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Year 13 Edexcel Coursework: USA: The Making of a Nation 1815-1917

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Transcript of Year 13 Edexcel Coursework: USA: The Making of a Nation 1815-1917

A2 Coursework: The USA: The Making of a Nation, 1815-1917
How were issues with big business dealt with by
Did immigration in the a late nineteenth century have a negative impact on American society?
How progressive were Taft and Roosevelt?
Was Reconstruction a Success or Failure?
Learning Objectives
Know - The course content.

Understand - The aims of the course and how to approach it.
Assessment Objectives for Coursework
AO1:

a) Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner.

b) Demonstrate understanding of the past though explanation, analysis and arriving at substantiated judgements of:

Concepts such as causation, consequence, continuity, change and significance within an historical context.
AO2:

a) Analyse and evaluate a range of appropriate source material with discrimination.

b) Analyse and evaluate, in relation to the historical content, how aspects of the past have been interpreted in different ways.
the relationships between key features and characteristics of the periods studied.

What is the chronology of the period 1815-1917?
Learning Objectives
Know - Key features/themes of the period.

Understand - How these themes are linked.

Concept - Chronology and significance.

Skills - AO1a, AO1b and group work.
Success Criteria
A
B
C
TASK: Building a Sense of Period.

1. Place the cards on the line in chronological order.

2. What themes emerge?

3. If we could split the timeline into different periods what would they be?

4. Can we identify some key turning points?

5. Are the any clear links between events?

6. Separate the events into military, political, economic and social events.

7. What name could we give the period?

8. Is the story one of linear progress?

9. Which parts should we study and why?
Coursework Introduction
Expansion and the Origins of Conflict within the USA to 1860
Why did the United States expand?
Civil War, Reconstruction and the Division in the USA in the Second Half of the 19th Century
The Internal Challenges faced by a Diverse Nation: 1877-1917
The USA's foreign policy: The Growth of Power and Influence
What were the consequences of US expansion between 1820 and 1860.
Learning Objectives
Know - Key events/factors in westward expansion.

Understand - The US constitution and its consequence

Concept - Causation and Significance

Skills - Group work, research skills, presentation skills
Success Criteria
A
B
C
Why did the North win the Civil War?
Why did sectionalism grow in the 1850s?
TASK: Synoptic Overview
The Coursework is a 4000 word essay split into two parts:

In Unit 4: Historical Enquiry, students will carry out an enquiry which will address the aspects of a chosen theme over a period of at least 100 years. They will examine both the short-term significance of a factor, individual or event, as well as the factors affecting change throughout the whole period.

Part A
You explore the short-term significance of a factor, individual or key event. You must use not only secondary sources of information, but also evaluate contemporary source material. Your work is assessed assessed against AO1 (13 marks) and AO2a (12 marks).

Part B:
You explore a period of 100 years breadth studies are assessed against AO1 only (25 marks). You are not required to use and evaluate contemporary source material in this element. You look at change over the period and the role that the factor, individual or key event played in it.

How are you Assessed?
Expectations - The 3 Rs
1) Be Ready - Come to class prepared to work. This means having all the equipment needed for the lesson and having an open and inquisitive mind.

2) Be Responsible - Participate, pay attention, make your best effort and ask for help when you need it.

3) Be Respectful - Listen when others are talking, put your hand up to answer questions and encourage others' learning.
Do we agree these are fair?
Begin to make notes on pp. 12-19.

Include a timeline of the key dates of American expansion.
This is to be completed for homework.
If you had to give the era we are studying a name what would it be? Explain your answer.
America Quiz
Name as many President as you can.
What is the Second Amendment to the Constitution about?
Who was President during the American Civil War?
How many founding colonies of the United States were there?
Name as many states as you can. (1 point for each)
Describes the chronology of the period in detail.
Categorises events into key themes.
Evaluates the degree of progress experienced by America between 1815-1917 in different spheres.
http://www.history.com/topics/us-presidents/james-madison/videos/america-gets-a-constitution
Republicanism
Republicanism is a political values system which stresses liberty and "unalienable" rights as central values, makes the people as a whole sovereign, rejects aristocracy and inherited political power. It also expects citizens to be independent in their performance of civic duties.
Popular Sovereignty
The people are the source of all governmental power and the government can only exist with the consent of the governed.
There are some key big ideas in the US Constitution.
Limited Government
Federalism
A system of government in which the power to govern is divided between a central governing authority (the nation state) and other units (such as states or provinces).
The size and scope of the government is limited to an extent in which it is necessary only for the common good of the people.
TASK: Group Notes and Presentations
In pairs make notes on one of the following events:
Louisiana Purchase pp. 46-47.
The acquisitions of Florida, Texas and Oregon. 48-49.
Communication. p.51-52.
The mining frontier. p.54-56
The cattle frontier p.56-57.
The farming frontier p.57-58.
Mexican War 1846-8 - pp.49-50.
Railroad Development pp.52-53.
Three key things to think about:
1. What caused these events/developments.
2. What is their significance?

