name: class period:€¦ · study for final exams! suggestion for study: read brief summaries for...

Name:______________________________________________ Class Period:______

Period #:______ Parameters:_______ - _______ Due Date:_____/_____/2014

(consult calendar)

Members of your group other than yourself:

_________________________________________, __________________________________________,

_________________________________________

Fall Semester Review Project

Objectives:

Analyze major themes and objectives for periods 1-6.

Produce creative chronological and thematic summaries/reviews for periods 1-6.

Assessment:

Final product is worth one quiz grade: 20 points, which is a considerable percentage of your quiz grade. See rubric for details.

Time:

Students will have a minimum of 2 class periods to work and finalize their project. Work outside of class will most likely be required

in order to produce a high quality product. Because 2nd

and 5th

periods have shortened class time, their project will have fewer

components.

Task:

1. Periods will be assigned to group. Groups (and classes) will work collaboratively to create an effective and creative review

for major themes/objectives.

2. See amended calendar and rubric for components. (these will be available on first work day)

Period 1-6 Groups…

Over the weekend… prepare for the first work day:

1. Read your Period Content Outline. (should be in your notebook; copies available on “Maintaining your APUSH Notebook” page of

website as well) As you read, highlight all proper nouns. (not illustrative examples) Then, list and define the proper

nouns in the space provided. Make sure you thoroughly know and understand the historical significance of these

proper nouns. 2. Review the learning objectives that correspond to your period. Refer to the list provided in this packet instead of

objectives included in outlines/framework, as some have been reworded to better define parameters. All objectives are

referenced in all content outlines with abbreviations such as (ID-2) which means Identity objective #2. Highlight all

objectives that correspond to your period. 3. For each of the seven themes that have more than one objective for your period, combine the objectives into one broad

statement/objective/question. Write your overall thematic objective in the space provided.

Creative Groups…

Over the weekend… prepare for the first work day:

1. Read the 6 Period Content Outlines. (should be in your notebook; copies available on “Maintaining your APUSH Notebook” page

of website as well) As you read, highlight all proper nouns. (not illustrative examples) Then, list and define the proper

nouns in the space provided. Make sure you thoroughly know and understand the historical significance of these

proper nouns. 2. Research/Locate one image for each of the terms, and build a collection using PPT: one image per slide with the

following information in text: title/name of image, source cited, relevant period and parameters. 3. Locate/Investigate a user-friendly, unblocked site to be used in building your class website on Monday/Tuesday. This

could be set up as a simple webpage or an interactive timeline page. There are several free sites that provide these services.

Project Calendar

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8A

First Semester Review

Project Collaborative

Work Day!

Laptop computers will

be available in class.

BYOD if you prefer.

Objectives: Review the main events in United States history from 1491-1898. Analyze continuity and change over time, cause and effect, periodization, and similarities and differences of major events from 1607-1898. Task: Period teams: Create two posters reviewing your period and one review sheet. (see rubric) Creative team: Set up website with image gallery. Homework: Study for final exams! Suggestion for study: read brief summaries for each unit and go through each timeline review. If you get to an item you don’t remember… look it up!

9B



Work Day!



BYOD if you prefer.

Objectives: Review the main events in United States history from 1491-1898. Analyze continuity and change over time, cause and effect, periodization, and similarities and differences of major events from 1607-1898. Task: Period teams: Create two posters reviewing your period and one review sheet. (see rubric) Creative team: Set up website with image gallery. Homework: Study for final exams! Suggestion for study: read brief summaries for each unit and go through each timeline review. If you get to an item you don’t remember… look it up!

5th

period: Your short

answer questions on

Thursday will come from

your assigned period, so

as you are working on

your project you will also

be reviewing for that

portion of the exam.

Creative Team will have

short answer questions

from Period 6. This

ONLY applies to 5th

period.

10A



Work Day!



BYOD if you prefer.

Objectives: Review the main events in United States history from 1491-1898. Analyze continuity and change over time, cause and effect, periodization, and similarities and differences of major events from 1607-1898. Task: Period teams: Put finishing touches on posters and communicate with creative team so images of your posters and the review sheet can be uploaded to website. (2nd period will not have review sheet) Creative team: Communicate with period teams to ensure images and documents are uploaded/organized into website. Finish building website. Homework: Study for final exams!

2nd

period: Your short

answer questions on

Friday will come from

your assigned period, so

as you are working on

your project you will also

be reviewing for that

portion of the exam.

Creative Team will have

short answer questions

from Period 6. This

ONLY applies to 2nd

period.

Suggestion for study: Watch some Crash Course Videos… if he reviews a topic you don’t remember… pause and look it up!

11B

5th period only: Final

Exam Short Answer

Questions Today (25

minutes, beginning of

period)

5th

Period:

Finish First Semester

Review Project &

Participate in Gallery

Walk. 20 minutes to

finish and set up, then

Gallery Walk and class

review.

Task: 5th Period teams: Add any finishing touches to posters and set up gallery walk. Review main ideas and events from periods 1-6 by perusing and discussing topics in your group. 5th period Creative team: Set up laptop with website on screen for gallery walk. Review main ideas and events from periods 1-6 by perusing and discussing topics in your group.

---------------------------

6th

& 7th

Periods: First Semester Review


Work Day!



BYOD if you prefer. 6th & 7th period teams: Put finishing touches on posters and communicate with creative team so images of your posters and the review sheet can be uploaded to website. 6th & 7th creative team: Communicate with period teams to ensure images and documents are uploaded/organized into website. Finish building website and handout collection.

Homework: Study for final exams!

Suggestion for study: Watch some Crash Course Videos… if he reviews a topic you don’t remember… pause and look it up!

12A

2nd period only: Final

Exam Short Answer

Questions Today (25

minutes, beginning of

period)

Thomas Nast, Movie

Night, Article Review,

and Biography Extra

Credit due by today for

ALL classes.

Finish First Semester

Review Project &

Participate in Gallery

Walk. 20 minutes to

finish and set up, then

Gallery Walk and class

review.

(2

nd period… only 30

minutes for review)

Objectives: Review the main events in United States history from 1491-1898. Analyze continuity and change over time, cause and effect, periodization, and similarities and differences of major events from 1607-1898. Task: Period teams: Set up gallery walk. Review main ideas and events from periods 1-6 by perusing and discussing topics in your group. Read/study review sheets (5th period will not create review sheets) Creative team: Set up laptop with website on screen for gallery walk. Review main ideas and events from periods 1-6 by perusing and discussing topics in your group. Homework: Study for final exams! Suggestion for study: Go back to unit 1 and begin reviewing your writing activities. For activities that are unfinished… finish them! Review outlines and other items in your review section, as well.

THURSDAY IS THE UNIT 5 MAKE-UP AND RE-TAKE TEST DAY… ONE DAY ONLY… 7:30AM, 2:35PM, OR 3:40PM IN MR. ANDERSON’S ROOM, F244

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

15B

Abolitionists and Men

Who Built America

Extra Credit due by

today for ALL classes.

Extra Credit

Notebook Due at time

of exam

5th

Period Exam

9:20-10:55 (multiple choice and

long essay only)

-----------------------------

6th

and 7th

Periods:

Finish First

Semester Review

Project &

Participate in

Gallery Walk. 20

minutes to finish

and set up, then

Gallery Walk and

class review. Objectives: Review the main events in United States history from 1491-1898. Analyze continuity and change over time, cause and effect, periodization, and similarities and differences of major events from 1607-1898.

Task: Period teams: Set up gallery walk. Review main ideas and events from periods 1-6 by perusing and discussing topics in your group. Read/study review sheets Creative team: Set up laptop with website on screen for gallery walk. Review main ideas and events from periods 1-6 by perusing and discussing topics in your group.

Homework: Study for final exams!

Suggestion for study: Go back to unit 1 and begin reviewing your writing activities. For activities that are unfinished… finish them! Review outlines and other items in your review section, as well.

16A

Extra Credit Notebook

Due at time of exam

2nd

Period Exam

9:20-10:55 (multiple choice and

long essay only)

-----------------------------

3rd

& 4th

Periods: Semester Exam Review

Objectives: Review the main events in United States history from 1491-1898. Analyze continuity and change over time, cause and effect, periodization, and similarities and differences of major events from 1607-1898.

Homework: Study for final exams! All questions are linked to the content outlines and class activities. Your notebook is your best tool for review!

17B


Due at time of exam

7th Period Exam

8:15-10:15

6th

Period Exam

10:20-12:20

18A


Due at time of exam

4th Period Exam

8:15-10:15

3rd

Period Exam

10:20-12:20

19B


Due at time of exam

1st Period Exam

8:15-10:15

8th

Period Exam

10:20-12:20

End of First Semester

The Semester Exam will include 50 multiple choice questions (50 minutes),

2 Short Answer Questions (25 minutes), and 1 long essay (35 minutes)

Components of Fall Project Points Possible Points

Earned

Participation Student was productive in class, contributed to group project, collaborated effectively. (students who are unproductive, sleep, play on their phone, work on other subject matter, or are generally disengaged will have point deductions)

2 point deduction for each

disengagement

16 x 20 Objective Review Poster

Poster includes Period#, parameters, period title(s), synthesized BAGPIPE objectives, Top Ten most significant explicit topics listed and defined, one image that illustrates the period, colors and design linking image to contents

Poster is neat, legible, creative, factually accurate and effective, includes all components

DO NOT PUT YOUR NAMES ON THE FRONT OF THE POSTER… PUT THEM ON THE BACK!

Creative Team: You will be responsible for documenting and including all posters onto website. [JPEGs]

Q&A Teams: 6

16 x 20 Enrichment Poster

Poster includes Collage of images and words that illustrate major events of era, QR code linking to relevant Crash Course video(s), QR code linking to relevant page of teacher’s website

Poster is neat, legible, creative, (no pencil, no fonts less than 28), accents/compliments objective poster, addresses major events and synthesizes objectives creatively and effectively, has working and accurate QR codes, includes all components

DO NOT PUT YOUR NAMES ON THE FRONT OF THE POSTER… PUT THEM ON THE BACK! Creative Team: You will be responsible for documenting and including all posters onto website. [JPEGs]

Q&A Teams: 6

Webpage

Each class will have a creative team responsible for setting up the webpage that houses all components period reviews. Period Groups must communicate with this team to be sure they have all components needed to properly display your items. If you are incorporating music or video files or links, be sure to clearly communicate with this group and provide them with needed components in a timely fashion.

Creative Team: Webpage must be accessible from a school computer (make sure it’s not blocked), make sure website is user-friendly, creative, and effective! All posters and review sheets need to be incorporated. Image gallery should be thoughtfully linked to significant topics.

DO NOT PUT YOUR NAMES ON THE WEBPAGE,

IDENTIFY YOUR “authorship” WITH “APUSH FIRST SEMESTER REVIEW,” TEACHER’S NAME & CLASS PERIOD!

Q&A Teams: 3

Creative Team: 15

Handout (2 pages )

Handout includes Page 1… Period #, Parameters, Period Title(s), Synthesized BAGPIPE Objectives, Page 2… Top Ten Explicit terms from Content Outline listed and defined and 4 review questions…[Questions are open ended and include one of each: compare/contrast, continuity/change over time, periodization, and Cause/Effect]

Handout is Neatly formatted, typed with font no larger than 11, user-friendly/easy to understand, creative, emailed to creative team AND teacher to be uploaded to websites, paper copy turned into teacher for class copying

DO NOT PUT YOUR NAMES ON THE HANDOUT! IDENTIFY YOUR GROUP BY TEACHER’S NAME & CLASS PERIOD IN THE FOOTER!

Creative Team: Upload review sheets to website and Create a digital “title page” for the set. Be creative! Make sure student names are not included.

Q&A Teams: 5

Creative Team: 5

Bonus Options Submit/Add a set of 4 multiple choice questions to your webpage, make sure they are formatted correctly and relate to your theme/objective. Make sure there is a link or access to the correct answer as well as an explanation. (2) Submit/Add relevant background music to your webpage. (1) Submit/Imbed a video clip that relate to your topic in your webpage. (1)

4

Total Points Earned

24

Poster Colors: Period 1: orange, Period 2: yellow, Period 3: blue, Period 4: pink, Period 5: purple, Period 6: green

(Each group will be provided with two 16 X 20 paper in their assigned color)

Components of Fall Project 2nd and 5th Periods ONLY Points Possible Points

Earned

Participation Student was productive in class, contributed to group project, collaborated effectively. (students who are unproductive, sleep, play on their phone, work on other subject matter, or are generally disengaged will have point deductions)

2 point deduction for each

disengagement

16 x 20 Objective Review Poster

Poster includes Period#, parameters, period title(s), synthesized BAGPIPE objectives, Top Ten most significant explicit topics listed and defined, one image that illustrates the period, colors and design linking image to contents

Poster is neat, legible, creative, factually accurate and effective, includes all components

DO NOT PUT YOUR NAMES ON THE FRONT OF THE POSTER… PUT THEM ON THE BACK!

Creative Team: You will be responsible for documenting and including all posters onto website. [JPEGs]

Q&A Teams: 7

16 x 20 Enrichment Poster

Poster includes Collage of images and words that illustrate major events of era, QR code linking to relevant Crash Course video(s), QR code linking to relevant page of teacher’s website

Poster is neat, legible, creative, (no pencil, no fonts less than 28), accents/compliments objective poster, addresses major events and synthesizes objectives creatively and effectively, has working and accurate QR codes, includes all components

DO NOT PUT YOUR NAMES ON THE FRONT OF THE POSTER… PUT THEM ON THE BACK! Creative Team: You will be responsible for documenting and including all posters onto website. [JPEGs]

Q&A Teams: 10

Webpage

Each class will have a creative team responsible for setting up the webpage that houses all components period reviews. Period Groups must communicate with this team to be sure they have all components needed to properly display your items. If you are incorporating music or video files or links, be sure to clearly communicate with this group and provide them with needed components in a timely fashion.

Creative Team: Webpage must be accessible from a school computer (make sure it’s not blocked), make sure website is user-friendly, creative, and effective! All posters and review sheets need to be incorporated. Image gallery should be thoughtfully linked to significant topics.

DO NOT PUT YOUR NAMES ON THE WEBPAGE,

IDENTIFY YOUR “authorship” WITH “APUSH FIRST SEMESTER REVIEW,” TEACHER’S NAME & CLASS PERIOD!

Q&A Teams: 3

Creative Team: 20

Handout (2 pages )

Handout includes Page 1… Period #, Parameters, Period Title(s), Synthesized BAGPIPE Objectives, Page 2… Top Ten Explicit terms from Content Outline listed and defined and 4 review questions…[Questions are open ended and include one of each: compare/contrast, continuity/change over time, periodization, and Cause/Effect]

Handout is Neatly formatted, typed with font no larger than 11, user-friendly/easy to understand, creative, emailed to creative team AND teacher to be uploaded to websites, paper copy turned into teacher for class copying

DO NOT PUT YOUR NAMES ON THE HANDOUT! IDENTIFY YOUR GROUP BY TEACHER’S NAME & CLASS PERIOD IN THE FOOTER!

Creative Team: Upload review sheets to website and Create a digital “title page” for the set. Be creative! Make sure student names are not included.

Bonus Options Submit/Add a set of 4 multiple choice questions to your webpage, make sure they are formatted correctly and relate to your theme/objective. Make sure there is a link or access to the correct answer as well as an explanation. (2) Submit/Add relevant background music to your webpage. (1) Submit/Imbed a video clip that relate to your topic in your webpage. (1)

4

Total Points Earned

24

Poster Colors: Period 1: orange, Period 2: yellow, Period 3: blue, Period 4: pink, Period 5: purple, Period 6: green

(Each group will be provided with two 16 X 20 paper in their assigned color)

THEMATIC LEARNING OBJECTIVES

FOR PERIODS 1-6

Beliefs/CULTURE

America in the WORLD

Geography/ENVIRONMENT

PEOPLING

IDENTITY

POLITICS and power

Economics WORK eXchange and Technology

America in the WORLD

1. WOR-1: Explain how imperial competition and the exchange of commodities across both sides of the

Atlantic Ocean influenced the origins and patterns of development of North American societies in the

colonial period.

2. WOR-2: Explain how the exchange of ideas among different parts of the Atlantic World shaped belief

systems and independence movements into the early 19th century.

3. WOR-3: Explain how the growing interconnection of the U.S. with worldwide economic, labor, and

migration systems affected U.S. society since the late 19th century.

4. WOR-5: Analyze the motives behind, and results of, economic, military, and diplomatic initiatives

aimed at expanding U.S. power and territory in the Western Hemisphere in the years between

independence and the Civil War.

5. WOR-6: Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century.

Synthesized objective for my period:

PEOPLING

1. PEO-1: Explain how and why people moved within the Americas (before contact) and to and within the

Americas (after contact and colonization), 1607-1800.

2. PEO-2: Explain how changes in the numbers and sources of international migrants in the 19th century

altered the ethnic and social makeup of the U.S. population.

3. PEO-3: Analyze the causes and effects of major internal migration patterns such as urbanization,

suburbanization, westward movement, and the Great Migration in the 19th century.

4. PEO-4: Analyze the effects that migration, disease, and warfare had on the American Indian population

after contact with Europeans, 16th

-18th

centuries.

5. PEO-5: Explain how free and forced migration to and within different parts of North America caused

regional development, cultural diversity and blending, and political and social conflicts through the 19th

century.

6. PEO-6: Analyze the role of both internal and international migration on changes to urban life, cultural

developments, labor issues, and reform movements during the 19th century.


Geography/ENVIRONMENT

1. ENV-1: Explain how the introduction of new plants, animals, and technologies altered the natural

environment of North America and affected interactions among various groups in the colonial period.

2. ENV-2: Explain how the natural environment contributed to the development of distinct regional group

identities, institutions, and conflicts in the pre-contact period through the independence period.

3. ENV-3: Analyze the role of environmental factors in contributing to regional economic and political

identities in the 19th century, and how they affected conflicts such as the American Revolution and the

Civil War.

