AP US History Assignments
- Instructor
- Mr. Andy Owens
- Terms
- Fall 2018
- Spring
- Department
- Social Studies
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Assignment
Complete your Problem/Solution Student Activism Final Projects. Aim to have your projects ready to share with me by Monday June 10th even if you aren't presenting until the end of the week. You must have one hard copy of your Annotated Bibliography/Works Cited on the day your present. Presentation will take place:
Period 1: Tuesday 6/11 and Wednesday 6/12
Period 2: Monday 6/10, Tuesday 6/11, and Wednesday 6/12
Period 5: Tuesday 6/11 and Friday 6/14
You MUST BE PRESENT DURING YOUR GROUPS PRESENTATION. Here are some presentation Do's and Don'ts:
PRESENTATION DO’S & DON’TS
DO’S
Make sure you are prepared and you followed directions to include element of the assignment.
Make sure you stick to the time limit.
Make sure that your slides include bullet points and mostly images
Make sure that you rehearse your for presentation for timing and clarity
Proofread and edit your slides to avoid typos, misspellings, and other errors.
Speak clearly, loudly, and make eye contract with students in the class and try to sound like you are interested in the topic.
DON'TS
Don not include paragraphs of text or small fonts (20 pt. font is a good minimum) that are difficult to read on your slides.
Do not just read information from the slides off the screen with your back turned to the class.
Do not mispronounce key words, people, events – if you aren’t clear ask ahead of time.
Do not include significant typos or slide formatting errors.
Do not wear a hood while presenting, mumble, or speak so quietly that your classmates can’t hear you.
Do not be absent on the day of your presentation!
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Here is the link to "isidewith" - complete the "2020 Presidential quiz" and see who you match up and don't match up with: https://www.isidewith.com
Also for 1st and 5th briefly research your selected 2020 candidate at be prepared to share on Monday.
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For Monday and Tuesday you will be watching CNN The 2000s "Mission Accomplished" and "Quagmire" on 9/11 and the War on Terrorism and the other challenges and issues facing the George W. Bush administration. Here is the attached question set "9/11 and War on Terrorism" to answer and discuss in class (Mr. Small should pass out hard copies). Please answer in complete sentences on the sheet and turn in to Mr. Small on Tuesday at the end of class or Wednesday if not completed. Also attached are documents to read on why certain key Senators supported or opposed the Iraq War Resolution (Including Democrats Hillary Clinton and Robert Byrd, and Republican Rick Santorum)- this is interesting and recommended to at least read but you don't have to turn anything in.
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Friday you will work on your Final Projects or if you feel like you have made enough progress you have the options of watching CNN The 2000s "The iDedcade" on technological innovations of the 2000s.
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Thursday you will be watching CNN The Nineties "Terrorism Hits Home" an intense episode about how America was impacted by terrorism and acts of violence. Here is a handout to discuss and reflect with the class after viewing the program.
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Wednesday you will be working on your Final Projects.
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Tuesday you will be watching CNN The Nineties "Can We All Get Along?" about the LA Riots and other social issues in the 1990s. Use they following (you will get hard copies in class) for post viewing class discussion.
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Study for the APUSH Exam - Friday May 10th!
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Work on your Problem/Solution Student Activism Final Projects - this may be the last in-class day you have to work on them. Aim to have your projects ready to share with me by Monday June 10th even if you aren't presenting until the end of the week. Presentation will take place:
Period 1: Tuesday 6/11 and Wednesday 6/12
Period 2: Monday 6/10, Tuesday 6/11, and Wednesday 6/12
Period 5: Tuesday 6/11 and Friday 6/14
You MUST BE PRESENT DURING YOUR GROUPS PRESENTATION. Here are some presentation Do's and Don'ts:
PRESENTATION DO’S & DON’TS
DO’S
Make sure you are prepared and you followed directions to include element of the assignment.
Make sure you stick to the time limit.
Make sure that your slides include bullet points and mostly images
Make sure that you rehearse your for presentation for timing and clarity
Proofread and edit your slides to avoid typos, misspellings, and other errors.
