Marcie Gorsuch

Monday Unit One Test
Tuesday DBQ How To Session during class as we look at the sample documents in small groups and discuss the differences between AP Euro DBQ's and those for APUSH. Tonight complete your DBQ worksheet on the documents which we worked on today. The thesis and bulleted list of items you will include in each paragraph are very important. Make decisions about how you will compare these regions before you complete your thesis or paragraph information. Make sure your thesis addresses the time period and question carefully. Read the directions carefully! Report to class tomorrow with your documents A-H, your worksheet and the chart comparing the New England colonies to the Chesapeake colonies( you received this last Friday as a study quide for the Unit One test).
Wednesday - We will complete the DBQ session and turn in your work.
Review your information from Chapter 4 on the impact/effects of the French and Indian War.
How did the relationship between the colonists and the British change as a result of this war? Remember Zinn's chapter "Tyranny is Tyranny". Did you read it? Read the American Revolution information on the Digital History website over the long weekend along with Chapter 5. READING QUIZ ON CHAPTER 5 TUESDAY!!!
Friday Be prepared when you come to class with your assigned topic. You should be able to summarize the topic and it historical significance as it relates to its role in moving America towards independence from Britain. OVER THE WEEKEND: Find an image or written description of the Boston Massacre and bring it to class on Tuesday along with arguments that you can use to defend your groups position of either POLITICAL, SOCIAL OR ECONOMIC (Which had more to do with the beginning of the war?) Be prepared for the reading quiz over Chapter 5!!!!!

Tyranny and the American RevolutionBegin reading at page 163- Some information will overlap from last Friday.
Cause and Consequences of French and Indian War (1754-1763)
Edward Braddock
William Pitt
George Washington
Battle of Quebec
Albany Plan of Union
Benjamin Franklin
Treaty of Paris (1763)
Proclamation of 1763
Pontiac’s Rebellion 1763

American Colonial Economic Issues
Salutary Neglect
Navigation Acts/Laws (1660-1665)
Revenue- money taken through taxation
writs of assistance
enumerated goods
Sugar act
Stamp Act (1765)
Boycotts
Townshend Acts

Sons of Liberty
Samuel Adams
Boston Massacre
Crispus Attucks
Gaspee Incident
Boston Tea Party
Intolerable Acts aka Coercive Acts
Port Act (closed Boston Harbor)
Quartering Act (colonies pay for supplies/needs of the British soldiers)
Prohibited Town Meetings
First Continental Congress
Patriots
Loyalists
Lobsterbbacks
internal taxes
direct representation virtual representation
Patrick Henry
Lord North
Committees of Correspondence
Apathetic Observers
Lexington /Concord
Bunker Hill
Second Continental Congress
Continental Army/George Washington-Commander
Common Sense- Thomas Paine (Jan. 1776)

Olive Branch Petition
King George III
Declaration of Independence (July 1776)
Thomas Jefferson
John Locke/Thomas Hobbs- Social Contract/Natural Rights
Enlightenment Philosophy

The War (1776-1783)
Major Battles
Trenton/Princeton
Hessians (German mercenaries sent to fight for Britain))
Saratoga
French Intervention
Supplies/Money
Diplomacy
Fighting in the West
George Rogers Clark-implications of his presence
Fighting in the South
Nathaniel Greene
Yorktown
Admiral de Grass (French)
General Cornwallis (British)
General Washington (American)
The Peace
Treaty of Paris (1783)
-Independence won
-Borders set
-British troops were to be removed from the Western Territories
-Loyalists were be compensated for losses

Impact of the American Revolution
Minorities
Women
African-Americans
Native Americans
Concept of Liberty


Essay Possibilities

a) Which do you believe to be the more important causes of the Revolution, economic issues or political issues? Discuss your choice.

Economic Issues would include: Tax policy, trade issues, monopolies, taxation without representation etc….

Political Issues would include: power, local control (home rule), weakening of the British following Fr. and Ind. War

Social Issues would include the new American, detachment from Great Britain and Europe as a whole, a very optimistic view of their future without British rule.

b) Explain how Americans gained their independence despite the disadvantages. Include military and diplomatic obstacles.

c) Analyze how the Enlightenment influenced American views of government. Use as examples the literature of the time period.

d) What were the consequences of the Treaty of Paris for America, Britain, France, minority populations in America, religious institutions (disestablishment of the Anglican Church)?

The EOCT will have questions taken from the Georgia Performance Standards. Please add this site to your favorites after you click on Social Studies Grades 9-12 and then US History.
http://www.georgiastandards.org

Posted by Marcie Gorsuch at 02:24 PM | Permalink

Study Session #2 Monday am at 7:45
Reread the blogs for the past two weeks. Be attentive! Multiple Choice and 1 essay from the menu. Bring a blue or black pen for the essay.

