Archive for the ‘DBQ’ Category

Uses of introductory paragraphs as outlines in essays

Let’s imagine that we were given this statement to defend in an essay:

Defend this statement: “The Mexican War and its aftermath was the turning point that led the US inevitably to Civil War.”

To defend this statement and support it with facts, we could generate the following specific pieces of evidence and evaluate the significance of each one: Mexican War-Civil War outline

And then, we could take what we consider to be the most important facts and generate an introductory paragraph that actually also serves as an outline for our overall essay, such as this: Intro example- Mexican War

Here are some of the benefits of this approach:

1) You create a strong introduction that actually ANSWERS THE DARN QUESTION (ATDQ).

2) Many of you, under pressure of time, consider writing an outline as a waste of that valuable time, which is a pretty big mistake to make. This method allows you to USE the outline to perform a vital function– answering the darn question, specifically and fully, at the outset of your essay.

3) This will also help your organize your thoughts., which will actually help you use your time wisely. As you move from paragraph to paragraph, you have already created a roadmap for yourself.

4) Readers– especially AP Readers– are human. They will only spend 3-4 minutes reading your entire essay, and another minute or two evaluating it. A strong, specific introductory paragraph that demonstrates the depth of your knowledge will help establish that you actually know what you are talking about at the outset, and incline them more favorably to your overall essay, making it more likely that you will get a higher score. You will have given the reader a framework through which to understand what you know.

5) If you DO run out of time while writing your essay, you have already laid out your full argument, so the reader will still see what you would have written, had you had the time. This will minimize the damage.

 

Questions to model analysis –from

These were what we worked on in class on Friday to help you develop the social and economic analysis sections of your essay:

1. Analyze whether the existence of groups such as the Society of Cincinnati, Masons, etc., indicated difficulty with social unity in the post-Revolutionary War period.

2. Analyze whether the Whiskey Rebellion and other protest movements ultimately indicated that sufficient change had taken place economically during and immediately after the Revolution.

 

(I propose these questions because many of you not only seem to have discerned less information about these two areas, but also because you also need to consider utilizing the tactic of prolepsis in writing an essay that is fully developed and sophisticated. And if you don’t know what “prolepsis” is… LOOK IT UP!)

Reminders and assignment for Sept 27

While I am at the funeral, you will have a sub. She is a dear friend of mine, and I know you will treat her like a princess. Make sure you prepare for these two quizzes!

1. You will take a combined 9-10 terms check first, and then grade it. Turn those in.

2. You will then take your MC check over your homework. You will grade that and turn it in.

You will then do this assignment, which can all be done online. Click here to download the assignment: Federalist 51 Document Analysis– Hyperlinks are provided within the document.

If you need to, search for the APPARTS form you will need on the blog, and download a copy. I COULD put it here, but you need to learn how to do this. Keep that copy on your hard drive.

You may write in it in word, but SAVE AS Federalist #51, so that you keep the original. This is due Monday!!!

Questions chapter 9

Questions- Chapter 9: The Confederation and the Constitution
Make sure you still know the definitions and significance of the terms. You can include them in your answers if you need to, however.

By the way, notice the boldfaced words in the questions below. They will be relevant to a DBQ handed out later.

1. What was the effect of the exodus of the Loyalists on American society after the war?
2. How exactly did Revolutionary rhetoric cause social upheaval?
3. What were the limits of Republican idealism when it came to disadvantaged social and demographic groups in American society?
4. What concept provided a counterweight or balance for the excesses of individualism in early American political thought?
5. How did the theory of “republican motherhood” affect women’s lives and expectations regarding their role in society?
6. What were the similar features of the many state constitutions? How did these influence the US Constitution as well as the debate over it?
7. How was “economic democracy” encouraged by specific actions of state governments in the early post-war years?
8. What economic benefits did America gain from independence?
9. Explain the economic disadvantages and dangers facing the new republic.
10. How did the economic situation (look at your answers to 7, 8, and 9) in 1786 influence the political situation as we attempted to establish a new government?
11. What was ironic about the use of the term “Union” (as on p. 180) to describe the American political system? (Look back on pages 179-180 and scan for mentions of unity or related concepts such as unanimity as well as the opposite concept of disunity as you consider your answer.) Consider HISTORICALLY the ability of the colonies to be unified.
12. Why were the executive and legislative branches so weak under the Articles of Confederation? Give specific reasons.
13. Explain the major weaknesses of the Articles, and what impact these weaknesses had. What is meant by calling the Articles “anemic” on p. 182?
14. What were the major achievements of the Confederation government?
15. What four foreign powers challenged American sovereignty the most in the post-war years? Why, and HOW?
16. What were the specific causes of Shays’ Rebellion? What effects did this uprising have politically? What was the significance?
17. What did Jefferson mean by the term “democratic despotism” on p. 185? What is the relation of this term to the term “mobocracy?”
18. Summarize the economic arguments of “paper moneyites” versus “sound money” proponents? What is the danger of paper currency? (You may need to research this)
19. Explain how economic instability and “unbridled republicanism” led to fears of “anarchy.” How did this influence the writing of the Constitution?
20. What were the common characteristics of those “demigods” who gathered eventually to “revise” the Articles? What were their three main goals?
21. How did enemies of America as an independent nation also ironically serve as “Founding Fathers,” according to p 187?
22. Explain each of the important political compromises that made up the Constitution.
23. What was the role of direct versus indirect voting in choosing government officials at the federal level?
24. What were the two great principles of the political theory of republicanism mentioned on p. 190?
25. Describe the differing political views between the Federalists and Anti-Federalists. What kinds of people tended to either camp?
26. In general, how did the most radical of the Revolutionary generation respond to the Constitution, and why?
27. Why, specifically, did four states in particular resist approving the new Constitution?
28. What was the purpose of the essays known as The Federalist?
29. Explain the statement on p. 195 that “[t]he minority had triumphed- twice.” In particular consider the statement elsewhere on that page that “[t]he majority had not spoken.”
30. Explain, specifically, how the Constitution attempted to balance the needs for liberty (personal freedom) and order (security and protection).

DBQ pictures- clean version

If you have lost your copy of the DBQ packet, a .pdf file can be found here:

Reconstruction DBQ

Document I is difficult to read. Below is a cleaner version:

I have found the other picture, but I can’t get to the menu now here at the school, so check back here after I get home and I will put it right here.

"The First Vote"

“The First Vote”

Information for your DBQ

Document A  http://www.usgennet.org/usa/il/topic/history/rev-war-women.html A list of women who helped during the Revolution, from a geneology site.

http://www.americanrevolution.org/nguyen.html A brief history of women in the Revolution

Document B http://en.wikipedia.org/wiki/Expulsion_of_the_Loyalists

http://www.learnnc.org/lp/editions/nchist-revolution/4321 another document- a petition from Loyalists’ families. Make sure you read the side bar on the right for background information that could be useful.

Document C  http://www.encyclopediaofalabama.org/face/Article.jsp?id=h-1133 scroll down to the part about the Chickasaws in particular

Document D http://www.rjgeib.com/thoughts/lynch/religious-freedom.html background on the document

http://www.pbs.org/jefferson/enlight/religi.htm on Jefferson’s Statute of Religious Freedom, written in 1777

Document E http://gbl.indiana.edu/ethnohistory/archives/dockett_317/317_36a.html about halfway down you will find the full text of document E and above it you will find some explanation of the circumstances. Once you go to the webpage, just search for the terms  “United Indian Nations” to find the link.

Document F http://explorepahistory.com/hmarker.php?markerId=1-A-34 Many of the names here should be familiar…

Document G http://shaysrebellion.stcc.edu/shaysapp/person.do?shortName=abigail_adams

Document H http://www.absolutemichigan.com/dig/michigan/slavery-in-the-northwest-territory/

http://www.earlyamerica.com/earlyamerica/maps/northwest/ A map of the actual area…

Document I http://www.independent.org/newsroom/article.asp?id=1982 Analysis of the quotation in question

Document J http://muse.jhu.edu/login?uri=/journals/journal_of_the_early_republic/v029/29.3.mcmahon.html This brief paragraph explains the attitude toward women’s education at the time.

http://occawlonline.pearsoned.com/bookbind/pubbooks/divine5e/medialib/timeline/docs/divdocs09.html The fourth document from the top is this address in its entirety plus a brief explanation of the school.
And this is a pretty funny exchange between John and Abigail Adams: http://occawlonline.pearsoned.com/bookbind/pubbooks/divine5e/medialib/timeline/docs/sources/theme_primarysources_Women_2.html

An organizer for your DBQ

Here is a pdf file of an organizer we will be using to write your DBQ. Click here to download it if you want to get an early start, or just if you are forgetful.

Outline DBQ on American Revolution pdf