AP US History Assignments
- Instructor
- Mr. Andy Owens
- Terms
- Fall 2019
- Spring 2020
- Department
- Social Studies
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Study for the AP US History Exam - Friday May 15th.
Here is my Review Page with a variety of resources to study: http://cchs.ccusd.org/apps/pages/index.jsp?uREC_ID=73695&type=u&pREC_ID=711130
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Here are the codes to join to my Google Classroom Pages - all work will be posted there going forward:
Period 2: vbvnfhq
Period 3: ftdcmrs
Period 6: fxdzpyc
I will post more soon but in the meantime here my 1970s Playlist: https://open.spotify.com/playlist/0HJBB8AB6bSgVyRbrTjy61?si=KleI-7KFQi-3wGw0T36QEA
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Agenda for Friday March 20, 2020 (UPDATED 3/20/20 at 3:03pm)
***So I was just notified by College Board that this year's APUSH Exam will still take place but in an on-line format at home if "remote learning" is still in place (more details to come). Far out man! It will be condensed (possibly only SAQs?? - they are supposed to let us know by April 3rd) and will only cover Period 1-7 (1491 to 1945). There apparently will be two date options when you can take it - either in April or the regular May date but the details have not been determined. I will share any new info as soon as it is available and will do everything I can to help you all do well. Also it looks like we probably will not be returning on April 6th so to facilitate communication and turn-ins and grading I will set up Google Classroom over break and send out an email link to everyone before April 6th). Please remember to share the Week Reflection today (#3 listed below). I hope you are doing okay. I will still be reachable during "Spring Break" via email.***
Remember you can contact me any time via email at: [email protected]
1. Read Ch. 30 p. 821-823 on the modern environmental movement. (We will cover the rest of Ch. 30 when we return)
The Unit 9 Exam on Ch. 28-30 will be postponed until after the two week break.
2. Watch the CNN The Sixties Episode on 1968 and answer the questions using the following link: https://edpuzzle.com/media/5c8d0e30cfbe08409c15998c
3. WEEK REFLECTION: create a Google Doc that you share with Mr. Owens and write at least a paragraph that includes: How are you doing? What is (are) the most interesting thing(s) that you learned about the 1960s this week? Choose one song from the 1960s (can be from my playlist) that you think best represents the decade and briefly explain what it represents and why. Include any questions or issues you have (content or about anything really).
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****Please complete this quick survey if you didn't yesterday (28 students still haven't responded - I am using this to make sure that students are accessing the lessons**** : https://forms.gle/mi9r5EofCfahBasMA
Agenda for Thursday March 19, 2020
Remember you can contact me any time via email at: [email protected]
1. Read Ch. 30 p. 817-821 on the LGBTQ+ "Gay Rights" Movement & Feminist Movement.
2. Continue watching (if not completed Wednesday) CNN The Sixties: The Times Are A Changing - about Feminism, Activism, and social change. Here is the link: https://edpuzzle.com/media/5e6eac66e46f174130392769
3. Login to AP Classroom at https://myap.collegeboard.org/login and use your login (the same for other AP's and SAT) and take the practice "Period 8" MC Exam (42 questions) there are a few that cover some material from the 1970s that we haven't covered yet but you should be able to effectively answer most. Please complete by 3pm on Friday. Let me know if you have any difficulty logging in.
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Agenda for Wednesday March 18, 2020
1. Read Ch. 30 p. 813-816 on "The Mobilization of Minorities" on Latino and Native American Activism and review the corresponding slides on 1960s and 1970s groups ppt.
2. Watch the CNN The Sixties: The Times Are A Changing - Today and tomorrow about Social Activism and change. Here is the link: https://edpuzzle.com/media/5e6eac66e46f174130392769
3. Optional for the rest of the week and/or break Here are additional CNN The Sixties Episodes - including the Vietnam War episode and The Century episode.
- CNN The Vietnam War: https://edpuzzle.com/media/5c8d0b6dcfbe08409c1586e0
- CNN The British Invasion (The Beatles, Rolling Stones etc): https://edpuzzle.com/media/5e6fc460619d383e9b1ada5d
- ABC The Century "Unpinned" 1964-1969. https://edpuzzle.com/media/5e6fc578999ab53e97d6ac4e
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Top O' the Morning to ya!
