U.S History Class Assignments Due

US History :  Class Materials and Assignments

UNITS OF STUDY

1. Three World Meet

2. American Colonies Emerge

3. Colonies Come of Age

4. War for Independence

5. Shaping a Nation

        The Living Constitution

6. Launching a New Nation

7. Balancing Nationalism and Sectionalism

8. Reforming American Society

9. Expanding Markets and Moving West

10. The Union in Peril

11. The Civil War

12. Reconstruction and its Effects

          MIDTERM WEEK: JANUARY

13. Changes on the Western Front

14. The New Industrial Age

15. Immigrants and Urbanization

16. Life at the Turn of the 20th Century

17. The Progressive Era

18. America Claims an Empire

19. First World War

20. Politics of the Roaring Twenties

21. Roaring Life of the 1920's

22. The Great Depression Begins

23. The New Deal

24. World War Looms

25. United States in World War II

26. Cold War Conflicts

27. Postwar Boom

28. New Frontier and the Great Society

29. Civil Rights Movement

30. Vietnam War Years

31. Era of Social Change

32. Age of Limits

33. The Conservative Tide

34. The United States in Today's World

                                             Class Materials and Assignments

                                                          In Files Below

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Humanities Department Late Work Policy

 

 

All assignments are to be printed out and handed in on the date they are due.

 

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Defining Plagiarism

 

Research Paper Task Sheet 

Thesis Development

Annotated Bibliography Formatting

Annotated Bibliography Examples

 

Due: Research paper topic and summary

 

Vietnam Website

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Unit III: 1945-1980

 

1950s American Culture PowerPoint

Due Wednesday March 14: Use the information in Chapter 27, the PowerPoint above, and the video to answer the question below.   

What evidence do you have that the 1950s was both a decade of conformity and a decade of profound social change? 

For Monday March 12 (Per. 2) and Tuesday March 13 (Per. 7): Read pages 812-823. In what ways was 1950s culture different from earlier 20th century eras?

For Thursday March 8: Read pages 796-809. Put the answers to question 3 on page 802 and question 2 on page 809 in your notes.

For Wednesday March 7: Watch this video--America's Time 1953-60. Take notes on the changes that occurred in the attitudes and lifestyles of Americans on the 1950s.

 

Cold War Unit 

Cold War Packet

Cold War PowerPoint

Friday March 2: Cold War Quiz

For Thursday March 1: Read When Medicine Went Wrong (below) and complete the questions (also below).

When Medicine Went Wrong--Reading

When Medicine Went Wrong--Questions  

For Tuesday February 27 (Per. 7) and Wednesday February 28 (Per. 2): Read pages 779-784. Complete the Chapter 26 Section 3 Organizer--The Cold War Comes Home--in the packet above.  Use the film and reading to answer the following: How did the Cold War affect America's thinking about its foreign and domestic policies? Use two examples. 

Cold War Chart Chapter 26

For Monday February 26: Complete the chart above. Use the readings from Friday.

For Friday February 23: Read pages 766-778 and 785-789. Take notes.

Cold War Document Lesson  

For Wednesday February 21 (Per. 7) and Thursday February 22 (Per. 2): Read the documents in the link above and answer the questions. 

  1. What are the three main disagreements between the US and the USSR in the years after World War II?
  2. What arguments does each side present to defend its actions?
  3. Based on the documents, which side do you think is more responsible for the start of the Cold War? 

 

 

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Unit II: 1929-1945

 

World War II

 

For Wednesday January 31 (Per. 2) and Thursday February 1 (Per. 7): 

Read the following articles in the World War II Packet:  “Did FDR Betray the Jews,” “What They Saw at the Holocaust Museum,” “History Scholar in Japan Exposes a Brutal Chapter,” and “An Outsider Teaches Japan About Itself.” 

1.  What problems does the U.S. face when we attempt to teach about or evaluate the lessons of the Holocaust?

2.   How are the Japanese today reacting to new information about their actions during WWII? How are they presenting the new information to their citizens?

