In-Class Mini DBQ - 2/23/16

DOCUMENT-BASED QUESTION 

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of the documents have been edited for the purposes of the question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the documents.

Historical Context:

Historians who have evaluated presidential leadership have generally agreed that George Washington, Abraham Lincoln, and Franklin D. Roosevelt were great presidents because each successfully addressed a critical challenge faced by the nation during his administration.

Task:

Using information from the documents and your knowledge of United States history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay, in which you will be asked to:

• Describe a challenge that faced the nation during George Washington's administration
• Explain an action taken by President Washington to address this challenge
• Discuss the impact of this action on the United States


Document 1: 
Author: Thomas P. Slaughter
Title: The Whiskey Rebellion: Frontier Epilogue to the American Revolution

At daybreak on July 16, 1794, about fifty men armed with rifles and clubs marched to the house of John Neville, regional supervisor for collection of the federal excise tax in western Pennsylvania. They demanded that Neville resign his position and turn over to them all records associated with collection of the tax on domestically distilled spirits. He refused. Shots were fired. In the ensuing battle five of the attackers fell wounded. One of them later died. Neville and his slaves, who together had defended the premises from secure positions inside the house, suffered no casualties. The mob dispersed. . . .

The Whiskey Rebellion, as it is traditionally known and studied, had begun. Before it was over, some 7000 western Pennsylvanians advanced against the town of Pittsburgh, threatened its residents, feigned [pretended] an attack on Fort Pitt and the federal arsenal there, banished seven members of the community, and destroyed the property of several others. Violence spread to western Maryland, where a Hagerstown crowd joined in, raised liberty poles, and began a march on the arsenal at Frederick. At about the same time, sympathetic “friends of liberty” arose in Carlisle, Pennsylvania, and back-country regions of Virginia and Kentucky. Reports reached the federal government in Philadelphia that the western country was ablaze and that rebels were negotiating with representatives of Great Britain and Spain, two of the nation’s most formidable European competitors, for aid in a frontier-wide separatist movement. In response, President Washington nationalized 12,950 militiamen from New Jersey, Pennsylvania, Maryland, and Virginia—an army approximating in size the Continental force that followed him during the Revolution—and personally led the “Watermelon Army”* west to shatter the insurgency [rebellion]. . . .

1.  According to Thomas P. Slaughter, what was one problem that resulted from the collection of the federal excise tax in western Pennsylvania?

Document 2
Author: Alexander Hamilton (this is a letter from Hamilton to Major General Henry Lee, dated October 20, 1794).
Title: The Works of Alexander Hamilton, Volume VI,

To Major-General Lee Sir:—I have it in special instruction from the President [George Washington] of the United States, now at this place, to convey to you the following instructions for the general direction of your conduct in the command of the militia army, with which you are charged.

The objects [reasons] for which the militia have been called forth are:

1st. To suppress (put down) the combinations [groups] which exist in some of the western counties in Pennsylvania, in opposition to the laws laying duties upon spirits distilled within the United States, and upon stills.

2nd. To cause the laws to be executed.

These objects are to be effected (carried out) in two ways:

1. By military force.

2. By judiciary process and other civil proceedings.

The objects (goals) of the military force are twofold:

1. To overcome any armed opposition which may exist.

2. To countenance [approve] and support the civil officers in the means of executing the laws….

Your obedient servant,
Alexander Hamilton

2a: According to Alexander Hamilton, what action is President George Washington ordering in response to the Whiskey Rebellion?

2b: According to Alexander Hamilton, what is one reason President Washington gave this order?

Document 3: 
Author: Richard Kohn
Title: “The Washington Administration’s Decision to Crush the Whiskey Rebellion," The Journal of American History, December 1972 (this is a magazine article).

. . . The [whiskey] rebellion has long been interpreted as a milestone in the creation of federal authority, and in most respects that is its chief significance. Certainly to the Federalists, who had long been striving for a strong national government, it was a major test: the new government successfully crushed organized and violent resistance to the laws. As Hamilton put it, the rebellion “will do us a great deal of good and add to the solidity [stability] of every thing in this country.”. .

3: According to Richard H. Kohn, what was the significance of the Whiskey Rebellion? 