Please complete this quick survey: https://forms.gle/mi9r5EofCfahBasMA
Agenda for Tuesday March 17 - St. Patty's Day
1. Read Ch. 30 p. 808-813 on Youth Culture of your textbook
2. Complete research for you 1960s Speed Dating character chosen in class last week. We will try and fit in the activity in class when we return if possible (TBD).
3. 1960s Film or TV Show activity (to be completed any time this week or over Spring Break)
4. Again (posted yesterday too) here is my Spotify Playlist for the 1960s if you are interested: Far Out man!: https://open.spotify.com/playlist/3FAWXJWALizMAJktjg7AKZ?si=kuOtze5pRku2uibhAFwE1A
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Hello! I hope everyone is resting and keeping safe. Each day this week I will have posted agenda with links and attached documents. The on-line version of the textbook link is included below.
1. Read and take notes on any Ch. 29 on the 1960s (if not completed already). There are a variety of interesting Documentary programs that I would recommend watching over the next few weeks (optional) - one available on Netflix streaming is the PBS Ken Burns The Vietnam War multi-part Documentary.
2. Over the course of the week - read the 1960s Document packet of an interesting array of primary sources (attached below)
3. Think about getting organized for reviewing for the APUSH Exam scheduled for May 8th - attached below - AP Classroom login information is included below as well. Here is a link to my AP Exam Review page with a variety or links and resources to help you prepare: http://cchs.ccusd.org/apps/pages/index.jsp?uREC_ID=73695&type=u&pREC_ID=711130
4. Here is my Spotify Playlist for the 1960s if you are interested: Far Out man!: https://open.spotify.com/playlist/3FAWXJWALizMAJktjg7AKZ?si=kuOtze5pRku2uibhAFwE1A
For those that never signed up for the on-line textbook and/or AP Classroom here again is the info on how:
1. Sign up for AP Classroom: Go to https://myap.collegeboard.org/login and use your login (the same for other AP's and SAT) and then use the following codes:
Period 2: Join Code: M9WXJQ
Period 3: Join Code: 9QYAXQ
Period 6: Join Code: GQP36P
2. Here is a link to register for the on-line version of our textbook: https://connect.mheducation.com/class/a-owens-apush-2019-2020
Text code: 3WTB-UJQM-6BAR-JTC6-4CFW
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Here is a student survey about sleep deprivation and home work from one of my senior CAP project groups: tinyurl.com/capsleepAW
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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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Review for a DBQ in class on a 2nd semester topic - the DBQ will now take place on Monday 3/2 due to a special schedule due to a drill on Friday.
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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 2020?
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Here is the link for the "Illuminate" Assessment that we need to complete by Friday (should only take about 5 minutes).
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Study for the Unit 8 Exam (MC & SAQ) on Ch. 24-27 (New Deal, WWII & Early Cold War) ***It's now being moved to Monday 2/24 instead of Friday***
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Read and take notes on Ch. 27 post WWII and early Cold War - no quiz but it will be on the Unit Exam Monday.
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Hello class - my twin daughters are out sick from school so dad is being their "Valentine" and staying home to take care of them. You can email me if you have any questions.
Using the two 2-sided handouts that the substitute teacher should pass out (if not ask).
- Using the “Cold War Options” handout – work in groups of 3 or 4 and imagine your are hired by president Truman to advise him on the approach to take post WWII in dealing with the USSR - rank the options (1-4) and discuss what you ranked the choices in your preferred order.
- On the backside of the handout, look at the data comparing the United States and discuss what stands out to them the most. Also what seems to provide evidence as to why the United States will “win” the Cold War?
- Watch the following 9 minute video on the start of the Cold War and answer the online (easy) multiple choice as you go. https://edpuzzle.com/media/5e46c29aec16f64183b975c4
- Practice HAPPy Analysis of the “Truman Doctrine” posted online.
- If time - discuss the following question “Who is more to blame for the Cold War – the United States or the Soviet Union”?
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Please read the Atomic Bomb decision handout from class and be prepared to discuss it on Thursday.