 

Korematsu Case

 

Minersville School District vs. Gobitis

 

West Virginia Board of Education vs. Barnette 

 

Pledge to the Flag Decisions

 

Fallen of WWII Video

 

Fallen Interactive Website

 

In class Friday January 26 (Per. 7) and Monday January 29 (Per. 2):

1. Read the Korematsu Case and answer the questions

2. Read the Gobitis decision. How would you have ruled in this case? Why?

For Thursday, January 25: Read pages 756-761. What do you consider to be the two most lasting legacies of the war in the United States?

For Monday January 22 (Per. 7) and Tuesday January 23 (Per. 2): Read pages 738-753 and fill out the WWII Battle Chart below

World War II Battles Chart

Due on Thursday, January 18: Read pages 730-737. How did the United States mobilize the country to fight the war? How successful were these programs? Use 3 examples.

 

American Foreign Policy 1919-1941

Rise of Dictators Video

The Longest Hatred Video 

American Foreign Policy 1919-1941 

World War II Packet 

Longest Hatred Film Sheet

Deadly Medicine Exhibition 

Eugenics 

Eugenics 2 

Eugenics 3 

German Far Right Party Article 

Road to War Quiz Evaluation/Test/Essay/DBQ/or some such  Tuesday 1/16 (Per. 7) and Wednesday 1/17 (Per. 2)

For Friday January 12: 

Read http://history-world.org/spanish_civil_war.htm 

Read The Good Neighbor Policy

Road to WWII DBQ

For Wednesday January 10 (Per. 7) and Thursday January 11 (Per. 2): Read 706-713, 719-725, A Plea To Stay Out of War (link: http://www.charleslindbergh.com/pdf/OurDrifttowardWar.pdf), and information in the FDR video to answer the question:  What evidence do you have to show that the US was neutral in law, but not in action? 

In Class Monday 1/8 (Per. 7) and Tuesday 1/9 (Per. 2): Go to the site below. Click on America on the Sidelines, then click on Europe. In pairs, read the scenarios and choose what you think the US should have done for each scenario.

From Neutrality to War

Due Monday, January 8:

Use pages 702-705 and 714-715 in your textbook

Packet readings: Nazi Mind, Nazi Plan, Chronology of Nazi Laws, pages 2,3,4 of the Holocaust Summary and the film to answer the questions below: 

  1. Why were so many Germans willing to believe Hitler when he blamed their problems on the Jews and other undesirables?
  2. What specific actions did the Nazis take to implement their racial ideology? Use at least 2 examples for each question.  

For Wednesday January 3: Read pages 702-705 and the links below.

What common themes (at least two) run through all of these dictatorial regimes? Use an example from each to support your ideas.

Read from Early Life to World War II

http://en.wikipedia.org/wiki/Joseph_Stalin

Read from Early Life to Foreign Policy
http://en.wikipedia.org/wiki/Benito_Mussolini

Beginning to World War II
http://en.wikipedia.org/wiki/Adolf_Hitler

From Rise of Militarism to Opposition to  Militarism
http://en.wikipedia.org/wiki/Japanese_militarism

 

 

Great Depression and New Deal

Aims of the New Deal 

WPA PowerPoint 

Motion Picture Production Code 

New Deal Test Review

Great Depression Test Review Sheet 

Great Depression and New Deal Test will be on Wednesday December 20 

In class Friday December 15: Begin work on the Great Depression and New Deal Review Sheets (above). You may work in small groups.

For Friday December 15 (Per. 7) and Monday December 18 (Per. 2): Read pages 689-693. 

For Thursday December 14: Read pages 677-688. How did the New Deal affect social groups that had been marginalized in the past? How did 1930s culture both reflect the Depression and try to take people's minds off it?

