CP U.S. History (Period 2) Assignments
- Instructor
- Wayne Knutson
- Term
- Fall 2011
- Department
- Social Studies
- Location
- 201
- Description
-
This class entails a detailed examination of all facets of U.S. history. A NOTE OF CAUTION: students who complete this course will be intellectually superior to all other humans. This may cause them to form an elite corps that will take over and rule the world with an iron fist. So, should this happen, you were warned.
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Agenda for Jan. 30 – Feb. 3
Mon. 1/30
Topic: Causes of the Depression
Agenda: Stock Market Simulation
1. Buying and Selling stocks in the 1920s.
2. Assign: Chap. 9, Sec. 1; Download Chap. 9 Review Sheet.
Tues., 1/31
Topic: Chap. 9, Sec. 1 Outline: Understand the principal causes of the Great Depression
Agenda:
1. Causes of the Great Depression
A. Stock Market Crash. What was market like before crash?—Show file: Stock Market Crash of 1929
1. Long “Bull” Market—stocks were rising because inexperienced investors were pouring money into companies they knew nothing about.
2. Buying stocks on margin--If stocks don’t go up—margin call
3. Speculation—betting on stocks
4. The market is very risky—so why did it crash? (Show market graph)
A. No new customers—stock prices drop.
B. Current customers start selling in order to limit losses.
C. With stocks going down—margin call—customers must quickly dump stocks—death spiral—market plummets.
D. Who is hurt by the crash?
1. Stock owners—prices crashed and they lost everything--#30 billion in one month.
2. Brokers—they had loaned money on margin—never got repaid.
3. Bankers—loaned money to brokers and bought stock themselves. When market tanked, they lost millions.
4. Some banks lost so much they closed—taking depositor money with them.
5. The fear of bank losses caused bank runs—so more banks closed.
6. People stopped putting money in banks, slowing the economy even more, since banks couldn’t make loans.
7. Those banks that survived had less money to loan out—meaning the overall economy slowed.
2. Handout: Reteaching Activity 9
3. Causes of the Great Depression continued
B. Unequal distribution of wealth—Daily Focus Transparency 9-1.
C. Overproduction
D. Underconsumption
E. Chain Reaction--Sales slowed so factories laid off workers—which caused workers to stop buying and more people got laid off
F. Too little trade—Hawley-Smoot Tariff
G. Federal Reserve Policy
4. Handout: Timeline Activity 9
5. Handout: During the Depression
6. Assign: Read Chap. 9-2 and “During the Depression” handout.
Wed. 2/1
Topic: Life During the Depression
Agenda:
1. Handout: Music & analysis—No Depression
2. Hobos and Hoovervilles, Hoover flags, Hoover blankets
3. Overhead: Dust Bowl Map
A. Why head to California?
B. Why were prices so low? High prices during war caused Overproduction—Wheat $2.40/bushel in 1920, $1.00/bushel in 1930.
C. How did farmers try to fight this—by growing more.
4. Handout: Dust Bowl Timeline—Surviving the Dust Bowl
5. Handout: The Big Money
6. Escaping Depression—movies and radio. Handout: Critical Thinking Activity Skills 9
7. Chap. 9-1 & 9-2 quizzes.
8. Assign: Read Chap. 9-3 and make a two column list. Column 1: List the major actions that Hoover took or agencies he created to fight the Depression, including a brief description. Column 2: Briefly explain why these actions/agencies failed. You must find 5 out of the 6 possible answers. Must be typed, 12 pt., 1” margins.
Thurs. 2/2
Topic: Great Depression
Agenda:
1. Hand in 2 column list.
2. Handout: Video Notes: Century Series: 1929-36: Stormy Weather.
3. Video: Stormy Weather--The Great Depression
4. Chap. 9-3 Quiz (if time)
5. Homework Assignment: Handout: The Bonus Army
Fri. 2/5
Topic: Hoover vs. the Depression--Depression Wins
1. Hoover president in a controversial election—anti-Catholic, rural, and “dry” vs. Al Smith—Catholic, urban, “wet”.
2. Return 2 column list Homework: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work?
3. Overhead: Hoover Against Gov't Intervention--only state and local could give direct relief.--What wouldn’t Hoover do? Why not?
