Wednesday 20 May 2015
Tuesday 12 May 2015
Monday 4 May 2015
Thursday 30 April 2015
Unit 9: 1980-present – The American Pageant, chapters 41-42
Content: Summary of Reagan’s domestic and foreign policies; Bush Sr. and the end of the Cold War; Persian Gulf; Clinton as a New Democrat; technology and economic bubbles and recessions, race relations, and the role of women; changing demographics and the return to poverty; rise of the prison complex and the war on drugs; 9/11 and the domestic and foreign policies that followed; and Obama.
Key Concepts:
9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government.
9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role.
9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic and demographic changes.
Activities:
History Log – notes and short responses on reading assignments
Primary Source Analysis:
1980s Car advertisements
Ronald Reagan Air Traffic Controllers’ Strike
Bill Clinton’s First Inaugural Speech
George W Bush Republican Nomination Acceptance Speech
Ronald Reagan Evil Empire Speech
Ronald Reagan Support of the Contras
George W Bush September 20 Address to Congress
Creation of Homeland Security Department
Bill Clinton Address on Health Care Reform
Barack Obama Address on Health Care
Political cartoons (pro and con) on the Patriot Act
View Points: The Patriot Act vs. Amendment IV of the Constitution
Iconic Moments: The entire class composes a list of iconic moments or events associated with US History in the period 1980 to the Present. Students can begin with moments or events that occurred within their own lifetimes, but also include moments/events that cover the chronological span, 1980-Present. The purpose of this exercise is to deepen the students’ awareness of specific content within Period 9. Then the students will categorize the moments using the seven themes of AP US History.
Six Degrees of Separation: From The Reagan Revolution to the Election of Barack Obama.
Unit Test – multiple-choice questions, short answer questions, FRQ and DBQ.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did demographic and economic changes in American society affect popular debates over American national identity?
Work, Exchange, and Technology: How did the shift to a global economy affect American economic life? How did scientific and technological developments in these years change how Americans lived and worked?
Peopling: How did increased migration raise questions about American identity and the nation demographically, culturally, and politically?
Politics and Power: How successful were conservatives in achieving their goals? TO what extent did liberalism remain influential politically and culturally?
America in the World: How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of 9/11 impact America’s role in the world?
Environment and Geography: How did debates over climate change and energy policy affect broader social and political movements?
Ideas, Beliefs, and Cultures: How did technological and scientific innovations such as elections, biology, medicine, and communications affect society, popular culture, and public discourse? How did a more demographically diverse population shape popular culture?
Content: Summary of Reagan’s domestic and foreign policies; Bush Sr. and the end of the Cold War; Persian Gulf; Clinton as a New Democrat; technology and economic bubbles and recessions, race relations, and the role of women; changing demographics and the return to poverty; rise of the prison complex and the war on drugs; 9/11 and the domestic and foreign policies that followed; and Obama.
Key Concepts:
9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government.
9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role.
9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic and demographic changes.
Activities:
History Log – notes and short responses on reading assignments
Primary Source Analysis:
1980s Car advertisements
Ronald Reagan Air Traffic Controllers’ Strike
Bill Clinton’s First Inaugural Speech
George W Bush Republican Nomination Acceptance Speech
Ronald Reagan Evil Empire Speech
Ronald Reagan Support of the Contras
George W Bush September 20 Address to Congress
Creation of Homeland Security Department
Bill Clinton Address on Health Care Reform
Barack Obama Address on Health Care
Political cartoons (pro and con) on the Patriot Act
View Points: The Patriot Act vs. Amendment IV of the Constitution
Iconic Moments: The entire class composes a list of iconic moments or events associated with US History in the period 1980 to the Present. Students can begin with moments or events that occurred within their own lifetimes, but also include moments/events that cover the chronological span, 1980-Present. The purpose of this exercise is to deepen the students’ awareness of specific content within Period 9. Then the students will categorize the moments using the seven themes of AP US History.
Six Degrees of Separation: From The Reagan Revolution to the Election of Barack Obama.
Unit Test – multiple-choice questions, short answer questions, FRQ and DBQ.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did demographic and economic changes in American society affect popular debates over American national identity?
Work, Exchange, and Technology: How did the shift to a global economy affect American economic life? How did scientific and technological developments in these years change how Americans lived and worked?
Peopling: How did increased migration raise questions about American identity and the nation demographically, culturally, and politically?