Posted by Marcie Gorsuch at 10:45 AM | Permalink

REMINDER: READING QUIZ OVER CHAPTER 3 ON FRIDAY AT THE BEGINNING OF CLASS!
REVIEW SESSION FOR UNIT TEST THURSDAY AFTER SCHOOL 3:30PM - 4:20? & MONDAY 7:45AM
TEXTBOOK STUDY:
http://wwnorton.com/college/history/america7/content/ch01/study.htm
Test One - Monday August 25th over Chapters 1-4 Brick (Don't forget to use your Flag and Zinn books as backup.)
Review sessions Thursday afternoon 3:35- 4:15? and Monday am 7:45- 8:15am

FOR HOMEWORK
Review the following by topics using the AP preparation text and complete all topics. :
Chesapeake - sucess vs. failure, relations with Native Americans, Virginia and slavery -
Review your comparisons from both sides of the chart.

Working in thematics we will look at the issues of:
Dissent:
Find information in the red white and blue book that will explain why and by what means the following groups or individuals can be considered dissenters. Write out your answers in sentence form.
Roger Williams
Anne Hutchinson
William Penn
Nathaniel Bacon
What are the commonalities in their causes/concerns?
How did they deal with power/authority that demanded the status quo?
Which do you believe to be the more successful? WHY?

Religion:
What were the distinctive characteristics of the following faiths in America? Where? why? Don't think so much dogma as rather how these groups adapted to life in America.
Anglican
Calvinism (Puritans)
Catholics
Quakers
What was the impact of the Enlightenment and the Great Awakening on the American colonies? Jonathan Edwards
Who are the "old lights" and " new lights"?

Economic Development:
Triangular Trade
Agrarian versus commerical development
Role of geography
Technology
mercantilism theory
Navigation Acts
salutary neglect

Education
Compare/Contrast education in the middle, southern, and New England colonies
How did Ben Franklin epitomize the Enlightenment?

SocioEconomic hierarchies
Class structure and what it meant in each of the three regions of English settlements.
How did people of different genders, races and classes fit into colonial society?

Essential Question: How did colonists both retain aspects of their native lands while forming new traditions and customs?

French and Indian War 1754-1763
Causes and Consequences
Identify:
Albany Plan of Union
Fort Duquense
George Washington (in his early 20s)
General Edward Braddock
guerilla warfare
William Pitt
Fort Louisburg/Quebec
James Wolfe
Treaty of Paris 1763
Iroquois/ Huron
How did the map of North America change as a result of this war? p. 171

Essential Question: How did England manage to force France from the North American continent and once accomplished, what were the consequences for England, American, the Native Americans, and continental Europe?

TEST UNIT ONE MONDAY multiple choice questions with 1 FRQ from a menu

Posted by Marcie Gorsuch at 03:32 PM | Permalink

Over the weekend, make sure you have completed your assigned readings which include Chapters 1 and 2 in the Brick and the corresponding history (Exploration/Colonization in the Flag and Zinn text, "The Great Empires of 1492" and "Roanoke". Hopefully you have been reading as the week progressed.

Complete your discovery of the assigned English colonial group. Southern, Middle or New England.

Have you checked out the blog list of topics so far?
What do you remember from our discussions in class?

A helpful website to consider: Digital History has condensed overviews for each time period in the online textbook.
http://www.digitalhistory.uh.edu/
Once at the site, click on textbook and read the articles on THE FIRST AMERICANS, EXPLORATION AND DISCOVERY, COLONIZATION.

Posted by Marcie Gorsuch at 03:52 PM | Permalink

Remember your assignment: English, Spanish or French
Tonight complete the list of topics given in class as it pertains to your group only as each group explored and settled the NEW WORLD. (Americas)

Settlement/Geography: Where did they settle? How large were the settlements?

Population Sources ; original settlers or groups of settlers were from where?

Government: distance, who was in control? type of government, authority recognized in their early colonies

Religion; Practice/ recognized religious authority

Economy: How did they make a living? crops?

Population Growth; did they recruit? immigration?

Relations with Native Americans; did they get along? why or why not?

Bring this to class with you tomorrow!!!

Posted by Marcie Gorsuch at 01:49 PM | Permalink

I was raised in Cobb county and have been employed in the Cobb County School system since the Fall of 1986. My teacher training was completed in Athens, Ga. My husband and I live in Kennesaw with our three children. U.S. History is my favorite subject to teach. This year will be my 22nd year teaching this subject. I have taught many other classes which include: Current Issues, Sociology, Government, Psychology, Ethnic Studies, Economics, World Geography, American Literature, as well as U.S. and World Affairs.

