Section outline
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United States History is a two-semester, required course taken during the junior year. It is designed to, first, reiterate the importance of the political foundations upon which this country is based, and then introduce to the students specific themes within which major turning points in 20th century American history may be examined. Themes which will receive individual study include immigration, economic and technological development in the United States, the continual struggle for equality by minorities and women, the nation’s wars, a history of American leadership, and cultural advances in America.
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This week, we finish our thematic examination of the 19th-century starting with a gallery walk of your group-produced timelines. Each student will be expected to write down a minimum of four pieces of information from each decade timeline (at least one from each theme), plus four of your choosing from any of the timelines, producing a total of 40. From there, create a tree map (Preparing for the 20th Century is the theme), and write a 6-paragraph essay. All three (notes, tree map, and essay) will be due next Tuesday when we return from our three-day weekend. To help you out, you can access photo representations of the timelines below (look to the folder with your class on it). You may also find more detailed instructions below.
As for the second part of the week, we will begin our study of U.S. Immigration. The unit, which will last the next four weeks, begins with a spirited Anticipation/Reaction Guide activity on Wednesday. Thursday/Friday, we will start to take a closer look at 19th century immigration via lecture, video, and worksheet activity. The word version of the lecture notes, titled "Coming to America," can be found below. Also below is the activity, "The Immigrant in America."
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This is an unusual week. Not only do we get Monday off due to
, but we have two minimum days (our normal flex day on Wednesday and night on Thursday).
However, we will continue our examination of Immigration in American history by focusing on stories of immigrants.
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This week, we move into the second half of the unit by examining immigration in the 20th century.
We'll start by taking a look at the adjustment that newly-arrived immigrants had to go through at the beginning of the 1900s. Thought question: Is it really any different now than it was at the turn of the last century?
The schedule for the week will be:
Monday
- Wrap up your notes for the lecture Coming to America.
Tuesday
1) Journal: Is the message of the poem " The New Colossus" on the Statue of Liberty true today? Was it ever?
2) Read the article "Educating Immigrant Children" (found below). Write down 15 facts/notes/pieces of information, and then answer the three discussion questions at the end of the article.
Wednesday
We will be viewing the short video (and, yes, it is actually a video) "Dreams in the Golden Country." If you want to do the extra credit study guide for the short video "Dreams in the Golden Country," print out the activity below and fill it in. Extra credit points are in accordance with what you complete. This is due next Monday.
Thursday
We turn to the text and workbooks for the first time this year. You assignment will be to complete the activities "Immigration" and "Welcome to All!" on pages 70-73 in your workbooks. To help you, refer to Chapter 3, Lesson 3 (starting on p. 147) of your text.
Friday
Since you read about Angel Island (the western port of entry mainly for Chinese immigrants), today you'll 1) copy down a short set of lecture notes on the Chinese immigration of the late 19th century, and 2) complete the activity "Hinton Rowan Helper on Chinese Immigration" (pg. 74-5) in your workbooks.
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This week, we'll move further into the 20th century, beginning with a lecture/discussion "Immigration in the 20th Century." The text for the lecture can be found below if you miss any of it or want to get a start in writing down the notes.
Important Note: All the items assigned last week can still be completed and turned in for a full grade this week. That includes: 1) the journal "The New Colossus," 2) the reading and note activity "Educating Immigrant Children," 3) "The Chinese Immigrants" notes, and the three workbook activities found on pages 70-75.
Also, as a reminder, it is important that you get your "Coming to America Notes" completed and in. They play an important part on the unit test next week. The grade for them has dropped 25% this week.
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This week we wrap up our study of American Immigration.
Please continue doing your work on the the "Immigration in the 20th Century" notes. These will be due by Thursday (Friday after the test at the latest) for full credit. Next week these notes will face a 25% reduction.
Also important to complete by the end of the week are the next trio of workbook pages on modern immigration. These activities include: 1) "A New Wave of Immigration," on pages 498-99; 2) "Hai Phan's American Dream," on pages 500-1; and 3) "The USA PATRIOT Act of 2001," on pages 502-3. It is important to note that it will be necessary to read Chapter 20, Lesson 2 of the text in order to complete the first activity. The other two can be done without using the text.
Friday, you will be taking the unit test on American Immigration. The exam, which is comprised entirely from your lecture notes, is an open-note test. So, I cannot emphasize enough the importance of having a complete set of notes to not only study, but have access to during the test.
When all have taken the test, you will have the opportunity to submit test corrections for partial credit retrieval.