Politics and Power: How successful were conservatives in achieving their goals? TO what extent did liberalism remain influential politically and culturally?
America in the World: How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of 9/11 impact America’s role in the world?
Environment and Geography: How did debates over climate change and energy policy affect broader social and political movements?
Ideas, Beliefs, and Cultures: How did technological and scientific innovations such as elections, biology, medicine, and communications affect society, popular culture, and public discourse? How did a more demographically diverse population shape popular culture?
Monday 27 April 2015
Thursday 23 April 2015
Chapter 40
Today we will look at Kent State and begin chapter 40.
Kent State go HERE and HERE
HW: chapter 40 and outline
Tomorrow - you will need to answer the following:
Identity: How did the African-American Civil Rights movement affect the development of other movements based on asserting the rights of different groups in American society? How did American involvement in the Cold War affect debates over American national identity?
Work, Exchange, and Technology: How did the rise of American manufacturing and global economic dominance in the years after World War II affect standards of living among and opportunities for different social groups?
Peopling: How did the growth of migration to and within the United States influence demographic change and social attitudes in the nation?
Politics and Power: How did the changing fortunes of liberalism and conservatism in these years affect broader aspects of social and political power?
America in the World: Why did Americans endorse a new engagement in international affairs during the Cold War? How did this belief change over time in response to particular events?
Environment and Geography: Why did public concern about the state of the natural environment grow during this period, and what major changes in public policy did this create?
Ideas, Beliefs, and Cultures: How did changes in popular cultural reflect or cause changes in social attitudes? How did the reaction to these changes affect political and public debates?
Six Degrees of Separation: From Containment to “Tear Down This Wall”
Kent State go HERE and HERE
HW: chapter 40 and outline
Tomorrow - you will need to answer the following:
Identity: How did the African-American Civil Rights movement affect the development of other movements based on asserting the rights of different groups in American society? How did American involvement in the Cold War affect debates over American national identity?
Work, Exchange, and Technology: How did the rise of American manufacturing and global economic dominance in the years after World War II affect standards of living among and opportunities for different social groups?
Peopling: How did the growth of migration to and within the United States influence demographic change and social attitudes in the nation?
Politics and Power: How did the changing fortunes of liberalism and conservatism in these years affect broader aspects of social and political power?
America in the World: Why did Americans endorse a new engagement in international affairs during the Cold War? How did this belief change over time in response to particular events?
Environment and Geography: Why did public concern about the state of the natural environment grow during this period, and what major changes in public policy did this create?
Ideas, Beliefs, and Cultures: How did changes in popular cultural reflect or cause changes in social attitudes? How did the reaction to these changes affect political and public debates?
Six Degrees of Separation: From Containment to “Tear Down This Wall”
Wednesday 22 April 2015
Primary Sources
Tuesday 21 April 2015
Chapter 39
Today we'll look at Crash Course #40 and then begin Chapter 39.
Homework: Finish chapter 39 and outline it.
Tomorrow we have to go over some primary sources. Thursday - chapter 40 and Friday do some review.
Homework: Finish chapter 39 and outline it.
Tomorrow we have to go over some primary sources. Thursday - chapter 40 and Friday do some review.
Monday 20 April 2015
Primary Sources
Today we need to look at
Brown v. the Board of Education of Topeka
The Tonkin Gulf Resolution
Tim Driscoll, "There Really is a War"
The Other America
but first let's look at some Cold War Films
Brown v. the Board of Education of Topeka
The Tonkin Gulf Resolution
Tim Driscoll, "There Really is a War"
The Other America
but first let's look at some Cold War Films
Friday 17 April 2015
Friday
Today we need to finish 38. It needs to be outlined this weekend.
Next week we need to cover 39 and 40. And the rest of the primary sources.
Next week we need to cover 39 and 40. And the rest of the primary sources.
Thursday 16 April 2015
Thursday
Today - we need to read chapter 38. And discuss the primary sources you read yesterday.