Educational Background:
Bachelors of Social Science from University of Georgia in Broad Field Social Sciences
Masters Degree from Georgia State University in Broad Field Social Sciences
Specialist Degree in Instructional Technology from the University of West Georgia
Adjunct Professor as a part of the Master Teacher program for Kennesaw State University
Teacher Mentor (Teacher Supervisory Specialist) certification
Full Gifted Certification completed
Advance Placement certification for U.S. History

Sponsor of the Harrison High History club

Posted by Marcie Gorsuch at 03:35 PM | Permalink

MONDAY - TRSS froms, syllabus and course requirements. We will have a short group activity related to "lists" from American History. This will be a fun way to see where you stand in terms of your past preparation. Many of you have not taken American History since 5th grade so this may be a brief refresher. We have so much to cover in this class so get ready to dedicate the time and effort necessary for a good grade.
TUESDAY - List talk!! Textbooks will be given out. Pretest questions 1-40 covered as a group. I want you to check out the questions and their depth/length/analysis as compared to previous tests that you have taken. Our tests will follow this Multiple Choice format with 5 choices for each question. Read at least pages 1-22 in Chapter 1 of the Brick and check out the Flag.
WEDNESDAY -
Chapter I- these are some terms, concepts, and people you need to be familiar:
Land bridge (Bering Strait)
Maize
enviromental changes in North and South America and how that effected Native American cultures (pp. 7)
Compare and Contrast the Mayan, Aztec, Chibchas, and the Incan civiliizations/ Compare these to the North American Native civilizations (Adena-Hopewell, Mississippian, Pueblo-Hohokam,Anasazi ) Make sure you know the geographic locations of each civilization.
Norse
Erik the Red
Leif Eriksson
Effect of the Renaissance on European exploration
Examples of navigational progress
How did each of the following help lead to transAtlantic exploration: urbanization, world trade, nation-states, technology?
Prince Henry the Navigator/Portugal
Bartholomeu Dias
Columbus
Biological Exchange
Disease and its impact on Native Americans
Magellan
Cabot
Cortes
conquistadors
Hernando de Soto
Ponce de Leon
Bartolome de Las Casas
encomienda
Hacienda
Give evidence of Spanish influence in America. ex mission
Vasquez de Coronado
Saint Augustine (1565)
Influence of Spanish conqest of the American Southwest
Pueblo revolt of 1680
Use of Catholicism as a means of subuing Native Americans
"Horses changed everything." (p. 33) Explain.
Martin Luther
Protestant Reformation
Calvinism
Henry VIII, Elizabeth I
1588 - Defeat of the Spanish Armada
Lost Colony/Sir Walter Raleigh

Thursday
Discuss the contrasts between Spanish and English colonization. How do those two compare to the French in terms of motivation, area settled, relations with Native Americans and success?
Discuss the goals of European explorers. Did these men meet the objectives of the countries they represented?
What were the consequences of the biological exchanges that occurred as a result of the age of exploration?

Debate to consider
Columbus' place in History: Relativism

Friday Begin Chapter 2: Great Britain in the New World
This is what to look for as you read the first half of Chapter 2.
Charters/ Magna Carta
James VI/ Charles I/ Divine right
Oliver Cromwell/Parliament
The Restoration
Charles II
Glorious Revolution/ William and Mary
Act of Settlement 1701 / Act of Union 1707
Jamestown
John Smith
John Rolfe
Tobacco
Primogeniture
Chesapeake region (be able to locate this on a map)
plantations
Virginia
Chief Powhatan
Virginia company
headright system
Year 1619
House of Burgesses
African labor
Women as a commodity in Virginia
William Berkley
Native American relations
Economic Growth in Virginia
1676-Bacon's Rebellion
Maryland- the Calverts and Catholicism
Act of Toleration (1649)

Over the weekend, review the information studied so far and make sure that you have read the text through Chapter 2 carefully.