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This week, we make a transition from the study of Immigration in American History to that of the struggles faced by Women and Minorities in society. Even today, as inequality still rears its ugly head, the battle for fair treatment has remained constant and often bitter. Throughout this unit - which essentially will last until the end of the semester - we will examine the various minority groups, starting this week with a look at the fight women have waged since the middle of the 19th century.
Here's what you can expect this week:
1) J#7: Consider the statement, "A woman's place is in the home." Summarize what you believe this phrase means. Is it a sentiment that still holds true in the early 21st century? Whether yes or no, please explain your reasoning.
2) In your groups, read through the fact sheet regarding women in the 19th century. Individually, highlight five of the statements, then provide a paragraph response to any two on the back of the paper.
3) We will then view "Women in the 19th Century," episode #16 of the Crash Course series. If you are so inclined, you may find print out and complete the extra credit worksheet found below. Also located below is the link to the video.
4) Using the Chromebooks, read through the article, "How the Women's Rights Movement Began." As you make your way through the reading, write down - on a separate sheet of paper - a minimum of fifteen (15) sentence-long facts/statements/pieces of information found in the article. Then answer the three For Discussion and Writing questions at the end of the article.
5) Finally, the class will take a quick look a The Seneca Falls Convention (a modified version of the Declaration of Sentiments and Resolutions can be found below). After reading the document together, each student will then respond to the Reading Focus questions found at the beginning. Additionally, choose any three of the declarations which you find the most important or interesting. Write a short summary for each, describing why they matter.
Next week -- Women in the Progressive Era; passage of the 19th Amendment; and the changing role of women from the 1920s through World War II
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Okay, since we didn't quite get through all of last week's Thursday/Friday lesson, we'll start this week where we left off.
Monday/Tuesday - Hopefully, with a decent understanding of just how difficult it was for women in the 19th century, we'll pick up right as the Women's Rights Movement was about to take off with The Seneca Falls Convention in 1848. The activity, found below, begins with the class taking a quick look at a modified version of the Declaration of Sentiments and Resolutions. After reading the document together, each student will then respond to the Reading Focus questions found at the beginning. Additionally, each of you will then choose any three of the declarations which you find the most important or interesting. Finish by writing a short summary for each, describing why they matter.
Leaving Seneca Falls behind, we'll move right into the heart of the women's suffrage movement (suffrage, by the way, means to have the right to vote, not to suffer). After watching another Crash Course episode (#31), called - you guessed it - "Women's Suffrage," we then go to the text book for a reading and note taking assignment. You guys will be responsible for pgs 212-14, reading and outlining the section. Additionally, you'll need to complete the workbook assignment "Arguments Against Woman Suffrage" found on pages 118-19 of your workbook.
Wednesday - All three classes will spend the period taking on the roles of the characters in a short play called "Votes for Women."
Thursday/Friday - We will be watching the first part of the Ken Burns' documentary "Not For Them Alone." This video highlights the lives of the movements major players - Elizabeth Cady Stanton and Susan B. Anthony. As you watch the film, you will have the task of creating a double-bubble map to compare and contrast the lives of these two remarkable women.
Next week: We move further into the 20th century, examining the changing roles of women from the 1920s, through World War II, and into the '60s and '70s.
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This week, we move deeper into our study of Women in American History. Our focus now is on the ever changing role of women as the 20th century progressed forward from the 1920s through World War II.
Our activities for the week include:
1) Opener - In your groups, read through the quotes found in "The Changing Role of Women, 1870-1920." Individually, choose one quote and write it out in your notebooks Beneath each quote, write a short paragraph expressing the main topic of said quote.
2) Read "The Changing Behavior of Women." In your notebooks, number from 1-5. For each scenario, write Traditional or Changing to identify the behavior described. Write 1-3 sentences indicating why you think that way.
3) Lecture notes - Copy all the information from the notes, "Women in the 1920s."
4) Reading - "We Can Do It! Wartime Women in Baseball." Provide 20 facts/notes/pieces of information and then answer Questions for Discussion at the end of the article.
Note: Moving into next week, we will be watching "A League of Their Own," about the women's baseball league created during WWII. However, it will not be a normal week. Tuesday will feature an all-day literacy event. Wednesday, students do not come to school. Thursday is a flex day. So, whether we actually watch the movie or not is entirely dependent on you getting the other assignments done.