GO HERE for NATO
GO HERE for NATO
Wednesday 15 April 2015
Cold War
We need to discuss the overview of the Cold War - what it was, why it happened, what happened within it, and how it ended. We also need to look at a series of primary sources/key developments today:
1) The Truman Doctrine (go HERE)
2) The Marshall Plan (go HERE)
3) NATO (go HERE)
4) Eisenhower's Farewell Address (and Washington's Farewell Address)
Eisenhower's Address go HERE; Washington's Address go HERE
5) A statement from "The Association of Manhattan District Scientists" concerning the arms race (GO HERE )
6) Truman on McCarthy - Go HERE
HOMEWORK - write a short essay (1-page) in which you compare Eisenhower's Farewell Address with Washington's Farewell Address. Think about the warnings that each gives. How are they similar? Different?
If you have time watch the following:
1) The Truman Doctrine (go HERE)
2) The Marshall Plan (go HERE)
3) NATO (go HERE)
4) Eisenhower's Farewell Address (and Washington's Farewell Address)
Eisenhower's Address go HERE; Washington's Address go HERE
5) A statement from "The Association of Manhattan District Scientists" concerning the arms race (GO HERE )
6) Truman on McCarthy - Go HERE
HOMEWORK - write a short essay (1-page) in which you compare Eisenhower's Farewell Address with Washington's Farewell Address. Think about the warnings that each gives. How are they similar? Different?
If you have time watch the following:
Tuesday 14 April 2015
OVERVIEW for REVIEW
The course is broken up into nine historical periods investigating seven themes in each, and developing nine historical thinking skills.
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the formation of both American national identity and group identities in U.S. History. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. History, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should also be able to explain how these sub identities have interacted with each other and with larger conceptions of American national identity.
Work, Exchange, and Technology: This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should be able to explain ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should be able to explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.
Peopling: This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students should be able to explain migration across borders and long distances, including the slave trade and internal migration and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students should be able to discuss the ideas, beliefs, technologies, religions, and gender roles that migrants/immigrants and annexed people brought with them and the impact these factors had on both these peoples and on U.S. society.
Politics and Power: This theme examines the ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationship among branches of the federal government and among national, state, and local governments. Students should be able to trace efforts to define or gain access to individual rights and citizenship and explain the evolutions of tensions between liberty and authority in different periods of U.S. history.
America in the World: In this theme, students focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should be able to discuss how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economics. Students should also be able to explain how American foreign policies and military actions have affected the rest of the world.
Environment and Geography – Physical and Human: This theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should be able to analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also be able to explain the efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.
Ideas, Beliefs, and Culture: This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should be able to explain the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should also be able to analyze the interactions between beliefs and communities, economic values, political movements, including attempts to change American society to align it with specific ideas.
Historical Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the formation of both American national identity and group identities in U.S. History. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. History, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should also be able to explain how these sub identities have interacted with each other and with larger conceptions of American national identity.
Work, Exchange, and Technology: This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should be able to explain ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should be able to explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.
Peopling: This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students should be able to explain migration across borders and long distances, including the slave trade and internal migration and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students should be able to discuss the ideas, beliefs, technologies, religions, and gender roles that migrants/immigrants and annexed people brought with them and the impact these factors had on both these peoples and on U.S. society.
Politics and Power: This theme examines the ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationship among branches of the federal government and among national, state, and local governments. Students should be able to trace efforts to define or gain access to individual rights and citizenship and explain the evolutions of tensions between liberty and authority in different periods of U.S. history.
America in the World: In this theme, students focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should be able to discuss how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economics. Students should also be able to explain how American foreign policies and military actions have affected the rest of the world.
Environment and Geography – Physical and Human: This theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should be able to analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also be able to explain the efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.
Ideas, Beliefs, and Culture: This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should be able to explain the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should also be able to analyze the interactions between beliefs and communities, economic values, political movements, including attempts to change American society to align it with specific ideas.
Historical Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
Monday 6 April 2015
UNIT 8
Unit 8: 1945-1989 – The American Pageant, chapters 36-40; Don’t Know Much About History pages 418-463
Content: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals. Includes: Atomic age and the Cold War; the Korean War; suburban development and the affluent society; the other America; Vietnam; the Beat Generation; the social movements of the long 1960s; Great Society programs; economic and political decline in the 1970s; the rise of conservatism.
Key Concepts:
8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences.
8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially, federal power to achieve social goals at home, reached it apex in the mid-1960s and generated a variety of political and cultural responses.
8.3: Postwar economic, demographic and technological changes had far-reaching impacts on American society, politics, and the environment.
Activities:
History Log – notes and short responses on assigned readings.
