World History Unit 2 Helpful Stuff: Scientific Revolution and Enlightenment

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Here are some helpful things for our unit on the Scientific Revolution and Enlightenment!

Your study guide can be found here: Unit 2 Study Guide Scientific Rev and Enlightenment

Read Chapter 1, Section 5, and understand the effects that these people and their discoveries had upon Europe.  Pay special attention to how specifically they were challenging the authority of the Catholic Church and the Kings and Queens.  How do we see their influence even today?  The Scientific Revolution

Here are some helpful notes on the Enlightenment and our Enlightenment “philosophes.”  Be sure you understand what each thinker says is the “BEST” way to rule.  How do you see their influence today (especially in our own country)? Enlightenment Notes

Here are the notes from our discussion on Chapter 5, Section 2, and the EFFECTS of the Enlightenment (look on page 2): Enlightenment Ideas Spread Clues

Here is some information on the Enlightenment and the American Revolution: Enlightenment and American Revolution

Here is a helpful video to view to understand the Scientific Revolution and Enlightenment. View 2 1/2 minutes or so from about 8:05 to the end (about 10:50):

APUSH: Unit 2 Helpful Stuff

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Allright, APUSH it’s time for the “Critical Period!” In case you were wondering, that’s basically from about 1783 (signing of the Treaty of Paris officially ending the Revolution) through 1824.  It’s the first few years of the nation where we realize that a) we’d better fix these Articles of Confederation things or we’re in BIG trouble and b) France, Spain, and England are pushing us around and we’d better deal with them. We’ll also address the causes and effects of the War of 1812 and conclude with the Era of Good Feeling and the Monroe Doctrine.

Here is some helpful stuff for you:

Unit 2 Packet: Unit 2 NEW

And here is the rubric for your project, due after the Unit 2 Test: Critical Period Rubric

Think about our discussion of the four “GHOSTS” that were “haunting” the Framers of the Constitution during that summer of 1787 in Philadelphia. Young explains 4 ghosts below, and then we added two more:  Abigail Adams and Benjamin Banneker.  Be sure you understand what each represented and how the Framers dealt with each “Ghost.” FOR WEDNESDAY, 9/17: Comment or write who EACH of the FOUR “GHOSTS” were, and why the Framers were afraid of them.  You can comment on this post or write this to submit.

Ghosts of the Revolution by Alfred Young

Notes from Unit 2 can be found here (and more added as we go!): Chapter 5 APUSH and Chapter 6 Notes and Chapter 7 for Unit 2

For Tuesday’s debate, you’ll need to take YOUR historian’s perspective and argue in favor or against the following statement: “The American Revolution WAS truly a SOCIAL Revolution in every sense of the word.”  Use your historian’s perspective below:

Zinn Revolution

Viewpoint 2 WOOD

APUSH: The Convention is TRENDING

You and your partner will take an identity of a Framer and use the following template to create a page and some conversations that WOULD HAVE GONE ON had the Founding Fathers had their smartphones handy and some good, reliable WiFi.  Have some fun with it and share it when you’re done!

Topics you MUST have somewhere on your page (pull these from Madison’s notes!):

  • How does your Framer feel about REPRESENTATION?
  • How does your Framer feel about SLAVERY?
  • How does your Framer feel about a BILL OF RIGHTS?

Requirements:

1. All 6 photos chosen for historical significance, with accurate descriptions in tweets. These should be photos YOUR PERSON chose, supporting some aspect of the Constitution that they agree or disagree with.

2. 10 school-appropriate tweets related to what YOUR Framer said according to Madison’s Notes (see your packet!).  You should make 7 of these things YOUR FRAMER said, and 3 of them from OTHER PEOPLE/FRAMERS who disagree.  

3. 2 RETWEETS from other FRAMERS or GROUPS that you believe in.

4. Who should they follow?  Who would be popping up in their suggestions?   List 3 people and find pictures.

5. What is TRENDING in 1787 for your Framer?

6. Your profile information and ideas correctly expressed throughout.  You can find information on your Framer, here.

Use the following template:  Twitter Template You can download it and open in your Google Apps.  Save it as YOUR FRAMER, YOUR LAST NAMES and share it with your partner and ziemnik.sara@rrcs.org

Have fun!

APUSH Classwork for Wednesday 9/17

Last night, you examined the “Ghosts of the Revolution” according to Alfred Young.  Who are these ghosts?  Why did they “scare” the Framers?

Wednesday’s CLASSWORK:  We will examine two “additional ghosts”:  Benjamin Banneker (Banneker Letter) and Abigail Adams (Abigail Adams Remember the Ladies).  Read each letter and understand the main points each author is making!  How will these ghosts affect the creation of the new Constitution? Let’s discuss!

APUSH, Tuesday 9/2

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!

Then, discuss:

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)?

8-Minute Essay: 1993 DBQ

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.

The FIRST ONE:  1993 DBQ

Open it up, take a little time to read through and jot down some notes, and then when I say go, you GO!

The Visible and Invisible Worlds of Salem: APUSH, due 8/28

For Thursday, August 28th, read the Davidson and Lytle article on the Visible and Invisible Worlds of Salem, and be ready to discuss:

1.  What is the author’s THESIS (What is the WHOLE POINT?) Read the article and ask yourself this at the end.

2.  What are 3-5 pieces of evidence from the article that back up your thesis?  These can be quotes or paraphrase quotes from the article, and should relate to your thesis.

Comment here with what you think is the author’s thesis by class time on Thursday. (You do not need to provide your evidence; we will discuss in class.)

World History: Unit 1 Helpful Stuff

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 ONE Machiavelli quote.  Share it via Google Drive with ziemnik.sara@rrcs.org by class time on Wednesday, August 27th.

Machiavelli Quotes
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!

Study Guide Age of Monarchy

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:

APUSH: August 25th

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?

The Stono Rebellion: General background is here, and here is a primary source letter describing the rebellion and its effects.  Also, examine the 1740 slave code that was created in South Carolina to discourage any other rebellions.

King Philip’s War: General background here and here.  A Harvard historian, Jill Lepore, gives a lecture on the topic here.  It is quite long, but you may want to listen to at least a little bit!

Pueblo Revolt: General background here.

Bacon’s Rebellion: General background here. Here is a letter from VA Governor Berkeley describing Bacon’s Rebellion.  Note the massive spelling errors throughout that are very typical of this period.

What is An American? APUSH HOMEWORK, DUE 8/26

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.

What is an American