Speak clearly, loudly, and make eye contract with students in the class and try to sound like you are interested in the topic.
DON'TS
Don not include paragraphs of text or small fonts (20 pt. font is a good minimum) that are difficult to read on your slides.
Do not just read information from the slides off the screen with your back turned to the class.
Do not mispronounce key words, people, events – if you aren’t clear ask ahead of time.
Do not include significant typos or slide formatting errors.
Do not wear a hood while presenting, mumble, or speak so quietly that your classmates can’t hear you.
Do not be absent on the day of your presentation!
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Study for the Final Exam - cumulative Multiple Choice
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Prepare for the Group APUSH Exam Review Presentations that will take place Monday-Thursday
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Read p. 875-880...yes you finished the textbook!
Prepare for the Reagan/Clinton Hot Seat Debates based on the position assigned in class. You should come up with at least 5 (30 second) arguments using either procon,org, the textbook or other accurate resources. Debates will take place during the block period on Thursday and Friday before the unit exams.
Reagan: https://reagan.procon.org
Clinton: https://clinton.procon.org
Study for the Unit 10 Exam on Ch. 30-32 (Thursday p. 1-5, Friday P. 2 - Block Schedule)
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Read p. 867-875
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Review Ch. 31 for our last chapter quiz (Monday p. 1 & 5 - Tuesday p. 2)
Read Ch. 32 p. 861-867
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Make sure to complete the "Reaganomics" Activity for Friday. Directions are the following:
1. Read the 4 documents and examine the data points and decide if the effects of "Reaganomics" was ultimately more positive or negative? Who seemed to benefit the most and the least from "Reaganomics"? What were the Write a complex thesis statement that addresses the prompt: To what extent were the effects of "Reaganomics" more positive or negative on American society in the 1980s? and bullet point evidence from the documents and the chapter (and videos if you wish) to back ups your position.
Here is the Crash Course on the Reagan Era: https://www.youtube.com/watch?v=2h4DkpFP_aw&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=44
and the Century Episode on the 1980s: https://edpuzzle.com/media/5cb1642a1fe46b410218d647
1.
Read Ch. 32 p. 857-861
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Read p. 850-854
In class Wednesday you can work on the following:
1. Reaganomics Activity - Read the 4 documents and examine the data points and decide if the effects of "Reaganomics" was ultimately more positive or negative? Who seemed to benefit the most and the least from "Reaganomics"? Here is the Crash Course on the Reagan Era: https://www.youtube.com/watch?v=2h4DkpFP_aw&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=44
and the Century Episode on the 1980s: https://edpuzzle.com/media/5cb1642a1fe46b410218d647
2. Important Dates and Eras: on your own or with a partner see how many of the dates you can identify what important event occurred - on the back side Identify the key trends for each of the date ranges provided. This is really helpful for remembering chronology for the APUSH Exam. We will go over it soon.
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Read p. 846-850
In class Tuesday you will work on your group review presentation projects using the Chromebooks. Follow the guidelines but feel free to be creative and try to balance making them informative and fun. Presentations will take place between April 29th and May 2nd.
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Read Ch. 31 p. 841-846
Review for an in-class DBQ Monday - I will be absent but you may have 60 minutes for your DBQ if you arrive at 8:00am for 1st, and 12:59 for 5th.
Here is the rest of the "Starting Over" video that we watched in class - this is a good opportunity to watch the section on the Carter presidency (especially the Camp David Accords and the Iranian Hostage Crisis). What caused the rise of the conservative movement in the late 1970s and the election of Reagan in 1980? https://edpuzzle.com/media/5cb1621e3dccd041098b1998
Here is the cash course on the Ford/Carter years: https://www.youtube.com/watch?v=pyN5LPHEQ_0&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=44&t=5s
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Read Ch. 31 p. 838-841
1. Prep for Bussing/Affirmative Action discussion/debate - read the documents and complete the graphic organizer for Friday.