4. Quick Review of Chap. 9
5. (If not completed yesterday) Short Section of Century series video.
6. Assign: Chap. 9 Examlet on Monday.
Due:
Assignment
Agenda for Jan. 16 - 20
Schedule for this week will vary by class. Be sure to download the Final Exam Study Guide below.
Due:
Assignment
Agenda for Jan. 3 - 6
Mon. 1/2--No School
Tues. 1/3
Topic: WWI-Review
Agenda:
I. Review
A. M.A.I.N. causes of WWI?
B. Schlieffen Plan
C. U.S. attitude toward the war
1. Neutrality
2. Events which changed U.S. view
a) British Blockade / Unrestricted submarine warfare
(1) $$ overhead (trade)
b) Sinking of the Lusitania
(1) U.S. timeline overhead
c) Zimmerman Telegram
D. Wilson’s views on ending the war
1. “Peace without victory”
2. Declaration of war
Assignment: Read Section 6.3 – Download & complete Guided Reading 6.3
Wed. 1/4
Topic: WWI--US Enters & Fights
Agenda:
I. U.S. Entry into war and the Home Front
A. Conscription (Draft)-new system called “selective service” created—2.8 million men called up. Progressives worry this violates democratic principles.
B. African-Americans--they join the army to fight for equality and inclusion; acquire new jobs in factories--men at war leave many openings; move to northern cities (Great Migration) to acquire these jobs--A-A leaving the south in large numbers for the first time; experience equality in Europe.
C. Women--assume new roles--economic, social, political—11,000 serve in Navy. Used as clerks in the Army; nurses actually serve overseas. 19th amendment passed right after the war. Women move into workforce but most leave after the war
D. Gov't Policy--anti-trust and fear of big biz lessen during war--Big Biz runs the war effort and booming economy lessons concern about workers and consumers being taken advantage of.
i. War Industries Board--typical Progressives--gov't picks experts to run the war--also very different--Big Biz is running the war. What happened to anti-trust? It is gone for some time to come. Cooperation between Wall Street & Washington—Bernard Baruch—a Wall Street baron—runs the board.
ii. Food Admin—victory gardens, and heatless, meatless and wheatless days
iii. Daylight savings time introduced as a coal saving measure—originally proposed by Franklin.
iv. Liberty and Victory Bond drives raise money.
E. Mobilizing the Workforce
i. No strikes (Nat’l War Labor Board). In exchange, workers get 8 hr. day, right to organize unions and bargain collectively.
ii. Immigration from Europe slows during the war—this will lead to severe restrictions in the 20s.
iii. Mexicans move north for jobs—severe discrimination.
Assignment: Activity: Download WWI Readings package; download Weapons of WWI timeline
Thurs., 1/5
Topic: 1) Civil Liberties in Time of War 2) New technologies & modern war. 3) American soldiers in the war.
Agenda:
1. Turn in Chap. 6-3 Guided Reading Activity
2. Ensuring public support for the war—Overhead: On The Home Front
A. Committee on Public Information--Are they to provide war information to the public? NO! They are to convince the U.S. people to support the war--this is a propaganda machine. They also sell war bonds to pay for the war.
B. Civil Rights-- Are civil rights secure during time of war? For the first time, the Supreme Court decides that the right of free speech is a limited one.
1. WWI Readings Package
a. Espionage Act--Limits Free Speech against the War
b. Schenk vs. U.S.
--Is the Espionage Act constitutional? Yes
--Can the 1st amendment be limited by the gov't? Yes
--Is war a good enough reason to limit the 1st amendment? Yes
c. Holmes says that as long as the danger is "Clear and present," such as yelling fire in a crowded movie theater, the gov't may restrict speech if it has a compelling reason for doing so.