Here are the videos that I recommended:
1. Civilians at War - WWII (warning some graphic footage but very powerful): https://www.youtube.com/watch?v=aPPK2v4BhwQ
2. Vox Missing Chapter on abuse of Mexican immigrants at the border since 1917 https://www.youtube.com/watch?v=tkD6QfeRil8
3. Zoot Suit Riots (short): https://www.youtube.com/watch?v=KxtThBTf0sI
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Read and analyze the Japanese Internment practice DBQ.
•Analyze the documents – HAPPy and create organizational categories
•Write a complex thesis statement (separate from the body paragraph - you do not need contextualization)
•Choose one of the subcategories and write a body paragraph that includes 2 documents w/HAPPy analysis for each & one explained example of Outside Evidence
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Complete the back side of the Isolationism vs. Interventionism Timeline handout - using your textbook and ppt. Describe the event and how it is an example or Isolationism and/or Interventionism in the boxes provided.
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Complete the front side of the Isolationism vs. Interventionism Timeline handout - using your textbook and ppt. Describe the event and how it is an example or Isolationism and/or Interventionism in the boxes provided.
Here are some cartoons from the 1930s:
"Bimbo's Initiation" https://www.youtube.com/watch?v=iAThMCwckS8
Oswald & Confidence (Depression & New Deal): https://www.youtube.com/watch?v=VjGTCchapOk
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Study for the Unit 7 Exam Ch. 20-23 1900-1932 Progressive era through the Great Depression. The unit exam will combine MC and an LEQ.
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Read Ch. 23 on the Great Depression and related primary sources.
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Read Ch. 22 & primary sources on the 1920s and prepare for a quiz on Wednesday 1/22
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Using Ch. 23 and any additional research, examine the potential causes of the Great Depression and explain how each of the described causes contributed to the financial crisis and provide any evidence that would support them. Be prepared to discuss and create a thesis and turn in on Wednesday.
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Complete the Ode to the 1920s spoken word poem as described on the assignment. Attached is a sheet of 1920s lingo that you can potentially include.
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Review Past DBQ notes and requirements and be prepared for an in-class DBQ on Tuesday 1/14 on a recent topic (Post-Civil War up through 1920s).
*3rd Period may arrive early (10:23) to have the full 60 minutes.
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Here is the Prohibition mini-DBQ activity from class today. Turn in Tuesday if not completed in class on Monday. You can ignore the questions on the pdf (not included in the copies from class) and answer the following instead:
1. Who supported the 18th Amendment and what were the goals of its supporters?
2. Read each document (A-E) - what does each document suggest as the reason why it failed? Evidence?
3. Which is the most convincing document?
4. Thesis: What were the most significant factors that caused Prohibition to fail between 1920-1933?
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Read Ch, 21 and prepare for a quiz on Friday.
Here is The Century America's Time: Shell Shock episode to watch on WWI: https://www.youtube.com/watch?v=1GBWDQ5cF_U
Here the previous episode on the beginning of the 1900s that would be helpful to watch first to review: https://www.youtube.com/watch?v=dssfiPirT2U
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Complete the Freedom of Speech and Espionage & Sedition Act Questions (8 on top of the first page) - due Thursday (accepted on Friday too). Responses may be handwritten in pen or typed.
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Based on the options and from "What Caused American Entry into WWI?" create a complex thesis answering the following prompt:
Evaluate the relative importance of the causes on American entry into World War I?
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Rank and justify the reasons why the United States entered WWI. Read the 3 documents and determines which causes Wilson suggests and Zinn suggests and assess the credibility of each argument.
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Have a great break - if you want to get a head start on 2nd semester read Ch. 21 on WWI. See you in January.
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Study for the Final Exam - Cumulative (Ch. 1-20). From the Colonial Period up through the Progressive Era (1491-1914). The Exam will combine Multiple Choice and SAQs. The attached Pdf will help review Key Concept Outline (Key Concepts 1-6 and 7.1 II A-D Progressive Era and 7.3 A-C Imperialism) and AP Themes. Utilize the practice MC Exams on AP Classroom in order to help you review and prepare. Go to https://myap.collegeboard.org/login
Here is the Gilder Lehrman APUSH review website: https://ap.gilderlehrman.org
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Holiday History APUSH Review sing-along! Have those lyrics ready, warm up those singing pipes, and bring your holiday cheer.