2. Watch the following 1970s TV debate on the ERA - Betty Friedan vs. Phyllis Schlafly on this link https://www.youtube.com/watch?v=WncN6PWEMGo - and answer the following questions: 1. What was the ERA? 2. What were the most significant arguments for and against the ratification of the ERA? 3. Who won the debate in your opinion? Explain.
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Read Ch. 30 p. 818-823
Watch the video on Watergate from the CNN The Seventies (on Netflix episode titled "The United States vs. Richard Nixon) or on the following link: https://vimeo.com/147480641
Be prepared to discuss the following following questions in class on Wednesday:
What happened at the Watergate Hotel and Office complex in 1972 that sparked the crisis?
What mistakes does Nixon make that ultimately led to his downfall?
What role does the press and the Supreme Court play in the scandal?
What is the "smoking gun" that ultimately brings down Nixon?
What causes Nixon to resign?
What effects did the Watergate have on American politics and society?
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Read Ch. 30 p. 824-834
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Use the break to begin studying for the APUSH Exam coming up on May 10th.
Attached is a practice DBQ and the notes to go along with it. I would recommend attempting the DBQ in a hour-long test-like setting and then doing a self-assessment with the notes provided.
We will continue with Ch. 30 when we return from break.
Here is a link to the Review Page: https://cchs.ccusd.org/apps/pages/index.jsp?uREC_ID=73695&type=u&pREC_ID=711130
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Study for the Unit 9 Exam on the 1950s and 1960s (Ch. 28-30 social movements section)
**For the few of you that have an excused absence for a school function and will miss both Thursday and Friday the only option before Spring Break will be to take an alternate version of the exam before school on Wednesday at 7:05am - otherwise you will need to make it up after break***
Here is the CNN The Sixties "Long March to Freedom" on the Civil Rights Movement in the 1960s - it's a little long but excellent: https://vimeo.com/113176619
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Complete your Speed Dating reflection (on the back of the notes sheet).
Make sure you are familiar with the following key events of 1968 for a class discussion:
1. The Tet Offensive
2. LBJ Not Running for reelection
3. MLK Jr.'s Assassination
4. Urban Riots
5. RFK Assassinated
6. Olympic Games Black Power Protest
7. Democratic National Convention Chicago Protests
8. Nixon wins!
9. Apollo 8 Mission
Read Ch. 30 p. 818-821
Here is a link to the CNN The Sixties episode "1968" that I recommend watching as well: https://edpuzzle.com/media/5c8d0e30cfbe08409c15998c
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Review for a quiz on Ch. 29
Here is the War in Vietnam from the CNN The Sixties series with some guiding questions that I recommend watching covering the background of US involvement in the war through 1969.
Read Ch. 30 p. 808-813
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Read. Ch. 29 p. 801-805
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Read. Ch. 29 p. 793-800
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Review for an in-class LEQ on post-WWII topics
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Please read the following Civil Rights documents and complete the chart and be ready to discuss your perspective in class on Tuesday.
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Read. Ch. 29 p. 792-793
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Read. Ch. 29 p. 786-791
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Read. Ch. 29 p. 782-786
Here is a video link of the "Kitchen Debate" Khrushchev and Nixon in 1959 to watch if you get the chance. Who won in your opinion? https://www.youtube.com/watch?v=lN9ENvzSPfw
Here is the transcript attached below.
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Review for a quiz on Ch. 28
Answer the following attached questions based on the document packet from Monday, your textbook, and on-line resources if needed. We will discuss it and I will collect it on Wednesday - but since I posted it late on Monday if you are unable to complete it by Wednesday you can also turn it in Thursday and it will be considered on time.
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Read Ch. 28 p. 774-779
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Read Ch. 28 p. 770-774
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Prepare for an in-class DBQ on a 2nd semester topic. Attached are some resources to review if you have struggled. To have the option of 60 minutes for the essay
1st Period may begin at 8:00
2nd Period may extend into Nutrition
5th Period may begin at 12:59
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Prepare for presentations on Women of the 1950s.