3. On the Homefront Time Line Activity 6--Weapons of WWI. How did these weapons help WWI become the first modern war? What does the term "modern war" mean?
4. U.S. Soldiers--young, inexperienced, but plentiful. High morale and sheer numbers help swing the tide of battle to the Allies.
A. Women and African Americans enter the war--women for the first time.
B. Selective Service--what is it?
Assignment: Read: Chap. 6, Sec. 4; download and complete Chap. 6-4 Guided Reading Activity; download 14 pts/Versailles Treaty/League of Nations
Friday Jan 6th
Topic: WWI Wrap-up
Agenda:
1. Turn in Chap. 6-4 Guided Reading Activity
2. War's End--what happened?—Handout-14 pts/Versailles Treaty/League of Nations
A. Big 4--Italy, U.S., Britain, France. Who isn't there? An imposed peace is an unstable peace-Reading-Peace w/out Victory
3. What happened at Versailles Treaty? The basis for WWII.
--$33 billion in reparations will ruin Germany economy.
--Give back Alsace-Lorraine
--Downsize Army & Navy
--Lost land to Poland and Russia (split in two)
--Lost all colonies--Mostly to Britain and France
--War Guilt Clause
4. 14 pts--ignored. Why? B & F want to punish Germany. Wilson says--okay--as long as I can get:
5. League of Nations. But the Senate says: No! Reading: On the League of Nations.
6. Why no League of Nations?
a. Disillusionment after war—casualties (overhead), economic downturn, high immigration, no “real” solution to European problems—was WWI really worth fighting?
b. If League is supposed to defend weak nations, will this mean more war instead of less?
c. Wilson’s stroke
d. Wilson disrespects Senate
e. Legal argument—only people can transfer sovereignty to L of N, not gov’t. US Constitution is supreme law—not League of Nations charter.
7. Spanish Influenza Pandemic—40 million dead—flu still a problem now?
Assignment: Download and Read: How a "Red" is Made; Race Riots 1919. Download and answer: Content Vocabulary Activity 6 and Reteaching Activity 6.
Due:
Assignment
Agenda for Dec. 12 - 16
Mon., 12/12
Topic: Causes of WWI
Agenda:
1. What started WWI? What was the proximate cause? Assassination of Crown Prince Ferdinand.
2. Lecture/Discussion/Overheads: The four M.A.I.N. causes for The Great War—General Overview using maps, and readings.
--Maps of Europe before WWI
-Militarism/Mobilization--war is good/solves problems—Greatness of War reading
-Alliances—competition for land makes war becomes more likely and bigger once it starts
--Maps of alliances
-Imperialism--war becomes a "world" war
--Overhead: maps of empire
-Nationalism--unity and patriotism above all else—the Greatness of War again--perfect for war
3. Assign: Chap. 6, Sec. 1
Tues. 12/13
Topic: Causes and Course of WWI
Agenda:
1. Review of M.A.I.N. reasons for war.
2. U.S. Neutrality--why?
3. War Breaks Out--The Schlieffen Plan—overhead
A. Why did it fail?
1. Russian Mobilization
2. French/Belgian resistance
3. German errors--weakening the right wing.
4. How did people view war prior to WWI? How did this help cause the war?
A. Reading: 2 excerpts, starting with The Greatness of War
5. How did this view of war change because of the conflict?
A. Reading: Poems (back side of Greatness of War handout from yesterday)
6. Assign: Chap. 6-2; Print and complete Guided Reading Activity 6-2.
Due:
Assignment
Agenda for Dec. 5 – 9
Monday
Topic: Roosevelt vs. Taft
Agenda:
1. Lecture: Roosevelt vs. Taft
A. Similarities--Good Progressives
1. Economic reform--Children's Bureau to limit child labor (not to eliminate it, however)
2. Conservation--Bureau of Mines and many national park/forest lands.
B. Differences--Many and severe
1. Style--Roosevelt--bold, personable and visionary--set agenda and let others take care of the details; Taft--quiet, conservative, a good administrator, but not inspirational.
