ESSAY STRUCTURE INTRODUCTION PARAGRAPH (2-3 SENTENCE INTRODUCING YOUR TOPIC; THESIS STATEMENT)

Size: px
Start display at page:

Download "ESSAY STRUCTURE INTRODUCTION PARAGRAPH (2-3 SENTENCE INTRODUCING YOUR TOPIC; THESIS STATEMENT)"

Transcription

1 ESSAY STRUCTURE INTRODUCTION PARAGRAPH (2-3 SENTENCE INTRODUCING YOUR TOPIC; THESIS STATEMENT) BODY PARAGRAPH #1 BODY PARAGRAPH #2 BODY PARAGRAPH #3 CONCLUSION PARAGRAPH (2-3 SENTENCES SUMMARIZING YOUR ARGUMENT; CONNECT TO LARGER IMPORTANCE FOR U.S. HISTORY)

2 BODY PARAGRAPH STRUCTURE TOPIC SENTENCE CONCRETE DETAIL #1(QUOTING OR PARAPHRASING FROM DOCUMENTS) ANALYSIS SENTENCE (CM) ANALYSIS SENTENCE (CM) CONCRETE DETAIL #1(QUOTING OR PARAPHRASING FROM DOCUMENTS) ANALYSIS SENTENCE (CM) ANALYSIS SENTENCE (CM) TRANSITION TO NEXT PARAGRAPH SENTENCE

3 BRAINSTORM CONCRETE DETAILS FROM THE PRIMARY DOCUMENTS & YOUR KNOWLEDGE ABOUT INDIAN POLICY SOCIAL CHANGES POLITICAL CHANGES ECONOMIC CHANGES

4 BRAINSTORM CONCRETE DETAILS FROM THE PRIMARY DOCUMENTS & YOUR KNOWLEDGE ABOUT INDIAN POLICY SOCIAL CONTINUATIONS POLITICAL CONTINUATIONS ECONOMIC CONTINUATIONS

5 RESPOND TO THE PROMPT DIRECTLY BY CRAFTING AN EFFECTIVE THESIS STATEMENT THE JACKSON ADMINISTRATION S DECISION TO REMOVE THE CHEROKEE INDIANS TO LANDS WEST OF THE MISSISSIPPI RIVER IN THE 1830S SIGNIFICANTLY CHANGED THE PREVIOUS SOCIAL, POLITICAL AND ECONOMIC POLICIES PURSUED BY THE COLONIES & THE UNITED STATES TOWARDS THE AMERICAN INDIAN TRIBES. THE JACKSON ADMINISTRATION S DECISION TO REMOVE THE CHEROKEE INDIANS TO LANDS WEST OF THE MISSISSIPPI RIVER IN THE 1830S DID NOT SIGNIFICANTLY CHANGE THE PREVIOUS SOCIAL, POLITICAL AND ECONOMIC POLICIES PURSUED BY THE COLONIES & THE UNITED STATES TOWARDS THE AMERICAN INDIAN TRIBES.

6 RESPOND TO THE PROMPT DIRECTLY BY CRAFTING AN EFFECTIVE THESIS STATEMENT THE JACKSON ADMINISTRATION S DECISION TO REMOVE THE CHEROKEE INDIANS TO LANDS WEST OF THE MISSISSIPPI RIVER IN THE 1830S SIGNIFICANTLY CHANGED THE & POLICIES PURSUED BY THE UNITED STATES TOWARDS THE TRIBES BUT CONTINUED THE POLICY. THE JACKSON ADMINISTRATION S DECISION TO REMOVE THE CHEROKEE INDIANS TO LANDS WEST OF THE MISSISSIPPI RIVER IN THE 1830S SIGNIFICANTLY CHANGED THE POLICY PURSUED BY THE UNITED STATES TOWARDS THE TRIBES BUT CONTINUED THE & POLICIES.

7 POSSIBLE TOPIC SENTENCES FOR A CHANGE IN INDIAN POLICY THE JACKSON ADMINISTRATION CHANGED U.S. POLITICAL POLICY TOWARDS THE TRIBES BY. SOCIAL ATTITUDES TOWARDS THE TRIBES CHANGED FROM TO DURING THE JACKSON ADMINISTRATION. THE JACKSON ADMINISTRATION CHANGED U.S. ECONOMIC POLICY TOWARDS THE TRIBES BY.

8 POSSIBLE TOPIC SENTENCES FOR A CONTINUATION OF INDIAN THE JACKSON ADMINISTRATION CONTINUED U.S. POLITICAL POLICIES OF TOWARDS THE TRIBES. THE SOCIAL ATTITUDE OF CONTINUED DURING THE JACKSON ADMINISTRATION. THE JACKSON ADMINISTRATION CONTINUED THE U.S. ECONOMIC POLICY OF TOWARDS THE TRIBES BY.

9 CONCRETE DETAILS CHANGED OR CONTINUED POLITICAL POLICIES CHANGED OR CONTINUED SOCIAL POLICIES CHANGED OR CONTINUED ECONOMIC POLICIES Documents: #1 Documents: #1 Documents: #1 Documents: #2 Documents: #2 Documents: #2 GENERALLY, IT S EASIER TO PARAPHRASE THE DOCUMENTS THAN TO QUOTE FROM THEM. BUT IF YOU CHOOSE TO QUOTE AN EXCERPT FROM THE DOCUMENT, CHOOSE WISELY & KEEP IT SHORT!