- Marilyn Monroe
- Lucile Ball
- Elizabeth Taylor
- Rosa Parks
- Althea Gibson
- Doris Day
- Grace Kelly
- Ayn Rand
- Ella Fitzgerald
- Mamie Eisenhower
- “Dear Abby” and “Ann Landers” twins
- Bette Davis
Research and create a slideshow be prepared to present the following in a 3-minute presentation. The slides should contain a few bullet points but should be primarily images. It is also recommended to include a short video clip (up to 1 minute) for your presentation. The presentations should not exceed 4 minutes.
- Who was she and why was she famous in the 1950s?
- To what extent did she represent traditional gender norms for women in the 1950s?
- To what extent did she challenge traditional gender norms for women in the 1950s?
- How would she be viewed through a modern lens of 2019?
Read Ch. 28 p. 766-770
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Read Ch. 28 p. 762-766
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Read Ch. 28 p. 758-762
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Read Ch. 28 p. 754-758
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Study for the Unit 8 Exam Ch. 24-27 (New Deal to Cold War). The format will be multiple choice and SAQs.
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Using the handouts from class - and reading the section from Ch. 27 on the Korean War and the video overview:
Be prepared to discuss the following in the beginning of the class Thursday: https://www.youtube.com/watch?v=yxaegqvl4aE
What is initially surprising that the U.S. intervention in the Korean War was a United Nations "Police Action"?
Who won the Korean War? (North Korea, South Korea, USA, USSR, China)
Who lost the Korean War? (North Korea, South Korea, USA, USSR, China)
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Read Ch. 27 p. 747-750
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Read Ch. 27 p. 745-747
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As you read chapter 27 consider the following and be prepared to discuss in class:
1. Examples of how was the USSR to blame for the Cold War.
2. Examples of how was the USA to blame for the Cold War.
3. Your opinion: Who do you think was ultimately more to blame for the Cold War, the USA or the USSR?
Read Ch. 27 p. 741-745
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Watch Part II of The Century "Civilians at War" and answer questions 6-10.
Read Ch. 27 p. 735-741
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Watch The Century "Civilians at War" Part I on the link below and answer questions 1-5 (attached)
Read Ch. 27 p. 733-735.
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Read p. 715-722
Complete the Japanese Internment DBQ Packet - answer the questions and practice HAPPy analysis and write the following:
1. A thesis statement answering the following prompt: Examine the relative importance of different causes of the United States government's interment of Japanese immigrants and Japanese Americans during World War II.
2. Reflection Paragraph: What important lessons should Americans today learn from Japanese Internment ?
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Read Ch. 26 p. 705-709
Review your LEQ and look for areas of improvement.
UNIT 7 LEQ Notes
Historical Thinking Skill: CAUSATION or CONTINUITY & CHANGE OVER TIME (CCOT)
General Problems:
Lack of effective Contextualization – 3-4 sentences of pre-date rangewith details that are relevant to setting up the topic.
Scope of argument too narrow to make an overall effective case.
CCOT: Arguments should remember to include at least some elements of continuity even if thesis focuses on transformative change.
Failure to show causal connection for main prompt event (WWI, women’s rights, technology) and society – evidence presented in a correlative context instead – meaning that events need to be presented in the context of how they resulted from the focus event or change.
Not enough specific details (key terms and data) especially for the Causes of the Great Depression prompt – many arguments were too general and lacked specific examples to support generalizations.
Lack of depth – too brief to be effective.
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Read Ch. 25 p. 687-695 and complete the front side of the Isolation or Intervention Timeline Chart. For each event describe how each event would be considered a sign of Isolationism or Internationalism/Interventionism.
Here is a link to The Century: Over the Edge from 1936-1941: https://www.youtube.com/watch?v=nbDSaBtr2mU
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Read Ch. 25 p. 695-702 and complete the 2nd page of the Isolationism vs. Interventionism Timeline Chart
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Read p. 678-684
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Read Ch. 24 p. 675-678
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Read Ch. 24 p. 669-675
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Read Ch. 24 p. 662-669
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Study for the Unit 7 Exam on Ch. 21-23 (World War I-The Great Depression 1914-1933)
The exam will include Multiple-choice questions and an LEQ.