2. Trust-Busting--Roosevelt talked a good game, but really supported regulation and arbitration; Taft actually broke companies up--twice as many suits as Roosevelt.
3. Tariff--Roosevelt wanted a lower tariff, but was too smart politically to ask for one; Taft thought it was the right thing to do and tried to get it--although he failed.
4. Big Stick vs. Dollar Diplomacy
In the end, Roosevelt really liked being President, so after he got through killing off half the animals in Africa, he decided to run for a third term.
Homework: Read 348-352
Tuesday
Topic: How were the Progressives Different?--Economic Reforms
Agenda:
1) Handout: Role Reversal
2) Overhead: Women at Work—discuss Triangle Shirtwaist Fire
A. On board: Workplace Safety for men, women and children—children—child labor laws, compulsory ed; women—8 hr day—Muller vs. Oregon—gov’t can limit work hours; men—workmen’s comp
B. Laws start by limiting effects on women/children. Conjoins “weaker” groups, but paves way for men to enjoy same protections later.
3) Overhead: Gibson Girl
4) Overhead: Patent Medicines--why the FDA was needed.
5) Overhead: Populists vs. Progressives
Homework: Read 353-357; Download Chap. 5 Study Guide
Wednesday
Topic: Election of 1912
Agenda:
Topic: Wilson in Office
Agenda:
1) Overhead: Daily Focus Skills Transparency--New Nationalism vs. New Freedom
2) Wilsonian Economic Reforms
a) Income Tax--legal or illegal?
b) Federal Reserve System--Handout
c) Fair Trade Commission-FTC--regulate trade practices
d) Keating Owen-Child Labor Act--no one under 14 in goods for interstate commerce--why only interstate goods?
e) Adamson Act--8 hr day for railroad workers
f) Overhead: 8 hr day letter
Homework: Complete Study Guide.
Thursday
Topic: Progressivism--Success of Failure? Review for Exam
Agenda:
1) Progressivism--a success?
A. Overheads: Progressivism--slides 1 & 2
B. DBQs--last page--Progressive Legislation
C. Overheads: Progressives & Education
D. Reading: Progressive Legacy
E. Conservation
2) Progressivism--a failure?
A. Progressivism & Racism (will discuss Racism in the Unit on 1920s)
B. Progressivism & Imperialism
1. Overhead: Big Stick Cartoon
2. Readings: Panama Canal; Roosevelt Corollary
3) Structure of the test
4) Assign: Study for Test
Friday:
Topic: Chap. 5 Exam
Agenda:
1. Chap. 5 Exam
Due:
Assignment
Agenda for Nov. 28 - Dec. 2
Monday November 28
Topic: Progressives Overview
Agenda
A. PowerPoint Progressive Overview
1. Progress what does it mean? For Whom?
2. Problems of the Gilded Age
3. Muckrakers
a. Ida Tarbell
b. Jacob Riis
c. Upton Sinclair
d. Thomas Nast
4. Bob La Follette
5. Political Corruption
a. Political Machines
6. Problems with Industrialization and Urbanization
a. Urban Poverty
b. Tenement Housing
c. Working Conditions
d. Child labor
7. Triangle Shirtwaist fire
8. Assign: Chap. 5, Sec. 1
Tuesday November 29
Topic:
1. Economics Spectrum
a. Capitalism
b. Socialism
c. Communism
2. Shift to Socialism – Reform
a. Retirement
b. Workers Compensation
c. Children’s Bureau
3. Trust Busting Packet
a. JP Morgan
Wednesday November 30
1. Progressive Reforms Worksheet (Hand out and Explain)
2. Efficiency in Government
a. Bob La Follette
i. Initiative
ii. Referendum
iii. Recall
3. Commission Plan
a. Hurricane in Galveston, Tx.