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Wrapping up our study of Women in America this week, we'll move from the ball fields to the factories of World War II America. What happened to women when the war ended and the men came back home? What was the prevailing attitude through the '50s, '60s and '70s?
We start this final leg of study with a group/individual activity called "Rosie the Riveter: From War Work to Women's Lib?" As a group, read through the text found below and answer the six questions that follow. Then, individually, respond the prompt in Part B.
Then, turning to your workbooks, you'll find a quartet of activities to be completed: 1) On pages 344-45, "Presidential Committee on the Status of Women."
2) On pages 414-15, "The Feminist Movement." You'll need to review Lesson 2 of Chapter 17 (pg. 625-30) in order to complete this activity.
3) On pages 416-17, "Women's Equality Day."
4) On pages 418-19, "The Passage of Title IX."
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This week marks the first of many in which we examine the story of specific groups in the United States. Over the next several weeks, we will be taking a look at the history of Mexican Americans, Asians (the Chinese in particular), Native Americans, and African Americans. This week, the focus is on those with a heritage to the south.
On the agenda for Monday-Wednesday is:
1) Reading assignment - "Mexican Americans in the United States." In the Chromebooks, find the link below for the article. Study guides for the reading will be passed out to you. (It also can be found below.) Yes, you may write on the handouts. And, no, you do not have to answer in complete sentences. The first 15 questions pertain to the reading.
2) Video - American Dream - The Mexican Experience. As we watch the video (the link of which can be found below), answer the questions 16-20 on the study guide. Note: most of the remaining five questions are two-parters.
3) Lecture/discussion - "Farm Workers." This short set of lecture notes focuses on the plight of the farm workers (mostly Mexicans) who labored in the fields for little compensation.
Thursday and Friday, with Halloween and then Day of the Dead, you will get to learn a little about the latter of those two celebrations. Although the packet activity can be found below, physical copies will be handed out to you.
EXTRA CREDIT -- There are a few workbook activities that can also be done this week for extra credit. They include: 1) "Latino Americans Organize" on pages 420-21 (to complete, you need to read Lesson 3 of Chapter 17); 2) "Remembering the United Farm Workers" on pages 423-23; and 3) "Overview of Mexican-American Education"on pages 424-25.
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Once we complete the lecture notes on "Farms Workers" and watch a short video on Cesar Chavez, we will move quickly into a quick examination of the Chinese experience in America.
At the beginning of the week:
1) We will revisit the Chinese Immigration notes you copied down during the immigration unit. This is just review.You don't need to write them.
2) Following that is a reading assignment called "Prejudice ... fault is found with us" (found below)
- As you read this, please refer to the Reading Response Questions (also found below). Answer the five questions provided and then write a paragraph or more in response to the prompt -- Theorize one or more reasons why the Americans may have held a dislike for Chinese immigrants.
At the end of the week, we continue our look at the Chinese experience with a review of two more reading sources:
1) First, read and take notes on "Chinese Exclusion Forms." (This is also below) Using this document, you will 1) write down 15 facts from the text; 2) answer the three reading questions found in the sticky note at the top of the document; and 3) formulate two more hypothetical questions of your own relating to what you read and the way it is now.
2) Read and respond to the short article "That Will Be The Day," which deals with Asian stereotypes in Hollywood. (found below) As you read, 1) respond to the questions that follow; and 2) write five personal impressions you got from the reading. -
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This is the part of the unit where we get to our native roots, Native Americans, that is.
Our examination this week, will focus on the origins of the native peoples' relationship with the Europeans that came and took over. The following are the activities I have planned for you.
1) It starts with a journal. "Some day son, ..." Open the cartoon and examine it. Who is in the drawing? What do you see in the background? How does this parody other pop culture sources like The Lion King? Write a paragraph or more on your response to what you see.
2) Lecture/discussion - "US-Indian Relations." Though not a Powerpoint, these are lecture notes to be copied. Your job is - as usual - to take notes on what is on the screen.
3) Reading - "The Clash of Cultures." While reading this article, take note of the differing views that each group had about the other, Create a T-chart, citing up to five (5) opinions the settlers and Indians had about each other. Then, answer the four (4) questions which follow the reading.
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Our study of the Native American people comes to an end this week.
1) Lecture/discussion - "Native American Struggles." Copy down all the notes as we go through the 20th century struggles of the Native Americans in America.
2) Reading Activity - "What's In A Name?" As you read through the article, do two things: 1) write down ten (10) facts or opinions about what has been written; 2) answer the six groups of questions which follow the article under the heading What Do You Think?
