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AP US History Assignments

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Past Assignments

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Work on Final Projects - due during Finals Week.

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Here is an extra credit opportunity - the Social Norms experiment that we didn't have time for during first semester - due Tuesday 5/30.

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For those that were absent either Thursday or Friday - we watched the first 50 minutes of Ava DuVernay's 13th and answered some of the questions on the attached handout. We will continue viewing the film in class on Monday.

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For those interested that missed class either Monday or Tuesday we are up to point 1:24:04 in Forrest Gump right before he meets with Nixon. We will watch more on Thursday in class. It is on Netflix streaming if you have an account.

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Here is the link (yet again!) to the on-line Textbook and practice question resources: 
You will need to register the first time and then just bookmark the website. You will need to enter the following Access Code when you register for the first time (I recommend just cutting and pasting it)
746X-34QV-NUJV-CD9Q-CGBX
 
 

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Study for the APUSH Exam.

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Study for the cumulative Final Exam covering all 9 units. 55 questions.

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Here is the link to the College Board AP US History Exam sight that has sample exam questions and suggestions: https://apstudent.collegeboard.org/apcourse/ap-united-states-history/exam-practice

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Prepare for your APUSH Exam Review Theme Group Presentation. Reminder you need to have copies of your timeline for each class member - I will make copies for you if you get me a hard copy the day before your presentation (otherwise you will have to make your own copies). I attached a presentation rubric to understand how you will be assessed. 
p. 3 - 33 copies
p. 4 - 32 copies
p. 5 - 26 copies 

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Review for the Unit 9 Exam (that also includes the Carter years) on Ch. 31-32. The exam will include 20 Multiple Choice question and a choice of 2 LEQ prompts. The LEQ prompts may require a connection or comparison of an era before the date range of the unit.
and you can follow the links to the other episodes.

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*** I decided to move the mini-debates to WEDNESDAY****
Prepare for a Reagan & Clinton mini-debate. Research your assigned president on website procon.org, your textbook, and any additional outside sources, students will conduct a debate on whether or not Ronald Reagan and Bill Clinton  should be considered a good or bad president. Each debating student should have a minimum of 3 pieces of evidence and everyone is expected to participate in the “hot seat” debate. At the end the “jury” will decide which side was more persuasive.

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Prepare for a Quiz on Ch. 31.

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Over Break:
1. Study for the APUSH Exam on May 5th. Here is a link to my Review page: http://cchs.ccusd.org/apps/pages/index.jsp?uREC_ID=73695&type=u&pREC_ID=711130
2. Read Ch. 31 (download the attached study guide)
3. Write the Feminism DBQ- must be in pen, try to stick to the recommended 55 minute time frame (the maximum will be 4 page sides - unless you are able to write more in the time allotted) - due Monday 4/10 when we return from break. Please email me if you need a copy of the DBQ. 

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Study for the Unit 8 Exam 1945-1974 (Ch. 27-30).

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Prepare for the 1960s and 1970s "Speed Dating" Activity for Tuesday. Research you assigned character and bring in your completed info chart (attached it you prefer to type it) and a Name tag that includes: Leader Name (and your's on the back), image, and famous quote.

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1. Download the Vietnam DBQ. Download the DBQ and spend 15 minutes analyzing and organizing the documents (including preparing for CAPP analysis) 
2. Review your Cold War DBQ and identify where you lost points on the rubric.
3. (Optional) In a timed setting (try to stick to the 40-45 minute parameters) write the DBQ (in pen maximum 4 sides of a page) - make sure to address all elements for the 7 point DBQ rubric. Make sure you have clearly read chapters 29 and 30 before writing the essay. Once you finish the DBQ download the attached rubric and circle or highlight the points on the rubric that you didn't get on the Cold War DBQ. Then highlight or star on the margin where you attempted to successfully address those same points for the Vietnam DBQ. For example: If you scored a 4 on the Cold War DBQ and didn't get points for Contextualization, Outside Information, and Synthesis - circle each of those on the rubric and I will focus my assessment on those points to mark improvement. The score that you receive will be averaged with the previous DBQ on the points that you missed so if you effectively accomplish the three elements that you had missed on the "4" essay you could earn 5.5. 

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Download and read the document on the Nixon Watergate scandal to hep provide additional understanding of the event beyond the scope of your textbook.

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Here is the 1950s and 1960s Film Extra Credit. No late work accepted.
***If you want the credit to be included for the quarter report card it needs to be turned in by Monday***

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1. Download and read the speech from Malcolm X and download and read the MLK's "Letter From A Birmingham Jail" (in case you did not read it in your English Class). We will discuss the following in class tomorrow (Tuesday). Compare and contrast the two speeches in terms of tone, goals, ideology, and audience. Then determine if you were alive in the 1960s which of the two leaders would you be more likely to follow and why?
 
Here is a link to the documentary from the CNN The Sixties on the Civil Rights Movement called "A Long March to Freedom" that we will watch clips from in class. It is available for streaming on Netflix and here is a free link to the entire episode: https://vimeo.com/113176619

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Read Ch. 30 on the 1960s-1970s Protest Groups and late 1960s and 1970s. Material will be included on the Unit Exam on 3/23

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Read and take notes and prepare for a quiz on Ch. 29 on the 1960s.

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1. Download the Great Society Documents, Great Society Programs, and Great Society Graphic Organizer.
2. Read the documents and the Programs to complete the activity on the graphic organizer (typed or handwritten).
Here is a link to an article connecting LBJ's "Great Society" to the goals of the Trump administration: http://www.politico.com/magazine/story/2016/11/new-congress-trump-lbj-214480
 
Due Wednesday.

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We will have an in-class Unit 8 DBQ (post World War II topics) on Friday 3/3

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Here is the Practice DBQ that we will use for Centaur +

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Download and read the 2016 article "Operation Wetback Revisited" - write a paragraph reflection for Tuesday that addresses the following:
What was "Operation Wetback"? Why did the federal government implement such a program? What effects did "Operation Wetback" have? How does Trump's proposed deportation policies compare with "Operation Wetback"? What is the P.O.V. of the article?

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Read and take notes on Ch. 28 on the 1950s. We will have a quiz Monday 2/27

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1. Research your assigned Woman from the 1950s: Marilyn Monroe, Lucile Ball, Elizabeth Taylor, Rosa Parks, Althea Gibson, Bette Davis, Doris Day, or Grace Kelly (If you were absent choose one) and determine to what extent did they represent that traditional woman of the 1950s and to what extent did they challenge that ideal. (paragraph)
2. Look at the 1950s ads from the Happy Housewife ppt. and then read the documents: Is the image of the happy 1950s housewife accurate? answer in a paragraph using evidence from the docs, images, or chapter.
 

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Download and complete the following assignment by Friday. If you are absent please turn in the assignment the day you return. Doc & PDF file are the same.

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Here is a link to the class activity for Thursday on Herblock McCarthyism cartoons: 
In class activity for Thursday: Examine the cartoons and choose one or two for CAPP analysis practice on the following prompt: What were the political, economic, and social effects of the Cold War on American society from 1945 to 1960?
 

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Read Ch. 27 on Post-War America and the beginning of the Cold War - we will have a quiz on Tuesday.

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Register and pay for your AP Exams by March 10th. If you are considering NOT taking the exam, please make sure to discuss your decision with Mr. Owens before the deadline.
 

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  1. Watch ABC’s The Century: “Civilians at War” and use information from the documentary both to understand the era but also to prepare for a mini-debate/forum on the morality of war focusing on supporting or refuting the following topics: https://www.youtube.com/watch?v=BMWYblZ8gwQ
  • The ends justify the means: you can do anything necessary to win a war.
  • The bombing of civilians including the London “Blitz”, the bombing of Dresden, the firebombing of Tokyo, and the Atomic bomb attacks on Hiroshima, and Nagasaki should be considered war crimes.
  1. Prepare for the USA vs. USSR “Blame Game” mini-debate as to who was more to blame for causing the Cold War – the United States or the Soviet Union? Use evidence from Ch. 27 of the text and the handout from Thursday – you will be assigned a side. - Dress the part!

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Study for the Unit 7 Exam focused on 1898-1945. The exam will have 20 MC questions and a choice of 2 LEQ topics from the Unit.

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Read Ch. 25 & 26 on Foreign Policy 1920s-1930s and World War II in preparation for the Unit 7 Exam.

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Complete the thesis statement and write a paragraph reflection on the Japanese Internment documents - the reflection question is on the last page. You may write on the back of the page, on lined paper or type the reflection.

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Analyze the Documents on Japanese Internment for Wed 2/1 - answer the questions that follow each of the 7 documents - you can save the reflection questions for discussion in class on Wednesday.

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Review for a quiz on Ch. 24 New Deal on Monday. The quiz will be exclusively multiple choice.

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Prepare for an in-class DBQ - you will analyze the documents and pre-write beforehand and have 40 minutes in class to write your essay.

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For Wednesday choose the 2 most significant examples for each the 3 R's of the New Deal (Relief, Recovery, and Reform) and address each of the following:
1. Program or Law, Acronym, and year created?
2. What problem of the depression did it attempt to solve?
3. Description of the law or program and how effective its effects were. 

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Read Ch. 24 on the New Deal.

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Will will have a quiz on Ch. 23 The Great Depression Monday.

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Complete the Causes of the Dust Bowl Activity from class (copy is attached) due Friday. 

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Read and take notes on Ch. 23 on the Great Depression. Due Wednesday: Causes of the Great Depression - explain how each of the potential causes listed on the handout played a significant role in causing the Great Depression - choose the 3 causes that you think were the most important and write a detailed thesis statement (elaborate on each subcategory) answering the question: What were the primary caused of the economic crisis known as the Great Depression?

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Read Ch. 22 on the 1920s - Quiz Friday. 

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Here are links to The Century: America's Time decade videos
 

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Choose a significant figure from 1920s America - research their life and significance and follow instructions on the handout - completed poem is due Wednesday.

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Read Ch. 21 on World War we will have a quiz on Monday.

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1. Download and complete the AP Semester Reflection - turn it in this week ASAP (can be typed or handwritten).
2. Rank the causes of US Entry into WWI based on importance between 1 and 9 (1 being the highest) and provide evidence for your top three and bottom three. Identify which causes had the biggest impact on public opinion. The document packet will provide an array of perspectives.

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Study for the 1st Semester Final Exam covering Chapters 1-20 (1491-1914)
Period 5: Wed. Dec 14th 10:35am
Period 3: Fri. Dec. 16th 8:05am
Period 4: Fri. Dec. 16th 10:35am

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1912 Electorate Write-ups due.
Read Ch. 20 p. 579-581
Ch. 21 p. 584-589

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Read p. 577-579

What caused divisions in the Progressive movement including democratic reforms, immigration, and civil rights and segregation?

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Read p. 570-577

What were the common and conflicting goals and accomplishments of preservationists and conservationists in the Progressive Era?

What were the goals of the Progressives on the national, state, and local level?

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Read p. 560-570.

What were the goals of the Progressives on the national, state, and local level?

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1. Unit 6 DBQ due on the effects of industrialization. DBQ should be handwritten in pen and you should try to stay close to the time limit for writing (40-45 minutes). Reminder guidelines require you to use 6 out of the 7 documents (I would recommend all 7) and provide clear C.A.P.P. analysis for a minimum of 4 of the documents (again I would recommend more). For this essay in you left margin label what type of CAPP analysis you are attempting (C, A, P, or POV) for each of the 4+ documents that you are analyzing.
 
Read. Ch. 20 p. 552-560

How did artists, critics, socialists, and advocates for the Social Gospel Movement challenge the norms of Gilded Age society and call for reform?

How did women fight for reform and push for equality in the late 1800s and early 1900s?

What impact did the settlement house movement led by Jane Addams have on American society?

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Study for the Unit 6 Exam on Ch. 16-19 (1865-1900)
This exam will combine Multiple-Choice and SAQs.
 
***Here is a link to the rest of the McKinley Assassination Video we began in class*** https://www.youtube.com/watch?v=o6vMcfF4VL8

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Read Ch. 19 p. 538-548.
What were the effects of imperialism including the rise of an Anti-imperialist movement?
What were the arguments for and against imperialism?
What were the causes and effects of the Spanish-American War, American increased involvement in Asia, and war in the Philippines?

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Read Ch. 19 p. 531-538
What were the causes of American Imperialism?

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1. We will have a brief quiz on Ch. 18 on Monday which will include writing the conclusion for your DBQ that must include 1. Restated clear thesis 2. Synthesis 3-4 sentences.
Read Ch. 19 p. 520-531
 

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You must complete the DBQ body paragraph completing the Robber Barons or Captains of Industry assignment due Monday. Using the document packet - write a DBQ body paragraph on whether the industrialists of the Gilded Age should be considered Robber Barons or Captains of Industry. The paragraph requirements include: Topic Sentence that clearly takes a stand, a minimum of 3 Documents used with proper citation and formatting, a minimum of 2 of those documents require C.A.P.P. analysis. The assignment may be handwritten in pen or typed (double-space).
 

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Read Ch 18 p. 502-518 Ch 19 p. 515-520.

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Jury Members from the Robber Barons vs. Captains of Industry debate must complete their typed Jury write-up by Monday. "jury members will have to write why they voted the way they did for each debate (1 page minimum)." If you were absent on the day of the debate you will have to base your assessment on the three individuals based on the historical evidence (textbook, document packet, on-line resources) - this will require more depth.

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1. Prepare for a quiz on Ch. 17 on Friday. Format: 1 SAQ
2. You will write one body paragraph for the DBQ will the following requirements
 - a clear topic sentence that presents your argument (1 point)
 - a minimum of 2 documents with HAPP analysis (using either Context, Audience, Purpose or POV) with proper parenthetical citation (6 points)
 - a minimum of 1 explained specific piece of outside evidence (3 points)
* If you are successful on the body paragraph the DBQ paragraph for the Robber Barons assignment will be optional.

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Prepare for the Robber Barons vs. Captains of Industry Debate on Thursday. 
Watch the video on the Homestead Strike at one of Carnegie's steel factories as an illustrative example to understand the battle between labor and management.
The write-ups will be due next week - I will explain in class.

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1. Read the first section of Ch. 17. 
2. Thursday we will have a brief 5 question MC quiz on Ch. 16 and then you will have 10 minutes to write the Intro Paragraph to the DBQ activity from last Wednesday - I attached the graphic organizer - you may bring it with you but not have pre-written out sentences or paragraphs. You will be assessed on the Contextualization and Thesis points.

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Read p. 447-453
How did government actions and policy affect American Indian tribes and tribal sovereignty?
What were American Indian responses to reservation policy and attempts at assimilation?

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Read Ch. 16 p. 431-438
What were the causes and effects of increased immigration from Asia, most notably China?
What effects did the building of the transcontinental railroad have on the West and the nation?

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Read Ch. 16 p. 439-447, 453-456.
What were the causes of western migration during this era?
What problems faced western farmers in the era?

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Study for the Unit 5 Exam - Ch. 13-15.
The exam will have 20 multiple choice questions and 1 LEQ (choice of 2 topics)

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Read p. 418-428.
How did segregation, violence, Supreme Court decisions, and local political decisions strip away African American rights?
What was the “New South” and to what extent did the South “modernize” after the Civil War?
What impact did the Plessy v. Ferguson ruling have the rights of African Americans?
What were the causes and effects of the rise of segregation in the South?

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Read p. 412-418
Why did the Radical Republicans ultimately fail to sustain change and support for former slaves?
How did southern society and economy represent continuity and to what extent did it change before and after the Civil War?

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Read p. 407-412
How did southern society and economy represent continuity and to what extent did it change before and after the Civil War?
What was the system of sharecropping and impact did it ultimately have on the South?

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1. Complete the Reconstruction: You Make the Call handout - it will be collected on Monday.
2. Read Ch. 15 p. 400-407
What were the accomplishments and impact of Republican policies (both moderate and Radical Republicans) during the Reconstruction period?

What were the key provisions of the 13th, 14th, and 15th Amendments and what impact did they have of American society?

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**For Thursday choose at least one key effect of the Civil War for each category: Political, Economic, Social - be prepared to discuss in class on Thursday.
Read p. 389-397
What do Lincoln’s speeches, including the Gettysburg Address, reveal about his goals for the Civil War and his vision of American identity?
To what extent could the effects of the Civil War be seen as revolutionary?

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Read p. 380-388.
What factors contributed to the Union victory over the Confederacy in the Civil War?

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Read p. 372-380.
What were the effects of the Emancipation Proclamation and how did it contribute to the Union victory in the Civil War?
What economic effects did the Civil War have on the North and the South?

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1. We will have a Quiz on Ch. 13 Monday.
2. Read Ch. 14 (study guide attached): p. 365-372
Why did Abraham Lincoln’s victory in the Election of 1860 spark southern secession?
How did the Union and the Confederacy mobilize for the Civil War?
What were the goals of both the Union and the Confederacy when the war began?

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Here is the presidential debate extra credit opportunity. It must be typed.
Here is the link to the presidential matching survey mentioned on the assignment.

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Read p. 357-361
What was the free-soil movement and what were its goals including “free labor”?
Why did the election of Abraham Lincoln in 1860 spark southern secession?