Primary Source Analysis: The Marshall Plan, Truman Doctrine, Massive Retaliation, Brown v. Board of Education of Topeka, Nuclear Testing Films from the 50s, Eisenhower’s Farewell Address, The Other America, Letter from Birmingham Jail, chart illustrating the statistics of the draft during the Vietnam War and the casualty rate of the same, Tonkin Gulf Resolutions, Tim Driscoll “There Really Is A War” Letter from Vietnam, Jimmy Carter Inaugural Address, Reagan’s Tear Down This Wall speech.
Viewpoints: Truman from Truman Doctrine vs. Reagan from Tear Down This Wall Speech.
Coffee House – after reading and discussing Beat poetry (Ginsberg, Corso, Synder), students will write their own “beat” poetry on an issue of the 50s.
Origins of the Cold War debate: Some scholars argue that the Cold War started with the Russian Revolution. Examine primary and secondary sources and make a case for the Cold War starting in 1945 or 1917.
Shootings at Kent State: Students will close read “The Shooting at Kent State” by Tom Grace and listen to the pod cast “What Really Happened at Kent State” (http://missedinhistory.com/podcasts/what-really-happened-at-kent-state/ ). The student will write two editorials: the 1st editorial will address why the government had the right to allow the National Guard to fire on the students; the second will address why the firing was wrong.
Students will also listen to various songs from the sixties and discuss the role of popular music in affecting attitudes toward the Vietnam War.
Six Degrees of Separation: From Containment to “Tear Down This Wall”.
Unit Test – Multiple Choice Questions, Short Answer Reponses, DBQ, Long Essay.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did the African-American Civil Rights movement affect the development of other movements based on asserting the rights of different groups in American society? How did American involvement in the Cold War affect debates over American national identity?
Work, Exchange, and Technology: How did the rise of American manufacturing and global economic dominance in the years after World War II affect standards of living among and opportunities for different social groups?
Peopling: How did the growth of migration to and within the United States influence demographic change and social attitudes in the nation?
Politics and Power: How did the changing fortunes of liberalism and conservatism in these years affect broader aspects of social and political power?
America in the World: Why did Americans endorse a new engagement in international affairs during the Cold War? How did this belief change over time in response to particular events?
Environment and Geography: Why did public concern about the state of the natural environment grow during this period, and what major changes in public policy did this create?
Ideas, Beliefs, and Cultures: How did changes in popular cultural reflect or cause changes in social attitudes? How did the reaction to these changes affect political and public debates?
Wednesday 1 April 2015
WWII part 2
Today - we need to read chapter 35.
Homework - finish chapter 35 and study for tomorrow's test.
Homework - finish chapter 35 and study for tomorrow's test.
Tuesday 31 March 2015
World War II
Today we will work on finished chapter 34.
Homework: Outline Chapter 34 and begin Studying for UNIT 7 TEST.
Homework: Outline Chapter 34 and begin Studying for UNIT 7 TEST.
Monday 30 March 2015
WWII
Today we need to finish looking at Primary Sources on WWII and part II of Crash Course.
We will begin chapter 34 today. Test on Thursday and Friday.
Important dates:
September 19, 1931 - Japan invades Manchuria
October 3rd, 1935 - Italy invades Ethiopia
July 7, 1937 - Japan invades China
September 1st, 1939 - Germany invades Poland
July 26 1941 - U.S. freezes Japanese assets
December 7th 1941 - Pearl Harbor
HOMEWORK: Six degrees of Separation - Spanish America War to Hiroshima and soapstone on of the two documents reviewed today: Day of Infamy or the Decision to Drop the Bomb.
We will begin chapter 34 today. Test on Thursday and Friday.
Important dates:
September 19, 1931 - Japan invades Manchuria
October 3rd, 1935 - Italy invades Ethiopia
July 7, 1937 - Japan invades China
September 1st, 1939 - Germany invades Poland
July 26 1941 - U.S. freezes Japanese assets
December 7th 1941 - Pearl Harbor
HOMEWORK: Six degrees of Separation - Spanish America War to Hiroshima and soapstone on of the two documents reviewed today: Day of Infamy or the Decision to Drop the Bomb.
Friday 27 March 2015
FRIDAY
Today we are going to look at primary sources and begin to move towards WWII.
