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August 06/2008
WELCOME TO AP U.S.HISTORY
I hope that everyone has had a wonderful summer.
We will begin classes on Thursday the 7th and will spend most of the first class period going over the syllabus and classroom procedures. I will expect the parents to go over these documents with you student so you will be aware of what AP entails and what will be expected for a successful year. I am looking forward to the year and while the course work is difficult, I believe that we will have an enjoyable year.
Along with the syllabus, there is also a letter and short questionaire I ask parents to complete. This enables me to establish a communication link between myself and parents. I am always available and welcome parent involvement.
I also make myself available to the student and am ready to assist wheneven it is needed. Please, if you need help, ask.
I will see you on the 7th. Come ready to work and have a good time.
dsmith
ps. DON'T Forget Your Summer Project
September 05/2008
Bell Ringer:
Time Line the Acts the London Government in the years following the French and Indians War (DOK 2 & 3)(DI)
Check Journal Entries (DOK 2)(DI)
Chapter 8, America Secedes from the Empire
Chapter Themes: (1) When hostilities began in 1775, the colonists were still fighting for their rights as British citizens within the empire, but in 1776 they
declared their independence, based on a proclamation of universal, "self-evident" truths. Inspired by revolutionary idealism, they fought for an end to monarchy and the establishment of a free republic.
(2) A combination of Washington's generalship and British bungling in 1776-1777
prevented a quick British victory and brought French assistance, which enabled the Patriots to achieve victory after several more years of struggle.
Chapter Learning Objectives: (1) describe how America moved from engaging in military hostilities with Britain even while proclaiming loyalty to declaring independence.
(2) explain the principl ideas of "republicanism" developed by Thomas Paine and other Americn leaders.
(3) explain the specific reasons and general principles used in the Declaration of Independence to justify America's separation.
(4) explain why some Americans remained loyal to Britain and what happened to them during and after the Revolution.
(5) describe how the British attempt to crush the Revolution quickly was foiled, especially by the Battle of Saratoga.
(6) describe the military and political obstacles Washington and his generals had to overcome before the final victory at Yorktown.
(7) describe the terms of the Treaty of Paris and explain how America was able to achieve such a stunning diplomatic victory.
Discuss: learning objectives for Chapter 8
Show: how "Common Sense" and the Declaration of Independence changed the meaning of the fighting. Explain why even Patriots were at first reluctant to proclaim independence and how they eventually came to link their struggle for rights with the break from Britain.
Show: how Washington and his generals essentially pursued a "defensive" strategy in the early
phase of the war, while the British had to try for a quick victory. Why was the Battle of Saratoga so critical politically as well as militarily.
Consider: political dimensions of the war, particularly the civil war between Patriots and
Loyalists and the politics of the French alliance. Focus on the role of the American military effort in swinging the neutral population to the Patriot cause.
Consider: how the Revolution has been viewed and celebrated in various periods of American history.
Homework :
Chapter 8, America Secedes from the Empire - Checking Your Progress
Resources :
Test Book
Handouts
Assessments :
Bell Ringer
discussion
worksheets
September 03/2008
Bell Ringer: NO BELL RINGER TODAY
TEST TODAY , CHAPTERS 6 & 7
Assign to read, Chapter 8, America Secedes from the Empire - 1775 - 1783
Homework :
Read, Chapter 8
Resources :
Text Book
Handouts
Assessments :
Major assessment, Test
August 29, 2008
Bell Ringer:
Explain why Britain's success in defeating the French Empire laid the foundations for future failures in dealing with its colonial subjects.
See Lesson Plans for 8/27
for Chapter 7 objectives.
Unit 2 Quiz - 10 questions
Skill game for Chapters 6 & 7 - identify the facts - bonus points
****** dont forget that the Major assessment for Chapters 6 & 7 will be September 3
Online quiz for chapter 7 will go off on the 3rd also
Homework :
Complete your Chapter 6 & 7
Prepare for your Major assessment
Resources :
Text Book
Hand outs
Assessments :
Quiz on Unit 2
Online Quiz for Chapter 6
Skill Game
Bell Ringer
August 27, 2008
Bell Ringer:
DBQ: In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies? - DBQ handout, use the documents and your knowledge of the period 1740-1766 in constructing your response. *** SFI and Thesis Statement in class, essay to be
completed at home.
Check Journal Entries
Begin:
Chapter 7, The Road to Rebellion
Chapter Theme: As part of their worldwide rivalry, Great Britain and France engaged in a great
struggle for colonial control of North America, culminating in the British victory in the French and Indian War(Seven Years' War) that drove France from the continent.
The French defeat created conditions for a growing conflict between Britain and its American colonies.
Chapter Learning Objectives: (1) explain the deeply rooted historical factors that moved America toward independence from Britain.
(2) describe the theory and practice of mercantilism and explain why Americans resented it.
(3) explain why Britain attempted tighter control and taxation of Americans after 1763 and why Americans resisted these efforts.
(4) describe the major British efforts to impose taxes and tighten control of the colonies.
(5) describe the methods of colonial resistance that forced repeal of all taxes except the tax on tea.
(6) explain how sustained agitation and resistance to the tea tax led to the Intolerable Acts and the outbreak of war.
(7) assess the balance of forces between the British and the American rebels as the two sides prepared for war.
Put on Overhead: Social Science Vocabulary - copy into students notebook.
Hand out: Indentifies, Defines, Describes and CYP for Chapter 7 - work on in class
********* Chapter 7 Online quiz to be posted today
************Chapter 6 Online quiz goes off tonight - DO NOT WAIT UNTIL THE LAST MINUTE.
Test for Chapters 6 & 7 will be September 3rd
Homework :
finish the DBQ started in class
also complete Chapter 7's CYP
Resources :
Text Book
American Spirit
Assessments :
bell ringer
DBQ
ONLINE QUIZ
August 25, 2008
Bell Ringer: Hand out:
Great Awakening Readings - answer two questions underlined in introduction (DOK 3)** Bell Ringer subject to change***
Take up and Check homework assigned
Discuss the Bell Ringer.
Place on the Board to be copied for students notebooks -
Chapter 6, The Duel for North America
Chapter Themes: As part of their worldwide rivalry, Great Britain and France engaged in a great
struggle for colonial control of North America, culminating in the British victory in the French and Indian War(Seven Years' War) that drove France from the continent. The French defeat created conditions for a growning conflict between Britain and its American colonies.
Chapter Learning Objectives:
1) explain why France and Britain engaged in their great contest for North America and why Britain won.
2) explain how the series of wars with France affected Britain's American subjects and helped pave the way for their later rebellion against the mother country.
3) describe France's North American empire and compare it with Britain's colonies.
4) explain how North American political and military events were affected by developments on the larger European stage.
*** the Online Quiz for Chapter 6 is up as of 8/22 and will go off on 8/27
******remember not to wait until the last minute to attempt the quiz*****
Be prepared to go on with a Chapter 7 assignment on the 25th
Don't forget your journals and note cards.
Go to the the notes online (see links at top of schoolnotes.) and copy
Homework : to be assigned on the 25th
Begin Chapter 7
Resources :
Text Book
Readings The American Spirit
Assessments :
Bell Ringer
Chapter 6, Checking Your Progress
Discussion of the Chapter
August 21, 2008
Bell Ringer: None today
TODAY WILL BE THE ASSESSMENT FOR UNIT 1 (Chapters 1 - 5 Test)
Following the Test We will begin Unit 2 by assigning Chapter 6
Homework :
Chapter 6 Read
Checking your Progress
Resources :
Text Book
Handouts
Assessments :
Test on Unit 1
August 19, 2008
Bell Ringer: "Climate Plays a Vital Role" - handout (DOK 3) (Bell Ringer subject to change)
Take the Quiz for Unit One, European Colonization: 1492 - 1700
Checking Your Progress for chapter 5, Colonial Society on the Eve of Revolution, 1700 - 1775
**** Check journal entries.
***** ask to see note cards.
Chapter 5 - Colonial Society on the Eve of Revolution, 1700 - 1775
Chapter Themes:1) Compared with its seventeenth-century counterpart, eighteenth-century
colonial society became more complex and hierarchical, more ethnically
diverse, and more economically and political developed.
2) Colonial culture, while still limited, took on distinct American
qualities in such areas as evangelical religion, education, press
freedom, and self-government.
Chapter learning objectives:
1) describe the basic population and social structure of the 18th century
colonies and indicate how they had changed since the 17th century.
2) explain how the economic development of the colonies altered the patterns
of social prestige and wealth.
3) explain the causes and effects of the Great Awakening.
4) describe the origins and development of education, culture, and the
learned professions in the colonies.