3) A trio of workbook activities. These include: a) "The Other Side of American Life," pages 332-33 (you will need to read page 511-15 in the textbook to complete this); b) "Termination of Federal Supervision Over Certain Groups of Indians," pages 334-35; and c) "The Alcatraz Occupation," pages 450-51.
At the end of the week, I hope to show you the film Smoke Signals. There is a study guide below that can be printed out and completed for extra credit over the Thanksgiving break.
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Into the final stretch of the semester, this week we move onto an examination of African Americans in the 19th century.
The following activities should be completed by Friday:
1) Slavery Activity -- Begin this four-part assignment by titling it Slavery Activity at the top of the page. Then, do the following: 1) Skip two lines, write the subtitle Antebellum South Notes, and transcribe the notes provided below into your notebook; 2) Skip another two lines, write the subtitle Slave Laws of the South, and transcribe those into your notebook; 3) Skip another two lines, write the subtitle Slave/Ownership Facts and, after referring to the charts below on slave and ownership numbers, write down five facts/pieces of information/observations from the charts; and 4) answer the questions to a quick quiz that will be provided to you when the other three parts are complete.
2) Night Forever: Slavery in the American South -- Read the account of slavery in pre-Civil War America. Under the title of Slavery in the American South, write down 15 facts/pieces of information/observations extracted from the readings. When done, answer in complete sentences the four questions under For Discussion and Writing.
3) In your workbook, complete the activity "Frederick Douglass" on pages 16-17.
Extra Credit: We will be watching the Crash Course episode "Slavery" this week. Anyone wanting some extra credit, may complete the accompanying worksheet by either copying down the questions or printing it out.
BONUS EXTRA CREDIT: Completing a Powerpoint presentation on a minority leader of the 20th century can net you up to 75 points, if the project is conceived and completed during Saturday School, 12/7. You can sign up to attend in class.
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This week we continue our look at the struggles of African-Americans in the 19th century. Having learned about the conditions of slavery last week, we now examine black involvement in the Civil War and the push for freedom and, ultimately, equal treatment under the Constitution.
To start off the week:
1) I would like you to read and take notes from the following text passages:
a) The Dred Scott Decision Inflames the Nation (3 facts)
b) John Brown Plans a Revolt (3 facts)
c) Lincoln Proclaims Emancipation (4 facts)
To help you in this endeavor, you'll find screen shots of those sections below.
2) To correspond with the reading on Dred Scott above, complete the assignment "Dred Scott v. Sanford, found on page 28-29 in your workbook.
3) Once that activity is complete, move on to the article "Black Troops in Union Blue," found in the Winter 1996 edition of The Bill of Rights in Action. (This is found below.) As you read, please write down 20 pieces of information/facts/notes about the 54th and other black regiments of the Civil War. Also, answer the for Discussion and Writing questions which follow.
4) With the Civil War over, three sweeping Constitutional changes took place: 1) The 13th Amendment freed the slaves, 2) the 14th Amendment provided for equal protection under the law, and 3) the 15th Amendment allowed free black males the right to vote. But did legal equality translate into social reality? Complete the work packet to find out. Note: This assignment (of which I will provide you physical copies) is due on Monday, 12/16.
NOTE: ANY MAKE-UP WORK (FOR THIS QUARTER ONLY) IS DUE TO ME BY FRIDAY, 12/13. NONE WILL BE ACCEPTED NEXT WEEK. NO EXCEPTIONS. -
We wrap up the semester this week. Unfortunately, we are only halfway through our study of Black Struggles in America. But, we will resume it next semester with a look at the continued struggle for equality in the 20th century.
As for this week, there are still a couple of activities on the agenda which, by the way, must be completed on the days they are assigned. These are as follows:
1) The Legal Equality v. Social Reality packet handed out last week is due Monday.
2) A duo of workbook activities: 1) "The Fourteenth Amendment" on pages 32-33, and 2) "Associate Justice John Marshall Harlan on Plessy v. Ferguson" on pages 86-87.
3) This last one is actually for extra credit, and my be turned in as late as final day. "The Black Man and the Fifteenth Amendment." It can be found below. Just access the article and provide up to 25 facts/thoughts/notes/pieces of information that relate to the reading.
Special Note: As I've said already in class, there is no "final" for this class. Rather, the test that would have been given to close out the semester will instead be taken the section on Blacks in American History concludes in early February.