10 PARAPHRASING FOR CONCRETE DETAILS JUST SAY NO TO NAKED QUOTES! DOCUMENTS I AND J DEMONSTRATE THE POPULAR BELIEF THAT THE INDIANS NEEDED TO BE IMPROVED OR CIVILIZED. EMIGRATE BEYOND THE MISSISSIPPI OR SUBMIT TO JACKSON ARGUED THAT IT WAS U.S. POLICY TO, INTRODUCE AMONG THEM THE ARTS OF CIVILIZATION (DOCUMENT O). THE LAWS OF THOSE STATES (DOCUMENT O). CONCRETE DETAILS SHOULD NEVER BE ACCORDING TO DOCUMENT E, THE U.S. GOVERNMENT PURSUED A POLICY OF PAYING THE TRIBES FOR THEIR LAND. JUST A QUOTE FROM THE DOCUMENTS. QUOTES ALWAYS NEED TO BE INTRODUCED BY YOUR OWN WORDS! JACKSON REFERS TO THE POLICY OF MAKING TREATIES WITH THE TRIBES AS AN ABSURDITY (DOCUMENT H).

11 PARAPHRASING FOR CONCRETE DETAILS DOCUMENTS I AND J DEMONSTRATE THE POPULAR BELIEF THAT THE INDIANS NEEDED TO BE IMPROVED OR CIVILIZED. JACKSON ARGUED THAT IT WAS U.S. POLICY TO, INTRODUCE AMONG THEM THE ARTS OF CIVILIZATION (DOCUMENT O). ACCORDING TO DOCUMENT E, THE U.S. GOVERNMENT PURSUED A POLICY OF PAYING THE TRIBES FOR THEIR LAND. JACKSON REFERS TO THE POLICY OF MAKING TREATIES WITH THE TRIBES AS AN ABSURDITY (DOCUMENT H).

12 ANALYSIS/ CM S CHANGED OR CONTINUED POLITICAL POLICIES Explain how/why CD #1 connects to or proves your thesis Explain another way that CD #1 connects to or proves your thesis Explain how/why CD #2 connects to or proves your thesis Explain another way that CD #2 connects to or proves your thesis CHANGED OR CONTINUED SOCIAL POLICIES Explain how/why CD #1 connects to or proves your thesis Explain another way that CD #1 connects to or proves your thesis Explain how/why CD #2 connects to or proves your thesis Explain another way that CD #2 connects to or proves your thesis CHANGED OR CONTINUED ECONOMIC POLICIES Explain how/why CD #1 connects to or proves your thesis Explain another way that CD #1 connects to or proves your thesis Explain how/why CD #2 connects to or proves your thesis Explain another way thar CD #2 connects to or proves your thesis THE 2 ANALYSIS SENTENCES FOR EACH CONCRETE DETAIL ARE THE MOST CHALLENGING PORTIONS OF THE ESSAY PROCESS! THESE SENTENCES ARE WHERE INDEPENDENT & CRITICAL THINKING REALLY HAPPENS!

13 INTRODUCTION PARAGRAPH START RIGHT ON TOPIC: JACKSON S DECISION TO REMOVE THE CHEROKEE IS STILL A CONTROVERSIAL POLICY DEBATED BY HISTORIANS. JACKSON S INDIAN POLICY REPRESENTED A SIGNIFICANT TURNING POINT IN UNITED STATES HISTORY. PROVIDE CONTEXT: THIS POLICY WAS IMPORTANT BECAUSE. THESIS STATEMENT.

14 CONCLUSION PARAGRAPH SUMMARIZE MAJOR ARGUMENTS BY RESTATING YOUR THESIS & TOPIC SENTENCES IN NEW OR ABBREVIATED (SHORTER) WAYS. THIS POLICY WAS IMPORTANT BECAUSE. PROVIDE CONNECTION TO WHAT INSIGHTS INTO AMERICAN HISTORY THIS POLICY PROVIDES.

PROMPT: Did the decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830 s change the

PROMPT: Did the decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830 s change the PROMPT: Did the decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830 s change the previous social, political and economic policies pursued

More information

Time: 1 class period

Time: 1 class period Topic: Prelude to Trail of Tears: Worcester v. Georgia Time: 1 class period Historical Period: 1832 Core: US I 6120-0702 US II 6250-0103 Gov. 6210-0202 6210-0201 Objectives: 1. Students will examine political

More information

Close Read: Indian Removal Act - Stations Activity

Close Read: Indian Removal Act - Stations Activity Close Read: Indian Removal Act - Stations Activity CR Objective CR Directions To what extent was the resettlement of the Native Americans by the federal government just or unjust? Was Native American removal

More information

Unit 2 A New Nation Emerges

Unit 2 A New Nation Emerges Unit 2 A New Nation Emerges Where we ve been: Exploration and Colonization Colonial society, politics, economics Where we are: End of Salutary Neglect Road to Revolution Where we re going: Revolutionary

More information

APAH Reading Guide Chapter What were the general characteristics of Jacksonian Democracy, its philosophy, and its practice?