4. Suffrage Movement
a. National Woman Suffrage Association
i. Elizabeth Cody Stanton
ii. Susan B. Anthony
b. American Woman Suffrage Association
i. Lucy Stone
ii. Julia Ward
c. Abigail Smith Adams
d. Alice Paul
e. Carrie Chapman Catt
f. 19th Amendment
5. Prohibition Movement
Thursday Dec. 1
1) Social Welfare Reform
a) John Spargo
b) Health and Safety Codes
i) Triangle Shirtwaist Fire
ii) Building Codes
c) Upton Sinclair Reading “The Jungle”
i) Trying to hit America in the Heart instead I hit the in the stomach
(1) FDA
2) Progressive Movement Video – Just the Facts
3) Quiz Chapter 5 sections 1 & 2
Friday December 2
1. International and Domestic Policies
a. Roosevelt (Social Darwinism / Progressive)
i. Square Deal
ii. Big Business Policy
iii. Northern Securities
iv. United Mine Workers
- Coal Strike of 1902
v. Department of Commerce
-Bureau of Corporations
vi. Environmental Conservation
b. Howard Taft (Moderate)
i. Tariffs
- Payne Aldrich Tariff Act
- Ballinger-Pinchot Controversy
ii. Political and Social Reforms
- Children’s Bureau
c. Woodrow Wilson (if time)
Due:
Assignment
Agenda for Nov. 14 - 18
Mon., 11/14
1. Re-watch the end of the Schlesinger: US & the World video.
2. Lecture: Imperialism continues
3. Download Chap. 3 & 4 Review Sheet & how to study for the exam on Friday.
Tues., 11/15
1. Quiz on Chap. 4, Sec. 3.
2. How many sq. ft. is your house? 3. Discussion: How rich is rich? Breakers mansion tells us a great deal about the time.
4. Video: Newport Mansions
5. Handout: Standard Oil Packet—rich folks like Rockefeller thought they were doing good, although they often cheated and corrupted legislatures. What was it like to be on the other end of the scale--an immigrant?
6. Immigration and Statistics
7. Overhead: Ellis Island
8. Handout: Ellis Island
Wed., 11/16-Late start
Topic: Review
Agenda:
1. Hand back all work.
2. Video: The Gilded Age
Thurs., 11/17
Topic: Test Review
Agenda:
Agenda:
1. Compare answers on study guide.
2. Qs on Study Guide.
3. Quick Test—Activity 3 & 4
4. Final Hints
Fri., 11/18
Topic: Chap. 3-4 Exam
Agenda:
1. Chap. 3, 4 Exam
Due:
Assignment
Agenda for Nov. 7 - 11
Mon., 11/7
Topic: Populism
Agenda:
1. Group D Presentation/handout
2. A. Discussion-Problems in the workplace:
1. Problems: Long Work hours, bad/dangerous conditions, low pay, giant corporations
2. Solutions: 8 hr day, strikes for better pay and safer conditions, union recognition
3. Business response: blacklist, closed shop, lockout, gov’t intervention
B. Problems in countryside
1. Problems—high freight rates, high interest rates, corrupt legislatures, bad economy-panics in 1857, 1873, 1893, low crop prices
2. Solutions: Populist Party: Graduated income tax—limit power of rich/corporations, Silver backed currency, Gov’t ownership of RRs, Direct election of Senators—avoid the political machines in the big cities,
3. Powerpoint: Populism
4. Quiz on Populism
5. Assign: Chap. 4, Sec. 1 & 2 + worksheets
Tues., 11/8
1. Turn in Guided Readings, 4.1 and 4.2.
2. Group E Powerpoint presentation.
3. Hand out: Anti-Chinese Propaganda—
A. Read Background Information.
B. Discuss: How did racism influence imperialism? How do racist beliefs affect groups (blacks, nativists, immigrants) in the U.S.?
C. Have students analyze each of the cartoons—meaning, symbols, captions, etc.
4. Video & Handout: US and the World
Wed.. 11/9
Topic: Imperialism
1. Music: Maple Leaf Rag—Scott Joplin
A. Music tells us of the time in which it was composed.
1. Joplin is black—A-As are becoming part of mainstream American culture.
2. Ragtime is piano music—pianos are a sign of middle class wealth—industrial society has created a managerial class that can afford this kind of instrument.
