You made it!  You survived your first LEQ!  We will begin grading these right away, but to make the situation clear, each of us has nearly 100 essays to grade.  We want to be certain to read them thoughtfully and provide you with useful feedback, so it takes on average 10 minutes per student paper.  That's nearly 17 hours of grading, so it will take us quite a while to finish with other demands on our professional time (besides, you know, saying "hi" to our families, eating, sleeping...).

This weekend, Hutchison's classes need use these two documents (ONE  TWO) to respond to the questions below, then please read and HAPP the readings from Tecumseh and William Henry Harrison under Period 4 then be prepared to discuss at the beginning of class Monday. Have a great weekend!

H

​Documents questions:

1. What evidence of compromise over land ownership can you identify in the documents?
2. What evidence of conflict over land ownership can you identify.
3. In what ways does that compromise and conflict echo the issue you examined earlier in the Ohio Territory during the Confederation Congress and Washington's Administrations?

So tomorrow is the big day!  Your first, timed, in-class LEQ essay!  I'm attaching the AP Exam LEQ rubric to this post along with a comment/feedback sheet that shows you what we will be looking for as we score based on that rubric.  I'm also including below a few practice questions in case you want to practice the skill of brainstorming and developing a thesis statement in the 5 minutes you will have to prep and plan.  To refresh your memory, here's the procedure we recommend when developing a thesis:

1. Read the question
2. Really READ the question!  Determine the topic covered and the skill assessed (Cause & effect, comparison, continuity & change)
3. Identify the argument that could be made in response to the question and the possible opposing sides on the spectrum of responses to that argument
4. Brainstorm everything you can remember related to the topic.  Try to group it along with the side it most supports
5. Identify what you want to argue based on which side has the most significant historical evidence
6. Organize that evidence into categories (main points) and choose a counterpoint based on the opposing evidence
7. Pull all those pieces together in a one sentence thesis, using the recommended formula if you are having difficulty (Argument word/phrase, Counterpoint, Expression of significance, assertion, main points)

Remember you will have 5 minute prep and plan time followed by 40 minutes writing time)  Good luck!  You'll do great!!!

H

Sample questions:

1. To what degree was there a difference in the importance of freedom of religion in the founding of the English colonies? 
2. Evaluate the extent to which the American Revolution was not a radical break with the past but was actually a conservative attempt to protect the status quo.  
3. To what extent were the economic goals and structures of the New England colonies different from and interdependent upon those of the Southern colonies prior to 1770?

Richardson's class will also discuss Jefferson. Next week we will add the rest of 8 to Monday. and 11.1 to Tuesday.

We hope you feel good about the first exam today!  We will have the multiple choice portion graded as soon as possible so we can meet to look at the data and see if there are issues we need to address.  

SLIGHT CHANGE TO THE CHAPTER READING CALENDAR:
     The rest of Chapter 8 and Chapter 11.1 covers material we will be dealing with       in class tomorrow, so they are still due.  Chapter 10 however, is now due on           Monday!  Yes, we are skipping Chapter 9 for now.  We do not use the textbook       in order, so pay close attention to the class calendar!

Friday is your first in-class, timed, graded LEQ essay.  We will take a few minutes tomorrow to discuss any lingering issues based on our reading of your final Practice LEQ's you turned in today.

H

UPDATE:  It appears this post did not go out last night, I'm not sure why, but I am re-publishing now.  Sorry.

Today we wrapped up Period 3 with some work on the Washington and Adams administrations.  We first evaluated Washington's policies with a political cartoon exercise, then did a DocBloc Recitation (HAPP) over his Farewell Address.  We spent the next chunk of class analyzing a set of documents related to the Sedition Act and related them to historical continuities.  We finished the day with a quick review of how tomorrow's exam will look.

You need to finish up the Practice LEQ's to turn in tomorrow before the exam as well.  Have a good night!

H

PS, for your study time entertainment:

We encountered some good interesting conversations today as we looked at the young Republic under Washington.  Richardson's classes focused on an exploration of economic issues while Hutchison's explored Washington's policy making and leadership through a couple of political and Native relations crises. 

Tomorrow we will be wrapping up the last bits of the Adams administration then prepping for your exam on Wednesday.  Richardson's classes, he would like you to have read Washington's Farewell Address tonight in preparation for tomorrow.  

One other note... We will be holding JOINT TUTORIALS for ALL THREE APUSH TEACHERS in Mr. Hutchison's room (M2-R4) tomorrow for those of you that were planning to come by.

​H

Good discussions today as we debriefed the letters between Abigail and John Adams then dove into the issues and debates surrounding the creation and ratification of the Constitution.  If you did not get to finish the DocBlock HAPP over the Federal Edifice political cartoon, finish that up this weekend.  the cartoon is posted under Period 3 on the website.  Also, make sure you complete the chart over the ratification debates so that we can discuss it and answer some essential historical questions on Monday.  The documents are under Period 3, as is a blank copy of the chart for anyone that was absent.