For significance think the 5 Rs:
1. Remarkable – it was remarked upon by people at the time and/or since
2. Remembered – it was important at some stage in history within the collective memory of a group.
3. Resulted in change – it had consequences for the future
4. Resonant– people like to make analogies with it; it is possible to connect with experiences, beliefs or situations across time & space
5. Revealing – of some other aspect of the past
Explains in detail key events/factors in westward expansion.
Evaluates the significance of key events/factors in westward expansion.
Categorises different events/factors influencing westward expansion under key themes.
TASK: Presentations
Things to do during the presentations:

Take notes:
Including
Why?
When?
Who?
How?
Significance?

Afterwards:

Ask questions!!
TASK: Categorizing Westward Expansion
Using the presentations and the book find evidence for the following:
1. Economic development being responsible for Westward Expansion.
2. Attitudes/values being responsible for Westward Expansion.
3. Political decisions being responsible for Westward Expansion.
4. Social issues being responsible for Westward Expansion.
Extension:
Which was the most important reason for Westward Expansion? (Explain your answer by comparing it to other causes)
American expansion into the west was inevitable. Discuss.
What were the causes of Westward Expansion?
"Westward Expansion was primarily the result of actions of the American government."
No
Yes
Learning Objectives
Know - Key features of Westward Expansion.

Understand - The different driving forces behind Westward Expansion.

Concept - Causation

Skills - Presentation, Gathering Evidence, Evaluation.
Success Criteria
A
B
C
Describes key features of Westward Expansion.
Categorises reasons for Westward Expansion using evidence.
Evaluates the significance of different causes in causing Westward Expansion.
Learning Objectives
Know - Key consequences of Westward Expansion.

Understand - The relative significance of these key consequences

Concept - Cause and Consequence

Skills - Inference, Research, Summary and Evaluation.
Success Criteria
A
B
C
What's going on? Why?
TASK: Historical Consequences
Attitudes
US power
Importance of the issue of slavery
Native Americans
Evidence
Themes
Westward Expansion Bingo
Manifest Destiny
Texas Revolution
Mexican--American War
Kansas-Nebraska Act
Louisiana Purchase
Describes key consequences of Westward Expansion using examples.
Evaluates the significance of key consequences of Westward Expansion using examples.
Explains and compares key consequences of Westward Expansion using examples.
Evaluate significance
Learning Objectives
Know - The factors leading to the destruction of Native American society.

Understand - The relative significance of the factors.

Concept - Causation

Skills - Judgement, Categorisation, Analysis.
Success Criteria
A
B
C
Why was Native American society destroyed?
How many reasons for destruction for Native American society are present?
TASK: Diamond 9
Step 1: Arrange the cards from least important to most important.

Step 2: Categorise them between political, social and economic events.

Step 3: Explain a chain of causation between the events/themes.

Extension: How significant was Andrew Jackson in the destruction of Native American society?
KEY WORD BINGO
Louisiana Purchase
Indian Removal Act
Tecumseh
Cherokee
Andrew Jackson
Thomas Jefferson
Mormons
Transcontinental Railroad
Missouri Compromise
Federalism
Sitting Bull
James Polk
Texas Revolution
Manifest Destiny
American-Mexican War
Oregon Trail
Describes key causes of the destruction of Native American society.
Ranks and categorizes the causes of Native American society.
Analyses and evaluates the significance of the causes of the destruction of Native American society.
How did slavery cause problems during westward expansion?
Learning Objectives
Know - Key features of the North-South divide

Understand - Why slavery was such as a central issue in causing the American Civil War.

Concept - Significance.

Skills - Source evaluation summarising text, micro-teaching and judgement,
Success Criteria
What were the key issues which divided the north and south between 1800 and 1860?

