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!
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.
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
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.
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?
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 firstname.lastname@example.org
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!
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
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.
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.
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: