UNIT+6+--+WHAT+DOES+ANTEBELLUM+MEAN+ANYWAY?

AP Topics

 * 6. Transformation of the Economy and Society in Antebellum America Chapters 9, 11, 13, 14**
 * The transportation revolution and creation of a national market economy pp. 261–266
 * Beginnings of industrialization and changes in social and class structures pp. 266–268, 376–385
 * Immigration and nativist reaction pp. 381–385, 398–400
 * Planters, yeoman farmers, and slaves in the cotton South pp. 303–328
 * Foreign affairs: Canada, Florida, the Monroe Doctrine pp. 252–254, 272–274
 * Election of 1824: end of Virginia dynasty pp. 284–285

7. The Transformation of Politics in Antebellum America Chapter 10

 * Emergence of the second party system pp. 296–300
 * Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights debates pp. 292–296
 * Jacksonian democracy and its successes and limitations pp. 278–296

8. Religion, Reform, and Renaissance in Antebellum America Chapter 12

 * Evangelical Protestant revivalism pp. 331–337, 354
 * Social reforms pp. 335–336, 341–348, 356–359
 * Ideals of domesticity pp. 337–340
 * Transcendentalism and utopian communities pp. 348–353
 * American Renaissance: literary and artistic expressions pp. 352–354, 361–362

9. Territorial Expansion and Manifest Destiny Chapters 9, 10, 13

 * Forced removal of American Indians to the trans-Mississippi West pp. 254–259, 288–292
 * Western migration and cultural interactions pp. 358–369, 378–379
 * Territorial acquisitions pp. 369–376
 * Early U.S. Imperialism: the Mexican War pp. 372–376



Unit Resources


[|Chapter 9 Resources]

[|Chapter 10 Resources]

[|Chapter 12 Resources]

[|Chapter 13 Resources]

Chapter 9 Splashcast
Tune into my first Splashcast where I will discuss the following highlights from the AP Syllabus:


 * 6. Transformation of the Economy and Society in Antebellum America Chapter 9**
 * Expansion into trans-Appalachian west; American Indian Resistance 252-261
 * The transportation revolution and creation of a national market economy pp. 261–266
 * Beginnings of industrialization and changes in social and class structures pp. 266–268
 * Foreign affairs: Canada, Florida, the Monroe Doctrine pp. 252–254, 272–274
 * Forced removal of American Indians to the trans-Mississippi West pp. 254–259, 288–292

Click through, listen to my commentary with your earphones, and take notes of examples you can use on your FRQ at the end of this unit that match the AP Syllabus topics.

media type="custom" key="2621007"

Antebellum America Project
Continue your Antebellum America Project in your teams.

Group #2: (E) You-jin, Grace, Jaimie; (G) Brian, Jay, Courteney, Susan
 * Homework:** Antebellum America Project. Writing Workshop Group #2 post answers to FRQ on [|AP U.S. NING SITE] by 8:00 A.M. 11/11.

Writing Workshop
Spend the first fifteen minutes of class assessing your classmates' attempts to answer FRQs from past AP exams on [|AP U.S. NING SITE].

Watch this stimulating A&E video and take notes on the following AP topics:
 * Emergence of the second party system pp. 296–300
 * Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights debates pp. 292–296
 * Jacksonian democracy and its successes and limitations pp. 278–296
 * Forced removal of American Indians to the trans-Mississippi West pp. 254–259, 288–292

Final Discussion Questions Regarding Jacksonian Democracy

 * 1) What did the nation look like socially and culturally during the Jacksonian Age?
 * 2) Why did economics become such a huge focus of the Jacksonian presidency and the political scene at this time?
 * 3) How would you rate Andrew Jackson's presidency compared to other presidents we have examined?
 * 4) Do you agree with Martin Van Buren that the second party system is beneficial to politics in the United States?


 * Homework:** Antebellum America Project Continue your Antebellum America Project in your teams.

Click on the link above and be prepared to discuss Alexis de Tocqueville's observations of America during this time period.

