Abridged Chapter 11-12: The Missouri Compromise and Slavery in the Western U.S.

Posljednje ažuriranje almost 2 years ago

Napomena autora:

Instrukcije

The Jefferson Administration (1801-1809)

Applying Knowledge: Next, we are going to analyze a historical image and make predictions about the new unit.

Obavezno

RPU.01

IIUR.01

IITE.01

Abridged Chapter 11-12: The Missouri Compromise and Slavery in the Western U.S.

Posljednje ažuriranje almost 2 years ago

Napomena autora:

Content Objective: I will be able to explain the concept of Manifest Destiny in my own words.

Standard Objective: I will be able to determine implicit relationships between and among individuals and events, (e.g., cause-effect).

Absent? Just want to review the guided notes? Slides are linked here.

Instrukcije

Content Objective: I will be able to explain the concept of Manifest Destiny in my own words.

Standard Objective: I will be able to determine implicit relationships between and among individuals and events, (e.g., cause-effect).

Absent? Just want to review the guided notes? Slides are linked here.

How do you feel now that we've taken the DBQ exam?
Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

0 - I didn't take it and know that the assignment is currently marked as Missing or Absent in PowerSchool (50% in Mastery). I will explain my plan to complete the assignment under "Show Your Work."

1 - I took it, but I don't feel great about it. I truly think I earned the lowest score on the grading scale (D-) and need help figuring out where I went wrong in Period 3.

2 - While I did take the DBQ, I know what I did or did not do in Period 3 that contributed to why I don't feel good about my performance.

3 - The DBQ is done and what will be will be. I have a plan to do better in Period 4, the last full unit before our semester final exam (covers 1451-1861).

4 - I actually don't think the DBQ was too bad. I didn't do perfectly, but it's a good place for me to start!

Period 3.6 EdPuzzle on How to Write a DBQ

Direct Instruction on What to Do and What Not to Do on the DBQ

Peer Exemplar of a Similar Prompt from the Period 3.4 EdPuzzle

Step-by-Step Instructions on Breaking Down the DBQ Prompt & Analyzing the Documents

Teacher-Annotated Feedback Directing Students to Specific Assignments

Graphic Organizer Provided to Plan Out Essay

In-Class Time to Prep for DBQ with Peers

Sentence Starters for Thesis

Extra Time to Prep for Those Unprepared

Welcome to Period 4 (1800-1848) of APUSH!

In order to focus more on modern events, we are going to skip over some parts of the curriculum - namely Washington's presidency. His impact on U.S. government will be revisited as needed throughout the course.

Obavezno

Which choice best summarizes the passage about the first President, George Washington?

President Washington was able to seemlessly lead the country with virtually no criticism from other Founding Fathers.

The Washington administration was characterized by debates over how much power to grant the federal government.

After successfully quelling the French Revolution, the U.S. was actively involved with the foreign affairs of other countries.

Alexander Hamilton established the national bank, a key and widely popular financial institution that still exists today.

CCSS.ELA-LITERACY.RH.11-12.2

IICI.01

KC 3.2.III

The Jefferson Administration (1801-1809)

Obavezno

Class Debate! If you could only keep one amendment from the Bill of Rights, which one would you keep and why?

Applying Knowledge: Next, we are going to analyze a historical image and make predictions about the new unit.

Obavezno

What do you notice about John Gast’s “American Progress” painting? (1872)
Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!

Obavezno

Circle at least three key details of the painting that you observe. Be ready to discuss them with the class!

Obavezno

That's all for class on Wednesday, 11/9/2022! You may spend the rest of class working on your homework, which is the rest of this Formative.

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Printed on Map: "Designed to exhibit the comparative area of the free and slave states and the territory open to slavery or freedom by the repeal of the Missouri compromise. With a comparison of the principal statistics of the free and slave states, from the census of 1850."

Map Key

Red = Free state

Dark Blue = Slave states are in dark blue

Green Blue = Territories that could be slave or free if the Missouri compromise was ended

The main purpose of the passage is to

to argue the Missouri Compromise was a direct and leading cause of the Civil War.

to explain the Missouri Compromise and the opinions the Founding Fathers had about its intent.

to describe the Missouri Compromise and it's place in the growing debate of slavery in the United States.

to use the Missouri Compromise as an example of how federal legislation can solve the slavery problem.

RPU.01

Note how Question #1 is about the entire article. Hence, you should wait until you read the entire article before you answer it! (Hint: You should do the same thing on the SAT Reading exam.)