Make notes as you watch the video.
TASK: "Each one Teach One": Quad-Fold Note Taking
In groups of 4 take a section each. In your notes include: Key events and debates, who had the upper hand (North or South) and judgement on likelihood of war.
1. The Early Period (pp.75-77).
2. Missouri Compromise (p.77).
3. Impact of the expansion of the 1840s. (pp.77-79).
4. 1850 Compromise. (pp,79-80).
Then you need to teach your section to each of your peers.
What's the message and why?
Describes key features of the north-south divide.
Teaches others about a key reason why slavery emerged as a key area of division.
Which was the most significant event between 1815 and 1850 in causing a division within the Union over slavery?
Evaluates the significance of events which contributed to the increasing importance of the issue of slavery in the USA during the mid nineteenth century.
Learning Objectives
Know - Key events in the lead up to war.

Understand - The relative significance of these events in causing the war.

Concept - Causation and Significance

Skills - Explanation, Judgement and Evaluation
TASK: The Pathway to War
Make a Road Map to war:
"A little before the sale commenced, a short, broad, muscular man . . . elbowed his way through the
crowd, like one who is going actively into a business; and coming up to the group, began to examine
them systematically. From the moment that Tom saw him approaching, he felt an immediate and
revolting horror at him, that increased as he came near. He was evidently, though short, of gigantic
strength. His round, bullet-head, large, light-gray eyes, with their shaggy, sandy eyebrows, and stiff,
wiry, sunburned hair, were rather unprepossessing items. . . . This man proceeded to a very free
personal examination of the lot. He seized Tom by the jaw, and pulled open his mouth to inspect his
teeth; made him strip up his sleeve, to show his muscle; turned him round, made him jump and spring
to show his paces."
Steps to Success
1. Briefly explain key events events on the pathway to war from 1850.

2. Draw and explain links between events.

3. Categorise events according to political, social, economic and cultural.

4. Rank event in order of the significance in causing the Civil War. Explain your judgement.
Success Criteria
Explains key events in the lead up to the Civil War.
Categorises and links key events in the lead up to the Civil War.
Evaluates the significance of key events of the 185s in causing the Civil War.
Was the Civil War inevitable by the 1850s?
Yes
No
TASK: Becoming Civil War Historians
1. Military actions and leadership.
2. The Emancipation Proclamation.
3. Superiority of numbers/resources.
4. Internal problems/strengths.
5. Political Leadership.
6. Lack of foreign involvement.
You will have today's lesson and homework to complete a power point/prezi which makes a case for the following as being significant in the the north's victory:
Success Criteria
1. Key fact information.
2. Primary Source Material - speech, cartoon etc.
3. Detailed judgement on significance of the event.
4. Historical opinion.
Learning Objectives
Know

Understand

Skills
Success Criteria
Outlines the key information and historical understanding about a key reason for the North's victory.
Uses primary sources to explain the relative importance of a key reason for the North's victory.
Evaluates the significance of a key reason for the North's victory using primary evidence.
Learning Objectives
Know - Key features of the Reconstruction period.

Understand - The degree of success achieved according to the aims of the Reconstruction period.

Concept - Evidence

Skills - Historical Knowledge and Understanding, Judgement, Evaluation.
Success Criteria
A
B
C
TASK:
Context:
Key Questions facing Reconstruction America:

1. How to bring former rebel states back into the Union.

2. How to satisfy radical elements within the Republican Party which wanted the South to be severely punished for the war and its leaders to be excluded from influence.

3. How to reconstruct the South after losing over $2 billion of capital after the Emancipation Proclamation..

4. What to do with the freed slaves?
Presidents
Abraham Lincoln
1860-1865
Republican
Andrew Johnson
1865-1869
Democrat
Ulysses Grant
1869-1877
Republican
Rutherford Hayes
1877-1881
Republican
James Garfield
1881-1881
Republican
1. What approach did Johnson take to reconstruction? Why did he do this and what problems did it cause?