5) describe the basic features of colonial politics, including the role of
various official and informal political institutions. (DOK 3)
Hand out: Identify, Describe, Locate for Chapter 5
Put on overhead: Social Science Vocabulary
***** Remind the classes about the quizzes on quizlab.com
***DBQ "The Transformation of Colonial Virginia, 1606-1700 (DOK3)
Hand out: Guides to Essay Writing
Go over guides then do the DBQ
Homework :
Study for the Test - Chapters 1 - 5
Resources :
Text Book
Handouts
Worksheets
Assessments :
Bell Ringer
Checking Your Progresss
Quiz
August 15, 2008
Bell Ringer:
Create a Time Line - founding of the English Colonies in America
Place the correct date and colony (DOK 2 & 3)
Check the time line and discuss
Check: Checking Your Progress for Chapters 3 & 4
Check: Journal entries
Handout the Ids, Defines, Describes, & Locate for Chapter 5
Homework - Checking Your Progress for Chapter 5
Handout Unit One Supplemental Reading, European Colonization, 1492 - 1700
(Quiz on the reading 08/19)
***********Don't forget your online quizzes
****Remember Test on 8/21
Resources :
Text Book
Spirit
Homework :
Read Chapters 5
Checking your Progress Worksheets
Assessments :
Bell Ringer
Class discussion
Journal entries
August 13, 2007
Bell Ringer:
Quiz - Chapters 1 & 2 Check for correctness
Hand out: Ids, Describes, Locates for Chapter 3, Settling the Northern Colonies & Chapter 4, American Life in the Seventeenth Century.
Check: randon journal entries
Hand out: selected reading from The American Spirit - "Bacon"s Rebellion"
Ask Questions: 1) What caused Bacon's Rebellion?
2) Were the Baconites justified in revolting?
3) In what ways did their rebellion fore shadow the American Revolution?
Chapter 3, Settling the Northern Colonies
Learning objectives for Chapter 3
1) describe the Puritians and their beliefs and explain why they left England for the New World
2) explain the basic governmental and religious practices of the Massachusetts Bay Colony
3) explain how conflict with religious dissenters, among other forces, led to the expansion of New England
4) describe the changing relations between the English colonists and the Indians
5) explain why New York, Pennsylvania, and the other middle colonies became ethnically, religiously, and politically diverse
6) describe the central features of the middle colonies and explain how they differed from New England
Chapter 4, American Life in the Seventeenth Century
Learning objectives for chapter 4
1) describe the basic population structure and social life in the 17th century colonies
2) compare and contrast the different populations and ways of life of the southern colonies and New England
3) explain how the problems of indentured servitude led to political trouble and the growth of African slavery
4) describe the slave trade and the character of early African-American slavery
5) explain how the New England way of life centered on family, town, and church, and describe the changes that affected this way of life.
6) describe the various conditions affecting women and family life in the 17th century colonies
Copy: Social Science Vocabulary for Chapters 3 & 4 (shown on overhead)
Hand out the Checking Your Progress worksheets for Chapters 3 & 4
*****remind class about the Major Assessment - 8/21
TEST - CHAPTERS 1 - 5
Resources :
Text Book
Selected Readings
American History
Homework :
Chapters 3 & 4 - Checking Your Progress
Assessment:
Quiz
Class Discussion
Journal entries.
August 11, 2008
Bell Ringer:
Selected Reading - "A Precarious Beginning in Virginia"
Answer: Why did the early Virginia colonists experience such punishing difficulties?" DOK 3
Check: Bell Ringer
Hand Out : Ids, Describes, Locates for Chapter 1, New World Beginnings, and Chapter 2, The Planting of English America
Check: Journal entries -
Go over: Learning objectives - Chapter 1-New World Beginnings
1) describe the geological and geographical conditions that set the stage for North American history
2) describe the origin and development of the major Indian cultures of the Americas
3) explain the developments in Europe and Africa that led up to Columbus's voyage to America
4) explain the changes and conflicts that occurred when the diverse worlds of Europe, Africa, and the Americans collided after 1492
5) describe the Spanish conquest of Mexico and South America and identify the major features of Spanish colonization and expansion in North America
Learning objectives - Chapter 2 - The Planting of English America
1) state the factors that led England to begin colonization
2) describe the development of the Jamestown colony from its disastrous beginnings to its later prosperity
3) describe the cultural and social changes that Indian communities underwent in response to English colonization
4) describe changes in the economy and labor system in Virginia and the other southern colonies
5) indicate the similarities and differences among the southern colonies of Virginia, Maryland, North Carolina, South Carolina, and Georgia
Copy: Social Science Vocabulary - Chapters 1 & 2
Copy: from the board the chapter objectives for both
chapters.
Assign: Hand out - Chapter 1 in supplemental material for Pageant.
Read: the hand out and be prepared for a 10 question quiz next class (8/19)
Copy: from the board the chapter objectives for chapters 1 & 2
***** TEST ON CHAPTERS 1-5 Tuesday, Aug.21st*****
***************On-line quizzes will go up on Monday August 11th, Chapters 3 & 4 will go off 08/15 and Chapter 5 - 08/21 **************
Resources :
Text Book
The American Spirit
Homework :
Read: hand out
Checking Your Progress Worksheets, Chapters 1 & 2
Assessments :
Check the Bell Ringer
Check the readings
Check the Journal
APRIL 27, 2008
*************I HAVE REOPENED QUIZZES 30 -37. YOU WILL HAVE ONE TIME TO TAKE EACH ONE. THEY WILL CLOSE ON MAY 2ND.
WHEN YOU GO TO TAKE THEM, THE ONES YOU TAKE BEGIN WITH COPY AND THEN THE CHAPTER NUMBER. TAKE THE ONES THAT ARE MARKED "COPY" ALL MAY TAKE THESE QUIZZES BUT IF YOU HAVE ALREADY TAKEN THE QUIZ AND ARE HAPPY WITH YOUR GRADE - DO NOT RETAKE ***************
April 23, 2008
Bell Ringer:
20 question Test on Units 17 & 19
Chapter 37 - The Cold War Begins, 1945 - 1952
Chapter Themes: (1) America emerged from World War II as the world's strongest economic power, and commenced a postwar economic boom that lasted for two decades. A bulging population migrated to the suburbs and Sunbelt, leaving the cities increasingly to minorities and the poor.
(2) The end of World War II left the United States and the Soviet Union as the two dominant world powers, and they soon became locked in a Cold War confrontation. The Cold War spread from Europe to become a global ideological conflict between democracy and communism. Among its effects were a nasty hot war in Korea and a domestic crusade against "disloyalty."
Chapter learning objectives:
(1) describe the economic transformation of the immediate post-World War II era.
(2) describe the postwar migrations to the "Sunbelt" and the suburbs.
(3) explain changes in the American population structure brought about by the "baby boom."
(4) explain the growth of tensions between the United States and the Soviet Union after Roosevelt's death and Germany's defeat.
(5) describe the early Cold War conflicts over Germany and Eastern Europe.
(6) discuss American efforts to "contain" the Soviets through the Truman Doctrine, the Marshall Plan, and NATO.
(7) describe the expansion of the Cold War to Asia and the Korean War.
(8) analyze the postwar domestic climate in America and explain the growing fear of internal
communist subversion.
Chapter discussions:
1. Explain the changes in American economic development since World War II. the emphasis might be on America's uncontested postwar economic domination and on the eventual weaking of the heavy-industrial base and the turn to other economic activities.
2. Explain the complex causes of the Cold War. The emphasis might be on the vacuum of power created by the destruction of Europe and the decline of Britain, as well as on the specific ideaological and political battles over Poland, Germany, and Greece.
3. Examine the rise of suburbs, in relation to the changes in postwar economic, social, and racial life. Consider suburbia as an expression of both rising affluence and geographical mobility (especially in the South and West). Perhaps consider some of the critics and defenders of the suburbs in the 1950s.
4. Analyze the connection between the Cold War abroad and the hunt for subversion at home, perhaps focusing on the difference between the attacks on actual Soviet spies and the broader attacks on all
American Communists and the use of the "Communist" charge as a way to smear and suppress all sorts of people with unconventional views and lifestyles.
5. Examine the significance of divided Germany and the "captive nations" of Eastern Europe in the Cold War.
6. Analyze one or more of the key subversion cases - for example, the Hiss or Rosenberg cases.
****** Chapter 37 is up and will close 04/26
************* Assessment on Chapter 37 will be assigned
Resources :
Text Book
Amsco Book
Unit Handouts
Homework :
consentrate on Amsco Book, Chapters 26 -28
Assessments :
Test, discussions
April 18, 2008
Bell Ringer:
The ability and willingness the framers had for compromise is reflected in the creation of a constitution that successfully addressed the needs of the young Republic. Explain how two(2) of the following reflect the validity of this statement.
a. representative
b. slavery
c. democratic rights.
