King Cotton: Economic Data on Slavery in the Antebellum South.
Read the introduction, pages 178-185 to understand the background and rationale for the study. Be sure to understand the methods of "reading" charts and data.
The Source(s). Economic Efficiency of Slavery in the Antebellum South, pages 188-198. For the sources/documents read, annotate and then complete the chart (pages 186-187).
After completing the chart answer the questions on page 199. Read and annotate "The Rest of the Story."
Due NO later than Monday Dec. 1st. We will discuss and proceed with a lecture review.
Thursday, November 20, 2014
Monday, November 17, 2014
Manifest Destiny Module 2
Manifest Destiny - Lecture (Video Clips might not play)
WATCH -- The West: Season 1: episode 2.
Expansion and Territorial Gains - Mapping and Charting Activity. "Mapping History: American History Territorial Expansion of the United States 1783-1853." Interactive map.
Expansion and Section Issues.
WATCH -- The West: Season 1: episode 2.
Expansion and Territorial Gains - Mapping and Charting Activity. "Mapping History: American History Territorial Expansion of the United States 1783-1853." Interactive map.
Expansion and Section Issues.
Territorial Expansion - driving factors and conflicts as a consequence - Activtity
In teams of 5 or 6 study the visuals and documents, complete analysis of the documents, discuss the findings. Answer the focus question by completing the grid, dividing responses into driving factors for territorial expansion and conflicts as a consequence.
POST your individual summary: chose one of the factors that had the most impact in driving territorial expansion and the idea of Manifest Destiny. Explain why the factor had the most impact. Explain the conflicts as a consequence. Be succinct and clear.
POST your individual summary: chose one of the factors that had the most impact in driving territorial expansion and the idea of Manifest Destiny. Explain why the factor had the most impact. Explain the conflicts as a consequence. Be succinct and clear.
Thursday, November 13, 2014
Reformer Follow-up
To clarify and provide a few more details:
1) Mary Lyon was the founder of the College for Women called Mount Holyoke Seminary which later become Mount Holyoke College. She is a pioneer in the movement to provide higher education for women.
2) Lyceum Movement: Developed in the 1800's in response to growing interest in higher education. Associations were formed in nearly every state to give lectures, concerts, debates, scientific demonstrations, and entertainment. This movement was directly responsible for the increase in the number of institutions of higher learning.
3) The founders of Oberlin College (1833) were two missionaries named Rev. Shipherd and Rev. Stewart. They established the school on the principles of hard work and fellowship. They gained the support of revivalist preacher Charles Finney and the college grew and flourished. The college was progressive, especially for its time, admitting women from the beginning and admitting African Americans starting in 1835. Note women did not earn a Bachelor's Degree until 1837, prior to this they earned diploma's in "Ladies Courses."
4) Elizabeth Cady Stanton. Was one of 11 children. Elizabeth and her husband, Henry Stanton, a journalist and abolitionist, honeymoon in Europe to see the Abolitionist Convention in London. This is where she meets Lucretia Mott. Elizabeth Cady Stanton a true feminist of her time - hyphenated name and all! - had seven children. None of her children die in infancy, unlike her mother who lost five of her children in infancy and one right after he graduated from college at the age of 20.
5) Emma Willard established Troy Female Seminary on 1821. A college that provided a comparable education to females who were being barred from higher education. The institution today is called Emma Willard School and is still located in Tory, NY providing an excellent education to females.
1) Mary Lyon was the founder of the College for Women called Mount Holyoke Seminary which later become Mount Holyoke College. She is a pioneer in the movement to provide higher education for women.
2) Lyceum Movement: Developed in the 1800's in response to growing interest in higher education. Associations were formed in nearly every state to give lectures, concerts, debates, scientific demonstrations, and entertainment. This movement was directly responsible for the increase in the number of institutions of higher learning.
3) The founders of Oberlin College (1833) were two missionaries named Rev. Shipherd and Rev. Stewart. They established the school on the principles of hard work and fellowship. They gained the support of revivalist preacher Charles Finney and the college grew and flourished. The college was progressive, especially for its time, admitting women from the beginning and admitting African Americans starting in 1835. Note women did not earn a Bachelor's Degree until 1837, prior to this they earned diploma's in "Ladies Courses."
4) Elizabeth Cady Stanton. Was one of 11 children. Elizabeth and her husband, Henry Stanton, a journalist and abolitionist, honeymoon in Europe to see the Abolitionist Convention in London. This is where she meets Lucretia Mott. Elizabeth Cady Stanton a true feminist of her time - hyphenated name and all! - had seven children. None of her children die in infancy, unlike her mother who lost five of her children in infancy and one right after he graduated from college at the age of 20.
5) Emma Willard established Troy Female Seminary on 1821. A college that provided a comparable education to females who were being barred from higher education. The institution today is called Emma Willard School and is still located in Tory, NY providing an excellent education to females.
Tuesday, November 4, 2014
AP Study Source
This is a fabulous free resource to help students gain greater understanding of the new paradigm for the APUSH exam. Has rich multi-media resources-- many *short* video presentations, both from a high school APUSH teacher and from noted historians. Goes over the specific key 'big ideas' for each APUSH time period, discusses a specific aspect of the exam and what's involved. My students are *loving* this great resource-- very engaging, very professionally done. MUCH better in my mind that the several new APUSH print study guides I've been reviewing. Hope your students find this helpful too-- right now they are putting up a new 'APUSH Time Period' every month, and usually just a bit *before* their promised date. Terrific *REVIEW* tool for students to use independently -- or for teachers to assignment particular resources to view (lots of PSD's, links to the excellent 'History by Era' essays (which I was already using with my online students), and much more.
Gilder Leherman Institute
Gilder Leherman Institute
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