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Here is a link to an interesting video clip of a Professor from Princeton discussing the legacy of Woodrow Wilson at Princeton that I showed in class (some periods today): https://www.bloomberg.com/news/videos/2015-12-07/princeton-s-debate-over-woodrow-wilson-s-racist-legacy\
Also attached are the Booker T. Washington & W.E.B. Du Bois documents discussed in class.
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Prepare for an in-class DBQ post (potential date range 1850-1912).
You will have up to 60 minutes in class to complete Friday.
3rd Period may arrive early and begin at 10:23.
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Prepare for the 1912 Mock Election -
Electorate Write-up, chart and questions due by Monday 12/16
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Watch the following clips on the events that gave rise to the Progressive Era and be prepared to discuss the following in class (sorry these are not happy stories, but they are important):
A) What was the event/development?
B) What impact did it have on reform and the rise of the Progressive Movement?
1. Jacob Riis "How the Other Half Lives": https://www.youtube.com/watch?v=EACoIbokOcc
2. Triangle Shirtwaist Fire: Part 1 https://www.youtube.com/watch?v=7ikbtsuSakI
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Read Ch. 19.
Study for the Unit 6 Exam on the Gilded Age (Ch. 16-19 MC & SAQ)
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Complete the Gilded Age Politics activity by Thursday (handout from Monday) based on info from Ch. 19 - the political cartoon analysis will take place in class on Tuesday.
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1. Read Ch. 18 and the provided Primary Sources and prepare for a brief MC only quiz on Monday.
2. Jury members complete your Industrialists Mock Trial reflection (2 full pages minimum - why you voted the way you did? What were the strongest arguments?- What stood our for you the most from the trial? What is the lasting legacy of the Gilded Age Industrialists today?) *If you were absent for all or part of the Trial you will still need to complete the write-up based on the history Ch. 17 & the pdf. Document Packet.- staple it to your notes Chart from the trial and turn in in Monday December 2nd.
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Prepare for the Robber Barons or Captains of Industry? Mock Trial using info from Ch. 17 and the document packet attached.
Jury members complete the Debate DBQ Prep activity Practice HAPPy using the same document packet -due Thursday. The jury write-ups are due Monday 12/2. ****If you are absent for all or part of the Trial you will still need to complete the write-up based on the history Ch. 17 & the pdf. Document Packet.***
Here is a link to the Homestead Strike video that I recommend watching: https://www.youtube.com/watch?v=_eecI3FhCOI
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Read Ch. 16 and the Primary Sources - quiz Friday. Complete and turn in the Life is Hard Out West Chart - due Friday.
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Here attached are the optional extension resources on the legacy of the Civil War and Reconstruction that I mentioned in class on Thursday for those that want to dig a little deeper into the controversy over Confederate Monuments and the Legacy of Reconstruction. Nothing is due - recommended but solely for your own enrichment.
Here is an interesting article from the NY Times (today!)
Here is the link to PBS Frontline Episode on Charlottesville "Documenting Hate": https://www.pbs.org/wgbh/frontline/film/documenting-hate-charlottesville/
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Read Ch. 15 and the Primary Sources and study and prepare for the Unit 5 Exam on Ch. 13-15.
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1. Read Ch 14 and the primary sources and prepare for a quiz on Monday
2. Watch the New York Documentary Episode 2 segment on the New York Draft Riots from 1:16:51 to 1:43:22 and answer the questions on the back of the Reconstruction You Make the Call Handout from Friday (also attached below).
Optional: Supplement your reading by watching Ken Burns The Civil War PBS documentary series (11 hours) on Netflix and/or the Spielberg feature film "Lincoln" focusing on the fight for the 13th Amendment ending slavery.
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Class Activity for Friday November 1st.
1. Complete the Effects of the Civil War based on the slides from the PPT, study guide, and info from the textbook Ch. 14 (15 can help too)
Here is a link to the on-line version of our textbook: https://connect.mheducation.com/class/a-owens-apush-2019-2020
Yawp Ch. 14: http://www.americanyawp.com/text/14-the-civil-war/
2. Form groups of 3 or 4 and discuss and complete the Reconstruction You Make the Call handout.
Both will be discussed and collected on Monday.
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Using the Road to Secession timeline chart, choose the 3 most significant events and explain why they each had to biggest impact ultimately leading to the Civil War (2-3 sentences each). Also to close answer and be prepared to discuss the following question: Was the Civil War inevitable? If yes explain why. If no explain what could have prevented it.