Chapter 36, America in World War II, 1941 - 1945
Chapter Themes: (1) Unified by Pearl Harbor, America effectively carried out a war mobilization effort that probuced vast social and economic changes within American society.
(2) Following its "get Hitler first" strategy, the United States and its Allies invaded and liberated conquered Europe from Fascist rule. The slower strategy of "island-hopping" against Japan also proceeded successfully until the atomic bomb brought a sudden end to World War II.
Chapter learning objectives:
(1) tell how America reacted to Pearl Harbor and prepared to wage war against both Germany and Japan.
(2) describe the domestic mobilization for war.
(3) describe the war's effects on American society, including regional migration, race relations, and women's roles.
(4) explain the early Japanese successes in Asia and the Pacific and the American strategy for countering them.
(5) describe the early Allied efforts against the Axis powers in North Africa and Italy.
(6) discuss FDR's 1944 fourth-term election victory.
(7) explain the final military efforts that brought Allied victory in Europe and Asia and the significanceof the atomic bomb.
Chapter discussion:
1. Explain the basic strategic military decisions of the war. The emphasis might be on the fact that there were, in a sense, two separate wars that had to be conducted simultaneously and that the European war required delicate political and military coordination with Britain and Russia.
2. Describe the social and economic changes brought by the war. Particular attention could be given to war-spawned prosperity after the depression and to the beginnings of the Sunbelt imgrations that continued in the postwar era, including the African-American exodus to the North and West.
3. Examine the major military battles in Europe, Asia, and the Middle East, and their relation to the political tensions among the United States, Britain, and the Soviet Union.
4. Analyze the events of the war against Japan, including the development and use of the atomic bomb. The emphasis might be on the controversy over why the bomb was uses.
5. Examine tdhe role of women during the war. Discuss that American women's lives were not altered as much as were the lives of women in other belligerent nations.
6. Focus on Roosevelt, Churchill, and Stalin as the "Big Three" wartime leaders. Use their major decision-making meetings - Casablanca, Teheran, Yalta - to define the stages of the war.
7. Analyze the immediate and long-term consequences of the war. Show how the basic international structure of the postwar world was determined by World War II, including the rivalry between the United States and the Soviet Union
******assessment for Chapters 35 & 36 04/23*******
*******online quiz Chapter 35 goes off 04/20/2008
*******online Quiz Chapter 36 goes up 04/21/2008 will remain until 04/25/2008
********an online Quic for Chapter 37 will also go up 04/22/2008
Resources :
Text Book
Unit 17 & 19 Handout
Amsco Book
Chapter notes online
Homework :
Read Chapter 37
Prepare for test on Unit 17 & 19
Assessments :
BellRinger
online quizzes
discussion in class
April 16, 2008
Bell Ringer:
Explain in what way (a) the fall of France, (b) Hitlers's invasion of the Soviet Union, and (c) the attack on Pearl Harbor mark the most important turning points in American foreign policy between 1935 and 1942.
Chapter 35, Franklin D. Roosevelt and the Shadow of War, 1933 - 1941
Chapter Theme:
In the early and mid-1930s, the United States attempted to isolate inself from foreign involvement
and wars. But by the end of the decade, the spread of totalitarianism and war in Europe forced Roosevelt to provide more and more assistance to desperate Britain, despite strong isolationist opposition.
Chapter Learning Objectives:
(1) describe the isolationist motives and effects of FDR's early foreign policies.
(2) explain how American isolationism dominated U.S. policy in the mid-1930s.
(3) explain how America gradually began to respond to the threat from totalitarian aggression while still trying to stay neutral.
(4) describe Roosevelt's increasingly bold moves toward aiding Britain in the fight against Hitler and the sharp disagreements these efforts caused at home.
(5) discuss the events and diplomatic issues in the Japanese-American conflict that led up to
Pearl Harbor.
Chapter discussion:
1. Explain the erosion of isolationism in response to the aggressions of Benito Mussolini, Adolf Hitler, and the Japanese warlords. Show the transition in American thinking from indifference to fear for democracy, as appeasement only fed the dictators' appetites.
2. Describe the fierce debates between internationalists and isolationists, especially from 1939 to 1941. The emphasis might be on roosevelt's carefully calibrated strategy of increasing aid at each stage, but never so rapidly as to hand the isolationists a political victory.
3. Discuss the Japanese-American negotiations and the conflicts that set the stage for Pearl Harbor.
4. Discuss how 1930s isolatiionism was strongly aimed at the factors that had supposedly led the United States into World War I.
5. Examine the rise of Mussolini, Hitler, and the Japanes militarists, Consider why Americans were appalled by their doctrines, even if they did not want to fight them.
6. Analyze the isolationist-internationalist debate, especially over lend-lease. Point out the isolationists' argument that such aid would inevitably lead to war and the indternationalists' argument that helping Britain was the way to stay out of war. Consider whether FDR acted wisely in moving the United States closer to involvement.
****We will continue on with World War II in Chapter 36
*****Be aware that an assessment is forthcoming for Chapter 35 & 36 (maybe 04/18)
******I have re-opened Chapters 33 & 34 to close 04/17
Chapter 34 online quiz is up and will go off 04/
Resources :
Text Book
Amsco Book
Unit 17 & 19 handout
Homework :
We will continue into Chapter 36 and the Unit handout concerning World War II
Assessments :
Bell Ringer discussion,
Chapter discussions
Online Quizzes.
April 14, 2008
NO BELL RINGER
TEST ON CHAPTERS 32, 33, & 34
Remember the Online Quizzes - Check the closing dates
Resources :
Text Book
Amsco Book
Chapter notes
Unit Handouts
Homework :
Chapters 35, 36
deals with World War II -America's reactions to European Affairs prior to 1941 and American involvement after 1941
Assessments :
Test
Online Quizzes
April 10, 2008
Bell Ringer: None except CYP Chapter 32
Hand Out CYPs for Chapters 33 & 34
Chapter 34, The Great Depression and the New Deal, 1933 - 1938
Chapter Theme:
Roosevelt's New Deal tackled the Great Depression with massive federal programs designed to bring about relief, recovery, and reform.
Chapter learning objectives:
(1) describe the rise of Franklin Roosevelt to the presidency in 1932.
(2) explain how the early New Deal pursued the "three Rs" of relief, recovery, and reform.
(3) describe the New Deal's effect on labor and labor organizations.
(4) discuss the early New Deal's efforts to organize business and agriculture in the NRA and the AAA and indicate what replaced those programs after they were declared unconstitutional.
(5) describe the Supreme Court's hostility to many New Deal programs and explain why FDR's "Court-packing" plan failed.
(6) explain the political coalition that Roosevelt mobilized on behalf of the New Deal and the Democratic Party.
(7) discuss the changes the New Deal underwent in the late thirties and explain the growing opposition to it.
(8) analyze the arguments presented by both critics and defenders of the New Deal.
Discussion topics, Chapter 34
1. Describe the impact of Roosevelt and the New Deal on deeply depressed ordinary Americans, perhaps focusing on how Roosevelt revived spirits and restored faith in the system, even for those who did not agree with all his programs. Include the experiences of ordinary men and women in the 1930s.
2. Examine the goals and activities of the major New Deal programs. The "relief-recovery-reform" distinction is useful for sorting out the alphabet agencies, as in the distinction between the early NRA-AAA approach and the later TVA-Social Security-Wagner Act reforms. A unifying theme for the whole New Deal is searched to provide greater "security" against the storms and uncertainties of unregulated capitalism.
3. Explain the various challenges to Roosevelt from both the popular demagogues and the conservatives. Show how he skillfully "stole the thunder" from the former and used the latter as political whipping boys.
4. Consider the experience of women in the Depression and in the making of the New Deal.
Look at both ordinary women in urban and rural areas, as well as more prominent reformers and government figures.
5. Discuss the particular impact of the deprerssion on women, families, and children.
6. Discuss the long-term, continuing impact of the New Deal today. consider the controversies in the 1980s and after over the legacy of "big government" programs started by the New Deal
*******Remember that the test on Chapters 32, 33, & 34 will be 04/14
****** I re-opened the quizzes for chapters 32 & 33 to close 04/13 the same as chapter 34 quiz.*****
Resources :
Text Book
Amsco Book
Handouts
Homework :
Remember the test and study
Chapter 35, 36 & 37
(Chapters 24 & 25 in Amsco)
Assessments :
CYPs and Class Disscussion
April 8, 2008
Bell Ringer/Class Work:
Identify and give Signifacents: Jeanette Rankin, reservationists, Palmer Raids, Fordney-McCumber Tariff, Harlem Renaissance, Washington Conference, Scopes Trial, The Lost Generation, fundamentalism, -
Chapter 33, The Politics of Boom and Bust, 1920 - 1932
Chapter Themes, Chapter 33
(1) The Republican administrations of the prosperous 1920s pursued conservative, probusiness
policies at home and economic unilateralism abroad.
