Flip to page 9 of the excerpt from Zinn’s A People’s History of the United States. Howard Zinn presents a much different viewpoint on U.S. history than many historians. Read page 9 starting at “The treatment of heroes “Columbus” through page 11 where he says, “The reader may as well know that before going on.” This will hopefully take you 6-8 minutes. After reading, discuss:
1. In what way does Zinn argue that his approach to explaining history is different than that of other historians?
2. Why does he argue that “we must not accept the memory of states as our own?”
Now, flip to the top of page 17. Begin where Zinn writes, “Was all this bloodshed and deceit…” and read through the end of the article. This will hopefully take no more than 15 minutes or so, but if you can’t get to the end, don’t worry! Just do what you can. Highlight, underline, and make any marks you need!
1. Zinn throws out a question to you, the reader. “Was all this bloodshed and deceit….a necessity for the human race to progress from savagery to civilization?” And later, “If there are necessary sacrifices to be made for human progress, is it not essential to hold to the principle that those to be sacrificed must make the decisions themselves?” (p. 17) These are really important questions to think about as we begin our study of U.S. history. There are lots of different ways to answer this. What do YOU think? Why?
2. What are some examples that Zinn gives (p. 18-20) of how Native American cultures may have been “superior” to those who were conquering them (p. 21)?
The purpose of the 8 Minute Essay is to get you some practice writing DBQs and FRQs in a low-stress environment that does not require a full class period and 24 hours of commitment like most of our DBQs we do in class. These are important as well, but we’re just not able to complete them as frequently as I’d like to. Behold, the 8 Minute Essay!
(Name that movie!)
Here’s the requirements:
1. You START with your thesis. No intro paragraph, no fluff. Ain’t nobody got time for that. Get to the point, pronto! Set up a strong argument.
2. Pick ONE or TWO documents that you’d like to use to prove your point. You will ONLY use a quote or small excerpt from this in your 8 Minute Essay.
3. Go! Prove your thesis quickly and concisely. Pull in some outside information, too, if you can. Don’t worry about a conclusion paragraph; a concluding sentence is just fine.
8 Minute Essays are just one paragraph, unless you’re some kind of speed writer. In that case, go nuts! But one paragraph is all that is expected of you.
This will give you the opportunity to practice DBQs more frequently than we could before. 8 Minute Essays will be somewhere in the range of 15-20 points.
Here you will find all kinds of good stuff to help you succeed on the Unit 1 test! We’ll start first with our Machiavelli assignment. Here are the quotes you may choose from. Remember, your letter should be 150 words and you need THREE REASONS your person is Machiavellian and ONEMachiavelli quote. Share it via Google Drive with firstname.lastname@example.org by class time on Wednesday, August 27th.
HERE is our very first STUDY GUIDE. We will fill this in as we go, so be sure to come prepared to class and bring it every day!
Here are our review notes on the Renaissance: COMING SOON!
Here are some helpful notes on the REFORMATION and how it divided Europe and England, as well as the role of Elizabeth I:Reformation and England
Here is our “Top 5 Ranking” of political power in Europe. Think about how and why the rankings changed during this time period–that’s what you’ll discover during our presentations! Top 5 Rankings of Political Power Europe
Okay, so I warned you that this unit is a little tough, right? To help you prepare, I made a video that goes through the major points of the unit. This is also great if you were absent or missed any of the presentations. Check it out below and be sure to follow the instructions in the video for a secret bonus point that’s “hiding” in there… (You’ll comment on THIS POST with the secret bonus answer! Just use your name and school email–no website is necessary.)
Here’s a little something on the rise and decline of the Spanish empire (and a little dash of England, too) during this period…view from about 5:20 to the end:
Below is the first Unit Packet for APUSH. Remember, the terms are not collected for a grade, but they are extremely important to understand before the test. It is suggested that you fill them in as you are reading and take advantage of study sessions offered during seminar, too! Flash cards are very helpful, and Kaplan makes a great set called AP U.S. History In A Box.
Have you found Crash Course U.S. History yet? If not, meet your new best friend. Like anything, this is NOT a substitute for careful reading, but is an entertaining quick review! Here’s a little something fun taking you from the Prologue to Chapter 1:
Here I walk you through how to create your DBQ outline. Then, you can use your notes, book, etc. to create your OWN outline! I am mostly concerned with your thesis, brainstorm, and your GENERAL setup. IT’S AN OUTLINE…do NOT write the whole essay! Don’t worry, you’ll get to do that in later units.
Today we are going to examine signs of tension within colonial society. The colonies were not always harmonious, and there was often tension between rival European nations that played out in this theater. Furthermore, tensions within colonial society were also apparent.
Your task is to examine these four colonial conflicts.
1. WHEN and WHERE was the conflict?
2. What was the root of the conflict?
3. How did it show tension within colonial society?
4. How was it resolved? Or, was it truly resolved at all?
Although not published until 1781, this letter sheds light into what made Americans different from the point of view of a European. As you read, think about the ways that Crevcoeur argued that people living in America were forever changed by their experiences. Comment briefly (using your own name please!) on at least 3 ways the author believes that Colonial Americans differed from Europeans. Comments will be open until class time on Tuesday, August 26th.
And here is a fun little “quiz” we’ll take: how many of these people can you name? I guarantee by the end of the course you will know lots of great stuff about ALL of them! (Well, at least 19 of them…)
As extra credit, we are taking donations for a “class bike” to be sent to someone in Africa (and/or also a mechanic’s toolkit to help create a lasting job for someone). To learn more about what bicycles can do, view this video:
Now, come up with a creative way to raise awareness and money for the “Power of Bicycles!” Here is a link to helpful tools with information, statistics, and logos that you can use to create your own flyer, video, etc. to spread the word.
Donations are welcome, but I can’t just give you points for money. To earn extra credit, you need to RAISE AWARENESS. This could be something as simple as tweeting a video or information mentioning @PowerOfBicycles, taking a screenshot, and emailing it to me. That would be 1 point.
For more points, you can get creative! Have a lemonade stand and pass out flyers that you make showing people where the money goes. Sell some old stuff in your garage and pass out a flyer you make showing people where the money goes. Come up with a fundraiser to do here at school, again involving a homemade flyer that shares information on the World Bicycle Relief. Donate a portion of your babysitting earnings, grass-cutting money, etc. and give the person who is paying you a homemade flyer showing them where their money is going.
Depending on the time and effort involved, you can earn up to 10 bonus points. Collections will be taken through Friday, June 6th. Grab some friends and make a difference!