First - cartoons about the NEW DEAL
GO Here for the DAY OF INFAMY speech
First - cartoons about the NEW DEAL
GO Here for the DAY OF INFAMY speech
Wednesday 25 March 2015
The Great Depression
Today we are going to look at Chapter 33 - The Great Depression and the New Deal.
Tuesday 24 March 2015
FDR
Today we are going to look at advertisements from the 1900s and 1920s and analysis Roosevelt's 1st Inaugural Address.
HOME: SOAPSTONE FDR's SPEECH!!!!!
Monday 23 March 2015
Review and Primary Sources
Today we need to review WWI, The Roaring Twenties, and the Politics of Coolidge and Hoover.
Then we need to look at some primary sources of WWI and the 20s.
First - a quiz.
Then we need to look at some primary sources of WWI and the 20s.
First - a quiz.
Friday 13 March 2015
Woodrow Wilson's Fourteen Points
We are going to look at Woodrow Wilson's Fourteen Points and discuss their importance. Then we will begin chapter 30 - WORLD WAR I. Should the world have listened to Wilson?
Homework for Spring Break - Chapters 30-32. Read and outline.
Also watch Crash Course U.S. History #31, 32, 33.
Homework for Spring Break - Chapters 30-32. Read and outline.
Also watch Crash Course U.S. History #31, 32, 33.
Monday 2 March 2015
Monday
Today we are going to look at Crash Course - Progressive Era and begin reading Don't Know Much About History.
Thursday 26 February 2015
Wednesday 25 February 2015
Wednesday
Today, we are going to start Unit 7.
We will begin chapter 27, but first let's look at Crash Course #28
HOMEWORK: Take notes from APUSH flash cards for this period.
We will begin chapter 27, but first let's look at Crash Course #28
HOMEWORK: Take notes from APUSH flash cards for this period.
Monday 23 February 2015
UNIT 7
UNIT 7: 1890-1945 – The American Pageant chapters 27-35; Don’t Know Much About History pages 285-398
Content: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. Includes: The formation of the Industrial Workers of the World and the AFL; industrialization and technology, mass production and mass consumerism, the radio and the movies; WWI; Harlem Renaissance; The Great Depression and the New Deal, and WWII.
Key Concepts:
7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.
7.2: A revolution in communications and transportation technology helped to create a new mess culture and spread of “modern” values and ideas, even as cultural conflict between groups increased under the pressure of migration, world wars, and economic distress.
7.3 Global conflicts over resources, territories and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.
Activities:
History Logs – notes and short responses to reading assignments.
Primary Source Analysis: Early 1900s new transportation advertisements; 1920s advertisements; Espionage Act of 1917; Sedition Act of 1917; Eugene Deb’s Speech Condemning Espionage Ace and Sedition Act; The Zimmermann Note; FDR’s 1stInaugural Address; Roosevelt’s Court Packing Plan; FDR’s Day of Infamy Speech; Truman’s The Decision to Drop the Atomic Bomb; New Deal political cartoons (pro and con), graph showing economic cycles during the Great Depression and WWII.
Viewpoints: Japanese internment during WWII?
DBQ Deconstruction: DBQ on how the different policies of FDR and Hoover toward the proper role of government reflected five decades of debates about citizenship, economic rights, and the public good. Be sure to indicate how specific policies reflect the global economic crisis of the 1930s.
Students will write an essay comparing Wilson’s Neutrality document to George Washington’s, and discuss the changes, if any, in the context in which U.S. foreign policy was made.
Unit Test – Multiple Choice Questions; Short Response Questions; DBQ and Long Question: To what extent were the policies of the New Deal a distinct turning point in U.S. History, and to what extent were they merely an extension of Progressive Era policy goals? Confine your answer to the programs/policies that addressed the specific needs of American workers.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did the continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this period?
Work, Exchange, and Technology: How did movements for political and economic reform take shape in this period, and how effective were they in achieving their goals?
Peopling: Why did public attitudes towards immigration become negative during this time period? Why did opposition emerge to various reform programs?
Politics and Power: How did reformist ideals change and reformers took them up in different time periods? Why did opposition emerge to various reform programs?
America in the World: Why did U.S. leaders decide to become involved in global conflicts such as the Spanish American War, World War I, and World War II? How did debates over interventions reflect public views of America’s role in the world?
Environment and Geography: Why did reformers seek for the government to wrest control of the environment and national resources from commercial interests?