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Here is a link to the Great Depression Videos - The Century: Stormy Weather video with some guiding questions to watch before the exam on Monday
and Crash Course:
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Read Ch. 23 p. 652-659
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1. Review for the Ch. 22 Quiz on the 1920s here is a link to the "Boom to Bust" video that we watched clips from in class https://www.youtube.com/watch?v=RN7ftyZigYs
2. Read Ch. 23 pages p. 640-643 including "Debating the Past" (pages 642 & 643).
3. Using Ch. 23 and some on-line research complete the "Causes of the Great Depression" handout activity for the following prompt: "Evaluate the relative causes of the Great Depression in the United States in the period between 1920 and 1933."by A) explaining the significance of each cause and how it contributed to the Great Depression B) Choose the three most significant causes in your opinion (label 1, 2, 3) and be prepared to explain your choices Wednesday in class C) also label with an "L" next to causes that someone from a Liberal/Left perspective would emphasize and a "C" next to causes a conservative or someone on the Right would emphasize.
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Read p. 635-637
Complete the Ode to the 1920s poem and be prepared to share in class on Friday.
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Prohibition Mini-DBQ Paragraph Activity: Using the 5 documents provided in class (attached below) complete the following:
1. Create a complex thesis that answers the prompt: Evaluate the relative importance of different causes of the failure of Prohibition in the United States in the period between 1920 to 1933.
2. Write 1 Body Paragraph in support of your thesis argument that includes the following:
- A clear topic sentence that introduces your sub category argument.
- A minimum of 2 documents
- HAPPy analysis for at least 1 of those 2 documents (label in the margin)
- 1 Outside Evidence example - clearly explained in support of your argument (please label)
Read Ch. 22 pages 631-635
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Read Ch. 22 pages 622-631
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Read Ch. 22 pages 615-622
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Review for Ch. 21 Quiz
Read the documents for the Causes of the Chicago Race Riots activity. Read each document (A-E) and determine the cause or causes described in each and then rank them from 1 to 5 in order or credibility/reliability. This is a good exercise for developing DBQ analysis skills. We will discuss in class on Monday.
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Read p. 606-612
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Read p. 599-606
Read and complete the Freedom of Speech and Sedition Activity from class - responses due Friday. You may handwrite or type your responses,
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Read p. 591-598
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Read Ch. 21 p. 584-591 and complete the activity ranking the potential causes of US Entry into World War I distributed in class (attached as well).
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1. Complete the Optional Make-up DBQ distributed in class. Limit yourself to the 60 minute time limit - remember to write in pen - 4 side of a page maximum limit. If you score higher your grade will be averaged with the most recent DBQ grade (on industrialization) and adjust your 1st semester grade. If lower it will not be dropped. ***Some copies were missing Document 6 if so I attached it below*** Due Monday - no late exceptions.
2. If you want to get a head start on 2nd Semester you can begin reading Chapter 21 (World War I era) that we will cover the first week of 2nd Semester.
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Study for the Final Exam Colonial Period-Progressive Era (Ch. 1-20). The Exam will combine multiple-choice questions and 4 SAQs
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Read p. 579-581
Complete the Electorate write-up
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Prepare for the 1912 Mock Election
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Read p. 577-579
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Here is the link to the "Murder at the Fair" McKinley assassination video if you are interested:
Read P. 570-576
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Study for the Unit 6 Exam Ch. 16-19 (1860s-1900) 40 Multiple Choice & 1 SAQ
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Read p. 561-570
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Read Ch. 19 p. 538-548.
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Read Ch. 19 p. 531-538
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Complete the Gilded Age Politics handout using the textbook and the PowerPoint attached. Choose any of the 7 full screen political cartoons to analyze that begin on the 3rd slide.
