World History: Mini-Unit Helpful Stuff (Latin America)


Here’s what you need to help you with our mini-unit on the Enlightenment in Central and South America!

Be sure to read p. 283-289 CAREFULLY and complete the study guide here:  Study Guide for Quiz Unit 6 Latin America

Here’s a little video to help you. Pay close attention to the following minutes: 0:00-3:39 (Information on the different cultural groups/divisions in Spanish empire), 5:26-7:16 (How Napoleon played a role in Mexico’s independence movement) and 8:00-end (Simon Bolivar and the effects of the revolutions: did they actually change anything?)

Primary Source: What, To the Slave, Is the Fourth of July? –Frederick Douglass APUSH Assignment for 11/3


Here is a link to the famous speech by Frederick Douglass that we will be discussing today.  As you read, think about our discussion questions.  Also, put this speech in the context of the historical period in which it was given.  What issues were facing Frederick Douglass, slaves, abolitionists, and the nation in July of 1852?  How might Douglass’ speech be seen as a bold statement both in his era and in ours?

You do not need to read past “INTERNAL SLAVE TRADE,” although it is very interesting so feel free to keep going if you have time!

Here are our discussion questions:

4th of July to the Slave

Here is a History Channel clip of Morgan Freeman reading part of Douglass’ speech:

APUSH: Unit 4 The Road to the Civil War


Here are some helpful things for our unit on the final steps leading to the Civil War. Your new Unit 4 Packet can be found here: Unit 4 NEW

Here is a link to our discussion of Stauffer, including a video that tells you what is important.

Here is a link to our post on the Frederick Douglass speech, “What, to the Slave, is the Fourth of July?” You can also see a video with Morgan Freeman reading highlights of the speech and images of U.S. History in the backdrop.

Here are the notes we’ll be covering in this unit between 10/28-11/5:  Unit 6 Notes

Here are the notes on the Compromise of 1850 from 10/27: The Compromise of 1850

Here is a helpful video explaining significant events and concepts in Chapter 13:
And here is an applicable Crash Course:

World History Homework: Due Wednesday!

We are pretty short on time this week, so you will need to complete your Cornell Notes on Chapter 8, sections 2 and 3 BEFORE WEDNESDAY’S CLASS.  Bring your completed sheet to class.  The easiest way to do this is to complete it while listening to my video–I explain everything you need!

Here are the notes on the 1830 and 1848 Revolutions

And here is a video explanation of those notes:

APUSH: Age of Reform HOMEWORK for TUESDAY, 10/14!

View the two videos below (I ran out of time in the first one so the second is VERY short!).  Pay close attention to each reformer and their INFLUENCE upon American culture.  Which person do you believe has the MOST influence?  Whom do you think has the LEAST?  Go through your textbook Chapters 10-11 and back up your opinion with specific data and facts!

On TUESDAY, we’ll get into teams and you’ll need to RANK these people from most influential to least influential.  It might be helpful to get notes down on each person so that you have a good set of basic data to help you make your decision.

Here are the reformers/leaders/movements we’ll discuss in class:

Charles Grandison Finney, Ann Lee and the Shakers, Joseph Smith, Brigham Young, Robert Owen and New Harmony, the artists of the Hudson River School, the Temperance movement, Thomas Galludet, Dorothea Dix, William Lloyd Garrison, Frederick Douglass, Lucretia Mott, Elizabeth Cady Stanton, Ralph Waldo Emerson, Henry David Thoreau, Edgar Allen Poe, Nathaniel Hawthorne, Herman Mellville, Walt Whitman, Horace Mann

Ready? GO!

Part 2 (short!)

World History Unit 3: The French Revolution, Napoleon, and Revolutions of 1848

Here is everything you need to succeed on Unit 3 in World History:

Our study guide for the test: The French Revolution, Napoleon, and 1830 1848

The notes from when we “acted” out the French Revolution on 10/2 and 10/3: French Revolution Simulation

Here are the Cornell Notes on Chapter 6:  Cornell Style Notes French Rev

How about a Crash Course on the French Revolution?

Here are notes on the rise and fall of Napoleon: The Napoleonic Era

And here is a VIDEO EXPLANATION OF THE NOTES for those who need a little extra help!

Here are notes on the Congress of Vienna

Here are the notes on the 1830 and 1848 Revolutions

And here is a video explanation of those notes:

And now for some fun stuff!

Here’s a fun little French Revolution song: Everything you need to know in less than 3 minutes!

Here’s one I like–The French Revolution according to Coldplay:

And, here’s the French Revolution, Lady Gaga Style!

APUSH: Unit 3–The Age of Jackson

I don’t have to tell you that this is a BIG unit.  There are so many important changes happening in this era: political, social, intellectual, and economic.  We’re going to take a little longer on this unit due to its size, yet it is more important than ever to stay on top of the reading.  Saving this for the end of the unit almost always results in a disastrous performance on the exam.  Be sure to utilize seminar help and if needed make appointments for after school review, too.

Here is your Unit Packet: Unit 3

Here are the readings and an explanation of your concept sheet.  You will be the ONLY ONE leading the discussion on your article, so you’d better understand the thesis and main points!  Be sure to see me ahead of time if you don’t so we can make sense of it together.

Here is a list of databases for your Storyboards, and here are the requirements:

Requirements for Storyboards Jackson

Notes from Class:

Presidential Election of 1824

North, South, West CORRECTED: See below for a video lecture of both of these notes combined!

Jacksonian Democracy: See below video for a video lecture of these notes!

HERE are the COURT CASES we discuss, and the REFORMERS we discuss:  Judicial Nationalism and Reform Movements

Here are the notes on Chapter 12 discussing the Texas Revolution and Mexican-American War (11/5)

Manifest Destiny and Mexico

How about some CRASH COURSE? Here’s a little bit on the Market Revolution:

And one on Jackson’s Administration:

The Enlightenment is TRENDING

You already know that the scientists and philosophers in the Scientific Revolution and Enlightenment relied upon the printing press and the written word to get their ideas out.  This is why Diderot’s “Encyclopedie” was banned, why Copernicus did not reveal his studies until the end of his life, and why John Locke’s “Two Treatises on Government” was so influential in the American Revolution.

What if these people communicated like we do…through our phones?

Your task is to take your assigned personality from Chapter 1 or 5 and create a Twitter profile that takes their IDEAS from their time and translates into WORDS TODAY.  Who would be upset at your person, and why?  What would they be “retweeting?” What was “trending” during their lifetime?  What pictures would they share?

Here are the requirements:

1. All information you gather must be FROM OUR TEXTBOOK. You’re being tested on the book, NOT on Google!

2. Complete all pictures and give them appropriate captions. (There are 6)

3. Complete your profile with information in the book.

4. Complete two retweets from groups or people your person would support.

5. Fill in 7 tweets from your person, and three tweets coming from other people (they can agree or disagree!). Appropriate “twitter battles” are totally encouraged here!  Who would want to argue with your person?

All pictures, tweets, and information must be accurate and school-appropriate.  I am looking for how well you pull your person’s IDEAS and HISTORY into your profile.

Open this template in your Google Apps, and get started! Twitter Template