Mr. Page's US History Class

Timeline of Events during Pre-Civil War Era

http://mgagnon.myweb.uga.edu/Tante.htm

 

Causes for War

http://americanhistory.about.com/od/civilwarmenu/a/cause_civil_war.htm 

At the end of this short reading there is a great overview audio piece you will want to listen to. It is a brief overview.

http://civilwar150.longwood.edu/2010/10/11/background-causes-of-the-civil-war/ 

At the end of this short reading there is a great overview of the 1850′s causes audio piece you will want to listen to.

http://civilwar150.longwood.edu/2010/10/18/immediate-causes-of-the-civil-war-1850s/ 

Excellent (BUT LONG) article on how the economy, transportation, tariffs and banks were all linked together!

http://econweb.umd.edu/~wallis/Wallis_History%20of%20Government_FTE.pdf

Tariffs

http://www.ushistory.org/us/24c.asp

Want to understand the tariff issue and how it divided the Northern and Southern states?

While watching these videos, think about and take notes on how the tariff hurt and helped different parts of the United States.

To reach these videos:

Click on the U.S. History tab under “Presentations”- located on the left side of the screen.

Scroll down to “Age of Jackson, 1828-1848″

Tariff of 1828-     http://www.hippocampus.org/History%20%26%20Government

South Carolina-  same website as the “Tariff of 1828″ (click on South Carolina)-   This video shows the growing conflict regarding the idea of federalism (power of the states versus power of the federal/national government)- Do states have the right to nullify, or cancel, federal laws if the states think the law is unconstitutional?

Tariff of 1832 and Clay’s Compromise- same website as the “Tariff of 1828″ (click on Tariff of 1832)-  Things begin to heat up with the Nullification Crisis, Nullification Act, Force Bill and Clay’s Compromise

National Bank

http://www.ushistory.org/us/24d.asp

All the banking videos below can be accessed through the same method of which you got to the  ”Nineteenth Century Banking” video.

These videos will allow you to understand how the issue of the national bank placed a wedge between the Northern and Western states in the United States.

To reach these videos:

Click on the U.S. History tab under “Presentations”- located on the left side of the screen.

Nineteenth Century Banking-        http://www.hippocampus.org/History%20%26%20Government

In this video you will learn about 19th century banking and how the national and state banks operated. Good background information on how banks work.

The Bank-   This video goes back to the early days of the national bank to show how the national bank lost the trust of the citizens of the US.

Jackson and the Bank War-   This video illustrates the war between President Jackson and his hatred towards the 2nd National Bank of the US- the effects of this war  will lead to economic crisis and western problems.

Slavery

http://www.ushistory.org/us/30.asp

Wilmot Proviso:      http://www.ushistory.org/us/30a.asp

Wilmot Proviso and STATES RIGHTS:         http://www.ushistory.org/us/30b.asp         THERE IS A QUIZ AT THE BOTTOM OF THIS READING

New States cause problems regarding slavery:         http://www.ushistory.org/us/30c.asp

The Compromise of 1850:      http://www.ushistory.org/us/30d.asp

Bloody Kansas:         http://www.ushistory.org/us/31.asp

The Kansas-Nebraska Act:         http://www.ushistory.org/us/31a.asp

All the slave videos below can be accessed through the same method of which you got to the  ”Compromise of 1850″ video.

These videos will allow you to understand how the issue of slavery in the western territories and among the Northern and Southern states created huge problems for the US.

To reach these videos:

Click on the U.S. History tab under “Presentations”- located on the left side of the screen.

The Compromise of 1850-         http://www.hippocampus.org/History%20%26%20Government     This video has many key issues regarding slavery that allows the viewer to gain a global picture of the slave issues in the early to mid-1850′s.

Uncle Tom’s Cabin-    WOW!!!!!!!!!! I almost didn’t place this on my website. Almost a big mistake. Talk about novels impacting a nation. This video clearly communicates the importance of literature and how people are moved to action as a result. Listen closely to how the northern and southern people viewed the novel and how the South responded to the novel.