Ideas, Beliefs, and Cultures: How did “modern” cultural values evolve in response to developments in technology? How did debates over the role of women in American public life reflect changing social realities?
Wednesday 18 February 2015
Wednesday
Today - we are going to look at review chapters in United States History - preparing for the advanced placement examination.
Homework - Study for the Test.
We are going to move the test up to Monday.
Homework - Study for the Test.
We are going to move the test up to Monday.
Tuesday 17 February 2015
Tuesday
Today we are going to finish looking at primary sources for this Unit.
The Haymarket Affair and "Concentrations of Wealth Harm America" vs. "Concentrations of Wealth Help America".
HW: Finish reading and chose one to SOAPSTONE.
Tomorrow: Chapter 27.
The Haymarket Affair and "Concentrations of Wealth Harm America" vs. "Concentrations of Wealth Help America".
HW: Finish reading and chose one to SOAPSTONE.
Tomorrow: Chapter 27.
Friday 13 February 2015
The Populist Party
Populist Party Speech – Students will analyze documents on the Populist Party and create a speech on why they should be the Populist Party Presidential nominee in 1892.
For the Populist Party Platform go HERE
For Campaign Poster go HERE and for Populists Party and the Declaration of Independence go HERE
The Populist speech will be due next Wednesday.
Wednesday 4 February 2015
How the Other Half Lives
Today we are going to look at the Chinese Exclusion Act, The Gospel of Wealth, and How the Other Half Lives.
Go HERE
Go HERE
Tuesday 3 February 2015
Period 6
Today - we will finish reading chapter 24 and watch a short video on the ROBBER BARONS.
HW: Outline this chapter and post it.
HW: Outline this chapter and post it.
Monday 2 February 2015
Chapter 24
So today we are going to discuss Red Cloud and the Dawes Act, and then move onto Chapter 24: INDUSTRY COMES OF AGE.
Homework - answer the following:
Work, Exchange, and Technology: How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people?
Politics and Power: How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail?
Environment and Geography: In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems?
Homework - answer the following:
Work, Exchange, and Technology: How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people?
Politics and Power: How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail?
Environment and Geography: In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems?
Thursday 29 January 2015
Red Cloud and Dawes Act
Today we are going to look at Crash Course #24 Western Expansion, the primary sources of Red Cloud's speeches and the Dawes Act, and we will begin to outline the U.S. Presidents.
Wednesday 28 January 2015
Wednesday
Today we are going to finish chapter 23. If we get through it will watch Crash Course - Western Expansion.
HW: Outline chapter 23.
HW: Outline chapter 23.
Tuesday 27 January 2015
Tuesday
Today - we are going to begin chapter 23.
Homework: To listen to and outline the podcast on Edmodo.
Homework: To listen to and outline the podcast on Edmodo.
Monday 26 January 2015
Unit Six
Unit 6: 1865-1898 – The American Pageant, Chapters 22-28; Don’t Know Much About History pages 257-303
Content: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural change. Includes: Rise of labor unions and the Populist Party; general themes of industrialization, urbanization, immigration, and imperialism; Indian Wars, the Spanish American War, conquests in the Pacific.
Key Concepts:
6.1 The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
6.2 The rise of big business and an industrial culture in the United States led to both greater opportunities for and restrictions on immigrants, minorities, and women.
6.3 The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
Activities:
History Log – notes and short answers on reading assignments.
Primary Source Analysis: Red Cloud’s Speech, Excerpts from Huck Finn, Dawes Act, Chinese Exclusion Act, A Black Woman’s Appeal for Civil Rights, Populist Party Platform, Bosses of the Senate Cartoon, Images from How the Other Half Lives, Andrew Carnegie’s Gospel of Wealth, Petition to the Ohio state legislature against women suffrage, Jane Addams Twenty Years at Hull House, map of the overseas possessions of the U.S.
Viewpoints: After reading excerpts from Jane Addams, Louise de Koven Bowen and Hilda Satt Polacheck students will decide if the progressive social reformers were generous and helpful or condescending and judgmental towards immigrants. Students will list 3 main points and evidence the support.
Populist Party Speech – Students will analyze documents on the Populist Party and create a speech on why they should be the Populist Party Presidential nominee in 1892.
Unit Test – Multiple-choice questions, short answer questions, DBQ, and Long Essay.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did the rapid influx of immigrants from other parts of the world than northern and western Europe affect debates about American national identity?