Video for Tomorrow's DBQ

Hello, All:

Here is a video to help you with tomorrow's DBQ.  Please watch it.  It would be a very good idea to TAKE NOTES on the video.  

Today's Classwork 2/22/16

CLICK HERE for the Worksheet 

Please complete this assignment by the end of the period.

Here is the slideshow to help you.
Thank you.

February Break Exam

MULTIPLE CHOICE 

Thematic Essay

DBQ Essay

You are responsible for completing all parts of the exam.

Complete the multiple choice on LOOSELEAF paper.

1st Semester Review - Notes

In case you've missed any of the notes from class, here they are!!!

Super-Helpful Review Videos:  Do I have to watch every one of these, Mr. T?  They're optional.  It's your option to be successful.

The House of Burgesses Explained
"Common Sense" Explained

An Idiot's Guide to the Declaration of Independence

Shays's Rebellion Explained
The Articles of Confederation Explained
US Federalism For Dummies: American Government Review 
The Federalist Papers Explained
Checks and Balances for Dummies

The Preamble to the Constitution 
The Constitutional Convention of 1787 
The Great Compromise Explained
The Connecticut Compromise and the Power of Small States
The Three-Fifths Compromise Explained:
The Electoral College 
Constitutional Flexibility 
The Elastic Clause Explained

HW Week of 2/8/16:

TUESDAY NIGHT:

1. CLICK HERE
2. Read pp. 68-76 
3. Complete the "Key Terms" and "Reading Focus" Questions on p. 68. 

HW Week of 2/1/16

Wednesday Night:

Using the TEST CORRECTION SHEET to help you, complete your test corrections from yesterday's quiz .

If you didn't finish the review worksheet (#1) in class, please finish for HW 

HW Assignments Week of 1/25/16

Hello, Everyone:

Although we are not meeting for class next week, due to the regents exams, please do not be mistaken that this is a week off from school; this is not a vacation.

Let me repeat that...THIS IS NOT A WEEK OFF FROM SCHOOL; THIS IS NOT A VACATION. 

That being said, I am certain, and moreover, I expect, that you'll take some time to enjoy yourself this week. However, there is much work to be done before we finish this course. Therefore, you will have some assignments to complete this week.  The work you've been given represents the in-class assignments, as well as homework we'd complete in regular week of school.

Here are your assignments:

1.  TAKE NOTES ON THE FOLLOWING PRESENTATION:

2.  Watch the following Crash Course Videos

3.  CLICK HERE for the Regents Week 2016 Folder

4.  Complete the following: 

• Video Worksheets 
• Guided Reading Worksheets and Chapter Readings 
• George Washington DBQ 

DUE DATE for all assignments:  Wednesday February 3, 2016 

HERE IS A LINK TO THE GRADING RUBRIC FOR YOUR ASSIGNMENT.  Please print out the rubric, and attach it to your work.  

USH Midterm 2016

Hello.

CLICK HERE for the link to the AUGUST 2010 Regents Exam.  

Please scroll down to page TEN of the Regents.  You will be working on the DBQ.

You are responsible for answering all of the short answer questions, as well as the completion of the essay.  For the essay, you will..

DISCUSS THE POSITIVE, and/or NEGATIVE EFFECTS OF GEOGRAPHY ON THE DEVELOPMENT of THE UNITED STATES. 

In other words, explain, in detail, how geography either hurt, or helped the growth of the US.  

Remember...

1. Answer all of the scaffolding questions.
2. Include at least FIVE document references in your essay.
3. Discuss at least TWO negative, and/or positive effects of geography
4. Your essay must have an introduction, and a conclusion.

GOOD LUCK!

Political Parties DBQ

CLICK HERE for the DBQ 

HW Week of 1/18/16

TUESDAY NIGHT:
1.  Read and Review Chapter 6 Section 1, "Washington Heads the New Government"  
2.  Complete the READING STUDY GUIDE 

HW Week of 1/4/16

Hello, US History Students:

Here are your HW assignments for the week of 1/4/16

MONDAY NIGHT: Complete your Supreme Court Mini-Project.

TUESDAY NIGHT:  
CLICK HERE FOR THE DBQ 
CLICK HERE for resources to help you with the essay
1. Finish any remaining DBQ's that you did not finish in class today.
2. Complete the Pre-Writing Worksheet.