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1. Complete the Road to Secession event chart based on the event assigned in class and prepare to discuss them Thursday and present either Thursday or Friday.
Read p. 353-356.
Why were the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott Decision so controversial, and how did each contribute to the coming Civil War?
What caused to downfall of the Second Two-Party System and the emergence of the Republican Party?

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Read p. 351-352
How did the results of the Mexican War impact minorities including Latinos and American Indians in the West and lead to renewed tensions over slavery?
What caused significant numbers of people to migrate west during this era?

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Read Ch. 13 p. 346-350
What were the causes and effects of the Mexican War?
How did the results of the Mexican War impact minorities including Latinos and American Indians in the West and lead to renewed tensions over slavery?

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Here is the link to the on-line Textbook and practice question resources: 
You will need to register the first time and then just bookmark the website. You will need to enter the following Access Code when you register for the first time (I recommend just cutting and pasting it)
746X-34QV-NUJV-CD9Q-CGBX
 
 

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Read Ch. 13 p. 340-346
What caused significant numbers of people to migrate west during this era?
What was Manifest Destiny, and how did it reflect “American exceptionalism” and effect politics and expansionism?

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Based on your assigned number in class, prepare for a mini-debate. 
 
1. Should we reassess the legacy of the nation's "Founding Fathers" based on their racist views and/or the fact that they owned slaves?
 
2. Agree or disagree: If Hillary Clinton wins the presidential election in November it will be a sign that women have achieved the goal of equality established at the 1848 Seneca Falls Convention. (download and read the attached "Declaration of Sentiments" from the Seneca Falls Convention on women's rights).

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We will have a Quiz on Ch. 9-10 on Monday.

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Read Ch. 11 p. 294-302

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Read and take notes on Ch. 10 p. 255-262, 270-287.
* What impact did working in factories have on the lives of Americans and the American economy?
* How did the growth of manufacturing both foster the growth of wealthy business elites and a middle class, but also lead to a widening maldistribution of wealth and a growing population of laboring poor?
* What impact did working in factories have on gender and family roles including notions of domestic ideals and separate spheres for men and women?

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Read and take notes on Ch. 10 p. 263-270 & p. 288-290.
* What were the causes and effects of the rise of the Market Revolution including the role of entrepreneurs?
* What new technological innovations increased both factory and agricultural production and efficiency?

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Read and take notes on Ch. 9 pages 242-251
* What were the causes of the rise of the 2nd Two-Party System and what were the key positions held by the Democrats led by Andrew Jackson and the Whigs led by Henry Clay?
* How did regional interests (sectionalism) often trump national political concerns especially on economic policy and slavery?

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Download the Ch. 9-10 Study Guide
Read Ch. 9 p. 230-242.
*How did the US government attempt to influence and control North America and the Western Hemisphere, including examples of exploration, military efforts, American Indian removal, and diplomacy?
* How did western expansion impact American Indians and what were the significant conflicts and government efforts to control and relocate tribes?

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We will have a quiz on Ch. 7-8. 
Also attached is a helpful resource with a summary of the key Marshall Court decisions to use as a study reference. Cases with an * are of particular significance.
Read and take notes on p. 222-227 on sectionalism & devision.
 

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Read and take notes on Ch. 8 p. 215-222 Rising nationalism during the Era of Good Feelings.

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Read and take notes on p. 202-211 Expansion and the War of 1812.

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Read and take notes on Ch. 7 Jefferson the President & foreign policy p. 193-201.

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1. Read and take notes on Ch. 7 (see attached study guide) This Next unit (Unit 4 1800-1848) we will cover parts of 6 chapters over the course of 3 weeks - focus your note taking on the Study Guide and the pages provided but you should still READ THE ENTRE CHAPTER to gain the proper context. We will only be covering certain elements from each chapter in class. For Monday I recommend reading the  section on Cultural Nationalism & economic development p. 181-192.
2. ELECTORATE ONLY: Your write-up is due Monday hand-written or typed (preferred) 1 to 2 pages (double-spaced Times New Roman or similar font - 12pt normal margins) describing your observations from the debate, why you voted the way you did, and if you were alive in 1800 based on the ideology do you think you would have been a Federalist or a Democratic-Republican? Why?

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Study for the Unit 3 Exam 1754-1800 (Ch. 4-6). This exam will consist of 20 Multiple Choice Questions (20 minutes) and 1 LEQ (35 minutes).