APAH Reading Guide Chapter What were the general characteristics of Jacksonian Democracy, its philosophy, and its practice? APAH Reading Guide Chapter 9 Name: Directions: Read pages 214 235 and answer the following questions using many details and examples from the text. 1. What were the general characteristics of Jacksonian

More information

Teaching American History. Extended Discussion/Writing Lesson Plan Template

Teaching American History. Extended Discussion/Writing Lesson Plan Template 2012-2013 Teaching American History Extended Discussion/Writing Lesson Plan Template Lesson Title: Indian Removal Author Name: Trevor Moffat Contact Information: tmoffat@washoeschools.net Appropriate for

More information

Analyzing the United States Decision to Pursue Cherokee Removal from Primary Historical Documents

Analyzing the United States Decision to Pursue Cherokee Removal from Primary Historical Documents Analyzing the United States Decision to Pursue Cherokee Removal from Primary Historical Documents Use the primary documents provided here & your own background knowledge of the historical context of United

More information

DBQ Graphic Organizer

DBQ Graphic Organizer DBQ Graphic Organizer INTRODUCTORY PARAGRAPH: An Introduction Serves Two Purposes. It gives readers an idea of what the rest of the writing will say, and it provides a reason for readers to keep reading.

More information

Friday, November 8, US History Basile / Cruse

Friday, November 8, US History Basile / Cruse Friday, November 8, 2013 US History Basile / Cruse Unit 2 When is it justifiable to overthrow a government, and by what means? Aim 2.22: SWBAT assess the impact of geography on the development of the diverse

More information

Day 3 ELA I Session. Building Knowledge and Fluency Through a Volume of Text Grades 4-5

Day 3 ELA I Session. Building Knowledge and Fluency Through a Volume of Text Grades 4-5 Day 3 ELA I Session Building Knowledge and Fluency Through a Volume of Text Grades 4-5 1 Table of Contents Objectives Self-Assessment 3 Staying on Topic Within a Grade and Across Grades 4 Fluency Resources

More information

AP World History 2013 Scoring Guidelines

AP World History 2013 Scoring Guidelines AP World History 2013 Scoring Guidelines The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900,

More information

The Age of Jackson. A. As you read about the Jacksonian era, write answers to the questions about events that appear on the time line.

The Age of Jackson. A. As you read about the Jacksonian era, write answers to the questions about events that appear on the time line. Date CHAPTER Section 3 GUIDED READING The Age of Jackson A. As you read about the Jacksonian era, write answers to the questions about events that appear on the time line. 182 1830 By this point, the Cherokee

More information

A Thematic approach to Sectionalism and the Civil War

A Thematic approach to Sectionalism and the Civil War Jason Scott Abington High School CHARMS Year 2 Final Project A Thematic approach to Sectionalism and the Civil War Background and Objective: Through this 5 day unit, students will take a thematic approach

More information

Binder Page Name Period Andrew Jackson and the Growth of American Democracy

Binder Page Name Period Andrew Jackson and the Growth of American Democracy Binder Page Name Period Andrew Jackson and the Growth of American Democracy Date Chapter 6.1 Jackson Wins the Presidency- (p. 302-312) 1. Democracy was growing in the United States. In other words, the

More information

The Research- Driven Solution to Raise the Quality of High School Core Courses. U.S. History. Instructional Units Plan

The Research- Driven Solution to Raise the Quality of High School Core Courses. U.S. History. Instructional Units Plan The Research- Driven Solution to Raise the Quality of High School Core Courses U.S. History Instructional Units Plan Instructional Units Plan U.S. History This set of plans presents the topics and selected

More information

U.S. History Course Outline Page 1 of 5

U.S. History Course Outline Page 1 of 5 Course Outline Page 1 of 5 0 1 ACT Course Standards A. Exploring the Skills and Strategies Underlying 1. Process Skills a. Apply terms relevant to the content appropriately and accurately b. Identify and

More information

Justices for the Court: Garbriel Duvall, William Johnson, Chief Justice John Marshall, John McLean, Joseph Story, Smith Thompson

Justices for the Court: Garbriel Duvall, William Johnson, Chief Justice John Marshall, John McLean, Joseph Story, Smith Thompson Worcester v. Georgia Appellant: Samuel A. Worcester Appellee: State of Georgia Appellant's Claim: That the state of Georgia had no legal authority to pass laws regulating activities within the boundaries

More information

Alan Brinkley, AMERICAN HISTORY 13/e. Chapter Nine: Jacksonian America

Alan Brinkley, AMERICAN HISTORY 13/e. Chapter Nine: Jacksonian America Alan Brinkley, AMERICAN HISTORY 13/e Introduction Alexis De Tocqueville Equality of Opportunity 2 The Rise of Mass Politics Jackson s Inauguration Andrew Jackson Travels to Washington (Library of Congress)

More information

WRITING IN APUSH MR. HJORT S GUIDE TO THE THESIS (1 ST PARAGRAPH)