2. Why was President Johnson almost impeached (removed from office)?

3. Was the Grant presidency characterized by little more than corruption? Use evidence to support your argument.

4. How far was the South transformed by Reconstruction?

5. How much did life change for blacks in the South after the Civil War?
Which is the most important and why?
Reconstruction after the Civil War was successful.
Yes
No
Explains key features of the reconstruction era.
Judges the different presidencies of the reconstruction era using evidence.
Critically evaluates the extent of success of the reconstruction era.
Which was the most effective post-Reconstruction President?
TASK: Post-Reconstruction Top Trumps
1. Work as pairs - 1 take Rutherford Hayes, James Garfield and Chester Arthur (pp.130-132) and the other take Grover Cleveland and Benjamin Harrison (132-135) and take notes on their presidencies.

2. Teach each other about your presidents.

3. Complete your top trumps. Scale 1-5 (5 highest) on how effectively they dealt with each issue.

4. Combine with another group and play top trumps.
TASK: Which was the most effective post-Reconstruction President?
Success Criteria
Explains different policies of the various presidents.
Judges which was the most effective post-Reconstruction president by comparing their records on key policies
Evaluates each president against the extent of the challenge they faced.
Steps to success:

1. Explain different challenges faced.
2. Compare success/failure of the different presidents against these challenges.
3. Make a judgement based on these comparisons.
Learning Objectives
Know - Key features of the post-Reconstruction Era.

Understand - How effective the presidents of this period were.

Skills - Understanding, Judgment, Evaluation.
Success Criteria
Describes key feature of the post-Reconstruction era.
Judges the effectiveness of each post-Reconstruction president.
Critically evaluates the relative effectiveness of the post-Reconstruction presidencies.
Success Criteria
What can we learn about about the Roosevelt presidency (1901-1909 from these cartoons?
Identifies features of the Progressive Era.
Evaluates how progressive the presidents of the Progressive Era were.
TASK: Progressive or Not? Card Sort
TASK: How progressive were Taft and Roosevelt?
Steps to Success
Use evidence from your card sort to support your argument.
Consider both domestic and foreign policy.
Discuss both Roosevelt and Taft.
Make an overall judgement.

1. Separate the information into policies of Taft and Roosevelt.

2. Separate the information into progressive and not progressive policies

3. Label the evidence either social, economic, environmental and foreign policy.
Know - Key features of the Progressive Era.

Understand - How progressive the policies of the Presidents really were.

Skills
Learning Objectives
Explains features of the Progressive Era using evidence.
Success Criteria
Identifies features of the Progressive Era.
Evaluates how progressive the presidents of the Progressive Era were.
Explains features of the Progressive Era using evidence.
Which President was most progressive?
Taft
Roosevelt
https://www.youtube.com/watch?v=zs9Rl5eJiJI#t=342
Learning Objectives
Know - Key trends in immigration in the ate nineteenth and early twentieth centuries.

Understand - The consequences of immigration on American society and the significance of these consequences.

Concept - Significance

Skills - Source inference and analysis, categorising evidence.
Success Criteria
From 1894
How could you use these source to support an argument?
TASK: Immigration Evaluation
Using the Immigration Section of your book:

1. Make a table and input evidence a) positive; and b) negative impacts of immigration.

2. Which was the most significant impact of immigration? Explain your answer.
TASK: Immigration Sources
Evaluates sources to explain the significance of immigration in late nineteenth century America.
Categorises evidence and concludes whether immigration had a postive or negative effect on late nineteenth century America.
Identifies contemporary attitudes towards immigration in the late nineteenth century.
Preparing for Part A
TASK: Model Responses
Read the responses. What makes them a strong answer?

Think about how they are:
1. Structured.
2. Referenced.
3. Use and evaluate sources.
4. Evaluate significance.
5. Answer the question.
TASK: Gauging Significance
TASK: American Significance
Choose 2 individuals and 2 factors and 2 events during our time period and explain why they are significant.
Think about:
1. Its impact.
2. Its consequences.
3. The difference it made.
4. What it brought about.
What was the significance of your move from primary school to secondary school?
Did it make new demands on you in terms of travel and the length of the school day?
Did it provide new opportunities to make friends?
Did it result in a change of direction in terms of the school subjects you favoured?
Was its impact in the short term to make you more confident or more hesitant about learning?
Its impact.

Its consequences.

The difference it made.

What it brought about.
How successful was Roosevelt's foreign policy?
TASK: Roosevelt and Wilson compared
1. What were the differences between Roosevelt and Wilson in their approach to foreign policy?

2. What was Roosevelt's main policy aim?

3.What was the Roosevelt Corollary?