(2) the great crash of 1929 led to a severe, prolonged depression that devastated the American economy and spirit, and resisted Hoover's limited efforts to correct it.
Chapter 33, Learning objectives:
(1) analyze thedomestic political conservatism and economic prosperity of the 1920s.
(2) explain the Republican administrations' policies of isolationism, disarmament, and high-tariff
protectionism.
(3) compare the easygoing corruption of the Harding administration with the straight-laced uprightness of his successor Coolidge.
(4) describe the international economic tangle of loans, war debts, and reparations, and indicate how the United States dealt with it.
Chapter 33 discussion:
1. Explain the central features of Republican economic and poltical conservatism in the 1920s:probusiness government, hostility to progressive social and economic regulation, and high tariffs to isolate the American economy from the troubled world economy.
2. Contrast Warren Harding and his corrupt cronies with the upright Coolidge and Hoover. Perhaps show how each of the three presidents represented a different emphasis within the general political consensus of the probusiness 1920s.
3. Describe the stock-market crash and the depression. Examine various causes of the depression and indicate its paralyzing effect on ordinary citizens as well as on business and political leadership.
4. Consider the changing role of American workers in both the probusiness 1920s and during the early years of the Great Depression.
5. Focus on Harding's cronies and the Teapot Dome scandals.
6. Analyze the human consequences of the depression for both the unemployed and the many others who feared unemployment and found their living standard severly reduced.
*****Test on the handout Units 15 & 16******
********Assign for 04/14 a Test on Chapters 32, 33, & 34*********
Online quizzes for Chapters 32 & 33 are up and scheduled to go off 04/11
**** Chapter 34 quiz will go up 04/10 and go off 04/13
Resources :
Text Books
Unit Handouts
Amsco Book, United States History
Homework :
finish CYP for chapter 32
read Chapters 33 & 34, Text
follow it in Amsco
Assessments :
Bell Ringer
Class Discussion
Unit 15 & 16 Test
Online Quizzes
April 4, 2008
Bell Ringer: No Bell Ringer
****TEST Chapters 29, 30, & 31
Hand out the Unit 15 & Unit 16
Begin Chapters 32 & 33
On line Quizzes for Chapters 32 & 33 go up 04/04 - close 04/13
*********re-open Quizzes 30 & 31 until 04/05
Chapter 32, American Life in the "Roaring Twenties," 1919 - 1929
Chapter 32 Themes:
(1) A disillusioned America turned away from idealism and reform after World War I and toward social
conservatism and the pleasures of prosperity.
(2) New technologies, mass-marketing techniques, and new forms of entertainment fostered rapid cultural change along with a focus on consumer goods. But the accompanying changes in moral values and uncertainty about the future produced cultural anxiety as well as sharp intellectual critiques of American life.
Chapter 32 learning objectives:
(1) analyze the movement toward social conservatism following World War I.
(2) describe the cultural conflicts over such issues as prohibition and evolution.
(3) discuss the rise of the mass-consumption economy, led by the automobile industry.
(4) discribe the cultural revolution brought about by radio, film, and changing sexual standards.
(5) explain how new ideas and values were reflected and promoted in the American literary renaissanace of the 1920s.
(6) explain how the era's cultural changes affected women and African-Americans.
Discussion topics, Chapter 32:
1. Analyze the social "turning inward" of the 1920s as a disillusioned reaction to World War I. Show how the rise of the Klan and immigration restriction especially reflected a desire to preserve America against "alien" influences.
2. Discuss the Scopes trial as a focal point of the deep conflicts over religion and culture in the 1920s.
3. examine the economic and cultural consequences of the new mass-consumption economy. Show how innovations such as credit buying, advertising, and automobile travel weakened the old Protestant ethic with a new emphasis on pleasure and excitement.
4. Consider the radical cultural transformations in moral and sexual values brought about such developments as movies, birth control, Freudian psychology, jazz, and "advanced" literature, especially as they
affected women. Examine the rise of the "consumer culture" and its impact on traditional moral and social values.
5. Explore the ideology and actions of the 1920s Klan. Consider similarities and differences in relation to the Klan of Reconstruction.
6. Discuss the role of prohibition during the 1920s and its close relation to the rise of organized crime.
7. Consider the role of both black and white artists in changing American culture in the 1920s. Consider where writers like Fitzgerald and Hughes were reflecting similar concersn, and where their outlook was different.
*****don't forget to check your online quizzes
********* the test for Chapters 32, 33, 34 on April 14
Resources :
Text Book
Amsco Book
Chapter notes(online)
Hand outs
Homework :
read text chapters, Units 15 & 16 which are related to Progressives
Prepare for the assessment
Assessments :
Test, discussions, online quizzes.
April 2, 2008
Bell Ringer / Class Work:
Answer: (1) What caused American entry into World War I - how did Wilson turn the war into an ideological crusade?
(2) How was Wilson forced to compromise during the peace negotiations, and why did America in the end refuse to ratify the treaty?
****** Quiz on Packet Unit 14, World War I
Chapter 31, The War to End War, 1917 - 1918
Chapter Themes: (1) Entering World War I in response to Germany's unrestricted submarine warfare, Wilson
turned America's participation into a fervent ideological crusade for democracy that successfully stirred the public to a great voluntary war effort, but at some cost to traditional civil liberties.
(2) After America's limited but important contribution to the Allied victory, a triumphant Wilson attempted to construct a peace based on his idealistic Fourteen Points. But European and senatorial opposition, and especially his own political errors, doomed American ratification of the Versailles Treaty and participation in the League of Nations.
Chapter 32 Learning Objectives:
(1) explain what caused America to enter World War I.
(2) describe how Wilsonian idealism turned the war into an ideological crusade that inspired fevor and overwhelmed dissent.
(3) discuss the mobilization of America for war.
(4) explain the consequences of World War I for labor, women, and African-Americans.
(5) describe America's economic and military role in the war.
(6) analyze Wilson's attempt to forge a peace based on his Fourteen Points and explain why developments at home and abroad forced him to compromise.
(7) discuss the opposition of Lodge and others to wilson's League and show how Wilson's refusal to compromise doomed the Treaty of Versailles.
Chapter 31, Topics for discussion:
1. Explain the importance of Wilson's definition of war aims. Show why his sweeping declaration of the Fourteen Points stirred tremendous enthusiasm in both America and Europe, where seemingly meaningless slaughter had dragged on for years.
2. Analyze America's "voluntary" method of organizing for war (as opposed to the governmental coercion of European wartime regimes). Show how the feverish propaganda necessary for this approach caused war opponents to be treated as traitors.
3. Examine Wilson's negotiations at Paris. Point out how his own high idealism forced him onto the defensive, since every practical compromise appeared to be a betrayal, and how he came to focus all his hopes on the League.
4. Explain the defeat of the League and the treaty. Consider the way Lodge effectively exploited Wilson's weaknesses, especially his unwillingness to compromise what he saw as absolute principles.
5. Analyze the treatment of war opponents, especially socialists and German-Americans. Discuss whether stifling them was necessary for the war effort or whether it corrupted the war to "make the world safe for democracy."
6. Analyze the impact of the war on women and African-Americans. Consider the significance of passing the Nineteenth Amendment.
Continue......... CYPs for Chapters 30 - 31
******Chapter 31 online quiz is up - it will go off 04/05
*******Test on Chapters 29, 30, & 31 will be 04/04
Resources :
Text Book
Hand outs
Chapter notes from Schoolnotes web link
Amsco Book
Homework :
Continue to read the chapters
Prepare for the test on Chapters 29, 30, 31
Assessments :
Bell Ringer
Quiz, Unit 14
Discussion
Quiz
March 31, 2008
Bell Ringer:
Hand out - Five(5) multiple choice questions - The Progressives.
Essay - Compare and contrast Woodrow Wilson's New Frontier approach to regulation with Theodore Roosevelt's New Nationalism approach.
** See Lesson Plans for 03/27 ........ finish Chapter 30 Checking Your Progress
Hand out Chapter 31, CYP and Unit 14 readings - World War I, 1914 -1918
Chapter 31 online quiz is up and will close 04/02
****A quiz on the World War I reading Packet, Unit 14 will be given 04/02
Resources :
Text Book
Online chapter outlines
Amsco book
handouts.
Homework :
Read your hand out Unit 14
read chapter 31 and take online quiz
Assessments :
Bell Ringer
CYP
discussion
March 27, 2008
Bell Ringer:
Essay: How was progressivism a response to the development of the new urban and industrial order in America?
