Key Period 4- Growth, conflict, reform 
(1800-1848)

PRIMARY SOURCE READINGS

key period 4 agenda

Day 1 Tuesday, September 24th
Short Movie Project Presentations
Andrew Jackson Essay Reading
​Finish 3.4 Lecture (KP4 material)
Explain Key Period 4 & Pass out Papers

​Day 2 Wednesday, September 25th
Key Period 2 Group Exam Re-take in-class
​
Day 3 Thursday, September 26th
​​COMMON DAY- 55 min Periods
HIPPO #5 Warm-up
Indian Removal Essay Reading
Quiz 4.1 will open
​
No School Friday September 27th

Day 4 Tuesday October 1st
Begin Lecture 4.1 Growth and Conflict

Day 5 Wednesday October 2nd
Finish 4.1 Lecture Growth and Conflict
SAQ Re-Writes Closed after 10/3/19

Day 6 Friday October 4th
Finish Lecture 4.1 Growth and Conflict
Begin Lecture 4.2 Manifest Destiny

Day 7 Tuesday, October 8th
HIPPOS x2
Finish Lecture 4.2 Manifest Destiny
​
Day 8 Wednesday, October 9th
Key Period 3 Group Exam Re-take
Quiz 4.1 Closes tonight at 11:45 PM

Day 9 Friday October 11th
Begin Lecture 4.3 Making of America

Quiz 3.1 Re-take is now OPEN: 463449
​Deadline: 11:45pm, October 14

Day 10 Tuesday October 15th
Finish 4.3 Lecture Making of America
​Hearing and Vision Testing
Explain DBQ Rubric/ DBQ
​​DBQ- 3-4 Paragraph Essay 
1. ​Context
2. Thesis
3. Three documents described/summarized
4. Six documents summarized
5. Four documents HIPP
6. Outside Information
7. #7/Synthesis/ Extra Point

Day 11 Wednesday October 16th
PSAT Day
​Finish 4.3 Lecture Making of America
Flipped Lecture 4.4 Religious and Moral Reform-
I will be covering the content quickly on Friday, so please have it done, and ready to highlight/add on.

Day 12 Friday October 18th
DBQ on Key Period 2/Key Period 3 (55 min)
Go over Flipped Lecture 4.4 Religious and Moral Reform

Day 13 Tuesday, October 22nd
Gangs of New York / Study for exam, HW Packet Time
No Cell Phones unless Mr. Sanders allows you.

Day 14 Wednesday, October 23rd
Finish Gangs of New York
​
Day 15 Friday, October 25th
​Key Period 4 Exam
​Finish Gangs of New York
​Adam Norris Crash Course U.S. History KP5 Videos

DBQ Example

Lectures

KP4 Key Terms/quiz yo self

ffapush resources

FUTURE FFA Resources
Causation Reconstruction
http://nebula.wsimg.com/92307abfc4cd4074b945cfcca7b59d16?AccessKeyId=E9AACE2A0AB5B10EA5F6&disposition=0&alloworigin=1

Classroom Timeline brainstorm

What's Missing Still From Key Periods 1-4?

TEXTBOOK READINGS

Read the text book Ch. 8-11

Unit 4 Homework

Unit 4 Packet
1. HIPPOS 1-6 In Order (1,2 rank)                                                     60 points
2. Unit 4 Quicksheet                                                                          200 points
3. USA Territorial Map                                                                        100 points
4. Guided Lecture Notes Completed                                               140 points
5. Key Period 4 Timeline of Key Events                                               50 points
                                                                    HW Packet worth 550 points

Quiz 4.1

Make sure you put (2) or (4) in front of your
​first and last name when using Quizizz
​if you want to receive full credit.

Quiz 4.1 is now Open
It closes Wednesday 10/10 @11:45 PM
1. Open https://join.quizizz.com in your browser
2. Enter the 6-digit game code , and click "Proceed"
3. Now enter your name and click "Join Game!"
4. You will get an avatar, and then see a "Start Game" button. Click it to begin!
Quiz 3.1 Re-take is now OPEN: 463449
​Deadline: 11:45pm, October 14
Quiz 4.1 Re-take is now OPEN: 740009
​Deadline: 11:44pm, October 28

Ignore margin questions

Chapter 8 Creating a Republican Culture (1790-1820)
MQ (10,12,13,14)
Chapter 9 Transforming the Economy  (1800-1860)
MQ (1,3,4,5,9,12)
Chapter 10 A Democratic Revolution (1800-1844)
MQ (2,3,4,6,7,8,10)
Chapter 11 Religion and Reform (1800-1860)
MQ (3,4,8,10)

PERIOD 4 (1800-1848)
(Why 1848? Seneca Falls,
​Mex-am War, gold discovered)

Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.

I. The nation’s transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)

A. As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalists and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas.

B. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution.

Examples such as the following:
• McCulloch v. Maryland, Worcester v. Georgia

C. With the acceleration of a national and international market economy, Americans debated the scope of government’s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns.

​• New England opposition to the Embargo Act, debates over the tariff and internal improvements

D. Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution.

II. Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. (CUL-2) (POL-3) (POL-6) (WOR-2)

A. The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women’s rights.

Examples such as the following:
• Charles G. Finney, Seneca Falls convention, Utopian communities

B. Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the United States and many state governments continued to restrict African Americans’ citizenship possibilities.

• American Colonization Society, Frederick Douglass

C. Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, antiblack sentiments in political and popular culture, and restrictive anti-Indian policies. 

III. While Americans celebrated their nation’s progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation’s inhabitants developed distinctive cultures of their own. (ID-1) (ID-2) (ID-5) (CUL-2) (CUL-5)

A. A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities.

• the Hudson River School, John James Audubon

B. Various groups of American Indians, women, and religious followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class.

C. Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status.

Examples such as the following:
• Richard Allen, David Walker, slave music

Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.

I. A global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing. (WXT-2) (WXT-5)

A. Innovations including textile machinery, steam engines, interchangeable parts, canals, railroads, and the telegraph, as well as agricultural inventions, both extended markets and brought efficiency to production for those markets.

• steel plow, mechanical reaper, Samuel Slater

B. Increasing numbers of Americans, especially women in factories and low-skilled male workers, no longer relied on semisubsistence agriculture but made their livelihoods producing goods for distant markets, even as some urban entrepreneurs went into finance rather than manufacturing.

• Lowell system, Baldwin Locomotive Works, anthracite coal mining

II. Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy. (PEO-2) (PEO-3) (WXT-2) (WXT-5) (WXT-6)

A. Southern cotton furnished the raw material for manufacturing in the Northeast, while the growth in cotton production and trade promoted the development of national economic ties, shaped the international economy, and fueled the internal slave trade.

B. Despite some governmental and private efforts to create a unified national economy, most notably the American System, the shift to market production linked the North and the Midwest more closely than either was linked to the South.

C. Efforts to exploit the nation’s natural resources led to government efforts to promote free and forced migration of various American peoples across the continent as well as to competing ideas about defining and managing labor systems, geographical boundaries, and natural resources.

III. The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. (WXT-2) (WXT-7) (PEO-2) (PEO-3) (ID-5) (ID-6)

A. With the opening of canals and new roads into the western territories, native-born white citizens relocated westward, relying on new community systems to replace their old family and local relationships.

B. Migrants from Europe increased the population in the East and the Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest.

C. The South remained politically, culturally, and ideologically distinct from the other sections while continuing to rely on its exports to Europe for economic growth. 

D. The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations.

Examples such as the following:
• cult of domesticity, Lydia Maria Child, early labor unions

E. Regional interests continued to trump national concerns as the basis for many political leaders’ positions on economic issues including slavery, the national bank, tariffs, and internal improvements.

Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives. I. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. (WOR-5) (WOR-6)

A. Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia.

Examples such as the following:
• negotiating the Oregon border, annexing Texas, trading with China

B. The United States sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts.

• Monroe Doctrine, Webster-Ashburton Treaty

II. Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. (WOR-6) (POL-6)

A. With expanding borders came public debates about whether to expand and how to define and use the new territories.

• designating slave/non-slave areas, defining territories for American Indians

B. Federal government attempts to assert authority over the states brought resistance from state governments in the North and the South at different times.

• Hartford Convention, nullification crisis

C. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations.

Examples such as the following:
• War Hawks, Indian Removal Act, Seminole Wars

III. The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. (ENV-3) (POL-6)

A. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter.

​B. As overcultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the institution of slavery and sparking a broadscale debate about how to set national goals, priorities, and strategies. 
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4.1 Guided Lecture Notes
4.2 Guided Lecture Notes
Guided Lecture Notes
Henry Clay Guided Lecture Notes
Missouri Compromise Guided Lecture Notes
Nullification Crisis Guided Lecture Notes
Map

completed product

Your map should look like this. Add in the state abbreviations (CA, OR, MA, etc.) AND
​the capitols of each of the states. This will be due next Friday October 30th
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19th centurty Political Party Timeline

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2nd Period
Group 1: Michael, Dylan Hua, Jamie, Christabelle, Aleeza, Madelyn, Jacquie
Group 2: Ruth, Charlotte, Monica, Mora, Jonathan, Rhea, Torres
Group 3: Hasan, DD, Luke, Zack, Cahterine, Drury, Leyla
Group 4: Linda, Papa, Sean, Kaytlen, Jacob, Andrew, Izabella
Group 5: Ugonne, Ruben, Jimmy, Ava, Chad, James, Ernesto
Group 6: Gabe, Madison, Jack, Danyelle, Ethan, Chidie, 
4th Period
Group 1: Llamas, Shifflet, Dylan Hale, Santana, Timmy
Group 2: DD, Kera, Caden, Kylee, Leo, Budianto
Group 3: Jason, Muro, Drake, Lucas, Andy
Group 4: Jefferson, Kareem, Tristen, Cavanagh, Gamboa, Sifuentes
Group 5: Paloma, Gavin, Yepes, Chantal, Saucedo
Group 6: Ackerman, Darren, Carlos, Ashley, Kunal, Justin