In Class Wednesday December 13: Conduct research into various elements of popular culture of the 1930s, including the role of radio, art, film, literature, sports and games. Use this information to help you answer the question on 1930s culture, which is due on Thursday.

For Wednesday December 13: Hand in: To what extent was the New Deal revolutionary for its time? In what ways was it an attempt to save and preserve capitalism?

For Monday December 11 (Per. 7) and Tuesday December 12 (Per. 2): Read pages 671-676. 

In Class Friday December 8:  Video on FDR: http://www.pbs.org/wgbh/americanexperience/films/fdr/player/ Watch from 1:44:00 to 2:39:00

For Thursday December 7: Read pages 664-670. Write down notes or other information that will help you answer the following questions: To what extent was the New Deal revolutionary for its time? In what ways was it an attempt to save and preserve capitalism?  

In Class Tuesday December 5 (Per. 7) and Wednesday December 6 (Per. 2): New Deal Activity

For Monday December 4: Read pages 655-659. How did Herbert Hoover's political philosophy guide his response to the crisis? Do you agree with his view of government involvement?  

In Class Friday December 1: 

1. Use this file: Great Depression Documents

2. Scroll down to the page that starts with Part A, Document 1

3. On a separate sheet of paper or on your Chromebook, read each document and answer the questions below each one.

4. Use at least 6 documents to support your answer to the following: How did the Depression challenge the stability of American society? How did the government respond to these challenges?

For Wednesday November 29 (Per. 7) and Thursday November 30 (Per. 2): Read pages 642-654.

  1. In your notebooks, complete question 2 on page 649 (you don't have to create a chart).
  2. To hand in: Complete question 3 on page 649
  3. To hand in: What do you consider to be the 3 most disruptive elements of the Great Depression on society? Why?  

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Unit I: 1898-1929

The 1920s

Due Tuesday November 28: 1920s project

1920s Project Sheet

Sources for 1920s Project

Below are some suggested topics. You may also come up with one of your own. You may work in groups of no more than 4 students. Use chapters 28 and 29 for information. The textbook is not a source.

  • Create a Prezi or PowerPoint presentation on the Red Scare or the Palmer Raids, including its origin, its tenets, and its impact.
  • Describe and analyze a 1920s cultural or social movement in terms of how it reflected the spirit of the era.
  • Create a timeline that shows African-American migration figures from the early 1900s and use it to detect potential causes of the Great Migration.
  • Perform a “gallery walk” presentation using a Harlem Renaissance, “flapper,” or technology-related text/picture where students analyze and connect the content to economic, social, technological, and cultural changes.
  • Using specific historical evidence, account for the calls for normalcy, isolation and intolerance that arose in the 1920s.

Immigration Documents 

In Class Friday November 17: Begin work on 1920s projects

Due Wednesday November 15 (Per. 7) and Thursday November 16 (Per. 2): Use pages 596-605 to answer the following:  In what ways did American society achieve "normalcy" in the 1920s? In what ways was the debate over immigration a debate over who was, or who could be, a real American? Use two documents for support.

In Class Tuesday 11/14 (Per. 2) and Wednesday 11/15 (Per. 7) Immigration Document Analaysis and Writing

For Tuesday November 14: Read pages 590-595 and Red Scare Documents. Answer: In what ways was WWI a cause of unrest in the US and the world in the early 1920s? Why was Communism seen as a particularly dangerous ideology?

World War I 

World War I Packet 

World War I PowerPoint 

WWI Test Review Sheet 

http://www.historyplace.com/worldhistory/genocide/armenians.htm

For Tuesday 11/7 (Per. 7) and Wednesday 11/8 (Per. 2): Use the Armenian Genocide article above and the video. Answer: What events before WWI led to the victimization of the Armenians? How did the war accelerate the actions against them? What steps did the Turkish government take once the war started to make the genocide possible?

World War I Test will be Friday November 3. 