The Kansas-Nebraska Act- Railroads, the Kansas-Nebraska Act, expansion of slavery, Kansas Bleeds, and the rise of the Republican Party

Internal Improvements and the sale of western land

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=639

http://www.upa.pdx.edu/IMS/currentprojects/TAHv3/Claim_Land.html 

 

States’ Rights

http://mgagnon.myweb.uga.edu/students/4070/04SP4070-Hickey.htm

http://www.civilwarhome.com/statesrights.htm

 

WELCOME TO THE CHEESECAKE FACTORY!

Here is your menu! Please read and take a look at the 5 main entrees. I will be back for your order in a bit. . .

——————————————————

In this unit we will be exploring how growth led to radical changes in this country. Some of these changes were good, some bad, but regardless of the outcome they all had a tremendous effect on this country.

Jacksonian Democracy ushered in a new period of political, economic and social changes in this country. Democracy took on a whole new feel as more Americans were involved in voting and participating in politics like never before. Andrew Jackson waged war on the American Indians to move them westward while waging a different kind of war on the US Bank.

The US Industrial Revolution brought sweeping changes economically and socially as well. Production and manufacturing becomes mechanized for the first time in this country. The creation of the factory system resulted in the growth of cities in the Northwest in turn sparked a need for larger farms in the West. Along with these developments the US saw innovations in the fields of communication and transportation!

Video:

http://www.schooltube.com/video/a28ee19895ac66be4525/

Social Reform also had its impact on the nation in attempts to make this country a better place. The abolitionist and women reform movements developed large numbers in the fight to abolish slavery and to extend suffrage rights to women. The Arts and Literature fields drastically changed during this time as well. Immigration boomed throughout the northeast as events in Europe “pushed” and “pulled” groups to the US.

The Cotton Boom saw the expansion of agriculture (cotton) throughout the South. With the expansion of cotton plantations, we see the expansion and need for African slaves as well. As the US saw a major decrease in the need for slaves in the South the Cotton Boom caused a major demand for slaves once again.

And finally,

Westward Expansion saw the growth of the continental United States. By 1852, the continental US will be established. Mountain men, Mormons, Farmers, and 49ers will be drawn to the West by this idea of Manifest Destiny and the hopes of gaining wealth. Growth, however, has a way of creating strain and conflict on a country. The US will find itself in a war with Mexico and turmoil in Texas. The results of westward expansion will no doubt benefit the United States, but the impact it has on the American Indian are anything but good.

 

HAVE YOU DECIDED ON WHAT YOU WOULD LIKE TO ORDER? I will start with you. . . .

 

Summative Assessment Questions

• Be able to prove “how the actions of these administrations created a strong national government”. You will be asked to show how 2 different administrations did this. You must provide evidence to prove your points.

• Leadership Matters, right? (explain)

• What are some leadership values YOU have that you need to develop and/or already have that will help you become a stronger student leader?
- Must also discuss: BENEFITS of the values you are developing/have     AND    how you plan to IMPLEMENT these values

• Describe two traditions begun by President George Washington

• Know the “PLUS” ethical decision-making process that you can apply to a scenario I will give to you on the assessment.

INTERVIEWS FOR PROJECT ARE DUE TUESDAY, APRIL 17TH

 

Good Description of the Monroe Doctrine

http://www.usnews.com/usnews/documents/docpages/document_page23.htm

Monday and Tuesday, April 10-11

If you are having difficulty with the Google Document for the History Project, please see the Homework page for details!

Thank you,    Mr. Page

LEADERSHIP-

President George Washington

http://millercenter.org/president/washington/essays/biography/print

http://www.leadershipnow.com/service.html

http://new.civiced.org/resources/curriculum/washington

Leadership Article

http://www.gvsu.edu/hauenstein/effective-leaders-494.htm

HOMEWORK 3/19

Sites for homework (Chart)

http://www.ushistory.org/us/18b.asp

http://www.earlyamerica.com/earlyamerica/milestones/whiskey/ 

 

http://en.wikipedia.org/wiki/Whiskey_Rebellion 

What is good leadership?