WRITING IN APUSH MR. HJORT S GUIDE TO THE THESIS (1 ST PARAGRAPH) WRITING IN APUSH MR. HJORT S GUIDE TO THE THESIS (1 ST PARAGRAPH) HISTORICAL THINKING SKILLS (HTS) Causation: Cause and Effect (CE): Explain the major political and economic causes and consequences for

More information

Name: Class: Date: Lesson Assessment: Territorial Expansion and Manifest Destiny

Name: Class: Date: Lesson Assessment: Territorial Expansion and Manifest Destiny 1. What did President Jefferson use as the legal basis for the Louisiana Purchase? a) the power of the president to make treaties b) elastic clause provisions included in Article II c) the power of the

More information

World History 2014 Scoring Guidelines

World History 2014 Scoring Guidelines AP World History 2014 Scoring Guidelines College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official online

More information

The Age of Jackson A New Kind of Politics

The Age of Jackson A New Kind of Politics The Age of Jackson 1820-1840 A New Kind of Politics Election of 1824 J.Q.Adams became President in 1824. Election called the Corrupt Bargain All 4 candidates were Democratic Republicans No majority, but

More information

ANALYZING ART. Image #2 Topographic Map Concordia Parish (1841)

ANALYZING ART. Image #2 Topographic Map Concordia Parish (1841) ANALYZING ART Name: Unit Focus Question: How did California transition from a Spanish outpost to the 31 st state of the United States of America? Lesson Focus Question: How did Mexican Diseños and land

More information

Chapter 10 The Age of Jefferson Powerpoint Questions Instructions:

Chapter 10 The Age of Jefferson Powerpoint Questions Instructions: Chapter 10 The Age of Jefferson Powerpoint Questions Instructions: Use the Powerpoint presentation, American Nation textbook pages 300-321, and your class notes to answer these questions. 1. Who was inaugurated

More information

Louisiana Purchase. Central Historical Question: Why did Federalists oppose the Louisiana Purchase?

Louisiana Purchase. Central Historical Question: Why did Federalists oppose the Louisiana Purchase? Materials: Central Historical Question: Why did Federalists oppose the? Instructions: Copy of Timeline Copy of Documents A and B Graphic Organizer 1. Do Now: Looking at the Timeline, answer the following

More information

Unit 3- Hammering Out a Federal Republic

Unit 3- Hammering Out a Federal Republic Name: Class Period: Unit 3- Hammering Out a Federal Republic Key Concepts FOR PERIOD 3: Key Concept 3.2: The American Revolution s democratic and republican ideals inspired new experiments with different

More information

Mr. Meighen AP United States History Summer Assignment

Mr. Meighen AP United States History Summer Assignment Mr. Meighen AP United States History Summer Assignment AP United States History serves as an advanced-level Social Studies class whose purpose is to analyze the history and development of the United States

More information

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change COURSE: MODERN WORLD HISTORY UNITS OF CREDIT: One Year (Elective) PREREQUISITES: None GRADE LEVELS: 9, 10, 11, and 12 COURSE OVERVIEW: In this course, students examine major turning points in the shaping

More information

Chapter 7: The New Political Order

Chapter 7: The New Political Order Chapter 7: The New Political Order 1776 1800 Democratic Republicans Federalists CHAPTER 7 REVIEW 1 2 3 4 3dflags.com Seal of the State of Ohio 5 How did the Native American tribes respond to the Northwest

More information

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the 5.A.3.2 5.A.2.3 5.A.2.2 NGSSS 5.A.1.2 5.A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers

More information

Teaching American History: Westward Expansion Mary Dennehy Spring 2006

Teaching American History: Westward Expansion Mary Dennehy Spring 2006 Teaching American History: Westward Expansion Mary Dennehy Spring 2006 Photo Courtesy of: http://www.lewis-clark.org/content/content-article.asp?articleid=2589 1 Teaching American History: Westward Expansion

More information

Unit 4 General Questions

Unit 4 General Questions Unit 4 General Questions 1. What did Alexis de Tocqueville admire most about America when he visited here in 1831? What caused him worries? 2. What fears were present in the minds of most Americans as

More information

HIS Selected Topics in 20th Century American History: The Long Civil Rights Movement,

HIS Selected Topics in 20th Century American History: The Long Civil Rights Movement, Professor Thomas Jackson Fall 2008 MHRA 2141 MHRA 1304 334-4040 W, 3:30-6:20 Office Hours: T, TH, 12:15-1:30, W, 1-2 tjackson@uncg.edu HIS 724 - Selected Topics in 20th Century American History: The Long

More information

13.1 Jacksonian Democracy

13.1 Jacksonian Democracy Name: Per: 1. Define the following terms: 13.1 Jacksonian Democracy Mudslinging Bureaucracy Spoils System New Parties Emerge 2. Read about the Election of 1824 and fill in the information below: Andrew

More information

DISCURSIVE ESSAY: Seamless Transitioning

DISCURSIVE ESSAY: Seamless Transitioning 1 DIRECTIONS: Before beginning today s lesson, start with a timed, 10- minute brainstorms for the following two (discursive) essay prompts. Most countries should be ashamed, not proud, of their history.