Below you will find a list of the items we have completed to date that should be in your binders by the time of the exam on Wednesday.  We will read your rough draft LEQ paragraphs this weekend and return them with feedback on Monday.

H

HUTCHISON & GREENBLATT'S CLASSES
Today's focus was on the early attempts at governing the new nation.  We first debriefed the homework reading on Republican Motherhood then followed that up with an examination of the Articles of Confederation compared to our consensus list of the essential functions of government.  We then dove into an analysis of the Northwest Ordinances and Indian Affairs in the 1780's with the goal of finding answers to the question of Congress' primary goal in relations with Indigenous nations.  We then slipped into a brief analysis of another historical question on the significance of Shay's Rebellion in the formation of the Constitution and ended the day with peer critiques of your practice LEQ essays in progress.

Tonight, you need to complete the HAPP analysis over the letters from Abigail and John Adams found under Period 3 Recitation and wrap up your reading of chapter 8a up to page 230, "Revolution of 1800."  Also, make sure to finish up revisions to your rough draft LEQ Intro and first body paragraphs tonight so you can turn those in for my feedback tomorrow!

​H

Such great conversations today!
Today we talked about impostor syndrome as a warmup. Then we discussed the Constitution using three sets of primary documents.
1) Thomas Jefferson's reaction to Shay's Rebellion
2) Abigail Adam's "Remember the Ladies," with John's reaction
3) Slavery in the Constitution documents
We finished up by talking about the Electoral College and watched a video (except 4th period) about how it works: https://www.youtube.com/watch?v=OUS9mM8Xbbw

Tonight, please watch this sequel: "The Trouble with the Electoral College" https://www.youtube.com/watch?v=7wC42HgLA4k and be prepared to discuss tomorrow.  NB – this was made before 2016, so our “failure” (is it a failure?) rate is now higher.
​
If you're interested in alterative electoral systems, you may enjoy a few of the videos from this playlist: the “Politics in the Animal Kingdom” playlist https://www.youtube.com/watch?annotation_id=annotation_818923015&feature=iv&index=1&list=PL7679C7ACE93A5638&src_vid=l8XOZJkozfI&v=s7tWHJfhiyo

UPDATED - 8:57pm 
Following the Hurricane days, here is the general plan.  Your Exam will now be NEXT WEDNESDAY, 9/26.  Your first in-class, timed LEQ essay will remain next Friday, 9/28.  We will be giving you deadlines and feedback on the practice LEQ over the next few days and the final revisions will be due on the day of the exam.

For tonight & tomorrow, Develop your thesis statement into a rough draft and at least one body paragraph and read the selection on Republican Motherhood posted under Period 3 on this website in Period Materials.  To get a sense of what to go for in intro and body paragraphs, see these two powerpoints (from our "writing tips" section):   Intro Paragraphs      Body Paragraphs


If you have questions, let us know!  The class calendar on this website had now been updated to reflect all the scheduling changes necessary for the rest of the semester due to the hurricane days!

​H

Dear Mr. Richardson’s Students,
I hope you are staying safe and dry during our hurricane-adjacent weekend!   As Hutch said in his prior post, we will reorder based on what happens over the weekend, but I’ll give you two things to consider over that time.
1) Evaluate the extent to which the revolution represented true change for varied social groups.
Please go to http://www.ghhsapush.com/period-3---1754-1800.html and fill out the chart under activity 4 using the readings on women, Native Americans, African-Americans, and Loyalists.  Please also read about the experiences of Continental soldiers by reading “plumb martin source,” the 4th document recitation file.  Consider the parallels between his experience and modern American soldiers. As continued practice to scaffold the skills necessary for historical writing, plan out an argument and write a thesis statement in response to the first sentence of this paragraph.  Feel free to post your thesis as a response here if you'd like individualized feedback before class. 
2) Enjoy listening to the soundtrack of “Hamilton.”
This award-winning musical tells the story of our first Treasury Secretary, Alexander Hamilton.  I’d recommend you listen to the entire album, but to cover through period three, these songs are most relevant to our content:
On the ideological basis of the revolution: Alexander Hamilton; Farmer Refuted; You’ll be Back
On fighting the Revolution: Right Man; Ten Duel Commandments; Guns and Ships: History has its Eyes on You: Yorktown: What Comes Next
On the Critical Period: passing the constitution and ruling a new nation: Non-Stop; What’d I Miss; Cabinet Battle 1; The Room where it Happens; Cabinet Battle 2; Washington on your side; one last time; The election of 1800

That’s about an hour of listening.  You can find the album on spotify or youtube (searching for tracks or the whole album).  As you listen, evaluate the extent to which this information supports/modifies/refutes representations in your textbook and analyze the efficacy of using this as an educational tool rather than a textbook or primary document analysis.
We will discuss these assignments when we are back. Obviously power/internet might go down this weekend so don’t stress if that happens and you cannot get one of these done - you can finish them anytime before the next test.

Please BE SAFE this weekend. I hope you are well and can't wait to see y'all soon.