Read Ch. 19 p. 520-531
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Read Ch. 18 p. 502-11
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Read Ch. 18 p. 494-502
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- Review for the Ch. 17 Quiz
Debate & Practice DBQ Prompt
Scenario:The year is 1901, and the leaders (or former leaders) of several of the major unions of the late 19thcentury have banded together to accuse the leading industrialists of the Gilded Age (Carnegie, Rockefeller, J.P. Morgan, the Vanderbilts) of being “Robber Barons” that have exploited the workers and the system to amass their wealth. The labor unions claim that the workers have been exploited and rights of labor have been systematically violated by the captains of industry. The captains of industry claim that they were acting within their lawful rights as business owners and argue that they are responsible for the overall progress of American society.
- Read Ch. 17 of the textbook and the pdf document packet.
Either typed of handwritten complete the following:
- Develop a complex thesisstatement answering the prompt. Prompt: To what extent should the industrialists of the Gilded Age (1865-1901) be considered as “Captains of Industry” (heroes) or as “Robber Barons” (villains)?
{Despite (counter point), due to (main point 1), (main point 2), and (main point 3) they should be considered (your assertion). or Despite (qualifying point), due to (main point 1), and (main point 2), they should be considered (your assertion).}
- Choose 1 document from the pdf packet and write a 2-3 sentence attempt at Historical Situationin support of your thesis. (use proper DBQ citations)
- Choose 1 document from the pdf packet and write a 2-3 sentence attempt at Purposein support of your thesis.
- Choose 1 document from the pdf packet and write a 2-3 sentence attempt at Point-of-View (POV)in support of your thesis.
- Be prepared to debate your position in an informal “4 Corners” debate Tuesday.
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Complete the following activity on The Philosophy or Industrialists and the Homestead Strike.
1. Download "Industry vs. Labor Homestead" or use the handout from class Friday. Answer the questions in detailed sentences using the textbook, video and pdf document packet. Document 14 of the pdf. is Carnegie's "Gospel of Wealth"
2. Read the 2 views of the Homestead Strike (Goldman & Frick) and Watch the "Homestead Strike Video" and complete the relevant questions Here is a link: https://www.youtube.com/watch?v=oeuhiu9CHK8
3. Here is an optional additional video on the Homestead Strike: https://www.youtube.com/watch?v=njBIcYa4F6M - At the end of the paper 1 extra credit question: How does this video compare and contrast with the depiction of the Homestead Strike in the other video?
Read Ch. 17 p. 475-483
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For a closing activity for our Minorities in the West assignment answer the following in SAQ format and turn in on Monday (pen or typed):
SAQ:
a) Briefly explain why ONE of the following groups faced the most hardship and discrimination in the West during the Gilded Age (1860s-1900) and provide at least ONE example of a specific historical event or development to support your response.
- Native Americans
- Chinese
- Latinos
- African-Americans (in the West only)
b) Comparison: Which of the above groups had the most in common with the treatment of African Americans in the Jim Crow South during the same period? Provide a specific piece of evidence to support your response.
c) Briefly explain ONE way that discrimination directed toward one of the four minority groups listed above was defended or rationalized by Americans in power in the era.
Review Ch. 16 for a Quiz on Monday.
Read Ch. 17 p. 459-467
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Use Ch. 16 to complete the Chart Below with particular detail focused on the group you were assigned in class on Tuesday or Wednesday.
Read Ch. 16 p. 453-456
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Read Ch. 16 p. 439-443
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Study for the Unit 5 Exam Ch. 13-15 (MC - 15 questions & LEQ - choice of 2 prompts)
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Read p. 418-428
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Prepare for the Civil War & Reconstruction Fish Bowl for THURSDAY. Follow the instructions on the attached handout.
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Read p. 412-418
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Read p. 404-412
DBQ Reflection to consider:
1.What were my strengths - what did I do well on?
2. What do I most need to work on?
3. What questions do I have? (skill and/or content)
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Review Ch. 14 for a quiz
Read Ch. 15 p. 400-404
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Watch the New York Documentary episode section on the New York Draft Riots:
From 1:19:35 to 1:42:12 and answer the questions on the handout in complete sentences.