More information

Student Reading. American Indian Tribal Governments

Student Reading. American Indian Tribal Governments Student Reading American Indian Tribal Governments American Indians who live on reservations are citizens of the United States but they are also citizens of their reservation. They live on federally protected

More information

COURSE INFORMATION FORM

COURSE INFORMATION FORM DATE SUBMITTED 4/02/05 CATALOG NO. HIST 120 DATE DICC APPROVED DATE LAST REVIEWED COURSE INFORMATION FORM DISCIPLINE History COURSE TITLE United States History to 1865 CR.HR 3 LECT HR. 3 LAB HR. CLIN/INTERN

More information

Social 20 Major Essay - Nationalism How to Write the Major essay

Social 20 Major Essay - Nationalism How to Write the Major essay Social 20 Major Essay - Nationalism How to Write the Major essay Nations whose nationalism is destroyed are subject to ruin To what extent should the ideological perspective (s) reflected in the source

More information

Student Text Student Practice Book Activities and Projects

Student Text Student Practice Book Activities and Projects English Language Arts III Correlation with TEKS 110.39. English Language Arts and Reading, English IV (One Credit), Adopted 2017. Knowledge and skills. Student Text Student Practice Book Activities and

More information

5) 6) 7) 8)

5) 6) 7) 8) Name: Teacher: Date: Class/Period: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Task Please use the space below to write your response(s) to the writing assignment provided by your teacher. If there are multiple tasks

More information

PREVIEW If men are not angels, what are they? 2. Why are governments necessary?

PREVIEW If men are not angels, what are they? 2. Why are governments necessary? PREVIEW 9 James Madison once wrote, If men were angels, no government would be necessary. This statement suggests that Madison did not have a very positive view of human nature. Try to put yourself in

More information

This Power Point presentation goes with the Mastering the Grade 8 Social Studies TEKS book by Jarrett, Zimmer, and Killoran Chapter 11 The Age of

This Power Point presentation goes with the Mastering the Grade 8 Social Studies TEKS book by Jarrett, Zimmer, and Killoran Chapter 11 The Age of This Power Point presentation goes with the Mastering the Grade 8 Social Studies TEKS book by Jarrett, Zimmer, and Killoran Chapter 11 The Age of Hero of the Battle of New Orleans Fought Indians in Georgia

More information

THE AGE OF JACKSON THE INDIAN REMOVAL ACT. AMERICAN HISTORY: Grade 7 Honors

THE AGE OF JACKSON THE INDIAN REMOVAL ACT. AMERICAN HISTORY: Grade 7 Honors THE AGE OF JACKSON THE INDIAN REMOVAL ACT AMERICAN HISTORY: Grade 7 Honors New York State Standards: Standard 1 United States Standard 3 Geography Standard 4 Economics Standard 5 Civics, Citizenship and

More information

Week 1 OUTLINE. INTRODUCTION: Indian Country (Week 1 reading, Introduction from SNN/aka: State of Native Nations)

Week 1 OUTLINE. INTRODUCTION: Indian Country (Week 1 reading, Introduction from SNN/aka: State of Native Nations) Week 1 OUTLINE INTRODUCTION: Indian Country (Week 1 reading, Introduction from SNN/aka: State of Native Indian Country is a legal term, so when discussing Tribal Communities, it is legally correct to say

More information

The Basic 5-Paragraph Essay Format

The Basic 5-Paragraph Essay Format The Basic 5-Paragraph Essay Format Following this format will help organize your essay and make it easy for the reader to follow your thoughts. Logical & Effective Paragraph 1 Introduction Hook Tie-in

More information

SSUSH7.e: Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

SSUSH7.e: Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism. Lesson Plan: (title) Lesson designer (s): School: Kell High School Keith Brown, Matt Bradford, and Lizz Etter Lesson Origin: (web site, modified from, original) Original Borrowed from other sites o Stanford

More information

AP History DBQ LEQ SEQ Rubrics. Understanding and correct use of the following guidelines will help ensure your success on AP History exams.

AP History DBQ LEQ SEQ Rubrics. Understanding and correct use of the following guidelines will help ensure your success on AP History exams. AP History DBQ LEQ SEQ Rubrics Understanding and correct use of the following guidelines will help ensure your success on AP History exams. Rubric for AP U. S. and World History Document Basic Question

More information

Globe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12

Globe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12 Globe Fearon Pacemaker United States History Third Edition, ISBN# 0-130-23304-8 correlated to Wisconsin History Content Standards Grades 6-12 Table of Contents Pacemaker US HISTORY ISBN# 0-130-23304-8

More information

Shandi Hopkins AP US History Martin, Period 6. Indian Policy DBQ

Shandi Hopkins AP US History Martin, Period 6. Indian Policy DBQ 2 V())))* Shandi Hopkins AP US History Martin, Period 6 Indian Policy DBQ The decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830's

More information

1. Since the founding of Jamestown, Americans had a hunger for land. Some wanted their own farms, others were interested in land speculation.