According to the passage, the reaction to the Missouri Compromise can best be described as

viewed favorably by Northerners, but not Southerners.

viewed favorably by both Southerners and Northerners.

viewed favorably by Southerners, but not Northerners.

viewed unfavorably by both Southerners and Northerners.

IIRC.01

The MOST likely reason for including information about the Kansas-Nebraska Act of 1854 is to show

the detrimental effects of the Missouri Compromise on future legislation.

how future resentment was incited by the Missouri Compromise.

that the Missouri Compromise was only a temporary solution.

the law that inspired the Missouri Compromise to be passed into legislation.

RPU.01

It can be reasonably inferred that "self-determination" is

the concept that a state can make its own decisions, separate from those of other states.

the power the federal government has to pass laws that must be upheld by all states.

the idea that Missouri is geographically closer to slave states, so logically it should be a slave state.

the right that white people have to determine the fate of black people.

IIRC.02

IIRC.01

Which answer choice BEST describes the central tension that led to the Missouri Compromise?

Northern states opposed admitting new slave states into the Union because they did not want to lose power in Congress, while slave states argued that it was unfair to deny states the right to chose for themselves whether to allow slavery.

Northern states argued that every state should have the right to determine whether they wanted to allow or forbid slavery; slave states believed that slavery should be outlawed across the nation.

Northern states believed permitting more slave states to join the union would encourage more slaves to rebel; slave states argued allowing more slave states would prevent any further rebellion.

Northern states opposed admitting Missouri as a slave state because Maine had been prohibited from joining the Union as a free state; slave states argued that allowing both states to join would maintain the balance of power in Congress.

IIUR.01

Based on the information in the passage, it can be reasonably inferred that

many slaves tried to escape, rather than be relocated to the West.

slave rebellions often led to harsh consequences for the black community.

although Vesey's slave revolt was unsuccessful, many rebellions were successful.

most slaves joined in rebellions when they were able to.

IIRC.02

Which choice provides the best evidence for the answer to the previous question? (from Paragraph 4)

Line 1 ("African Americans...the West")

Lines 1-2 ("News of opposition...slave communities")

Lines 5-7 "Along with...of Haiti."

Lines 8-9 ("It resulted...he preached")

IITE.01

As used in line 1, "sentiment" most nearly means

opinions

disagreement

persuasion

laws

IIWD.01

The final paragraph develops a key concept of the article by

contrasting the effects of Nat Turner's slave revolt with the earlier one led by Denmark Vesey.

illustrating that many people viewed western expansion more negatively than positively.

demonstrating how the Missouri Compromise affected attitudes towards slavery and rebellion.

showing that Southerners were more likely to dislike the Missouri Compromise than Northerners.

RTS.02

Finité. Don't forget to go back to question #1 and answer it! Then click "Submit" in Formative and "Mark as done" in Google Classroom.

Abridged Chapter 11-12: The Missouri Compromise and Slavery in the Western U.S.

The Jefferson Administration (1801-1809)

Applying Knowledge: Next, we are going to analyze a historical image and make predictions about the new unit.

Abridged Chapter 11-12: The Missouri Compromise and Slavery in the Western U.S.

How do you feel now that we've taken the DBQ exam?
Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

Which choice best summarizes the passage about the first President, George Washington?

The Jefferson Administration (1801-1809)

Class Debate! If you could only keep one amendment from the Bill of Rights, which one would you keep and why?

Applying Knowledge: Next, we are going to analyze a historical image and make predictions about the new unit.

What do you notice about John Gast’s “American Progress” painting? (1872)
Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!

Circle at least three key details of the painting that you observe. Be ready to discuss them with the class!

The main purpose of the passage is to

According to the passage, the reaction to the Missouri Compromise can best be described as

The MOST likely reason for including information about the Kansas-Nebraska Act of 1854 is to show

It can be reasonably inferred that "self-determination" is

Which answer choice BEST describes the central tension that led to the Missouri Compromise?

Based on the information in the passage, it can be reasonably inferred that

Which choice provides the best evidence for the answer to the previous question? (from Paragraph 4)

As used in line 1, "sentiment" most nearly means

The final paragraph develops a key concept of the article by

How do you feel now that we've taken the DBQ exam?
Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

Here are all of the different supports that were provided on the Period 3 DBQ essay! Which ones worked for you? (Check all that apply)
Please elaborate under "Show Your Work" if necessary. For instance, if you did not feel ready for the DBQ, what supports would you have liked to have?