(Period 1 left off at 1:31:00)
Read p. 385-397
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Read p. 378-385
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Read p. 371-378
Here is the activity for class on Wednesday: Use the Key terms to complete the chart on the key political, social and economic effects of the Civil War and whether or not they are revolutionary. Try to include 3 pieces of evidence for each category - and try to write a complex thesis statement. If time also read the Gettysburg Address and do a practice HAPPy analysis,
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Read Self-Reliance & Complete the Breaking Social Norms Experiment - write up due Monday 10/29
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Read p. 358-361 and prepare for the Road to Civil War Presentations.
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Read p. 354-358 and prepare for the Road to Civil War Presentations. Presentations should be around 3 minutes (no longer than 5 minutes) and everyone should speak. It is your group's task to teach the class about the significance of your event.
Here is the links for the slideshows:
Period 1: https://docs.google.com/presentation/d/1Z-u18knoxzlQRDyA2VC_1ZnNl5SgDAjWxvN7lRFXsVY/edit?usp=sharing
Period 2: https://docs.google.com/presentation/d/1fq1LNXn37b_egMGp2z5CEsv_gMPCzO-_GxUoRj47Rak/edit?usp=sharing
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Read p. 351-354
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Read Ch. 13 p. 340-350 on Manifest Destiny and the Mexican War
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Review Ch. 10-12 (and the period between 1800-1850) for an in-class DBQ as the closing unit assessment.
Period 1 may begin at 8:00am
Period 2 may finish a few minutes into nutrition break
Period 5 may begin at 12:59pm
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Read p. 330-337
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Review Ch. 11 for a quiz on Tuesday
Choose 3 documents from the Southern View of Slavery pdf to complete the last section of the "Understanding Slavery" Chart - due Tuesday.
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Using the Practice DBQ - for Monday: 1. Write a thesis statement that answers the prompt and develops clear subcategories. 2. Choose one of the subcategories and write 1 body paragraph that includes at least 2 documents (with at least 1 HAPPy analysis attempt - but I recommend two) and 1 pieced of explained outside evidence in support of your argument. We will peer edit.
Read Ch. 11 p. 303-312
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Complete the portion of the Understanding Slavery chart that includes 3 significant causes of the dramatic rise of slavery in in the 1800s.
Read p. 298-303.
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Read ch. 11 p. 294-298.
Review the History of the Rise of Slavery in the United States and choose 3 key turning points between 1600-1800.
Here is the National Geographic timeline from class today: https://www.nationalgeographic.org/interactive/slavery-united-states/
Here is the short video from class on the Atlantic Slave Trade: https://www.youtube.com/watch?v=3NXC4Q_4JVg&vl=en
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We will have a quiz on Ch. 10 Wednesday
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Read p. 282-287 & the attached pdf. on "The Cult of Domesticity" and answer the attached questions for a class activity on Tuesday.
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Here is the self-evaluation Progress Report if you don't have a copy - you only need to fill out the first page/front side.
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Impeachment Trial Senators must complete their reflections by Monday. Staple the Chart - reflections may be hand-written in pen of typed - double-spaced 12 pt. font.
Reflection:2-page minimum must include a description of: Why you reached each of your verdicts? What arguments did you find the most effective? Should Jackson remain on the $20 bill? What did this activity teach you about the impeachment process & do you think Trump will be impeached?
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Read p. 270-281 on the effects of the Market Revolution.
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Study for the Unit 3 Exam (Ch. 7-9) - the format will be 15 Multiple-Choice Questions and 1 LEQ (most likely a choice of 2 prompts).
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Read p. 244-251 (complete Ch. 9)
****To give you more time to prepare, the Impeachment Trial has been moved to Thursday****
Prep for the Andrew Jackson Mock Impeachment Trial. If you were absent the day roles were chosen you will be a member of the Senate. I recommend reading the Ch. 9 Primary Sources attached below.
Here are some additional resources:
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Here is a film clip from the New York Documentary on Anti-Irish Nativism in New York that I recommend watching (10 minutes): https://www.youtube.com/watch?v=-HI2ayChhqo
Read p. 263-270 on the Market Revolution
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Read p. 255-262 on Changing Population, Immigration and the Rise of Nativism.