1. Since the founding of Jamestown, Americans had a hunger for land. Some wanted their own farms, others were interested in land speculation. Unit Name: Unit 2B - Expanding Markets and Manifest Destiny Author: Steve Schweizer UNIT Subject: Social Studies Country: Course/Grade: U.S. History I State/Group: NJ School: EHTHS UNIT SUMMARY The result

More information

The Cherokee Nation and Andrew Jackson. John G Keegan

The Cherokee Nation and Andrew Jackson. John G Keegan The Cherokee Nation and Andrew Jackson 1829 1832 1832 By John G Keegan 2004 1996 Any reproduction of the Content of the Cherokee Nation and Andrew Jackson without written permission from John G Keegan

More information

Course Outcome Summary

Course Outcome Summary Course Information: Description: Instruction Level: Total Credits: Prerequisites: Textbooks: Course Survey of US History Course is two consecutive terms. The same basic course objectives as standard U.S.

More information

Name: UNIT 2 Date: DOCUMENT-BASED QUESTION ASSIGNMENT

Name: UNIT 2 Date: DOCUMENT-BASED QUESTION ASSIGNMENT Name: UNIT 2 Date: DOCUMENT-BASED QUESTION ASSIGNMENT This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of these documents

More information

PERIOD 3 Review:

PERIOD 3 Review: PERIOD 3 Review: 1754-1800 Long-Essay Questions Directions: Write an essay to respond to one of each pair of questions, Cite relevant historical evidence in support of your generalizations and present

More information

Nine Historical Thinking Skills (HTS)

Nine Historical Thinking Skills (HTS) Nine Historical Thinking Skills (HTS) Historical Argumentation: Historical thinking requires one to define and frame a question about the past and to address that question by constructing an argument.

More information

Examples (people, events, documents, concepts)

Examples (people, events, documents, concepts) Period 3: 1754 1800 Key Concept 3.1: Britain s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American

More information

Henry Clay met with Adams, and said he would use his influence as Speaker of the House to elect Adams if Adams named him Sec. of State Adams was

Henry Clay met with Adams, and said he would use his influence as Speaker of the House to elect Adams if Adams named him Sec. of State Adams was Election of 1824 Monroe ends 2 nd term, four candidates ran William Crawford Georgia Andrew Jackson Tennessee Henry Clay Kentucky John Quincy Adams Massachusetts each candidate had regional support and

More information

Nullification Crisis. (Editorial 1) Jose Rubalcava Kristine Tran Jacob Flores 4/5/13 Period 3

Nullification Crisis. (Editorial 1) Jose Rubalcava Kristine Tran Jacob Flores 4/5/13 Period 3 Nullification Crisis Jose Rubalcava Kristine Tran Jacob Flores 4/5/13 Period 3 (Editorial 1) The country is growing and as we look into different regions we see that they all produce different products

More information

Station 1 In the U.S., the Seven Years' War is often called the French and Indian War. It had profound effects on Native Americans, particularly

Station 1 In the U.S., the Seven Years' War is often called the French and Indian War. It had profound effects on Native Americans, particularly Station 1 In the U.S., the Seven Years' War is often called the French and Indian War. It had profound effects on Native Americans, particularly those in the Ohio River and the Mississippi River regions.

More information

AP US History Unit 2 Skills Workbook

AP US History Unit 2 Skills Workbook AP US History Unit 2 Skills Workbook Name: Table of Contents 1 Reviewing What You Learned 2 The Free-Response Essay Format 3 Analysis: Linking Evidence to Main Ideas 4 Dealing with Documents 1 -- Reviewing

More information

Causation, Analyzing Evidence, and Interpreting Documents Gilded Age Immigration

Causation, Analyzing Evidence, and Interpreting Documents Gilded Age Immigration Causation, Analyzing Evidence, and Interpreting Documents Gilded Age Immigration From the 2015 Revised Framework: Students will be able to ANALYZE CAUSES AND EFFECTS 1. Explain long and /or short-term

More information

Case Studies Articles of Confederation

Case Studies Articles of Confederation Name Case Studies Articles of Confederation Directions: Read the Case Study given to your group, and answer the questions below. Whose interests were pitted against each other is asking you to think about

More information

What four men ran for president and what parts of the country did they represent?

What four men ran for president and what parts of the country did they represent? Chapter 12 The Age of Jackson pg. 366 389 12 1 Politics of the People The Election of 1824 What four men ran for president and what parts of the country did they represent? Why was the election of 1824

More information

VIDEO OBJECTIVES. 1. Analyze the key characteristics of Jacksonian Democracy and the elections of 1824 and 1828.

VIDEO OBJECTIVES. 1. Analyze the key characteristics of Jacksonian Democracy and the elections of 1824 and 1828. When Jackson wasn t battling Calhoun or his wife, over the Peggy Eaton affair, he was locking horns with Nicholas Biddle, president of the Bank of the United States, over re-charting the Bank of the United

More information

Preview. If you were elected President, who would you put in government positions in the Executive Branch?