Work, Exchange, and Technology: How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people?
Peopling: How and why did the sources of migration to the United States change dramatically during this period?
Politics and Power: How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail?
America in the World: How did the search for new global markets affect American foreign policy and territorial ambitions?
Environment and Geography: In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems?
Ideas, Beliefs and Cultures: How did artistic and intellectual movements both reflect and challenge the emerging corporate order?
Content: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural change. Includes: Rise of labor unions and the Populist Party; general themes of industrialization, urbanization, immigration, and imperialism; Indian Wars, the Spanish American War, conquests in the Pacific.
Key Concepts:
6.1 The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
6.2 The rise of big business and an industrial culture in the United States led to both greater opportunities for and restrictions on immigrants, minorities, and women.
6.3 The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.
Activities:
History Log – notes and short answers on reading assignments.
Primary Source Analysis: Red Cloud’s Speech, Excerpts from Huck Finn, Dawes Act, Chinese Exclusion Act, A Black Woman’s Appeal for Civil Rights, Populist Party Platform, Bosses of the Senate Cartoon, Images from How the Other Half Lives, Andrew Carnegie’s Gospel of Wealth, Petition to the Ohio state legislature against women suffrage, Jane Addams Twenty Years at Hull House, map of the overseas possessions of the U.S.
Viewpoints: After reading excerpts from Jane Addams, Louise de Koven Bowen and Hilda Satt Polacheck students will decide if the progressive social reformers were generous and helpful or condescending and judgmental towards immigrants. Students will list 3 main points and evidence the support.
Populist Party Speech – Students will analyze documents on the Populist Party and create a speech on why they should be the Populist Party Presidential nominee in 1892.
Unit Test – Multiple-choice questions, short answer questions, DBQ, and Long Essay.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did the rapid influx of immigrants from other parts of the world than northern and western Europe affect debates about American national identity?
Work, Exchange, and Technology: How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people?
Peopling: How and why did the sources of migration to the United States change dramatically during this period?
Politics and Power: How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail?
America in the World: How did the search for new global markets affect American foreign policy and territorial ambitions?
Environment and Geography: In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems?
Ideas, Beliefs and Cultures: How did artistic and intellectual movements both reflect and challenge the emerging corporate order?
Tuesday 20 January 2015
Unit 5 Review
For review - I want you to read through UNIT 5 on Shmoop and review chapters 14 and 15 in United States History: Preparing for the Advanced Placement Examination.
Homework: Listen to the podcast on Edmodo on the Reconstruction and outline it.
Homework: Listen to the podcast on Edmodo on the Reconstruction and outline it.
Monday 19 January 2015
The Reconstruction
We need to finish chapter 22 today and outline it, so that we can begin to review for the Unit test on Thursday and Friday.
Friday 16 January 2015
Black Codes
Thursday 15 January 2015
The Civil War
Today - we will finish chapter 21.
HOMEWORK: Outline the chapter and post to your blog.
HOMEWORK: Outline the chapter and post to your blog.
Wednesday 14 January 2015
Chapter 21 - The American Pageant
Today - we will begin reading Chapter 21. After we go over yesterday's SOAPstone.
HW: Read the Lincoln/Douglas debate articles and write a paragraph about which argument you feel is more compelling and why. Make sure you use site specific examples from the text.
HW: Read the Lincoln/Douglas debate articles and write a paragraph about which argument you feel is more compelling and why. Make sure you use site specific examples from the text.
Tuesday 13 January 2015
Lincoln
Today we will look at Lincoln/Douglas debate and Lincoln's 1st Inaugural Address.
Tomorrow we will read chapter 21 of The American Pageant.
Tomorrow we will read chapter 21 of The American Pageant.
Monday 12 January 2015
Friday 9 January 2015
Primary Sources
On Monday, we will look at primary sources on the Dred Scott decision, the Compromise of 1850, and the Kansas-Nebraska Act.
Here are some links:
The Compromise of 1850
The Kansas-Nebraska Act
You can find the Dred Scott Case on Edmodo
Choose either the Compromise of 1850 or the Dred Scott decision and SOAPstone it!
Here are some links:
The Compromise of 1850
The Kansas-Nebraska Act
You can find the Dred Scott Case on Edmodo
Choose either the Compromise of 1850 or the Dred Scott decision and SOAPstone it!
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