Posted by Marcie Gorsuch at 03:22 PM | Permalink

Advanced Placement United States History Syllabus 2008
Mrs. Marcie Gorsuch Email address: Marcie.gorsuch@cobbk12.org Room 213Course Description: AP US History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in American History. The purpose is to present the United States History curriculum in a critical and analytical manner. It is important for students in this course to recognize that simply the memorization of facts is not the goal of the course. This factual base is only the beginning of an understanding. Students should learn to assess historical information and assess historical materials-their relevance to a given interpretive problem, their reliability, and their importance- and to weigh the evidence and interpretations presented in historical scholarship. There will be much emphasis on critical thinking, evaluative writing and the assessment of events or issues in American History.
Student Expectations: Students will be expected to participate fully in this class. This class will be conducted using a variety of class discussions and often students will be responsible for studying basic materials outside of class. A variety of supplemental readings such as documents, essays or journals will be included. Students are asked to conduct themselves in a respectful and courteous manner during class. Oftentimes, we will be working in groups to assess information and conduct a variety of comparison discussion on the information at hand. Cooperation and responsibility are very important. Students should avoid absences whenever possible. In the case of an absence, please see me as soon as possible or email me when you can so that we can keep you up to date. Refer to the blog. All makeup work should be scheduled as soon as you return to school. Tardies will be handled according to school policy (refer to you HHS student handbook). Students need to be responsible for contacting me should you need any help outside of class. I am usually available after school each day Mon – Thurs and often in the am several days a week. Please let me know if you would like help. If you have an issue that conflicts with this time period, please let me know and we can work it out. Please dress appropriately as outlined in the handbook. Please use passes out of class sparingly. As this if the first AP course for several of you, please be aware that you may need additional help with skills or strategies especially regarding study skills and time management. Completion of assigned out of class reading is critical. You will be responsible for checking the blog on a regular basis for assignments and additional resources.
Students are encouraged to take advantage of the Internet Links that can provide additional support for you. Bailey’s Outlines: http://www.course-notes.org/US History/ College Boards Web Page: http://collegeboard.com/ap/students/ushistory/ Primary Documents: http://www.law.ou.edu/hist/ Digital History http://www.digitalhistory.uh.edu/ , Great General Site: http://www.historycentral.com/ Avalon Project (Yale Law School w/ incredible resources) http://www.yale.edu/lawweb/avalon/avalon.htm National Archives: http://www.archives/gov/ General History site with many links http://www.teacheroz.com/generalUS.htm Government and Politics online ( Court decisions, war messages, etc.) http://www.thisnation.com/library/index.html
Academic Dishonesty An F will be earned on the assignment and parental notification will be made. A “U” in conduct will be earned for that grading period and a letter of the infraction will be filed with an administrator and subject to scholarship and college application inquiry. Plagiarism is cheating and addressed as with any other school infraction of the honor code. Please take this seriously and avoid not only compromising you average GPA but consider that your reputation and my perception of your character is important.

Grading : Tests 45% Formal Essays/ Projects 20%
Non-test assignments such as Debates, Reading quiz, homework assignments, etc. 10%
End Of Course State Mandated Test 15% Final 10% TESTS: Because you must become comfortable with the format of nationally normed tests, as much as possible we will be practicing each of the testing methods found on these kinds of exams --multiple choice questions (both fact based and analytical in type), Document Based Essays (DBQ's) and Free Response Questions. There are fewer grades than the students may be accustomed to.
Textbooks: America: A Narrative History, Shi, Tindall
United States History: Preparing for the Advanced Placement Examination (Amsco, 1998). Summer Reading : A People’s History of the United States – Howard Zinn
Classroom Materials: 1 COLLEGE ruled Mead 5 subject notebook. Glue stick Blue/black pens Course Objectives: 1. To provide students with a working knowledge of the subject
2. To help students learn to manage their time in a college level class
3. To encourage students to look beyond the "bottom line" to bigger questions and issues which have driven and continue to drive history.
4. To teach students how to work effectively in study teams to improve learning
5. To develop the ability to analyze historical documents, to understand the process of historical inquiry and to evaluate the quality of various historical arguments
6. To provide practice in the skills needed to do well on nationally normed standardized tests. (AP, PSAT. SAT.) exams.
7. To participate in Socratic discussions, debates, and persuasive speaking assignments to perfect the kinds of critical thinking skills required
8. To come to value study techniques like marginal notes and outlining.
9. To learn to write coherent social science essays which demonstrate depth of thought, mastery of material, and critical thinking.
10. Be able to decode primary source documents, and "make meaning" from what you read.
The Advanced Placement test is issued by the College Board gives the students the opportunity to earn college credit for the AP United States History course. Scores range from 0 to 5 with 5 being the superior score. Scoring a 3 or higher will earn students college credit at most accredited colleges and universities. Students in APUSH have the opportunity to earn credit for up to two college courses. Harrison High school highly encourages all students enrolled in the APUSH course to experience the AP test. There will be extensive review session during spring semester to revisit content knowledge, skill acquisition, and build confidence. Please devote the time and energy needed to obtain a good grade. Remember that this is college level work and will require your dedication. U.S. History is required for graduation. Your attendance, organization and attention during class are critical. I look forward to a fun and interesting semester.
- Mrs. Gorsuch
Mission Statement-HOYA PRIDE Helping Our Youth Achieve Success by Providing Relevant Instruction for a Diverse Environment
Goal for Student Achievement in 2008-2009 Students will demonstrate critical thinking skills through reading and writing in all content areas.
Goal for School Performance in 2008-2009 The Harrison High School community will encourage and support students to enroll in the most appropriate and challenging courses for each individual which may include honors and AP courses as well as advanced study in Fine Arts, Career Technology and Agricultural Education, and Physical Education

Posted by Marcie Gorsuch at 03:06 PM | Permalink