Boyer Dbq Teacher Guide Essay Example

provided in both Documents D and E. Alternatively, another possibility is for students to compare the Spanish and French endeavors, using the content from both Documents B and D.

On the next day, group the students into groups of four. Assign each group a document with a paragraph written on it. Instruct them to present their paragraphs to the group and discuss which nation was the most successful at colonization. Finally, report the group's results briefly to the entire class. Use A-Map as a reminder of where each nation's colonies were located.

The English colonies in New England were in competition with the French, specifically concerning the fur trade, while the Chesapeake colonies were concerned about the influence of the powerful Spanish empire as reflected in the "Cauldron Letter." The letter demonstrates Spanish attempts to convert native communities to Catholicism and utilize them for the production of goods sold by Spain. Students can observe how Spanish colonies established south and west of North America were more successful and larger than those along the east coast.

C-?Winthrop's famous statement about the "City on a Hill" is a reminder that the primary goal of New England colonists was to establish permanent colonies for their own religious freedom rather than trading with or converting the native peoples.

The students can mention that the utilization of slave labor was necessary for this particular type of economy. Additionally, the cultivation of other crops such as rice, indigo, and other grains played a significant role in the later success of southern colonies. In previous American history classes at lower grade levels, students are typically taught that the English colonists

declared independence due to unjust taxation and trading restrictions. This DUB presents them with an opportunity to explore economic factors and evaluate them in comparison to other potential reasons, which can be found suggested in the question.

In order to determine which set of ideas holds greater importance, students need to take various factors into account and present a compelling rationale in their essays. While the outcomes of their analyses may vary, it's crucial to back up their arguments with good background articles. Teachers can find useful articles related to this subject on the Advanced Placement U.S. History home page at pectoral.

This document pertains to John Locke's statement regarding the government's social contract theory.

If students accurately elaborate on the usage of writs of assistance mentioned in this document, then they ought to receive recognition for external knowledge.

This cartoon assignment focuses on the Stamp Act's provisions and why it angered colonists, particularly in terms of the economy. Students may also analyze the usage of effigies during protest movements from that period.

The document authored by John Dickinson contains aspects related to the economy as well as concerns regarding representation in taxation decisions. This presents a chance for students to incorporate additional economic information, including mercantilism, salutary neglect, and the Proclamation of 1763's prohibition of westward expansion. On the other hand, Thomas Paine's statement from his propaganda piece, Common Sense, is an example of extravagant rhetoric with crucial importance. Students can examine Paine's stance on government and the far-reaching effects of his writing.

In the period between 1789 and 1808, DUB 3 focuses on the emergence of the First Party System. A key aspect

of this DUB is assessing the significance of both domestic issues and foreign affairs in shaping the Federalist and Democratic Republican parties. While students may also consider additional factors like individual personalities, disparities in social class, regional interests, or the role of the developing partisan press, a comprehensive essay should demonstrate a strong grasp of the domestic issues that pertained to the degree of power held by the central government.

It is important for students to have the ability to clarify the diverse responses of Americans towards French revolutionary ideology and trade challenges arising from the military conflict between France and Britain. Additionally, a number of pertinent topics such as the Alien Sedition Acts and the embargo have relevance to both international and domestic concerns.

These notes on documents cover Alexander Hamilton's statement of his views on implied powers, which can be related to the emerging Federalist view that the national government had to be quite powerful. This contrasts with Jefferson's view that government should be limited. Additionally, the Hamilton letter can be linked both to personality differences and foreign affairs, showing the Federalist preference for the British side and the Republican preference for France in the European struggle that was going on. The Madison letter also relates to personality differences and foreign affairs.

By using the mention of the "EX. Affair," students can prompt a discussion about this event and Citizen Genet's activities. The cartoon titled "Congressional Pugilists" demonstrates the level of partisanship and personal tension during this time, and Brian T. Neff's article "Fracas in Congress: The Battle of Honor between Matthew Lyon and Roger Griswold" provides an interesting account of the underlying

events of this cartoon. Additionally, the "Kentucky Resolution" highlights Jefferson's belief in the limited power of the national government, which contrasts with the perspective presented in Document A.

It would be relevant to consider external details about the Alien and Sedition Acts and the detention of certain journalists in relation to the usage of this document.

The concern arises that the current dissimilarities could possibly cause a split in the country. In this vein, supplementary data from Washington's farewell containing similar warnings could be incorporated. To effectively interpret the "Embargo Poem," pupils must provide a brief overview of the embargo and Jefferson's rationale for implementing it.

The Jefferson Letter explains the reasoning behind implementing the embargo in relation to overseas trade and argues that it ultimately benefits American traders by asserting their rights. Additionally, the ADS 4 prompt requests an examination of family life during the years 1815 to 1860. This can be approached through three themes: westward expansion, the emergence of a market economy, and the beginnings of industrialization.

By examining the chronology sections found in the textbook's concluding Chapters 9 and 11, it is evident that various nuances arose regarding both topics. Within each topic, the concepts of social class and regional differences can be used to showcase the diversity of family life throughout the country.

It is important for students to display their own comprehension of these topics and utilize the documents as illustrations, rather than foundations for their essays. It is noteworthy to recognize that much of the comments and evidence pertaining to daily life are sourced from travelers. What may seem unremarkable and not worth documenting to locals in a

particular location could appear remarkable to those who encounter them for the initial time. Students can deduct from A-Maps that families are more prone to reside in urban areas instead of rural regions, particularly in the Northeast.