Preview. If you were elected President, who would you put in government positions in the Executive Branch? Preview If you were elected President, who would you put in government positions in the Executive Branch? Title your page this! Andrew Jackson a. Nicknamed Old Hickory for his toughness b. Major General

More information

The Significance of President Andrew Jackson. Josh Liller

The Significance of President Andrew Jackson. Josh Liller The Significance of President Andrew Jackson Josh Liller FAU AMH4150 March 22, 2012 Andrew Jackson served two terms as President of the United States, elected in 1828 and 1832. Though he remains highly

More information

CHAPTER 9: THE ASCENSION AND PRESIDENCY OF ANDREW JACKSON

CHAPTER 9: THE ASCENSION AND PRESIDENCY OF ANDREW JACKSON CHAPTER 9: THE ASCENSION AND PRESIDENCY OF ANDREW JACKSON How did the Panic of 1819, and the Missouri Crisis increase citizens awareness of politics and government? The recession caused by the panic made

More information

Please update your table of contents. Unit 9:

Please update your table of contents. Unit 9: Please update your table of contents. Unit 9: Enlightenment & Revolution World History New rule about grades: students will no longer be given grades on classwork/folders. You will only be assessed by

More information

Work Period: 2.1 Westward Expansion Notes. Closing: QUIZ

Work Period: 2.1 Westward Expansion Notes. Closing: QUIZ USHC 2.1: Summarize the impact of the westward movement on nationalism and democracy, including expansion, displacement of Native Americans, conf licts over states rights and federal power during the era

More information

Jefferson to Jackson Study Guide

Jefferson to Jackson Study Guide 1. What is the significance of 36 30? a. It would grant each state north of this line the right to slavery and make slavery to the south illegal. b. It would grant each state south of this line the right

More information

United States History Final Study Guide (Part to 1865)

United States History Final Study Guide (Part to 1865) United States History Final Study Guide (Part 2-1800 to 1865) Name: Period: Directions: Answer the following questions on a separate sheet of paper to prepare for the final test on June 14 th. 1 The principles

More information

Welcome to Class! Bell-Ringer #1. Frontier Vocab Word of the Day Activity

Welcome to Class! Bell-Ringer #1. Frontier Vocab Word of the Day Activity Welcome to Class! Bell-Ringer #1 Frontier Vocab Word of the Day Activity Draw the Chart on the Board. Using the word Frontier just fill out what you think the definition is and 2 synonyms. Essential Question

More information

AP EUROPEAN HISTORY 2011 SCORING GUIDELINES (Form B)

AP EUROPEAN HISTORY 2011 SCORING GUIDELINES (Form B) AP EUROPEAN HISTORY 2011 SCORING GUIDELINES (Form B) Question 6 Analyze the extent to which conservatives in continental Europe were successful in achieving their goals in the years between 1815 and 1851.

More information

Stations Activity: The George Washington Presidency ( )

Stations Activity: The George Washington Presidency ( ) USHG Name Stations Activity: The George Washington Presidency (1789-1797) Station # 1: George Washington & Foreign Policy Based on the information, summarize the three goals of U.S. foreign policy during

More information

Circuit Court, D. Arkansas. April, 1847.

Circuit Court, D. Arkansas. April, 1847. Case No. 16,113. [Hempst 479.] 1 UNITED STATES V. BAGS DALE. Circuit Court, D. Arkansas. April, 1847. INDIAN TRIBES ADOPTION OF WHITE HAN COX-STKUCTION OF PENAL STATUTES. 1. A white man who is incorporated

More information

SUMMARY: The Coast Guard is establishing a temporary safety zone for all navigable

SUMMARY: The Coast Guard is establishing a temporary safety zone for all navigable This document is scheduled to be published in the Federal Register on 09/21/2017 and available online at https://federalregister.gov/d/2017-20109, and on FDsys.gov 9110-04-P DEPARTMENT OF HOMELAND SECURITY

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course American History 1 Expansion Unit of Study Unit 5: Westward Expansion (3.2, 3.3, 3.4, 4.4, 7.3, 8.2, 8.3) Migration

More information

Argumentative Essay. Who s to blame? By: Ms. Tyler

Argumentative Essay. Who s to blame? By: Ms. Tyler Argumentative Essay Who s to blame? By: Ms. Tyler An argument allows the writer to voice their opinion/claim about a topic. However, the information should be written in 3 rd person. NO I BELIEVE STATEMENTS.

More information

Assessment: New Nation-States from the Old Soviet Empire: Will They Succeed?

Assessment: New Nation-States from the Old Soviet Empire: Will They Succeed? Name Date Assessment: New Nation-States from the Old Soviet Empire: Mastering the Content Circle the letter next to the best answer. Will They Succeed? 1. Which term refers to an independent country whose

More information

How to create and answer a Document Based Question

How to create and answer a Document Based Question How to create and answer a Document Based Question 1. Identify what the DBQ is asking from me. a. Critical words in an Essay Question i. Evaluate/assess the validity: This is just a fancy way to ask, Is

More information

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated

More information

Answer Key. Scoring Criteria

Answer Key. Scoring Criteria Name: Teacher: Date: Class/Period: 1) 2) 3) 4) Task Please use the space below to write your response(s) to the writing assignment provided by your teacher. If there are multiple tasks to the question,

More information

Scoring Guidelines and Notes for Long Essay Question

Scoring Guidelines and Notes for Long Essay Question Scoring Guidelines and Notes for Long Essay Question Question: Evaluate the extent to which patterns of immigration in the period 1880 to 1928 were similar to patterns of immigration in the period 1965