Chapter 30, Wilsonian Progressivism at Home and Abroad, 1912 - 1916
Chapter Themes: (1) After winning a three-way election focused on different theories of progressivism, Woodrow Wilson successfully pushed through a sweeping program of domestic, economic, and social reform in his first term.
(2) Wilson's attempt to promote an idealistic progressive foreign policy failed, as dangerous military involvements threatened in both Latin America and the North Atlantic.
Chapter 30, Wilsonian Progressivism at Home and Abroad, 1912 - 1916
Chapter learning objectives:
(1) discuss the key issues of the pivotal 1912 election and the basic principles of Wilsonian progressivism.
(2) describe how Wilson successfully reformed the "triple wall of privilege."
(3) state the basic features of Wilson's foreign policy and explain how they drew him into intervention in Latin America.
(4) describe America's response to World War I and explain the increasingly sharp conflict over America's policies toward Germany.
(5) explain how domestic and foreign controversies played into Wilson's narrow victory over Hughes in 1916.
Discussion topics, Chapter 30
1. Examine Wisons's complex personality and explain how it influenced both his great successes
and his failures in politics.
2. Examine Wilson's idealistic approach to both domestic and foreign policy. Show how he used
his eloquence and moral appeals to arouse the public and achieve his goals at home, and explain why this approach was not successful abroad.
3. Consider how Wilson's attempt to promote American-style democracy in Mexico led him into
military intervention and near-war. The focus might be on the difficulties even well-intentioned policies encountered in face of a revolutionary upheaval such as Mexico was experiencing.
4. Analyze why Wilson found himself headed to the brink of war with Germany over the submarine. Show how America's traditions, geography, and interests tended to create sympathy for the Allies, while the "barbarous" new weapon struck directly at Wilson's moral approach to foreigh policy.
5. Examine the events in Europe before and after the outbreak of World War I, and discuss how both Germany and the Allies tried to influence the United States.
6. Compare and contrast Wilson's and Roosevelt's policies in Latin America. Consider how each policy might have looked from a Latin American standpoint.
7. Examine the role of both British and German propaganda in the United States in the years before American entry into World War I. Consider the extent to which these attempts to shape American public opinion affected both official and popular views of the two sides ( including among different ethnic groups).
8. Consider women's issues in relation to Roosevelt's and Wilson's progressivism, especially prominent figures like Jane Addams and Lillian Wald.
******* Chapter 30 online quiz is up and will close 04/05
********Chapter 30 will be tested together with Chapters 31 & 32
Resources :
Text Book
Hand outs
Amsco - United States History
Homework :
Hand out CYP for Chapter 30
Read Chapter 30
Read Amsco Book chapters on Progressives
Assessments :
Bell Ringer/Class Work
quizzes
class discussion
March 25, 2008
Bell Ringer/Class Work:
Ten Questions from United States History - Preparing for the AP Exam
Quiz Unit 12, Foreign Policy and Unit 13, The Progressivies - 10 questions each quiz
(Unit 12 and Unit 13 were to be read over Spring Break in preparation for the quizzes)
Chapter 29, Progressives and the Republican Roosevelt, 1901 - 1912
Chapter Themes:
(1) The strong progressive movement successfully demanded that the poswers of government be applied to solving the economic and social problems of industrialization. Progressives first gained strength at the city and state level, and then achieved natiaonal influenace in gthe moderately progressive administrations of Theodore Roosefelt
(2) Roosevelt's hand-picked successor, William H. Taft, aligned himself with the Republican Old Guard, causing Roosevelt to break away and lead a progressive third-party crusade.
Chapter Learning Objectives:
(1) discuss the origins and nature of the progressive movement
(2) discribe how the early progressive movement developed its roots at the city and state level.
(3) identify the critical role that women played in progressive reform.
(4) tell how President roosevlet began applying progressive principles to the national economy.
(5) explain why Taft's policies offended progressives, including Roosevelt.
(6) describe how Roosevelt let a progressive revolt against Taft that openly divided the Republican party.
Take up Quizzes
Take up - Check CYP 29
******* Chapter 29 Online Quiz will go off 03/27
****** Online Quiz for Chapter 30 is up and will go off 03/30
Next Major Assessment will be 04/04 and will be Chapters 29, 30, 31
Resources :
Text Book
Handouts
Homework :
Chapter 30, Wilsonian Progressivism at Home and Abroad, 1912 - 1916
Read:
Checking Your Progress
Assessments :
Quizzes, CYP Chapter 29,
Online Quiz for Chapter 29
March 17 - 21, 2008
SPRING BREAK
Unit 13 was given out on 03/14 - Progressivism - to
be read over Spring Break be prepared for a
Quiz
Read Chapter 29, Progressives and the Republican
Roosevelt
over the break
March 10 - 14, 2008
No Bell Ringer.
Nine Weeks Test - Chapters 18 - 26 - Sections B5 - B7
Continue to Review Section B6
Test Will Be 80 Questions, Time Limit Will Be 55 Minutes
Following the Nine Weeks Test we will work on a DBQ , The Role of Capitalism, 1875 - 1900
Following the completion of the Nine Weeks Test, we will continue on Chapters 27 & 28
Resources :
Text Book
Handouts
Study Guide
Homework :
for Section B6 prepare for the
Nine Weeks Test
Assessments :
Nine Weeks Test
Study Guide.
March 06/2008
Bell Ringer: See Bell Ringer for 03/04/2008 Lesson Plans/School Notes
Begin Chapter 28
Handout - Checking Your Progress for Chapter 28, America on the World Stage, 1899 - 1909
(Test or assessments will be done every two(2) chapters and with online quizzes)
Chapter 28 - America on the World Stage
Chapter Theme: In the wake of the Spanish-American War, President Theodore Roosevelt pursued a bold and sometimes controversial new policy of asserting America's influence abroad, particularly in East Asia and Latin America.
Chapter objectives: (1) describe the Filipino rebellion against U.S. rule and the war to suppress it.
(2) explain the U.S. "Open Door" policy in China.
(3) discuss the significance of the "pro-imperialist" Republican victory in 1900 and the rise of Theodore Roosevelt as a strong advocate of American power in international affairs.
(4) describe the aggressive steps Roosevelt took to build a canal in Panama and explain why his "corollary" to the Monroe Doctrine aroused such controversy.
(5) discuss Roosevelt's other diplomatic achievements, particularly in relation to Japan.
Discuss:
(1) how the United States after the Spanish-American War was increasingly acting like a "great power" in world affairs, especially in Asia, and how Roosevelt energetically promoted this involvement despite the traditional belief in American "isolationism."
(2) why the Philippine-American War was the most serious consequence of the Spanish-American War. Consider the distrubing questions it raised about America's new internatioal involvements, especially
imperial control of a distant, hostile people.
(3) Roosevelt's aggressive determination to build the Panama Canal in relation to America's growing international assertiveness, particularly in Latin America. Show how American involvement in the
Panama coup and the Roosevelt Corollary to the Monroe Doctrine aroused sharp Latin American opposition.
(4) role of Asian immigration and the fear of the "yellow peril" in shaping America's relations with East Asia in the early twentieth century.
(5) the Philippine-American War in relation to the debate over imperialism.
(6) Roosevelt's theory and practice of the "big stick" in foreign policy, especially in his relations with Latin America.
******** The online quiz for Chapter 28 will be up by 03/04/2008
Complete the Checking Your Progress for Chapter 28
****Begin preparing for the 3rd Nine Weeks Test that will begin on 03/10
Resources :
Text Book
Handouts
Homework :
Checking Your Progress
Assessments :
Online quiz
Checking Your Progress
Bell Ringer
March 04/2008
Bell Ringer:
Essay Question: Explain the importance of the railroads to the development of the economy of the Northeast,Southeast, and the West in the half century after the Civil War.
*****Take up Take Home Test on Chapter 26 -
*********DBQ - The Farmers' Movement, 1870 - 1900
Why did farmers express discontent during 1870 - 1900, and what impact did their new attitudes and actions have on national politics?
**Show Streaming Video on American Imperialism
Hand out CYP for Chapter 27 and Chapter 28
Chapter 27, The Path of Empire, 1890 - 1899
Chapter Theme:
In the 1890s a number of economic and political forces sparked a spectacular burst of imperialistic
expansionism for the United States that culminated in the Spanish-American War , a war that began over freeing Cuba and ended with the highly controversial acquisition of the Philippines and other territories.
Chapter Objectives: (1) explain why the United States suddenly abandoned its isolationism and turned outward at end of the nineteenth century.
(2) indicate how the Venezuelan and Hawaiian affairs expressed the new American
assertiveness as well as American ambivalence about foreign involvements.