DESIGN THINKING

What is Kony 2012????????? This will change you . . .    forever!

http://kony2012.s3-website-us-east-1.amazonaws.com/

This Ted Talk for Teens shows HOW YOUNG PEOPLE MAKE A DIFFERENCE

http://www.ted.com/talks/natalie_warne_being_young_and_making_an_impact.html

 

PROJECT DESCRIPTION-

2nd Semester Project

 

??????QUALITIES OF LEADERSHIP????????

I noticed in our sticky notes that Kindness was a major category!

Would you say that kindness = compassion, grace, generosity?

http://blogs.managementconcepts.com/lm/leadership/category/self-leadership/ 

Caring Leaders

http://www.leadershiparlington.org/EMAIL%20UPLOADS/Spears_Final.pdf

Articles on Leadership

The Three Fundamentals Of Effective Leadership

http://www.forbes.com/2009/04/29/vision-communication-judgment-leadership-managing-ccl.html 

http://www.axpow.org/tenthings.htm

http://www.psychologytoday.com/blog/cutting-edge-leadership/201006/the-leadership-john-wooden 

 

 

Video on Types of Leadership

http://www.teamworkandleadership.com/2010/12/anyone-can-be-a-leader-powerful-video.html

Everyday Leadership Video

http://www.ted.com/talks/drew_dudley_everyday_leadership.html 

Test your skills with these quizes

http://www.proprofs.com/quiz-school/story.php?title=us-government-branche-powers-checks-balances

http://www.mce.k12tn.net/government/test3.htm 

http://www.quia.com/rr/92742.html

This is a challenging quiz: http://www.quia.com/quiz/443452.html

 

 

Powers of the President

http://library.thinkquest.org/11492/convention/powers.html

http://www.cqpress.com/context/constitution/docs/constitutional_powers.html

Roles of President

http://assets.pearsonschool.com/asset_mgr/legacy/200938/section1_jobdescription_26523_1.pdf

Bill of Rights

http://score.rims.k12.ca.us/score_lessons/bill_of_rights/index.htm

Three Branches of Government

This is a good site for other links about the federal government! Good site!

http://articles.usa-people-search.com/content-a-kids-guide-to-the-u.s.-constitution.aspx

http://www.rightsofthepeople.com/education/government_for_kids/9-12/government/branches.php

In the below website make sure you check out the bottom of the page for links to the 3 branches!

http://bensguide.gpo.gov/3-5/government/branches.html

http://en.wikipedia.org/wiki/Separation_of_powers_under_the_United_States_Constitution

Quiz below:

http://www.quia.com/jq/63504.html

Legislative

Very cool video (OK, not so cool, but informative)

 http://kidsspeakforamerica.com/legislative-branch-explained/

http://www.congressforkids.net/Legislativebranch_index.htm 

Leadership in the House of Representatives:
http://www.house.gov/leadership/

 

Leadership in the Senate:

http://www.senate.gov/pagelayout/senators/a_three_sections_with_teasers/leadership.htm 

This link is very detailed (take some time looking through it:
http://www.twyman-whitney.com/americancitizen/ppt/chapter12/chapter12_files/frame.htm

Executuve

 http://congressforkids.net/Executivebranch_president.htm

 

http://www.whitehouse.gov/administration

http://en.wikipedia.org/wiki/President_of_the_US

Judicial

http://www.supremecourt.gov/about/biographies.aspx

http://www.congressforkids.net/Judicialbranch_supremecourt.htm

http://en.wikipedia.org/wiki/Supreme_Court_of_the_United_States

Target 4: Federalist v. Antifederalist- Debate over Ratification

In this website, you can read short passages (16-16e) that will take you through the debate in the states regarding ratification of the US Constitution. Homework reading, for  dates 2/13 and 2/14, 16a and 16b are located on this site. 

 http://www.ushistory.org/us/16.asp

This is a shorter account of the viewpoints of these two groups:  http://library.thinkquest.org/11572/creation/framing/feds.html

Target 1: The following paper is a good description of target #1- 6 domestic issues needing to be solved!