Which choice best summarizes the passage about the first President, George Washington?

Class Debate! If you could only keep one amendment from the Bill of Rights, which one would you keep and why?

What do you notice about John Gast’s “American Progress” painting? (1872)
Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!

Circle at least three key details of the painting that you observe. Be ready to discuss them with the class!

The main purpose of the passage is to

According to the passage, the reaction to the Missouri Compromise can best be described as

The MOST likely reason for including information about the Kansas-Nebraska Act of 1854 is to show

It can be reasonably inferred that "self-determination" is

The passage indicates that Thomas Jefferson believed that the question over slavery would eventually lead to

Which answer choice BEST describes the central tension that led to the Missouri Compromise?

Based on the information in the passage, it can be reasonably inferred that

Which choice provides the best evidence for the answer to the previous question? (from Paragraph 4)

As used in line 1, "sentiment" most nearly means

The final paragraph develops a key concept of the article by

The passage indicates that Thomas Jefferson believed that the question over slavery would eventually lead to

Abridged Chapter 11-12: The Missouri Compromise and Slavery in the Western U.S.

The Jefferson Administration (1801-1809)

Applying Knowledge: Next, we are going to analyze a historical image and make predictions about the new unit.

Abridged Chapter 11-12: The Missouri Compromise and Slavery in the Western U.S.

How do you feel now that we've taken the DBQ exam? Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

Which choice best summarizes the passage about the first President, George Washington?

The Jefferson Administration (1801-1809)

Class Debate! If you could only keep one amendment from the Bill of Rights, which one would you keep and why?

Applying Knowledge: Next, we are going to analyze a historical image and make predictions about the new unit.

What do you notice about John Gast’s “American Progress” painting? (1872)Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!

Circle at least three key details of the painting that you observe. Be ready to discuss them with the class!

The main purpose of the passage is to

According to the passage, the reaction to the Missouri Compromise can best be described as

The MOST likely reason for including information about the Kansas-Nebraska Act of 1854 is to show

It can be reasonably inferred that "self-determination" is

Which answer choice BEST describes the central tension that led to the Missouri Compromise?

Based on the information in the passage, it can be reasonably inferred that

Which choice provides the best evidence for the answer to the previous question? (from Paragraph 4)

As used in line 1, "sentiment" most nearly means

The final paragraph develops a key concept of the article by

How do you feel now that we've taken the DBQ exam? Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

Here are all of the different supports that were provided on the Period 3 DBQ essay! Which ones worked for you? (Check all that apply)Please elaborate under "Show Your Work" if necessary. For instance, if you did not feel ready for the DBQ, what supports would you have liked to have?

Which choice best summarizes the passage about the first President, George Washington?

Class Debate! If you could only keep one amendment from the Bill of Rights, which one would you keep and why?

What do you notice about John Gast’s “American Progress” painting? (1872)Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!

Circle at least three key details of the painting that you observe. Be ready to discuss them with the class!

The main purpose of the passage is to

According to the passage, the reaction to the Missouri Compromise can best be described as

The MOST likely reason for including information about the Kansas-Nebraska Act of 1854 is to show

It can be reasonably inferred that "self-determination" is

The passage indicates that Thomas Jefferson believed that the question over slavery would eventually lead to

Which answer choice BEST describes the central tension that led to the Missouri Compromise?

Based on the information in the passage, it can be reasonably inferred that

Which choice provides the best evidence for the answer to the previous question? (from Paragraph 4)

As used in line 1, "sentiment" most nearly means

The final paragraph develops a key concept of the article by

The passage indicates that Thomas Jefferson believed that the question over slavery would eventually lead to

How do you feel now that we've taken the DBQ exam?
Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

What do you notice about John Gast’s “American Progress” painting? (1872)
Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!

How do you feel now that we've taken the DBQ exam?
Please drop any questions/comments in the "Show Your Work" area. Your responses will be kept private, though Ms. Truong may follow up with you individually!

Here are all of the different supports that were provided on the Period 3 DBQ essay! Which ones worked for you? (Check all that apply)
Please elaborate under "Show Your Work" if necessary. For instance, if you did not feel ready for the DBQ, what supports would you have liked to have?

What do you notice about John Gast’s “American Progress” painting? (1872)
Did someone share an interesting idea in your group? Add what they said in [hard brackets] so we can visibly see how we are learning from one another!