WEDNESDAY NIGHT:  Complete the OUTLINE and a FIRST DRAFT

THURSDAY NIGHT: Revise your FIRST DRAFT, and complete a SECOND DRAFT

FRIDAY: Revise your draft

DUE DATE FOR DBQ - 1/12/16

Here are some additional links to help you:

http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html - Dred Scott
http://www.pbs.org/wnet/supremecourt/antebellum/landmark_plessy.html - Plessy v. Ferguson
http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html - Brown v. Board of Ed.

Winter Break EXTRA CREDIT

Here's a gift that will keep on giving!   Giving you more knowledge, and extra credit, that is.

Complete one, or both of the essays below.   Make sure that your essay is neatly handwritten, or computer printed, and you enclose the attached rubric.  

Option #1
Theme: Diversity (Constitutional Rights)

Throughout United States history, Supreme Court decisions have addressed the issue of the constitutional rights of various groups. These decisions have limited or expanded the rights of members of these groups. 

Task: Identify two Supreme Court cases related to the rights of specific groups and for each

• Describe the historical circumstances surrounding the case
• Explain the Supreme Court’s decision in the case
• Discuss how the Supreme Court decision limited or expanded the constitutional rights of members of this group

You may use any Supreme Court case from your study of United States history in which the Supreme Court addressed the issue of the constitutional rights of various groups. Some suggestions you might wish to consider include Worcester v. Georgia (1832), Dred Scott v. Sanford (1857), Plessy v. Ferguson (1896), Korematsu v. United States (1944), Brown v. Board of Education of Topeka (1954), Heart of Atlanta Motel v. United States (1964), and Roe v. Wade (1973).

Option #2:
Theme: Change — Constitutional Amendments

When the Founding Fathers wrote the United States Constitution, they included the amendment process. The amendments that have been passed brought political, social, and economic changes to American society.

Task: Select two constitutional amendments that have changed American society and for each
• Describe the historical circumstances that led to the adoption of the amendment
• Discuss the political, social, and/or economic changes the amendment brought to American society

You may use any constitutional amendments that have changed American society. Some suggestions you might wish to consider include the 13th amendment (abolition of slavery, 1865), 17th amendment (direct election of senators, 1913), 18th amendment (Prohibition, 1919), 19th amendment (woman’s suffrage, 1920), 22nd amendment (presidential term limits, 1951), 24th amendment (elimination of the poll tax, 1964), and 26th amendment (suffrage for 18-year-old citizens, 1971).

Winter Break Project 2015

CLICK HERE for a Google Docs Version of this post

Learning Target: After completing an internet based exercise, students will analyze, and evaluate the effects of Landmark Supreme Court Cases

Point Value: 100 points (same as a test)

Background

From its first case in 1803 (Marbury v. Madison), the Supreme Court has become a very powerful force in American life and culture. Of the three branches, the decisions of the Supreme Court, through a process known as Judicial Review, have arguably the most direct impact on the day-to-day lives of the American people. As a result of this project,  you and your classmates will gain a greater understanding of the court’s impact on your life

What do I Have to do?

I.  You will research several important Supreme Court cases.  For each case you must be able to discuss the:

1. Facts and Details: When did it take place? Where? Who was involved? How did it get to the Supreme Court?
2. The Conflict: In other words, why did this case reach the Supreme Court in the first place?  Was there a law, or action of the federal, or state government that was being challenged?  What right, or civil liberty is being challenged?  For example in the case of Tinker v. Des Moines, a students’ right to free expression under the First Amendment was questioned.  
3. The Outcome of the Case: How did the SC rule? Why did they rule this way?
4. The importance of the case: How did the ruling affect the lives of Americans? Did it limit, or expand the civil rights of Americans? Did people have MORE freedom because of the court's decision, or LESS freedom?  Did this case EXPAND, or LIMIT the POWER of the Government?    