Due Tuesday October 31: Read 577-581 in book, The Allies Impose Terms Upon the Germans and The German Reaction (in your packet). Why was the Treaty of Versailles considered "vengeful?" How did Wilson's vision of the post-war world differ from the British, French and Italian vision?     

For Monday October 30: Schenck Questions are due.

Schenck Case

In class Thursday October 26 (Per. 7) and Friday October 27 (Per. 2) : Read through the Schenck Packet above.

For Wednesday October 25 (Per. 2) and Thursday October 26 (Per. 7): Read pages 569-576. Evaluate the measures that the US government took in order to fight the war at home. Which measures do you agree with? Disagree with?    

For Monday October 23 (Per 2) and Tuesday October 24 (Per 7) : Using the reading from Thursday, answer the questions below.

  1. Was the US justified in entering WWI? Why/Why not?
  2. In what ways was Wilson's declaration of war a reflection of Progressive ideals? Of Imperialism?

For Thursday October 19: Read pages 554-561 and the following articles in your packet: Why Did the United States Enter World War I, A Fateful Decision, The Zimmerman Telegram, and Making the World Safe for Democracy. In your notebooks, write down the reasons for the start of the war in Europe and the reasons why the US got involved in the war.

Imperialism Packet

American Imperialism PowerPoint

Imperialism Test will be on Wednesday October 18. 

For Friday October 13: Read pages 542-547. Write down notes on TR, Taft, and Wilson's foreign policies.  

Due Tuesday October 10 (Per 2 will need to share with me on Google): How did imperialism challenge the way the United States viewed itself in domestic and foreign policies? Use specific examples.

For Monday October 9: Bring in a two column chart that reflects how the US saw itself domestically (Progressives) and why it began an imperialistic policy. Be specific in each column using examples to show how the US saw itself, its values and what it wanted for its people.

In class: How did imperialism challenge the way the United States viewed itself in domestic and foreign policies? Use specific examples.

For Friday October 6: Read pages 530-541. Take notes on the reading in your notebooks or Chromebook.

For Wednesday October 4 (Per. 7) and Thursday October 5 (Per. 2): Read pages 526-529. Complete Q2 on p. 529.

For Tuesday October 3: Read the first 3 pages of the Imperialism packet (above)  

  1. Summarize the arguments that Albert Beveridge and the Anti-Imperialist League present.
  2. Which side has the most convincing argument? Why?

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Progressives Packet 

Progressive Era PowerPoint 

Progressive Umbrella PowerPoint 

Progressive Presidents

Progressives Quiz: 9/28 (Per. 7) and 9/29 (Per. 2) 

For Wednesday September 27: Analyze the extent to which Progressive Reformers achieved social, economic and political change in the period 1900-1920.  

For Tuesday September 26: Read pages 505-521. Complete all three pages of the packet on Progressive Presidents. You will also hand in the answer to the following: Which president was the most effective progressive? Why? Why were the other two not as Progressive? 

For Tuesday September 19: Why would the goals and reforms in these sections be considered "Progressive?"

For Friday 9/15 (Per. 7) and Monday 9/18 (Per. 2): Read pages 494-504. Write down what you consider to be the three most important ideas in the section.

 

Rise of Big Business PowerPoint 

Life In Gilded Age NYC PowerPoint 

Coney Island Sheet 

 

For Thursday September 14: Complete the Coney Island Sheet

For Wednesday September 13: Read pages 446-457. Use this reading, and the packet to answer the following: What do you consider to be the two most serious problems confronting the United States during this era? Why? What solutions would you propose to fix them?

 

For Friday September 8: Students should find a current event article that relates to one of the five themes, or the bulleted items below them and analytically connect the content. The article should come from a news web site such as NYTimes, nj.com, CNN, MSNBC, Wall Street Journal, etc., and the write-up should be no more than a 5-6 sentence analysis of how the article's content relates to the theme.

 

 

For Thursday, September 7: Write down a list of 10 questions, concepts, facts or ideas you want to learn in class this year. Write complete sentences.

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