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Now that we are back from break, we will resume our study of Blacks in America History, with a look at the struggles faced by African-Americans in the 20th-century to gain equality in the United States. This is a study that should last about three weeks.
To start, ponder the concept of "Separate but Equal" as laid down by the Plessy vs. Ferguson decision of 1896. So long as the appearance of equality was made, facilities could be provided to separate Black Americans from the white population. In short, it made segregation legal in America. However, and this is the journal question presented to you, Can separate truly be equal?
Two reading assignments follow:
1) "Black Migration to the North" - After reading three letters written to the editor of the Chicago Defender, answer the set of 10 questions that follow.
2) "Three Visions for African-Americans" - As you read through the short biographies of Booker T. Washington, W.E.B. Du Bois, and Marcus Garvey - three Black leaders of the early 20th century - write down 10 facts about each (that would be 30 total). Answering the two reading questions which follow is for extra credit.
Finishing the week will be three workbook activities. Actually, only the first one is required; the other two may be done for extra credit.
1) "African American Culture and Politics," pages 188-89. To complete this activity, you will need to refer to pages 310-15 of the textbook.
2) "Lift Every Voice and Sing," pages 190-91. (E/C)
3) "Knocking the Color Out of Colored,"pages 192-93. (E/C)
Next week, we move into the era of the Civil Rights Movement.
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Since we have Monday off in his honor, and he happens to be at the heart of the Civil Rights movement (which we are currently studying), I felt it appropriate to offer you some extra credit by examining his famous "I Have A Dream" speech and answering some review questions. Both the text of the speech and the study guide for it can be found below. For Extra Credit, just print out the review and answer whatever questions you choose.
When we return on Tuesday, we will read as a class, the article on Jackie Robinson, "Desegregation Begins With a Baseball." When done, or as we make our way through the piece, writw down 15 pieces of information about the man who broke the color barrier in professional baseball. This activity will be followed on Wednesday-Friday (if needed) with a viewing of the film "42."
At the end of the end, and into next week will begin the Civil Rights Projects within your table groups. I will allot at least two periods over the next two weeks to working on this in class The instructions can be found below.
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As we continue our examination of African American struggles in the 20th Century...
There are a few workbook activities I want you to pay attention to this week. These include:
- "The Movement Begins," pp. 364-65. (You will need to refer to pp. 552-559 to complete this acivity)
- "Challenging Segregation," pp. 370-71. (You will need to refer to pp. 560-568 to complete this activity)
- "New Civil Rights Issues," pp. 376-377. (You will need to refer to pp. 569-575 to complete this activity)
There will be a reading called "The Lunch Counter Sit-Ins." In reading the article, extract 15 facts/notes/pieces of information and then answer the five questions found in For Discussion and Writing. This represents one of the many ways Blacks engaged in civil protest to attain social equality.
By the end of the week, the discussion becomes more political, as we examine the struggle which led up to the passage of the Voting Rights Act in 1965. As you read the assignment, "Race and Voting in the Segregated South,, extract 20 pieces of information from the article, and then answer the three questions found in For Discussion and Writing.
In between all this, I will give you at least one class period to work on your projects. I am also scheduling a Saturday School on February 1 for anyone wanting to come in and work on their project.
Note: Along with the three required workbook activities, there are six more you can do for extra credit. They are: 1) "Executive Order 10730: Desegregation of Central High School," pp. 366-67; 2) "Rosa Parks's Arrest Record," pp. 368-69; 3) "Letter from Robert Kennedy to President Kennedy," pp. 372-73; 4) "Speech by President Lyndon B. Johnson," pp. 374-75; 5) "Martin Luther King, Jr., Meets Malcolm X," pp. 378-79; and 6) "Report on the Watts Riots," pp. 380-81. You will get five points for each activity you do.
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This week, we bring to a close our study of the African-American struggle throughout the 20th century.
With your projects due on Friday, you will be given all of Thursday to put the finishing touchesw on your work. Anyone who wants to present their's to the class for extra credit, may do so on Friday.
In the meantime, we will take our study of race relations to the end of the 20th century. There are two reading assignments for this:
1) Group reading - "A Crisis of Shattered Dreams." Everyone in the group read a section of the article (there are four, so groups may need to re-align). Each individual is to write five of what he/she deems to be the most important items from each section and then put them together so that everyone ends up with 20 items each.
2) Individual reading - "The Greening of America's Black Middle Class." After reading this article, assume a pro or con stance and write a 4-5 paragraph essay, arguing the benefits of or detriments caused by affirmative action. In writing your essay, I want you to reference the article at least three times by quoting or paraphrasing it. Note: This may have to be a homework assignment, due in by week's end.