(3) describe how America became involved with Cuba and explain why a reluctant President McKinely was forced to go to war with Spain.
(4) state the unintended consequences of Dewey's victory at Manila Bay.
(5) describe the easy American militgary conquest of Cuba and Puerto Rico.
(6) explain McKinley's decision to keep the Philippines and list the opposing arguments in the debate about imperialism.
(7) analyze the long-term consequences and significance of the Spanish-American War.
Discuss: (1) the differenct views of the causes of imperialism, including the idea of expansion as a way to create new economic markets. Show how these factors affected the Spanish-American War and the
decision to take the Philippines.
(2) the complicated mix of "idealism" and "realism" in the Spanish-American War, and explain why some Americans were deeply concerned about the oppressed Cubans while others were more interested in
the war as an occassion to demonstrate and spread America's new national power abroad.
(3) how the political impact of the war was much gtreater than the impact of the actural chaotic fighting. The ways in which the war raised up new heroes and created a sense of the United States as a great world power.
(4) why the question of whether to hold on to the Philippines was so controversial and why the pro-imperialist forces were able to win by a narrow margin. The discussion might center on both the short-term and long-term consequences of the Philippine acquisition.
(5) Teddy Roosevelt as a central character in the events of the Chaptrer. TR as imperialist advocate, assistant secretary of the navy, Rough Rider, legendary war hero, governor of New York, vice-
president, and then president.
(6) analyze the "yellow press": what "yellow journalism" is, why it had such great appeal and popular impact in the late nineteenth century, how it sensationalized and distorted issues, how important it was (or was not) in really influencing President McKinley and others.
(7) Cuba and America: why, from the pre-Civil War era foward, Americans were concerned with Cuba; how they viewed the Cuban rebels; what issues dominated American debates about Cuban readiness for independence (for example, the Teller and Platt amendments); and what links developed to the subsequent history of American-Cuban relations.
(8) the Philippines: where they are, who the Filipino people were and are, why the islands have been viewed as strategically and commercially important (especially in relation to China). Discuss the nature of the Filipino rebellion against Spain, which became a rebellion against America.
****** Checking Your Progress - Chapter 27 and Chapter 28 - These two chapters will be covered together and tested together, both deal with imperialism.
*******Take up and Check/Grade the Take Home Test for Chapter 26
******* Prepare for the major assessment Test on Chapters 27 & 28 to be taken together
******* Chapter 27 Online Quiz put up 03/02/2008
Check the on line Quiz and cut off date for Chapter 27
Resources :
Text Book
Handouts
Homework :
Prepare for Chapters 27 & 28
Assessments :
Test on Chapter 26
Checking your Progress
Bell Ringer
Discussion
February 29, 2008
Bell Ringer/Classwork: Essay
What social, ethnic, environmentat, and economic factors made the trans-Mississippi West a unique region among the successive American Frontiers?
Finish the discussions for Chapter 26 in preparation for the test - class discussion and CYP
*******I have opened the last four online quizzes for the class( Chapters 23, 24, 25, & 26) for one more day
the class has until 10:30 on March 1st to go back and take any quizzes they have missed. This is the last
time I will do this.
Hand out Chapter 26 Take Home Test to be returned on 03/04
Resources :
Text Book
Reader
Online outlines
handouts
Homework :
Test on Chapter 26
Assessments :
Bellringer/Classwork
discussion
quizzes
February 27, 2008
Bell Ringer/Classwork - Essay
Were the Populists and pro-silver movements of the 1880s and 1890s essential backward looking
protest by a passing rural America, or were they, despite their immediate failure, genuine prophetic voices raising central critical questions about democracy and economic justice in the new corporate industrial America?
Discuss: The DBQ from 02/25/2008 using two examples on the overhead to point to essential elements of a good
DBQ. (See Lesson Plans - 02/25/2008
Begin the discussion of Chapter 26, The Great West and the Agricultural Revolution
Work on the CYP (See Lesson Plans for 02/25/2008)
*****Remind that the Online Quiz for Chapter 26 goes off 02/25/2008
Resources :
Text Book
Hand outs
Homework :
Finish Chapter 26
Assessments :
DBQs, CYPs, discussion
February 25, 2008
Bell Ringer:
DBQ: 2000 AP@United States History Free- Response Questions
How Successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved.
Hand out and begin working on the Checking Your Progress worksheets for the Chapter 26
Discuss Chapter 26, The Great West and the Agricultural Revolution, 1865 - 1896
Chapter Themes: (1) After the Civil War, whites overcame the Plains Indians' fierce resistance and settlled the Great West, bring to a close the long frontier phase of American history.
(2) The farmers who populated the West found themselves the victims of an economic revolution in agricultlure. Trapped in a permanent debtor dependency, in the 1880s they finally turned
to political action to protest their condition. Their efforts culminated in the Populist Party's attempt to create an interracial farmer/ labor coalition in the 1890s, but William Jennings Bryan's defeat in the pivotal election of 1896 signaled the triumph of urbanism and the middle class.
Chapter 26 Learning Objectives: (1) describe the nature of the cultural conflicts and battles that accompanied the white American migration into the Great Plains and the Far West.
(2) explain the development of federal policy towards Native Americans in the late nineteenth century.
(3) analyze the brief flowering and decline of the cattle and mining frontiers.
(4) explain the impact of the closing of the frontier, and the long-term significance of the frontier for American history.
(5) describe the revolutionary changes in farming on the Great Plains.
(6) describe the economic forces that drove farmers into debt, and describe how the Grange, the Farmers' Alliances, and the Populist Party organized to protest their oppression.
Chapter 26, The Great West and the Agricultural Revolution
Discuss:
the dramatic Indian wars in the context of both irresistible white encroachment and the postwarfare history of American Indians.
the successive phases of economic activity in the Great West: mining, cattle raising, agriculture. Show how in each case an early "little person" era was ended by the coming of big business and new technology, and how the entry of corporate and investment capital shaped later western development.
the bitter labor conflicts of the decade, including the Homestead strike and the Pullman strike. Explain why the use of federal troops in the Pullman strike and the use of Pinkerston's antilabor agents in the Homestead strike embittered many workers against both industry and the government's executive and judicial authority.
the 1896 election as a "crucial election" in American history. Show how Mark Hanna and McKinlely effectively organized the forces of the new urban industrialism against Bryan's agrarian-based crusade.
the validity of the frontier thesis first ad vanced by Frederick Jackson Turner in 1893. Consider how his use of the word frontier contrasts with common understanding, in which the term refers almost entirely to the post-Civil War frontier of the Great West.
the life of the typical homesteader on the Great Plains. Consider why such a person might be led to join the Farmers' Alliances.
the rapid rise and fall of the Populists in both the West and the South. Consider the attempt by Populist
like Tom Watson to overcome racial division, and explain the reasons he and other disillusioned reformers turned to a vicious racism.
Hanna's free-spending policies in the 1896 election. Assess what role campaign spending may have had in defeating Bryan, compared to the deeper social and political forces that kept most of the urban working class from supporting the pro-silver cammpaign.
the long-term significance of the Republican victory in 1896. Consider McKinley as a symbol of triumphant urban industrial capitalism and the harbinger of an age of Republican political domination.
**** Chapter 26 Online Quiz is up and will remain up until 10:30 on February 27th
Resources :
Text Book
Checking Your Progress Handouts
Homework :
Read Chapter 26 and work on the CYP for the chapter.
download the Chapter notes - see Schoolnotes for the link
Assessments :
Take Home Test
online Quiz - Chapter 26
February 21, 2008
Bell Ringer: Handout - worksheets on Immigration
go over and check the CYP for Chapter 25
Chapter 25, America Moves to the City, 1865 - 1900
Chapter Theme:
In the late nineteenth century, American society was increasingly dominated by large urban centers. Explosive urban growth was accompanied by often distrubing changes, including the New Immigration, crowded slums, new religious outlooks, and conflicts over culture and values. While many Americans were distrubed by the urban problems, cities also offered opportunities to women and expanded cultural horizons.
Contents:
The rise of the city - The "New Immigrants" - Settlement houses and social workers - Nativists and immigrarion restriction - Churches in the city - Evolution and education - Booker T. Washington and W.E.B. Du Bois - Literary landmarks and intellectual achievements - The "New Woman" and the new morality - Art, music, and entertainment in urban America
* MAKERS OF AMERICA - The Italians
* EXAMINING THE EVIDENCE - Manuscrlipt Census Data, 1900
* MAKERS OF AMERICA - Peoneering Pragmatists
Chapter learning objectives:
(1) describe the new industrial city and its impact on Ameraican society.
(2) describe the "New Immigration" and explain why it aroused opposition from many native-born Americans.