4. What was Wilson's main aim?
TASK: How successful was Roosevelt's foreign policy?
Make notes on pp. 173-176. and answer Q2 on p.176.

Make sure you use consider both sides of the argument and use evidence to support your argument.
Extension: What was the short-term significance of Roosevelt's foreign policy?
Learning Objectives
Know - Contents of Roosevelt's foreign policy.

Understand - The extent to which it achieved its aims.

Concept - Evidence

Skills - Source inference, comprehension and evaluation.
Success Criteria
Explains the foreign policy of Roosevelt.
Evaluates the significance of Roosevelt's foreign policy.
Judges how successful Roosevelt's foreign policy was using evidence.
What's the interpretation of Roosevelt's foreign policy?
Launching Part B
Age
80
0
Independence of action
Full
Minimal
1. Complete the graph with lines for health, wealth and dependence.
2. Replace health, wealth and dependence with social and political tensions. The dates with 1815-1917 and independence of action with internal migration and plot.
What was the most important factor in westward expansion?
1. Economic development.
2. Attitudes/values
3. Political decisions.
4. Social issues.
Consider the weight of this source on westward expansion.
Nature
Origin
Purpose

Selection
Language
Accuracy


or NO SLAP
Refer to context! Published in 1875
What was the short-term significance of pre-Civil War presidents?
TASK: Presidential Fact Files
1. Outline key issues during the Presidency.

2. Outline the significance of the Presidency by examining the consequences (E.g. How did they result in change? Why were they groundbreaking? Were results wide-reaching?)

3. Find a primary source (letter, speech, cartoon etc) which gives an insight into the consequences of their presidency and explain it and analyse it (NO SLAP).
John Quincy Adams (1825-1829)

Andrew Jackson (1829-1837)

Martin Van Buren (1837-1841)

John Tyler (1841-1845)

James Polk (1845-1849)

Millard Fillmore (1850-1853)

Franklin Pierce (1853-1857)

James Buchanan (18517-1861)

What does this source reveal about America at in 1850s?

Coursework Source Skills
Rules and Regulations
* 4-6 contemporary sources must be used, interrogated and the evidence so derived, evaluated.
* Contemporary sources should be used to raise and develop issues.
* Different types of contemporary sources should be selected.
* Secondary sources may be used in support or challenge of conclusions reached by an evaluation of contemporary sources, but they must not be evaluated and they must not dominate.
* Selection must be by the student, otherwise levels above Level 2 are unlikely to be achieved.
Source Analysis Marks
*The highest levels can only be achieved by the integration of source interrogation into a sustained argument. i.e. The source must help you answer the question.
*The basis of the interrogation should be a consideration of the source's NOP.
*In reaching judgements, weight should be assessed to the evidence derived from the source.
* You must contextualise the source.
*Snippets from sources used to illustrate points made can, at most, achieve a mark within Level 2.
"Students are still finding troublesome the weighing of evidence as to its status in contributing to the formation of judgements. Although more students are attempting to do this, their approach tends to be
somewhat mechanistic and most end up asserting the validity and reliability of one source over another."
What's the source about? What are the details?
Analyse the NOP
What weight would you give the evidence of the question 'What was the significance of Bleeding Kansas in the outbreak of the Civil War?'
Contextualise the source
Refer to the arguments of secondary sources.
TASK: Source Analysis
Choose a primary source from the textbook and follow the structure:

1. Details
2. Contextualise
3. Analyse NOP
4. Weight?
5. Secondary source? - Don't do this one.
These feed into each other.
Level 4

Students will thoroughly investigate the question, selecting a wide range of contemporary sources with discrimination and integrating their evidence into a structured and sustained argument.

They will interrogate the evidence confidently and critically in order to identify issues and make and support judgements.

Their interpretation and evaluation of the evidence will take account of the nature of the contemporary sources and students will show understanding of the need to explore the
implications of evidence in the light of its historical context and in the context of the values and assumptions of the society from which it is drawn.

In the process of sustaining argument and reaching substantiated conclusions, the status of the evidence is carefully considered.
This means different types.
This means use NOP
This means you must refer to the context and filter the source through it.
This means the weight of each source is evaluated.
http://www.history.com/topics/john-brown
Learning Objectives
Know - The mark scheme for Part A source analysis.

Understand - How to select, analyse and integrate sources successfully for Part A.

Concept - Evidence

Skills - Exam practice
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