Test: Since this is the end of the unit, there will be a taske-home test handed to everyone on Friday. This test, which will be a short-answer exam, will be due back to me by next Friday, 2/14 to hand it in. However, if all work is caught up and turned in by Friday, there will be no test. UPDATE: There will be no take-home test. The project is enough for a culmination grade. However, you can still do the extra credit test below. Follow the directions below and turn in by 2/14 for credit.
Extra Credit: If you have managed to hold on to all of your notes going back to the beginning of the unit on Minorities in America, you may use them to take another test. This would have been the final for the first semester, had we been able to get through the African American section last semester. Just print out the exam found below, fill in what you can, and turn it in by week's end (2/7). You'll get one point for everfy question you get right.
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Shortened week to celebrate the birth of our 16th president.
At long last, we start a new unit of study this week, Economics in American History.
To start things off, you will be working your way through a miltiple-page work packet centrering on the era of the Industrial Revolution. We will go over and review each page from day-to-day until it is complete.
In the meantime, we will begin the first of at least four lectures to be given ove the duration of this unit. This one, called "Industrialization in America," can be found in its Word format below.
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As our examination of Industrialization in America continues, this week we take a close look at notorious industrialists like John D. Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and J.P. Morgan. After learning about who they were and what they did, the question will be posed as to whether such men were benefactors of society or parasites, growing rich at the expense of the common man?
Assignments for this week are simple.
1) Continue working on the "Growth of Industry packets
2) You need to have all the lecture notes for Industrialization in America completed.
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As our examination of Industrialization in America continues, this week we take a close look at notorious industrialists like John D. Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and J.P. Morgan, and the control they wielded over the political spectrum. The question will be posed as to whether such men were benefactors of society or parasites, growing rich at the expense of the common man?
From there, we will move into the era of unionization, when industrial workers began to unite and strike against their employers for better pay, shorter hours, and safer working conditions.
By weeks end, completed work should include:
1) The "Growth of Inmdustry" packets
2) Notes on "Bosses of the Senate" (found below)
To supplement your activities, we will be watching segments of the docu-drama series, The Men Who Built America.
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Our examination of Economics in American History continues this week with a look at the labor movement that spread throughout the country in the early years of the 20th century.
Work for this week will be as follows:
1) The Labor Movement, a combined note and activity assignment. I want you to highlight all the information areas.
2) Reading: One Big Union - One Big Strike: The Story of the Wobblies. The instructions for this activity are on the article (found below) in yellow highlight.
3) A trio of workbook activities. These include: a) "Big Business and Unions," pp. 64-65 (you'll need to read pages 138-46 in the textbook to complete); b) "The Great Railroad Strike 0f July 1887," pp. 66-67; and c) "Sweatshop Conditions," pp. 78-79.
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As our look at the Labor Movement of the early 20th century continues ...
1) conclude work on:
a) "The Labor Movement" activity pages. All reading materials and charts need to highlighted for useful information. Be sure to fill in all blanks as you make your way through the four pages.
b) Reading and taking notes on "One Big Union, One Big Strike." You need to provide 25 pieces of information from the article, and answer the three discussion questions.
2) The other big activity for the week is to create a presentation on a labor era topic. Working in pairs, you will research a randomly assigned person or event, and create a slide presentation. Presentations from each class will be gathered into a folder that class members will access and respond to by writing down three things they learned about each topic in their notebooks. These folders can be found in next week's listings.
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With the end of the third quarter upon us, we will glide into Spring Break by finishing up this section of the Economics I am sure that each of you is rested and full of energy to tackle the rest of what lays ahead. Before moving on, however, we still need to finish what we started - a look at America's economic history - last quarter.
First up ... For those of you who didn't finish (specifically several A Blockers), you need to start of by completing the notes you were supposed to pull from each of the group presentations (the A Block folder can be found below).
Once that is done, move on to what we need to accomplish this week...
1) Muckraker reads - These are three short articles, a) The Bitter Cry of the Children." b) "The Woman Who Toils," and c) "The Jungle," from which you are to write five observations. Note: these are not notes or facts, but instead subjective responses to the material. (Start this on pg. 28, or the first right-side page that is open.)
2) "Children Labor in America" - This is a left-side activity (pg. 29). You'll each be getting a copy to place in your notebooks.