3. Ragtime is urban music—fast, frenetic and syncopated. March music (which it replaced in popularity) was steady and meant for the small towns that played this style.
2. Finish video from yesterday.
Thurs., 11/10
Topic: Review—Industrialization, Immigration & Urbanization
Agenda:
1. Review of Imperialism—
A. Why?
B. When?
B. Where?
C. Who?
2. Imperialism Overheads
3. Handout: Taft--Dollar diplomacy
4. Chap. 4, Sec. 1 & 2 Quiz
5. (If time): Grade Quiz in Class.
6. Assign: Read Chap. 4, Sec. 3—Quiz on Monday; How many sq. ft. is your house?
Fri., 11/11—No School
Due:
Assignment
Agenda for Oct. 31 - Nov. 4
Mon. 10/31
Topic: Immigration, the Growth of Cities & Political Machines
Agenda:
1. Finish video.
2. Discuss info in study guide and presentation.
3. Quiz on Group A presentation, reading
4. Turn In Chap. 3, Sec. 3 worksheet
5. Handout: Group B Study Guides
6. Group B Presentation/handout
Tues. 11/1.
Topic: Immigration, the Growth of Cities & Political Machines
Agenda:
1. Group B Presentation
2. Overheads: Politics, Cities & Immigration
3. Schlesinger Video & Handout: Immigration & Cultural Change
Wed., 11/2
Topic: Social Darwinism & Social Gospel
Agenda:
1. Handouts & Chap. 1-3 Resources Overheads
2. Complete Schlesinger Video & Handout: Immigration & Cultural Change
3. Quiz on Group B Presentation, Chap. 3.3
4. Assign: Chap. 3, Sec. 4 + download and complete worksheet
Thurs., 11/3
Topic:
Agenda:
1. Turn in Chap. 3, Sec. 4 worksheet
2. Group C Presentation/handout—Social Darwinism & Social Gospel
3. Presentation: Americanization—Per. 2
4. (If necessary) Powerpoint: Social Darwinism & Social Gospel
5. 4 issues for exam—Social Darwinism, social gospel, Americanization, Gospel of Wealth—who, what, where, when, why, how? Students study in pairs.
6. Quiz on Group C’s presentation, Chap. 3, Sec. 4
Fri., 11/4
Topic: Populism and the Populist Party
Agenda:
1. Schlesinger Video & Handout: A Nation in Turmoil
2. Finish Schlesinger video & worksheet.
3. Assign: Chap. 3, Sec. 5 + download and complete worksheet
Due:
Assignment
Agenda for Oct. 24 - 28
Mon., 10/24—In Library
Topic: Study Guide
Agenda:
1. Check on notes from reading last night.
2. Continue/complete presentation on Googledocs and research methods from Fri.
3. Meet with each group to answer questions and give hints, discuss problems and pitfalls with each particular question.
4. Discuss layout of study guide and presentation.
5. Discuss how groups will work in library.
6. Website research, begin at www.besthistorysites.net and click on one of the topics listed on the left hand side of the page or look at www.teacheroz.com.
7. Handout: Info for all groups and all students—extremely useful for both study guide and next unit exam!!!!!!!!!!!
8. Reminders of what each group member is responsible for (Are researchers saving a page from each site they visit? Are Presentation people finding photos, graphs, charts and data?) and a brief discussion of what each question means.
9. Assignment: Work on your project!
Tues., 10/25—In Library
Topic: Study Guide Work
Agenda:
1. Handout of old study guides
2. Allow students to peek at old Powerpoints.
Wed., 10-25
Topic: Study Guide
A. Final Outline due by Thurs.—This is what the Chairman will be graded on.
B. Study Guide Structure is as follows:
1. Cover Page—On this page:
Title (The Overall/Main Question you are answering)
Members of the Group & what each group member did.
Example:
Group A-Per. 2: Trace the emergence of the U.S. as an industrial power.