Chapter 12 Key Ideas

 * Beginnings of Second Great Awakening pp. 332-336
 * Beginnings of industrialization and changes in social and class structures pp. 376–385
 * Social reforms pp. 341–348
 * Ideals of domesticity pp. 337–340
 * Transcendentalism and utopian communities pp. 348–353
 * American Renaissance: literary and artistic expressions pp. 352–354





Chapter 13 Key Ideas

 * Immigration and nativist reaction pp. 381–385, 398–400
 * Social reforms pp. 356–359
 * American Renaissance: literary and artistic expressions pp. 361–362
 * Western migration and cultural interactions pp. 358–369, 378–379
 * Territorial acquisitions pp. 369–376
 * Early U.S. Imperialism: the Mexican War pp. 372–376




 * Homework:** Antebellum America Project Continue your Antebellum America Project in your teams.

November Break Homework (11/18-11/24)
You will notice that we skipped a chapter and missed a topic in our analysis of America from 1800 to 1850. Our discussion would be woefully incomplete without an analysis of slavery in the 1800's. Over the break, I expect you to read Chapter 11 and be prepared to discuss the institution of slavery, the culture of slavery, and how it impacted the nation during this era. Here are the AP topics for this chapter:


 * Planters, yeoman farmers, and slaves in the cotton South pp. 303–328

Here are the learning objectives for this chapter:

1. Compare and contrast the role of slavery in the Chesapeake with the Deep South.

2. Analyze the effects of short-staple cotton and the cotton gin on the South.

3. Explain the arguments and issues surrounding the profitability and efficiency of slavery.

4. Discuss the relevant statistics about slave ownership in the South.

5. Describe the daily lives of a typical planter, a small slave holder, a yeoman farmer, and a mountaineer.

6. List the arguments for and against slavery offered by southerners.

7. Explain the various methods used by slaves to resist the oppression of their masters.

8. Discuss the life of free Blacks in the North and the South during the days of slavery.

9. Compare Black religion with its White Protestant counterparts.

10. Describe the main features of Black slave family life.



[|Chapter 11 Resources]

[|Chapter 11 Quiz]
Let's see how well you read the homework over the break and what areas we need to address today.

P-Y-S Roundtable
Now that you have recalled some of the key ideas from the chapter, it's time to put them to use. During the quiz, you were given a post-it with a P, Y or S on it. Find your fellow post-its and discuss what it was like to be a Planter, Yeoman Farmer or Slave in the South during the Antebellum era. Each of you should make a chart during your discussion and be sure to address core issues, such as **standard of living, family life, women, labor, religion,** and **culture** for each of these groups. When I call time, you will be assigned to a P-Y-S trio to discuss your charts and make a complete P-Y-S chart together.

Slave Narrative Primary Source Analysis
During the Great Depression, Franklin Delano Roosevelt set up the Works Program Administration to employ Americans at a time where jobs had evaporated. One of the projects administered by the WPA was capturing oral history from former slaves. Tonight for homework, you will be assigned a number from 1-13 and will be challenged to read the narrative and complete APPARTS for your particular narrative. In our next class, you will be required to become the former slave you have read about and share your story with us in a 2-3 minute timeframe. I will check the APPARTS homework and grade you on your performance.

[|Reading American Slave Narratives]  [|UVA American Slave Narratives]
 * Homework:** Review your notes from Chapter 11, complete the Slave Narrative APPARTS analysis, and prepare for tomorrow's roleplaying activity.

Slave Narrative Monologues
You will now introduce us to your characters so that we can see what your lives were like during the Antebellum slavery era.



Inventory of Slave Property
Take a look at the primary source regarding the slave property of a Louisiana planter. What strikes you about this document? What does this tell you about plantation-style slavery? Why are some slaves valued more than others? How does this show the economic aspects of slavery?

Time to Debate
We are going to have a fishbowl debate today using primary sources and the textbook to discuss two leftover questions from the unit. You will be divided into teams as follows and challenged to engage in debate for the remainder of the class.

RESOLVED: Slavery was justified. PRO: [|The Universal Law of Slavery by George Fitzhugh] CON: [|David Walker's Appeal]

RESOLVED: Slavery was profitable. //APP// p, 327-28

Helpful Statistics from the Slavery Era


 * Homework:** Study notes from Chapter 11. Read //APP// p. 389-402


 * Resources:**

[|Narrative of the Life of Frederick Douglass]