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Register and pay for the AP Exam by October 25th to avoid a late penalty.
Everyone needs to have joined AP Classroom first to register and then you need to pay via the school.
1. Sign up for AP Classroom: Go to https://myap.collegeboard.org/login and use your login (the same for other AP's and SAT) and then use the following codes:
Period 2: Join Code: M9WXJQ
Period 3: Join Code: 9QYAXQ
Period 6: Join Code: GQP36P
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Read Ch. 13 and the primary sources and prepare for a quiz on Friday.
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Complete the "Road to Secession" timeline chart based on the event assigned in class.
Here is a link to register for the on-line version of our textbook: https://connect.mheducation.com/class/a-owens-apush-2019-2020
Text code: 3WTB-UJQM-6BAR-JTC6-4CFW
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Complete the Mexican War Chart using material from Ch. 13. Also here is a copy of the documents from class on Monday.
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Prepare for an in-class DBQ essay for the final assessment for unit 4 (Ch. 10-12) that will also potentially cover material from the previous unit (Ch. 7-9 1800-1850). You will have up to 60 minutes in class. 2nd Period & 6th period may extend at the end of the class and 3rd period may begin early as soon as the bell rings to end Nutrition.
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Read Ch. 12 and read the primary sources attached.
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Prepare for the Antebellum Speed Dating activity that will take place in class Thursday - get into character and have fun with it. If you were absent Thursday when we picked roles choose one from the list on the 3rd page of the attachment and we will make sure you are on the opposite side of the room in the activity to avoid clones.
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Complete a practice DBQ analysis brainstorm (as described in class on Friday). Read and analyze the documents from the attached DBQ and use the graphic organizer to prepare as if you were writing an in-class essay on Monday (review the AP DBQ Guide before you begin). It would also be helpful to read the section of Ch. 12 on the rise of the abolition movement before you begin the activity. In class you should only take 15-20 minutes prepping for a DBQ but for this you can take a little longer but try to avoid more that 30 minutes.
For all 7 documents - identify what cause or causes the document is suggesting.
For at least 4 of the documents do HAPP(y) prep (at least one category for each of the four)
Identify and explain at least one piece of Outside evidence.
Group the documents into three body paragraph topics and list the documents and outside evidence in the organizational matrix on the back page.
Add contextualization ideas (top of front page)
Develop a thesis (top of front page)
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Read Ch. 11 and the primary sources and prepare for a quiz on Friday.
Complete the Understanding Slavery Activity - due Friday.
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Here is the link for the "Illuminate" Assessment that we need to complete by Friday (should only take about 5 minutes).
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For Thursday Listen to the New York Times Podcast "1619" Episode 2: "The Economy that Slavery Built" and write a reflection that includes the following:
1. What did you learn from the episode?
2. What were the three most significant facts or elements of the podcast did the find the most significant or interesting? Explain each.
3. In what ways was the North/northerners responsible for the expansion of slavery in the 1800s?
4. How does the economy of slavery still have a lingering impact on America today?
Access from The Daily (New York Times Podcast) or just via 1619 or through the link below:
Here is a link to supplemental articles to read in addition to the podcast:
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1. Here is a link to a Digital Timeline: https://www.nationalgeographic.org/interactive/slavery-united-states/ chooses 3 significant events or turning points from the events described to complete the top portion on the first page of the "Understanding Slavery" activity.
2. Using Ch. 11 complete the section describing 3 causes of the expansion of the slavery in the 1800s.
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Read Ch. 10 and the primary sources and prepare for a quiz on Friday.
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This is an assignment that you will complete in class on Thursday.
1. Read the attached pdf on the "Cult of Domesticity" and complete the connected parts of the handout (you can also use information from Ch. 10 on gender roles).
2. Complete the Contemporary connection portion of the document (on the back) based on your opinion.
3. For the last 5 to 10 minutes of class discuss and debate your responses and determine the change and continuity in gender role expectations from the first half of the 19th Century to today (last 3 questions on back page).
4. Responses will be collected in class on Friday.
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Here is the New York Documentary Episode if you missed it in class we watched a 10 minute clip on Irish Immigrants in New York City from the 23:48 to 33:58 mark.