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Prepare for the Federalists vs. Democratic-Republicans 1800 Election Debate

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Download and read the Bill of Rights and answer the following questions:
1. In your own words, what specific rights are protected by the 1st Amendment?
2. Should freedom of speech have limitations?
3. What does the 2nd Amendment actually protect? Why has this ultimately been controversial?
4. What specific Revolutionary Era fears are reflected in the Bill of Rights?
5. Why do you think the 9th and 10th Amendments were included?
6. Which of the first 10 Amendments do you think is the most important? Why?

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Read and take notes on Ch. 6 p. 159-166.
Here is the link to the Shays' Rebellion documentary that we watched clips from in class. This is helpful in understanding the problems and division facing America after the War for Independence and how the event contributed to a call for a stronger central government.

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Read and take notes on p. 150-156.

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Read & take notes on p. 143-149 of Ch. 5

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Read & take notes on Ch. 5 p. 133-143

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Town Hall Meeting Write-up due. Neutral Characters only: 1 to 2 pages typed (double-spaced) or handwritten in pen. Focus on the strengths of the debate and why you ultimately voted the way you did. Also include at the end, based solely on the history, would you have been more likely to join the Patriots' cause or remain a Loyalist? Explain.

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We will have a quiz on Ch. 4 (not 5) on Monday.

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Read & take notes on Ch. 5 p. 128-133

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Prepare for the Patriots vs. Loyalists Town Meeting Debate based on roles and instruction distributed in class on Tuesday. Some of the primary sources attached should be helpful in developing arguments.

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Friday 9/9 is the LAST DAY TO DROP AP COURSES.

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Download and read Two Views of the Boston Massacre. Be prepared to discuss the following in class Thursday:
1. What details do the 2 versions have in common?
2. What are the most significant contrasts between the 2 accounts?
3. Which account do you find more believable? Why?
4. Which account is more consistent with the typical depiction of the event in American History?

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Complete your LEQ over the weekend - due Tuesday at the beginning of class.

Prompt: What caused the British colonies in New England and the Chesapeake regions to evolve into two distinct societies during the colonial era between 1607 and 1700?

It must be in pen, and you will need to attach the rubric/prewriting sheet to the front of the essay when you turn it in. Remember in class you will normally have only 35 minutes to prep and write your essay so try not to take too much longer than that. Attached is the prompt, rubric, and writing guide distributed in class on Thursday.

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Study for the Unit 2 Exam 1607-1754 (Ch. 2-3). The exam will be 37 Multiple Choice question & 1 3-Part SAQ - you will have 50 minutes.

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Read p. 89-96 & the info packet on the influence and ideas of the Puritans, Great Awakening and Enlightenment.
 
The Colony Chart/"Anglicization" T-Chart is due Thursday

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Read Ch. 3 p. 71-74, 77-85

Essential Questions: What caused the rise of slavery in the colonies?

Was racism the cause of African chattel slavery or was slavery the cause of racism?

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1. Complete the Colony Chart based on the colony you were assigned in class Friday - chapter 2 and the PPTs should be helpful.  Also DOWNLOAD THE CH. 3 STUDY GUIDE and as you begin reading Ch. 3 look for evidence to add to the T-Chart on the bottom of the page - this doesn't have to be completed until the end of the week. The colony chart will be discussed in class on Tuesday.
 
2. If you did not complete the Metacom's (King Philip's) War questions in class they will be collected on Tuesday. The documents and questions are attached (if absent) and here is a link to the video. We began at the 58:20 mark and watched the last 13 minutes in class. https://www.youtube.com/watch?v=DYAdf-oGc8c

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We will have a quiz on Chapter 2 on Tuesday - 3 MC questions and 1 3-part SAQ.

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Download, read, and print out sign and return the Syllabus slip at the bottom of the 2nd page.

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Read and take notes on Ch. 2 there will be a short quiz (Multiple Choice & SAQ) on Ch. 2 on Tuesday.

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Read and take notes on Ch. 2 p. 41-49 on the New England colonies.

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Assignment

Read and take notes on Ch. 2 p. 35-41 on the Chesapeake colonies. The study guides are to be used as guidelines for taking notes and for the focus of studying for assessments and the AP Exam. You will not be asked to turn them in. I also attached a pdf of Ch. 2 for those of you that do not yet have a textbook.

Due:

Assignment

Study for the Summer/Unit 1 Exam on Tuesday. The exam will cover material covered in the Summer Assignment and in Chapter 1 of your textbook. The exam will have 3 sections: a 40 question multiple choice section, a map/geography multiple choice section, and key term written response.