(3) discuss the efforts of social reformers and churches to aid the New Immigrants and alleviate urban problems.
(4) analyze the chanages in American religious life in the late nineteenth century.
(5) explain the changes in American education from elementary to the college level.
(6) describe the literary and cultural life of the period, including the widespread trent towards
"realism."
(7) explain the growing national debates about morality in the late nineteenth century, particularly in relation to the changing roles of women and the family.
Chapter topics for discussion:
1.) the strong connection among the new forces of industrialization, urbanization, and immigration. Show
how each one tended to reinforce the others, creating a significantly new kind of urban environment.
2.) the experience of the New Immigrants and explain why they were often regarded with suspicion or
hostility. The emphasis might be on the factors that made them different from most earlier immigrants -
particularly their "strange" cultures, religions, poverty, and the fact that they crowded into urban slums.
3.) the cultural conflicts over religion and values to the new social and cultural environment of the city.
Show how urban life tended to undermine traditional standards of belief and behavior( for example, about drinking or divorce) while creating new institutions and values, including popular culture.
4.) the complicated effects of urbanization on women's roles and family - new opportunities arose but they imposed new strains on marriage and child-rearing.
5.) the impact of urban life, immigration, Darwinism, and bibical higher criticism(literary scholarship) on religion, including the "immigrant religions" like Roman Catholicism, Eastern Orthodoxy, and Judaism.
6.) the impact and meaning of new "popular amusements" like circus, baseball, vaudeville, and so on.
TEST ON CHAPTER 25, America Moves to the City
Resources :
Text Book
Homework :
Chapter 26
Read
Assessments :
Take test on Chapter 25
February 19, 2008
Bell Ringer: Essay, 1) What early efforts were made to control the new corporate industrial giants, and how effective were these efforts?
2) How did the huge industrial trusts develop in industries such as steel and oil, and
what was their effect on the economy? (DOK 3 & 4)
Discuss the Bell Ringer essays as to construction and content. Take up
Go over and check and discuss the test on Chapter 24
Remind that next time we will discuss the CYP for Chapter 25( 02/21) and take the test on Chapter 25
*****Check your online quizzes - remember only one time to take
Assign : Chapter 26 - The Great West and the Agricultural Revolution, 1865 - 1896
(1) Read
(2) Complete Checking Your Progress for Chapter 26
(3) Complete the online Quiz for Chapter 26
Resources :
Text Book
Handout
Homework :
complete the Checking Your Progress for Chapter 25
Online Quiz for Chapter 26
Assessments :
Homework
Bell Ringer
Test on Chapter 24
February 14, 2008
Bell Ringer: Topics for discussion, Chapter 24
Continue Unit 8 ...........
Chapter 25, America Moves to the City, 1865 - 1900
Chapter Theme:
In the late nineteenth century, American society was increasingly dominated by large urban centers. Explosive urban growth was accompanied by often distrubing changes, including the New Immigration, crowded slums, new religious outlooks,
and conflicts over culture and values. While many Americans were distrubed by the urban problems, cities also offered opportunities to women and expanded cultural horizons.
Contents:
The rise of the city - The "New Immigrants" - Settlement houses and social workers - Nativists and immigrarion restriction - Churches in the city - Evolution and education - Booker T. Washington and W.E.B. Du Bois - Literary landmarks and intellectual achievements - The "New Woman" and the new morality - Art, music, and entertainment in urban America
* MAKERS OF AMERICA - The Italians
* EXAMINING THE EVIDENCE - Manuscript Census Data, 1900
* MAKERS OF AMERICA - Peoneering Pragmatists
Chapter learning objectives:
(1) describe the new industrial city and its impact on Ameraican society.
(2) describe the "New Immigration" and explain why it aroused opposition from many native-born Americans.
(3) discuss the efforts of social reformers and churches to aid the New Immigrants and alleviate urban problems.
(4) analyze the chanages in American religious life in the late nineteenth century.
(5) explain the changes in American education from elementary to the college level.
(6) describe the literary and cultural life of the period, including the widespread trends owards "realism."
(7) explain the growing national debates about morality in the late nineteenth century, particularly in relation to the changing roles of women and the family.
******* Remember your online quizzes - Chapter 24 and Chapter 25
********Remember the major assessment on Chapters 24, and 25
Resources :
Text Book
Handouts
Homework :
to be added in class
Assessments :
Discussions, take home tests,
February 12, 2008
Bell Ringer:
To what extent did government assist in the rise of corporate capitalism following the Civil War?
How successful was the trade union movement in the post-Civil War era? In answers cite the following
organizing workers
achieving economic goals
Show Film: The Transcontiental Railroad
Handout: CYP for Chapter 25, America Moves to the City
******the 10 question test on Unit 10 will be given on
02/14
******Chapter 24 Test will be given on 02/14
Remember the online quiz for Chapter 25, It will close on 02/14 AND you will be able to take it only once so be sure that you read the Chapter before
attempting the quiz
February 08, 2008
Bell Ringer: Topics for discussion, Chapter 24
Continue Unit 8 ...........
Chapter 25, America Moves to the City, 1865 - 1900
Chapter Theme:
In the late nineteenth century, American society was increasingly dominated by large urban centers. Explosive urban growth was accompanied by often distrubing changes, including the New Immigration, crowded slums, new religious outlooks, and conflicts over culture and values. While many Americans were distrubed by the urban problems, cities also offered opportunities to women and expanded cultural horizons.
Contents:
The rise of the city - The "New Immigrants" - Settlement houses and social workers - Nativists and immigrarion restriction - Churches in the city - Evolution and education - Booker T. Washington and W.E.B. Du Bois - Literary landmarks and intellectual achievements - The "New Woman" and the new morality - Art, music, and entertainment in urban America
* MAKERS OF AMERICA - The Italians
* EXAMINING THE EVIDENCE - Manuscrlipt Census Data, 1900
* MAKERS OF AMERICA - Peoneering Pragmatists
Chapter learning objectives:
(1) describe the new industrial city and its impact on Ameraican society.
(2) describe the "New Immigration" and explain why it aroused opposition from many native-born Americans.
(3) discuss the efforts of social reformers and churches to aid the New Immigrants and alleviate urban problems.
(4) analyze the chanages in American religious life in the late nineteenth century.
(5) explain the changes in American education from elementary to the college level.
(6) describe the literary and cultural life of the period, including the widespread trend towards "realism."
(7) explain the growing national debates about morality in the late nineteenth century, particularly in relation to the changing roles of women and the family.
Chapter topics for discussion:
1.) the strong connection among the new forces of industrialization, urbanization, and immigration. Show
how each one tended to reinforce the others, creating a significantly new kind of urban environment.
2.) the experience of the New Immigrants and explain why they were often regarded with suspicion or
hostility. The emphasis might be on the factors that made them different from most earlier immigrants -
particularly their "strange" cultures, religions, poverty, and the fact that they crowded into urban slums.
3.) the cultural conflicts over religion and values to the new social and cultural environment of the city.
Show how urban life tended to undermine traditional standards of belief and behavior( for example, about drinking or divorce) while creating new institutions and values, including popular culture. 4.) the complicated effects of urbanization on women's roles and family - new opportunities arose but they imposed new strains on marriage and child-rearing.
5.) the impact of urban life, immigration, Darwinism, and bibical higher criticism(literary scholarship) on religion, including the "immigrant religions" like Roman Catholicism, Eastern Orthodoxy, and Judaism.
6.) the impact and meaning of new "popular amusements" like circus, baseball, vaudeville, and so on.
******* Remember your online quizzes - Chapter 24 and Chapter 25
********Remember the major assessment on Chapters 23, 24, and 25
Resources :
Text Book
Handouts
Homework :
to be added in class
Assessments :
Discussions, take home tests,
February 06, 2008
Bell Ringer:
There will be no bell ringer today but I will hand out the test on Chapter 23
*********Test on Chapter 23, Political Paralysis in the Gilded Age
******Remember the online Quiz Chapter 24 and Chapter 25, Industry Comes of Age (chapter 25 may be taken only once so be sure to read the chapter before you begin)
Discuss - (See Lesson Plans for 02/04) Chapter 24 Test will be a take home test I will have it ready on 02/08 and you will return it on 02/12
Resources :
Text Books
CYPs Homework :
Read Chapter 24 and prepare for the test Assessments :
Test on Chapter 23 and discussion on Chapter 24
February 04, 2008
Bell Ringer:
Analyze the differences and similarities of the three(3) major Reconstruction Plans: Lincoln's, Johnson's and the radical Republicans
Continuing Unit 8 .....
Continue with Chapter 23..............