Lolita Robinson-Researcher, Questions 1 & 6
Gurgle Backsplash-Researcher, Questions 2, 4 & 5
Blank Clueless-Researcher, Question 3
Headsup Lookaround-Chairman, Presentation
Short Attentionspan-Presentation
2. Outline
3. Individual Questions & Backup—This should be in the same order as the study guide (Q 1-6).
a. The answers compiled by each researcher (the outline info sent from the researcher to the Chairman) and any backup (the printed page from each website you visited plus any other sources you used).
2. When and how to turn in to turn electronic version of the Study Guide & Presentation.
A. You should either have the presentation and study guide on googledocs or on a flash drive.
B. Your study guide should be labeled: Study Guide _ (the letter of your question), Per. 2 or 5. So, for example, if you did the study guide for question B in 5th period, your study guide would be labeled: Study Guide B, Per. 5. For presenters, it should be labeled Presentation _ (the letter of your question), Per. 2 or 5. Example: Presentation A, Per. 5
b. I will be opening and viewing these at the beginning of the period on Thursday. If your work is not there, it is late, and your grade will be lowered accordingly.
3. Final Thoughts on Study Guides and Presentations:
A. Chairmen/women: No matter what has been given to you, try and make it as clear and complete a study guide as you can.
B. Presentations:
1. Do not simply read information off the screen or off a note card—THIS IS BORING! Your audience will have the study guide in front of them. Explain the images on the screen, give examples, ask and answer questions.
4. Discussion: Industrialization--what do you think of when you hear this word?
A. Ideas and Impressions—what happened?—on board
B. Images—from pictures
5. Schlesinger Video & Handout: Industrialization & Urbanization
Thurs., 10/27
Topic: Turn in Study Guides & Powerpoints
Agenda:
1. Check to see if all study guides & powerpoints are completed.
2. What caused/allowed America to industrialize? What advantages did America have?--On Board
3. What were the effects of this rapid industrialization?--On Board
4. Overheads: Industrialization and Economics—Post-Civil War
5. Assignment: Read Chap. 3, Sec. 2; download and complete Chap. 3, Sec. 2 worksheet
Fri., 10/28
Topic: Study Guide Presentations-Immigration, the Growth of Cities & Political Machines
Agenda:
1. Group A Presentation/handout
2. Discussion of presentation and information therein.
3. Turn in Chap. 3, Sec. 2 worksheet.
4. Quiz on presentation, reading
5. Assignment: Read Chap. 3, Sec. 3; download and complete Chap. 3, Sec. 3 worksheet
Due:
Assignment
Agenda for Oct. 17 - 21
Mon., 10/17
Topic: Reconstruction
Agenda:
1. Lecture: Reconstruction.
A. Reconstruction-defined
1. Rebuilding the South economically—South will, finally, have an industrial revolution
2. Under what terms will the South re-enter the Union?
3. What will happen to the freed slaves?
B. Lincoln's Plan
1. Amnesty (pardon) if:
a. Loyalty Oath
b. Accept removal of slavery
c. When 10% do A & B--you can form a new state gov't
C. Radical Republican Plan
1. Prevent Confederate leaders from returning to power.
2. Make the Republican Party dominant in the South.
3. Help A-Americans achieve political equality (the vote)
D. Wade-Davis Bill--too harsh, Lincoln blocks w/ pocket veto.
E. Freedman's Bureau
1. Feed and clothe war refugees
2. Help Freedman find work, negotiate pay and hours on plantations, get some education.
F. Johnson's Plan
1. Loyalty oath
2. Confederate officers and officials can ask for pardon (which Johnson gives in large #s)
3. Ratify 13th Amendment-abolition of slavery
2. Southern whites attempt to defeat even Johnson’s weak Reconstruction
A. South attempts to defeat black participation with Black Codes
a. poll taxes
b. literacy test
c. grandfather clauses
3. Congress strikes back at these attempts—refuses to seat southern Congressman (like Jefferson Davis) and implements: Congressional Reconstruction
A. Civil Rights Act of 1866--citizenship to all born in U.S. (except Native-Americans); A-A can own property and expect equal treatment in court.