Also attached are the Anti-Irish images and an additional document from the time period to understand rising "nativism" (anti-foreign nationalism).
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Begin reading Ch. 10 (study guide attached).
* For those that were Senators for the Andrew Jackson Impeachment Trial the write-ups are due Monday: Staple the following: 1. Pretrial Activity 2. Verdict Chart and 3. Write-up (2 pages based on instructions at the bottom of the chart) - handwritten in pen or typed (double-spaced).
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Read Ch. 9 and the Primary Sources and prepare for an Unit 3 MC & LEQ (in class essay) Exam on Friday covering Ch. 7-9.
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Prep for the Andrew Jackson Impeachment Trial that will take place on Wednesday and Thursday. Roles will be assigned on Monday.
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Read Ch. 8 (short) and the connected Primary Sources.
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Read Ch. 7 and 8 (short chapter) this week - we will have a quiz on Ch. 7 (only on Friday).
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1. Sign up for AP Classroom: Go to https://myap.collegeboard.org/login and use your login (the same for other AP's and SAT) and then use the following codes:
Period 2: Join Code: M9WXJQ
Period 3: Join Code: 9QYAXQ
Period 6: Join Code: GQP36P
2. Here is a link to register for the on-line version of our textbook: https://connect.mheducation.com/class/a-owens-apush-2019-2020
Text code: 3WTB-UJQM-6BAR-JTC6-4CFW
Here is the Cultural Nationalism Handout from Class on Monday to be completed for homework if not completed in class.
3. Neutral write-ups are due in class on Tuesday. Please examine the instructions on the handout and staple the voting scoring chart to your write up. If you were absent for the day of the debate (Friday) you will need to write a 1-2 page paper on who you think had a better vision of the American government and society in the era and which you would most likely support and why. Use evidence from Ch. 6 to support your position.
4. Also please read the Thomas Jefferson 1st Inaugural Address (see attached) and be prepared to discuss (but don't need to turn in):
- What are 3 goals that Jefferson presents in his speech?
- What does he mean by the passage including "We are all Republicans, we are all Federalists"?
- What you argue is the main purpose of Jefferson's speech?
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Read Ch. 6 and the Ch. 6 Primary Sources
Study for the Unit 2 Exam (1754-1800 Ch. 4-6). The exam will be Multiple Choice and SAQ.
Here is the animated/historian look at the impact of Shays' Rebellion: https://www.youtube.com/watch?v=xAUB1D5849o
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Read the Constitution from the viewpoint of the social/class group randomly assigned in class and complete the Constitution Group activity assigned on Friday using the original Constitution ratified in 1789 in the Appendix of your textbook (not including Bill of Rights).
Here is a link but note this includes the edited text after all the Amendments
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Read Ch. 5 and primary sources and prepare for the Ch. 5 Quiz Friday.
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1. Read Ch. 5 by Friday.
2. Due Tuesday: Complete the LEQ Paragraph described in class on Friday. The prompt is attached below. The intro paragraph (not a full essay) needs to be handwritten in pen and will be evaluated on contextualization and a thesis. In addition you need to include a list of the specific evidence that you would use for each body paragraph.
3. Also due Tuesday for Neutral Characters from the Town Meeting - write up reflection on why you voted the way you did. You may also reflect on the overall arguments and whether or not you think you would be a Patriot, Loyalist or remain Neutral in the actual time period if you lived back then. Minimum of one complete page - handwritten in pen or typed.
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1. Read Ch. 4 and the Ch. 4 Primary Sources and prepare for a quiz on Friday (MC & SAQ)
2. Read the Declaration of Independence and complete the attached questions activity.
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Prepare for the Town Meeting Debate using the attached instructions. Your task will be based on your assigned character from class. I also attached the Ch. 5 Primary Sources that includes Thomas Paine's "Common Sense" Excerpts and a Loyalist Argument from Rev. Inglis.
Due tomorrow:
Patriots & Loyalists: Name tag, Propaganda (I will collect), and arguments
Neutral: Name tag and questions.
Neutral write-ups on why you decided the way you did are due on Tuesday (1 page minimum handwritten or typed).
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Download and read the Two Views of the Boston Massacre.
Compare and contrast the 2 accounts of this famous historical event (bullet points are fine). Paragraph: Which version do you find more believable/credible? Explain why.