Chapter 24 - Industry Comes of Age, 1865 - 1900
Chapter Themes: (1) America accompmlished heavy industrialization in the post-Civil War era. Spurred by the transcontinental rail network, business grew and consolidated into giant corporate trusts, as epitomized by the oil and steel industries.
(2) Industrialization radically transformed the practices of labor and the condition of American working people. But despite frequent industrial strife and the efforts of various reformers
and unions, workers failed to develop effective labor organizations to match the corporate forms of business.
Contents:
The railroad boom - Speculators and financiers - Early efforts at government regulation - Lords of industry -
Industry in the South - The laboring class - The rise of trade unions
EXAMINING THE EVIDENCE - EXAMINING THE EVIDENCE - The Photography of Lewis W. Hine
MAKERS OF AMERAICA - The Knights of Labor
VARYING VIEWPOINTS - Industrialization: Boon or Blight?
Chapter learning objectives: (1) explain how the transcontinental railroad network provided the basis for the great post-Civil War industrial transformation.
(2) identify the abuses in the railroad industry and discuss how these led to the first efforts at industrial regulation by the federal government.
(3) describe how the economy came to be dominated by giant "trust," such as those headed by Carnegie and Rockefeller in the steel and oil industries.
(4) discuss the growing class conflict caused by industrial growth and combination, and the early efforts to alleviate it.
(5) explain why the South was generally excluded from industrial development and fell into a "third world" economic dependency.
(6) analyze the social changes brought by industrialization, particularly the altered position of working men and women.
(7) explain the failure of the Knights of Labor and the modest success of the American Federation of Labor.
Chapter Topics for discussion:
1.) the central role the railroads played in late-nineteenth-century America. How they not only moved goods and people but dominated politics, employed workers, promoted farms and cities, and created the models for American big business.
2.) the dramatic impact of "big business" and the new industrial corporations on the American economy and American life generally. Andrew Carnegie and John D. Rockefeller as examples of how the new corporate industrial organizers became widely celebrated heroes as well.
******Test for Chapter 23 will be 02/06/02008
Resources :
Text Book
Hand outs
Homework :
CYP for Chapter 24
Assessments :
Bell Ringer
Class discussion
Quiz
January 31, 2008
I HAVE DECIDED THAT BEGINNING WITH CHAPTER 25, ALL OF THE ONLINE QUIZZES WILL BE AVAILABLE TO BE TAKEN ONLY ONCE. I BELIEVE THAT BECAUSE STUDENTS HAVE NOT BEEN READING THE ENTIRE CHAPTER ASSIGNED, THAT BEING ABLE TO TAKE THE QUIZZES ONLY ONCE WILL MAKE IT NECESSARY FOR THE STUDENTS TO READ BEFORE BEGINNING TO TAKE THE QUIZ. I HAVE BEEN DISAPPOINTED IN THE PREPARATION THAT MANY OF MY AP U.S. HISTORY STUDENTS HAVE BEEN DOING. THERE ARE SOME THAT SERIOUSLY PREPARE BUT MANY HAVE YET TO REALIZE THAT TO DO WELL THAT THE MATERIAL MUST BE COVERED AND THAT MEANS READING THE CHAPTERS.
THE TEST FOR EACH CHAPTER WILL COME FROM THE BOOK AND THE QUESTIONS ARE SUCH THAT A KNOWLEDGE OF THE MATERIAL IS NEEDED AND CAN BE OBTAINED BY READING THE CHAPTERS.
January 31, 2008
Bell Ringer:
In one concise sentence identify AND indicate the historical significance of the following
a. Popular Sovereignty
b. Pinckney Treaty
c. Seneca Falls Convention (DOK 3)
***Check the DBQ assigned last class (01/29) Students will exchange their essays and critique them - discuss failures and plusses - take them up
Begin discussion of Chapter 23 (See Lesson Plans 01/29)
Begin to go over CYP for Chapter 23
Assign for next class (02/04) completion of Chapter 23 , to read and to complete the CYP
*******Remind students to check the online quizzes.
********* Beginning with Chapter 25, the online quizzes will be allowed to be taken only ONCE-
Resources :
Text Book
Handouts
Homework :
Read Chapter 23
Complete CYP for the Chapter
Assessments :
Bell Ringer
DBQ discussion
discussion of Chapter 23
January 29, 2008
*****The Test for Chapter 22 which was scheduled for the 25th will be today, 01/29
Bell Ringer: DBQ along worksheet and question #6 13th Edition of the Text Book
Go over the worksheet and then assign the class to follow the guide and write an opening paragraph to include the thesis statement and at least three(3) supporting statements. Also they are to use the worksheet guide to then review the documents and write a definite sentence for more than half of the documents.
Exchange the work and let students critique each other, then discuss
Begin Unit 7 - Forging an Industrial Society - Begin: 01/29/2008- End: 02/27/2008
Unit 7 will consist of:
Chapter 23 - Political Paralysis in the Gilded Age, 1869 - 1896
Chapter 24 - Industry Comes of Age, 1865 - 1900
Chapter 25 - America Moves to the City, 1865 - 1900
Chapter 26 - The Great West and the Agricultural Revolution, 1865 - 1896
Chapter 27 - The Path of Empire, 1890 - 1899
Readings:
Bailey and Kennedy
The American Spirit
Handouts
Chapter 23 - Political Paralysis in the Gilded Age, 1869 - 1896
Chapter Themes: (1) Even as post-Civil War America expanded and industrialized, political life in the Gilded Age was marked by ineptitude, stalemate, and corruption. Despite their similarity at the national
level, the two parties competed fiercely for offices and spoils, wild doling out "pork-barrel" benefits to veterans and other special interest groups.
(2) The serious issues of monetary and agrarian reform, labor, race, and economic fairness were largely swept under the rug by the political system, until revolting farmers and a major economic depression beginning in 1893 created a growing sense of crisis and a demand for radical change.
Contents:
Ulysses S. Grant, soldier-president - Corruption and reform in the post-Civil War era - The Depression of
the 1870s - Political parties and partisans - The Compromise of 1877 and the end of Reconstruction - Class conflict and ethnic clashes - Civil-service reform - Grover Cleveland and the tariff - President Harrison and the "Billion Dollar Congress" - Populists - Cleveland Regains the White House
VARYING VIEWPOINTS The Populists: Radicals or Reactionaries?
Chapter learning objectives: (1) describe the political corruption of the Grant administration and the various efforts to clean up politics in the Gilded Age.
(2) describe the economic slump of the 1870s and the growing conflicts between
"hard-money" and "soft-money" advocates.
(3) explain the intense political activity of the Gilded Age, despite the low quality of political leadership and the agreement of the two parties on most issues.
(4) indicate how the disputed Hayes-Tilden election of 1876 led to the Compromise of 1877 and the end of Reconstruction.
(5) describe how the end of Reconstruction led to the loss of black rights and the imposition of the Jim Crow system of segregation in the South.
(6) explain the growth of class and ethnic conflict during the 1870s and after.
(7) describe the sharp personal and partisan clashes between Grover Cleveland and his Republican opponents.
(8) show how the rise of the Populists and the depression of the 1890s stirred growing social protests and class conflict.
*****online quizzes for Chapter 23 is up and Chapter 24 will be up by 01/27 & 01/31 make sure that you are aware of the shut off date for the quizzes and have done them.
**** We will test on part of Unit 7, the first test will be Chapters 23 & 24- the date for this major assessment I will give you later.
Resources :
Text Book
Handouts
Homework :
DBQ, Abraham Lincoln and the Struggle for Union and Emancipation, 1861 - 1865
You will also have CYP for Chapter 23
Assessments :
test for Chapter 22 01/2
January 25, 2008
Bell Ringer: putting events in chronological order and decaces - see Hierl packet
Check the homework: Checking Your Progress- Chapter 22
Finish discussion of the Chapter, The Ordeal of Reconstruction, 1865 - 1877
This will finish Unit 6, Civil War and Reconstruction
See previous lesson plan for the final discussions for this chapter
After using the first half of the block to finish the discussion of Chapter 22, we will take a test on the Chapter
Resources :
Text Book
Handouts
Homework :
Prepare for the Assessment,
Assessments :
Bell ringer
Discussions
Test
*******Remember to check your online quizzes to make sure that you are up to date. ********
***Remember your journal entries
***Remember your note cards and download the chapter notes.
January 23, 2008
Bell Ringer:
Place in order - in the blank to the left of the items, place a number from 1 to 10 (1 = earliest, 10=most recent) placing in the correct chronological order. Then, in the blank to the right of the items, write the decade in which the event occurred.
___ Invention of the Cotton Gin ________
___ Marbury v. Madison ________
___ Monroe Doctrine ________
___ Mcculloch v. Maryland ________
___ Corrupt Bargain ________
___ Mi | |
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