More information

Quarter One: Unit Four

Quarter One: Unit Four SS.7.C.1.5 Articles of Confederation ****At the end of this lesson, I will be able to do the following: Students will identify the weaknesses of the government under the Articles of Confederation (i.e.,

More information

TEACHING WITH. Documents. The Trail of Tears by Robert Lindneaux Woolaroc Museum, Bartlesville, Oklahoma. Social Education 32

TEACHING WITH. Documents. The Trail of Tears by Robert Lindneaux Woolaroc Museum, Bartlesville, Oklahoma. Social Education 32 TEACHING WITH Documents The Trail of Tears by Robert Lindneaux Woolaroc Museum, Bartlesville, Oklahoma Social Education 32 Social Education 63(1), pp. 32-38 1999 National Council for the Social Studies

More information

Period 3: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner

Period 3: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner 1491 1607 1607 1754 1754 1800 1800 1848 1844 1877 1865 1898 1890 1945 1945 1980 1980 Present TEACHER PLANNING TOOL Period 3: 1754 1800 British imperial attempts to reassert control over its colonies and

More information

Claudia B. Haake, La Trobe University

Claudia B. Haake, La Trobe University Claudia B. Haake, La Trobe University } Focus on letters written to the federal government in the removal era by the Iroquois (c. 1830s to 50s, especially until mid-1840s) and by the Cherokees (c. 1820s

More information

DOCUMENT-BASED QUESTION

DOCUMENT-BASED QUESTION 8th Grade Social Studies World War I DOCUMENT-BASED QUESTION This question is based on the accompanying documents. It is designed to test your ability to work with historical documents. Some of the documents

More information

State of New Jersey Core Curriculum Standards Middle Grades. Passwords: Social Studies Vocabulary United States History

State of New Jersey Core Curriculum Standards Middle Grades. Passwords: Social Studies Vocabulary United States History Vocabulary CURRICULUM ASSOCIATES, Inc. Vocabulary STANDARD 6.2 (Civics) All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities,

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

AP U.S. HISTORY 2014 SUMMER ASSIGNMENT

AP U.S. HISTORY 2014 SUMMER ASSIGNMENT AP U.S. HISTORY 2014 SUMMER ASSIGNMENT Website: lrotruck.wikispaces.com Email Address: lrotruck@iwcs.k12.va.us There are 5 items that must be completed over the summer. 1) Memorization of the United States

More information

Jeopardy Monroe Harrison

Jeopardy Monroe Harrison Jeopardy Monroe Harrison 1817-1841 Good Vibrations Eccentric Elections Jackson: Good or Bad? Monroe -Tyler Jeopardy Court Conundrums Get this Party started! $100 $100 $100 $100 $100 $200 $200 $200 $200

More information

Title of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10)

Title of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10) Title of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10) This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone

More information

COLUMBIA RIVER GORGE COMMISSION. Chapter 350 Division 50. Plan Amendment Process. As Amended through May 1, 2011

COLUMBIA RIVER GORGE COMMISSION. Chapter 350 Division 50. Plan Amendment Process. As Amended through May 1, 2011 350-50-010. Purpose. COLUMBIA RIVER GORGE COMMISSION Chapter 350 Division 50 Plan Amendment Process As Amended through May 1, 2011 This division specifies the process of the Columbia River Gorge Commission

More information

Benchmark One target window November 27 through December 8th (2 day administration)

Benchmark One target window November 27 through December 8th (2 day administration) 2017-2018 PACING GUIDE INTRODUCTION The pacing guide below does not take into account the administration of the first semester benchmark, the second semester performance task or individual sites SBAC.

More information

An ERA OF GOOD & BAD FEELINGS. Nationalism & Sectionalism after the War of 1812 A07EW

An ERA OF GOOD & BAD FEELINGS. Nationalism & Sectionalism after the War of 1812 A07EW An ERA OF GOOD & BAD FEELINGS Nationalism & Sectionalism after the War of 1812 A07EW 10.1015 Results of the War of 1812 Draw militarily Small war and insignificant in military terms. Important consequences

More information

Understanding Washington s Domestic and Foreign Policies

Understanding Washington s Domestic and Foreign Policies 1783: Treaty of Paris ended the American Revolution Despite the treaty, Britain: Continued to maintain frontier forts along the Great Lakes Continued their alliances with Native American tribes 1787: The

More information

The Birth of the American Identity

The Birth of the American Identity The Birth of the American Identity 1689-1763 Colonial Life In England, less than 5% of the population owned land As a result, more Americans could vote than British Land ownership Cheap farmland Natural

More information

Faithfully Execute: The President as Enforcer of the Law

Faithfully Execute: The President as Enforcer of the Law Faithfully Execute: The President as Enforcer of the Law The curriculum, Presidents and the Constitution, was made possible by generous grants from the National Endowment for the Humanities through its

More information

Visual 1: No Chief Executive. Brainstorm Possible Problems

Visual 1: No Chief Executive. Brainstorm Possible Problems Visual 1: No Chief Executive Brainstorm Possible Problems Visual 2: Laws needed 9/13 of the colonies votes to be approved. Brainstorm Possible Problems Visual 3: The legislative branch (Congress) did not

More information