3) Henry Ford Quote - This also a left-side activity. Respond to the quote on pg. 31 (or the next open left-side page).
4) Lecture notes - "Economics in the 1920s" Begin writing these notes (yes, I'll be lecturing) on pg. 30 (or the next open right-side page). Allow for about four right-side pages in your notebooks.
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Everyone enjoy their
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This is, without a doubt, a very interesting time for us. As we enter the fourth quarter, all of your instruction from here on will be online. While all the assignments can still be found here on Moodle, I am in the process of bridging them all over to Google Classroom. For each of the writing activities, there is a Google Doc created for you to complete digitally and submit. However, if you want to continue working in your notebooks, that is fine too. Just take a pic of your work and send to me.
First up ... I've placed most of the Labor Era Projects that have been turned in a single folder below. Your assignment here is to read through the projects and extract three pieces of information from at least ten of the projects in the folder (it doesn't matter what period produced it). Obviously, do not repeat any of the topics. This may be one you want to do using Google Docs.
Once that is done, move on to what we need to accomplish this week...
1) Muckraker reads - These are three short articles, a) The Bitter Cry of the Children." b) "The Woman Who Toils," and c) "The Jungle," from which you are to write five observations. Note: these are not notes or facts, but instead subjective responses to the material.
2) "Children Labor in America" - Answer the five questions in response to the text and visuals.
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This is, without a doubt, a very interesting time for us. As we enter the fourth quarter, all of your instruction from here on will be online. While all the assignments can still be found here on Moodle, I am in the process of bridging them all over to Google Classroom. For each of the writing activities, there is a Google Doc created for you to complete digitally and submit. However, if you want to continue working in your notebooks, that is fine too. Just take a pic of your work and send to me.
First up ... I've placed most of the Labor Era Projects that have been turned in a single folder below. Your assignment here is to read through the projects and extract three pieces of information from at least ten of the projects in the folder (it doesn't matter what period produced it). Obviously, do not repeat any of the topics. This may be one you want to do using Google Docs.
Once that is done, move on to what we need to accomplish this week...
1) Muckraker reads - These are three short articles, a) The Bitter Cry of the Children." b) "The Woman Who Toils," and c) "The Jungle," from which you are to write five observations. Note: these are not notes or facts, but instead subjective responses to the material.
2) "Children Labor in America" - Answer the five questions in response to the text and visuals.
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Our focus this week is the economic boom, and ultimate bust, if the Roaring 1920s.
Your activities include the following:
1) Henry Ford Quote - Respond to the quote with a paragraph or more.
2) Lecture notes - "Economics in the 1920s." Copy them if you like, or you may instead complete the outline provided for you.
3) Article reading - "The Changing Nature of Work." As you read, answer the accompanying questions on a separate link below. Note: You do not have to copy the questions so long as the answer includes the contents of the question.
4) Note-taking and graph - Read the article "Route 66: Impact on (Economic) History." After reading, complete the following:
A) Write down five key facts about Route 66
B) Answer the questions provided
C) Complete the pinwheel chart highlighting the significance of the auto industry on other areas -
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This week, we move from the economic prosperity of the 1920s to the Great Depression that was the 1930s.
In doing so, this is what's on the agenda:
1) Journal - Great Depression - Read through the factsheet found below (in Google Classroom it is embedded in the title of the assignment document). Choose any one of the topics written about, and write a personal response in a paragraph or more. Your response can take the form of an opinion about the chosen topic. It can be a hypothetical extension of a topic. Or, it can be an experiential journal; one where you write about what it would like to experience one of the situations you read about.
2) Hard Times! and Study Guide - Using the slide presentation "Hard Times! The Depression Takes Hold" as your source material, complete the study guide of the same name. Both are found below in PDF form (or you can access the Google doc in Classroom with the slide presentation embedded in the title). Each question is worth two points.
3) The Great Depression: Graph Study - Use the information found in the worksheet to complete the graph and answer the questions. You can print out the complete the PDF version found below (take a pic and email me when done), or you can access a Google doc version placed in Classroom.
4) The Dust Bowl Migration - This is a workbook activity found on page 206 of your Inquiry Journal. If you have your's at home and want to work out of it, just take pics of your completed work and email me. Otherwise, you will find a link to the digital version in Google Classroom.
Extra Credit: If you want to do a little extra, complete "Life During the Great Depression" found on pages 204-5 of your Inquiry Journal workbooks. You'll need to refer to pages 329-35 of your text to complete. Remember, there is a digital version of your textbook found by going through Powerschool.
