromise which you can print from HERE.
A copy of the blank map from HERE.

I hope you are all prepared to leave the classroom one by one to go to the sanctuary with Mrs. Calder and practice your recitations.  We will begin this as soon as the class activity is introduced.  It doesn't have to be perfect, but the more prepared you are the more she can assist you!

If any of you arrive to the classroom before me - please make sure we have a white board - we will need it tomorrow.