Target 1 expanded!   Word Version

Target 1 expanded!   PDF Version

 

Good Overview of the Compromises

http://www.icsd.k12.ny.us/legacy/highschool/pjordan/ushonors/Regents%20Review/Review%20Lessons/Compromises.html

http://swc2.hccs.edu/htmls/govdep/eisenberg/docs/introdction_us_government/1-36.pdf

Slavery Issue

In the below website, read the section about “the problem with slavery”.

http://www.usconstitution.net/consttop_ccon.html

http://answersinhistory.wordpress.com/series/slavery-in-america/

This link will take you to a book- you can read pages 42 and 43 to find some interesting things about the differences between Northern and Southern states regarding slavery. Included in this reading is the BRIEF answer to the question “What about runaway slaves?”

http://books.google.com/booksid=t3SDQgfxsCIC&pg=PA43&lpg=PA43&dq=Privileges+and+Immunities+Clause+Constitutional+Convention+slaves&source=bl&ots=jM6pSPgp7O&sig=Tp90Yzb_hoJtCGOmAJ4kZch4z54&hl=en&sa=X&ei=1QEsT_O2CsnHsQKW8LCaDg&ved=0CEEQ6AEwBA#v=onepage&q=Privileges%20and%20Immunities%20Clause%20Constitutional%20Convention%20slaves&f=false

Link on Constitutional Convention- Representation and Slavery

http://thisnation.com/textbook/constitution-convention.html

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=293

CONSTITUTIONAL CONVENTION

Philadelphia Convention Lesson 1- from Articles to Convention

http://classic.hippocampus.org/course_locatorskinPath=http://www.hippocampus.org/hippocampus.skins/default&course=AP%20US%20History%20I&lesson=16&topic=1&topicTitle=Organizing%20the%20Convention

 Philadelphia Convention Lesson 2- States’ Plans

http://classic.hippocampus.org/course_locatorskinPath=http://www.hippocampus.org/hippocampus.skins/default&course=AP%20US%20History%20I&lesson=16&topic=2&topicTitle=States’%20Plans

 Philadelphia Convention Lesson 3- Compromise Reigns

http://classic.hippocampus.org/course_locatorskinPath=http://www.hippocampus.org/hippocampus.skins/default&course=AP%20US%20History%20I&lesson=16&topic=3&topicTitle=Compromise%20Reigns

 

IF you like to know more about the branches of the US government- goofy, but good game,

http://www.texaslre.org/branches_game/branches_game.html

 

====================================================================================

Please read description of the Second Semester Project below!

Project Permission Form

Project Permission Form

You make a difference in the lives of others PROJECT- Second Semester Project

You make a difference in the lives of others

-Model Curriculum Development (Ohio Department of Education)

Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills collaboration. Skills accessing and analyzing information are essential for citizens in a democracy.

Project Description

Students will be actively seeking out someone who they believe is making a difference in the lives of other people (ie. common good). This person could include someone in their neighborhood, community or state. I want students to think BIG!!!

Students will need to interview this individual to find out:

•What this person does to bring about change (is it their job, their personal interest in community service)?

•How this person is bringing about change or has brought about change?

•Why this person chose to change things for the better?

•What work is left to do? What does the future hold for this person?

•How are you involving yourself in this cause now? How will you play an active role?

Students will be required to inform their parents and Mr. Page WHO and WHY they are planning to contact and the method to which they are contacting this individual.

A Google document will be set up for you to put your ideas and thoughts down. You MUST INVOLVE PARENTS IN THIS PROJECT. There will be a parent form established next week.

 

 

 

Part 1: Explorers Motivation to leave Europe

Students are answering the following questions-  Summative Part 1

 Part 2: Personal Action Plan- 

Students are creating their own Plan for leaving Grandview in the future-  Summative Part 2

 

 

 

Here is a PDF Version of the Summative Assessment.

 

Motivation moves people to action summative assessment

Target 2 Chart Economic Factors