4. ENV-4: Analyze how the search for economic resources affected social and political developments from

the colonial period through Reconstruction.

6. ENV-5: Explain how and why debates about and policies concerning the use of natural resources and

the environment more generally have changed since the late 19th century.


Beliefs/CULTURE

1. CUL-1: Compare the cultural values and attitudes of different European, African American, and native

peoples in the colonial period and explain how contact affected intergroup relationships and conflicts.

2. CUL-2: Analyze how emerging conceptions of national identity and democratic ideals shaped value

systems, gender roles, and cultural movements in the late 18th century and the 19th century.

3. CUL-3: Explain how cultural values and artistic expression changed in response to the Civil War and

the postwar industrialization of the United States.

4. CUL-4: Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped

the politics, culture, and society of the colonial era through the early Republic.

5. CUL-5: Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge

the dominant economic and social order in the 19th century.

6. CUL-6: Analyze the role of culture and the arts in 19th century movements for social and political

change.


IDENTITY

1. ID-1: Analyze how competing conceptions of national identity were expressed in the development of

political institutions and cultural values from the late colonial through the antebellum periods.

2. ID-2: Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization

on popular beliefs about progress and the national destiny of the U.S. in the 19th century.

3. ID-4: Explain how conceptions of group identity and autonomy emerged out of cultural interactions

between colonizing groups, Africans, and American Indians in the colonial era.

4. ID-5: Analyze the role of economic, political, social, and ethnic factors on the formation of regional

identities in what would become the United States from the colonial period through the 19th century.

5. ID-6: Analyze how migration patterns to, and migration within, the United States have influenced the

growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness from the

colonial era through the 19th

century.


POLITICS and power (5)

1. POL-1: Analyze the factors behind competition, cooperation, and conflict among different societies and

social groups in North America during the colonial period.

2. POL-2: Explain how and why major party systems and political alignments arose and have changed

from the early Republic through the end of the 19th century.

3. POL-3: Explain how activist groups and reform movements, such as antebellum reformers, civil rights

activists, and social conservatives, have caused changes to state institutions and U.S. society during the

19th

century.

4. POL-5: Analyze how arguments over the meaning and interpretation of the Constitution have affected

U.S. politics from 1787-1900.


Economics WORK eXchange and Technology

1. WXT-1: Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the

Atlantic World developed after European contact and shaped North American colonial-era societies.

2. WXT-2: Analyze how innovations in markets, transportation, and technology affected the economy and

the different regions of North America from the colonial period through the end of the Civil War.

3. WXT-4: Explain the development of labor systems such as slavery, indentured servitude, and free labor

from the colonial period through the end of the 18th century.

4. WXT-5: Explain how and why different labor systems have developed, persisted, and changed from

1800-1900 and explain how events such as the Civil War and industrialization shaped U.S. society and

workers’ lives.

5. WXT-6: Explain how arguments about market capitalism, the growth of corporate power, and

government policies influenced economic policies from the late 18th century through the 19th century.

6. WXT-7: Compare the beliefs and strategies of movements advocating changes to the U.S. economic

system since industrialization, particularly the organized labor and the Populists.


Proper Nouns for My Period As you read your period content outline, highlight all proper nouns (not illustrative examples and not simple

nouns, however simple nouns should be worked into your definitions).Similar terms can be combined into one

entry. List and define them here. An example is provided for you. If you have misplaced your content outline,

print one off from the website page, “Maintaining Your APUSH Notebook.”

Period # ____ Big Time Terms! Parameters:

______ - ______

Definitions, Context, and

Historical significance

American Indians

(sample entry from Period 1) Definition: native inhabitants of North and South America, unknown to Europeans until Columbus’s

1492 discovery; made up of hundreds of tribes and a few civilizations.

Context for this period:

When… before and after contact and colonization, pre-1492 through 1607

Where… in North and South America

Who… there were no major civilizations in North America and contact limited to Florida and the

Southwest (Spanish, Seminole, Pueblo); in South America Spanish and Portuguese interacted with

major civilizations

Significance: Spanish and Portuguese interacted with natives following Columbus’s first voyage,

marking a major turning point in history causing major demographic shifts, social/cultural changes,

environmental changes and exchanges, increased competition among Europeans, and dramatic

reduction in native population.

Definition:


When…

Where…

Who…

Significance:

Definition:


When…

Where…

Who…

Significance:

Definition:


When…

Where…

Who…

Significance:

Definition:


When…

Where…

Who…

Significance:

Definition:


When…

Where…

Who…

Significance:

Definition:


When…

Where…

Who…

Significance:

name: class period:€¦ · study for final exams! suggestion for study: read brief summaries for...

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