II.  After completing your research, you will arrange your findings in a table or chart.

III.  The Cases:  

Expansion of Power of The Federal Government:
Marbury v. Madison (1803)
McCulloch v. Maryland (1819)
Gibbons v. Ogden (1824)

Expansion of Individual Rights:
Brown v. Board of Edcuation (1954)
Mapp v. Ohio (1961)
Engel v. Vitale (1962)
Gideon v. Wainwright (1963)
Miranda v. Arizona (1966)
Tinker v. Des Moines (1969)
Roe v. Wade (1973)

Limiting of Individual Rights:
Dred Scott v. Sanford (1856)
Plessy v. Ferguson (1896)
Schenck v. United States (1919)
Korematsu v. United States (1944)
Nixon v. United States (1974)

Power of Government:
Wabash Railway v. Illinois (1886)
US v. EC Knight (1895)
Muller v. Oregon (1908)
Schechter Poultry v. US (1935)
Escobedo v. Illinois (1964)  

IV. Resources
Bill of Rights Institute
Mr. Nassivera’s Site - Landmark Cases
HipHughes - “Supreme Court Cases for Dummies”
Hip Hughes - “The Warren Court in Ten Minutes”
HipHughes - “The Dred Scott Decision”
Hip Hughes - “The Exclusionary Rule”
PBS - Landmark Cases
YouTube playlist - “Supreme Court Cases”

Here's a link to the videos on Google.

Here's a link to the Vimeo Playlist for the videos. 

HW 12/22/15

Hello, All:

Please watch the following video.  It will be very helpful for you, as you work your way through the winter break project.  You must take notes on the video.

Supreme Court Cases For Dummies- US History Review from Mike Tesler on Vimeo.

HW 12/17/15

Hello, All:

Here's your HW for Thursday night, 12/17.

1.  Watch, and take notes on the following videos.

Complete the attached worksheet.   You must hand in the notes, as well as the worksheet.

HW Week of 12/7/15

Hello, All:

Here are your HW assignments for the week of 12/7/15.

MONDAY NIGHT: 
If you didn't complete the DBQ's in class, today, please complete them for HW.  Here is a link to the DBQ.  

TUESDAY: 
1. If you didn't finish the Bill of Rights situation worksheet in class, please complete it for HW. Click the link for the assignment 
2. BRING HEADPHONES TO CLASS ON WEDNESDAY!

WEDNESDAY: 
Continue working on the Amendment mini-project we began in class, today.

The Mini-Project is due by the end of the period, FRIDAY!!!

HW Week of 11/30/15

MONDAY NIGHT:
READ Chapter 5 Section 3 of the Textbook.  

Complete the READING STUDY GUIDE 

TUESDAY NIGHT:
Complete the RATIFICATION DBQ!  

Will count as a quiz - If you don't hand it in = 55! 

WEDNESDAY NIGHT: 
Read "The Living Constitution" Pages 154-160
Complete the Reading Study Guide 

THURSDAY NIGHT
Read pp. 160-163 of "The Living Constitution" 
Complete the Reading Study Guide - "The Executive, and Judiciary"

FRIDAY NIGHT
Read p. 166-173 of "The Living Constitution" 
Complete the Reading Study Guide - "The Bill of Rights and the other Amendments" 

Cons. Conv Outline

Hello, All:

Here's a picture of the outline we created in class for the essay.  I also included the Brainstorm Map to help you.  Good Luck! 

HW Week of 11/23

Hello, All:

Here is/are your assignment(s) for the week of 11/23.

Thematic Essay

Thematic Essay: Constitutional Issues

The Constitutional Convention of 1787 adopted several compromises to resolve disagreements over major issues facing the new nation.

Task:
Identify two issues from the Constitutional Convention of 1787 (what were two disagreements that occurred?).

For each issue identified

• Describe the disagreement that arose over the issue at the C.C. (tell us about the disagreement; don’t just say what it was! Who was it between? What was it over?)
• Explain how the issue was resolved through the use of Compromise (Give the details behind the compromises; how did they work? What did each side get?

You may use any issue that was discussed at the CC. . Some
suggestions you might wish to consider include, but are not limited to:
• Representation in Congress
• Slavery
• Taxation

MONDAY NIGHT:
Complete a First Draft 

TUESDAY:
Complete a Second Draft

WEDNESDAY:
Complete your FINAL DRAFT.  DUE MONDAY NOV 30th.  NO EXCEPTIONS.  

***YOU MUST INCLUDE THE THEMATIC ESSAY RUBRIC***

***ANYONE WHO DOES NOT HAND IN THE ESSAY on 11/30, WILL RECEIVE A GRADE OF 55***