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Read Ch. 9 p. 229-235
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Read Ch. 8 p. 226-228
Prep for the Marshall Court Case Activity
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Read Ch. 8 p. 218-225
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Read p. 197-211.
Complete (at least the Causes and Key Events columns) the War of 1812 Chart.
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Complete the "Cultural Nationalism" Activity (if not completed in class).
Read and take notes on. p. 192-197.
Here is a link to the Gilder Lehman APUSH website that is a good resource - the timeline might be helpful: https://ap.gilderlehrman.org/period/4
Here is a link to sign up for the online textbook:
Cut & Paste the following access code when you register: KDEA-GR3P-QXCP-HV3T-D8PJ
We will quickly do this in class too.
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Read Ch. 7 Section on Cultural Nationalism. p. 181-192 - Define "Cultural Nationalism"
Electorate Write-ups due.
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Prep for the 1800 Election Federalists vs. Democratic-Republicans Debate
Here are some video resources:
From Hamilton the Musical:
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**** The exam has been switched to Monday due to Centaur Plus schedule on Tuesday***
Unit 2 Exam (Ch. 4-6 - 1754-1800) will combine MC & SAQ.
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Today is the last day that you can drop AP and Honors classes.
Read the Ch. 6 Primary Sources and be prepared to discuss "Washington's Farewell Address" on Friday.
Read ch. 6 p. 174-178.
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Read and take notes on p. 169-174
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Read the Constitution and complete the Constitution group activity.
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Review for the Ch. 5 Quiz.
Read P. 160-168.
Here is a link to the Shays' Rebellion mentioned in class that I recommend viewing this week
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Take home LEQ Essay due. Must be handwritten in pen. Recommended: 5 paragraph essay minimum of 2 complete sides of a page, probably shouldn't be more than 4. This is meant to be a 40 minute assignment. On Monday you will staple your essay in this order: 1. Rubric, 2. Essay 3. War Chart/Brainstorming.
Prompt: To what extent were the effects of the American Revolution politically, economically, and socially revolutionary?
Read p. 150-156.
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Read and take notes on p, 143-150.
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Neutral Write-ups from the Town Meeting due Thursday.
Read Pages 132-143 & Complete the Causes(Ch. 4 Review) and Key Events/Turning Points of the American Revolutionary War Chart - we will do the Effects section in class.
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- Review for the Ch. 4 Quiz on Wednesday that will include 1 multiple choice set and 1 3-part SAQ.
- Read the Declaration of Independence (Appendix A-5 in the back of the text or online) and answer the questions on the handout from class.
- Read Ch. 5 pages 129-132.
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Read the Constitution and complete the Constitution Group Activity.
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Prepare for the Town Meeting Debate on Tuesday. There are some helpful resources included - Ch. 4 Primary Sources (Letter From a Pennsylvania Farmer & Patrick Henry) and Ch. 5 Primary Sources (Common Sense excerpts, Reverend Inglish Loyalist Position) that I recommend reading to help prepare.
Read and take notes on Ch. 4 p. 122-126
Crash Course video: https://www.youtube.com/watch?v=Eytc9ZaNWyc&index=7&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&t=0s
Here is a sample Loyalist Argument: http://americainclass.org/sources/makingrevolution/war/text2/oliveraddresssoldiers.pdf
Here is an excerpt from Thomas Paine for the Patriots.
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Download and Read the Two Accounts of the Boston Massacre and take notes on the the following questions and be prepared to discuss in class Friday: 1. What similarities to the two accounts have? 2. What key details are different? 3. Which account do you find more believable and why?
Read and take notes on Ch. 4 p. 115-121.
Please sign & return the Syllabus.
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Read and take notes on Ch. 4 p. 107-114
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Read Ch. 4 pages 99-107 on the French & Indian War (Seven Years' War) and use the information from the text (in your own words) to the complete the war chart: choose and explain 3 Causes, 3 key events or turning points during the war, and 3 Effects. Due in class Wednesday. It may be in pencil or pen.
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Study for the Unit 1 Summer Exam on Ch. 1-3. The exam will be 55 multiple choice questions that will include a geography section.