Observations indicate that the North had a higher likelihood of city growth accompanying westward expansion when compared to the South.

Students with an interest in geography may observe that the steamboat travelling upstream on the Ohio River signals both a sufficient settlement to support such transportation west of the Appalachians and advancements in steam power technology.

Despite the widespread influence of manufacturing and the market economy, not all regions and social classes were affected at the same pace. This is evidenced by the impoverished subsistence living of the family discussed. Harriet Martinet's portrayal of their experience highlights how westward expansion has resulted in younger men leaving, thereby leaving younger women with older men to marry.

Noticing a shortage of women in the West, students may highlight frontier accounts. Additionally, they may acknowledge that with increased economic opportunity came an increase in family tension as young people felt less obligated to follow their parents' wishes for marriage. An excerpt from a well-known work shows that the presence of land in the West caused many families to feel impermanent. New opportunities emerged and settled lands could often be sold at a profit to improve the economic well-being of the first settlers.

This passage highlights the significance of early industrialization and the potential for women to have financial independence from their families in New England. Although gender separation was rigidly enforced, women were able to pursue jobs outside of domestic work.

The description of middle-class life exemplifies the doctrine of separate spheres, where women were responsible for a considerable amount of domestic labor. The scarcity of suitable servants may have contributed to the growing opportunities available for women in other job sectors, as demonstrated in Document G.

It should be noted that Wright is occasionally left alone when her spouse, who is an attorney, travels for work via train.

The webpage for history at pectoral.clapboard.com provides information on "Critical Interpretation of Images and the AP History Classroom" written by James M.

The question in DUB 5, which covers the period of 1840-1860, concerns the belief of reformers in the ability of individuals to influence their own circumstances and society as a whole. It does not require a mere description of reform types.

Regardless of the circumstance, students must utilize analysis and examples that pertain to the documents, while referencing The Enduring Vision's bountiful information on social history. This prompt, similar to DUB 4, prompts students to incorporate said resources into their answer.

According to students, the decrease in use of individual pledges was likely due to legal prohibition in many areas rather than the type of pledge shown in the document. This document exemplifies the American tradition of individualism and is connected to the beliefs of reformers who advocated for individuals to have control over their own futures. Additionally, the speech by abolitionist Henry Highland Garnet urged slaves to rebel against their masters, but its delivery in Buffalo, New York in 1843 was unlikely to have any tangible impact on the lives of slaves in the South.

The speech was not widely

heard or acted upon due to the power of the slaveholders. However, by 1860, the growing abolitionist movement had a significant impact. One proponent of education as a means of improving society was Horace Mann. This belief in education as a path to individual and societal improvement has a long history in the United States and Mann's proposals were gradually adopted in most of the northern states, showing their feasibility.

During a time of significant immigration, schools were viewed as a means of fostering a cohesive society, as students may also observe.

The decisions and choices made based on this information were unrealistic, although it wasn't known at the time. The impact of abolitionists in raising the level of anxiety in the South is shown by Judge Baker, and it illustrates how slavery limited individual choices and personal development.

Evaluating slavery as a contributing factor is necessary. During the period of Texas independence in 1836 and the Mexican-American War, abolitionists believed that slave owners had a significant impact on the United States' involvement in these events.

The expansion covers parts of eastern Texas. Benjamin Lund, an abolitionist, contends that slave owners were responsible for Texas gaining independence from Mexico.

Despite being a slave owner, his stance on slave expansion was moderate and aimed at gradual emancipation. However, his ambivalent position on annexation in Texas may have resulted in lost votes during the 1844 presidential election. A Northern Democratic senator named James Buchanan, who later became president, highlighted concerns about the growing British influence on trade in the Gulf of Mexico.

The Election of 1844 included a Map and Statistics. James K. Polk,

the Democratic candidate in favor of Texas annexation, won by a narrow victory over Henry Clay. It is important to note that Polk won states with high numbers of slaves, as well as significant northern states, while Clay won several border slave states. This presents arguments both for and against slavery as a cause of the war.

This document provides evidence that the desire for annexation was driven by the need to gain an advantage over economic rivals such as Britain and France. H-Polk Inaugural highlights security and economic interests as primary motivators for annexing Texas while downplaying the role of slavery. It is possible that students may question the authenticity of Polk's stated motivations.

The majority of the documents suggest that the war was inevitable, making it a great topic to teach students about different historical interpretations. A potential approach would be to have students write their essays first and then ask them to identify the historian whose interpretation aligns best with their own. Teachers interested in improving their understanding of this topic can listen to James M. McPherson's seminar "The Causes of the Civil War" at disenfranchisement's.org/seminars/20TH/McPherson.HTML.

A-?The students are likely to be familiar with the name of Calhoun from their study of the Nullification Crisis as well as his decision to resign from his position as vice president. On his return to the Senate, Calhoun was of the opinion that the Compromise of 1850 was not sufficient to safeguard the property rights of slave owners. B-?Although he was not initially a staunch supporter of abolitionism, Emerson started voicing his opposition to slavery after the enactment of the Fugitive Slave Law,

which formed a part of the 1850 Compromise.

Despite being a minority opinion in their sections, students may argue that those who recognize the subject of Uncle Tom's Cabin and its influence would earn credit for external knowledge. Certain students analyzing the material might recall the fact that slavery was abolished in the British Empire in 1833, which the critic likely hoped to see happen in the United States.