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As we conclude our look at the decade of the Great Depression, this week will be an all workbook week. In other words, all your assignments are from your workbook.
They include they following:
1) The First New Deal - Found on pages 220-21 of your workbook, you will need to refer to pages 348-57 of your textbook in order to complete it. Remember, a digital version of your text exists. You can access it by going through Powerschool.
2) Tennessee Valley Authority - Found on pages 224-25 of your workbook. Use information on the first page to complete the second page.
3) The Second New Deal - Found on pages 226-27 of your workbook, you will need to refer to refer to pages 360-65 of your textbook in order to complete it. Remember, a digital version of your text exists. You can access it by going through Powerschool.
4) Social Security Act of 1935 - Found on pages 230-31 of your workbook. Use information on the first page to complete the second page.
5) Federal Writer's Project - Found on pages 208-9 of your workbook. Use information on the first page to complete the second page. -
This week we move into our unit on America's wars, beginning with World War I -- "The War to End all Wars."Here are the assignments for the week:
1) Interpreting Statistics: War Deaths - Our look at WWI begins with a comparison of the casualties of all the wars involving the United States. Use the information in the chart provided to answer the questions that follow.
2) The United States Goes to War - As you work your way through the set of lecture notes, extract a minimum of 25 pieces of information (you may do up to five more for extra credit) about America's involvement in WWI. Please note - your notes need to be full thoughts, not just a couple of words jotted down.
3) Selective Service Act of 1917 - This activity can be found on pages 146-47 of your Inquiry Journal workbooks.
4) Experiential writing - Refer to the activity, "Life in the Trenches." After reading through the various testimonies of actual WWI soldiers, place yourself in the trenches during the war. Not knowing whether or not the next excursion "over the top" will be your last, write a letter home describing the conditions (constant bombardment, vermin, disease, etc.) of life in the trenches. Note: This activity is being treated as EXTRA CREDIT)
5) The Treaty of Versailles - This activity can be found on pages 152-153 of you Inquiry Journal workbooks.
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December 7, 1941 was, in President Franklin Roosevelt's words, "a date which will live in infamy." Why? Because that was the day the Imperial forces of Japan launched a "surprise" attack on the American naval installation located in Hawaii, pulling the United States into World War II.
This week we'll begin taking a look at the second, even greater, war of the 20th century, war by doing the following:
1) Reading - "Attack on Pearl Harbor!" As you read through the article and accompanying chronology of the events of that day and beyond, answer the comprehension questions that go with it. Both the article and questions can be found below.
2) Workbook activity - "Wartime America." Refer to the text, pages 408-417, to complete the activity found on pages 264-265 in you Inquiry Journal workbooks.
3) Reading Notes - "Japanese Internment." As you read through the set of notes attached, please extract at least 25 pieces of information about the internment of the Japanese-Americans - many of whom were born in the U.S. - as a result of Executive Order 9066. Again, you may add on as many as five more facts for extra credit.
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World War II comes to a close this week. We'll be taking a look at the war as it was fought on two fronts - in Europe (against Germany and Italy) and in the Pacific (against Japan). It ends with an examination of President Truman's decision to drop the atomic bomb.
The activities for this week include:
1) Reading Notes - "America's War with Germany." As you make your way through the notes, extract a minimum of 25 pieces of information. or, if you chose, you may copy (they must be hand-written) the notes as they are written into your notebooks. Just send as an attachment..
1) Reading Notes - "America's War with Japan." This is a much longer set of notes. So, the minimum pieces of information requested for this assignment will be 40. Note: If you prefer, you may simply copy the notes as they are written. But, it would have to be hand-written in your notebooks, and then sent as an attachment. This is also the last set of notes for the year, so finish strong.
3) Workbook activity - "Dropping the Atomic Bomb." Complete the assignment found on pages 286-87 of your Inquiry Journal.
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This week represents the beginning of the end for the class.
All that's left is a final "extra credit" project which you have until Wednesday, June 3rd to complete. The assignment is to research and report on the cultural history of one of the decades of the 20th century. Each individual will examine the cultural and social highlights of a decade of your choice, looking at items such as the music, movies, fads, and fashion of the selected decade.
Note: This project is worth a lot of points (180 total possible). And since it is being treated as an extra credit assignment, any portion of those points will only work to enhance your grade. So, even if you don't do all the work, do at least some. If nothing else, it should be fun examining what was hip and happening back then.
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