B. 14th Amendment--citizenship to all born or naturalized in the U.S.; due process of law; equal protection.
C. Military Reconstruction Act--5 military districts
4. Johnson's Impeachment and near removal
A. 15th Amendment--guarantees A-Americans the right to vote.
5. Republican Rule in the South
A. Of scalawags and carpetbaggers
B. Schools, roads, hospitals, RRs--and high taxes
C. Rise of the KKK
6. Video: The Birth of a Nation--excerpts
7. Assignment: Download and Begin working on your review sheet for the Chap. 2, Sec. 3-5 exam.
Tues., 10/18
Topic: Death of Reconstruction
Agenda:
1. Work Return.
2. Video: The Birth of a Nation—excerpts—not a documentary, but an example of how the South viewed Reconstruction, even as late as 1915.
A. #17: Second part-Reconstruction—1:26:33-1:27:34—these lines are from a history written by the then President—Woodrow Wilson. Why did D.W. Griffith include them in the movie?
B. #24: Riot in the Master’s Hall—1:53:54-1:56:57—count the racial stereotypes and prejudices, both social and political, that you see being presented in this excerpt.
C. #30: An Answer to the Blacks and Carpetbaggers—2:25:41-2:26:08—the KKK’s solution—lynching.
3. Death of Reconstruction
A. Panic of 1873 ends Republican Control--Democrats take over House and people have other worries—such as finding a job and feeding themselves. Reconstruction is a “southern” issue, let the South deal with it.
B. Compromise of 1877—Hayes, a republican, becomes president, but Union troops are pulled out of the South.
C. "New South" industrializes, but
D. tenant farming and sharecropping trap A-Americans in poverty.
3. Video: Reconstruction: The 2nd Civil War—this is a documentary—which is very different from the fictional movie we saw earlier.
b. Slavery w/out chains—52:34-59:54—why aren’t the Freedmen given land?
c. Radical Reconstruction—1:11:54-1:19:05
d. War of Terror—32:13-36:14—the real story of the KKK.
e. Secret Compromise—1:16:21-1:19:55—Southern whites reclaim political power in the South.
4. Questions on Review Sheet
5. Assignment: Prepare for tomorrow’s Exam.
Wed., 10/19
Topic: Quiz Review
1. Video: Complete from yesterday.
e. Secret Compromise—1:16:21-1:19:55—Southern whites reclaim political power in the South.
2. Questions from last night.
3. Questions from Review Sheet
4. Final Hints for exam.
Thurs., 10/20—Great Shakeout Day-40 minute periods
Topic/Agenda: Unit Exam-Chap. 2, Sec. 3-5
Agenda:
1. Unit Exam
Fri., 10/21
Topic: In Library--Study Guide Project
Agenda:
1. Study Guide Project Handout
A. Groups assigned
B. Questions assigned
2. Sample Study Guide Outline
3. Set up Googledocs accounts.
4. Assignment--Study Guide-Part 1: Read the section of the textbook that pertains to your question. Outline that information (include the page #) for Monday.
Due:
Assignment
Agenda for Oct. 10 - 14
Mon. 10/10
Topic: Causes of the Civil War/Civil War
Agenda:
1. Check to see if students have completed assignment.
2. Students will quickly share on the white board their answers from the assignment.
3. Video and Handout: Causes of the Civil War
5. Chap. 2, Sec. 4-p 206-210; Take your 3-column assignment from yesterday and add as many causes as you can to your list--don't worry about column 2 and 3 for now, just fill in column one as completely as you can. You must bring both your original chart and your new one as well.
TUES., 10/11
Topic: Battles of the Civil War
Agenda:
1. Overheads: Causes of the Civil War.
2. Add to the List of Causes of the Civil War on the whiteboard--quickly!
3. Video: Causes of the Civil War
4. Reading: Dred Scott
5. What's so bad about slavery? Reading: Frederick Douglass
4. Handout: Antietem Battle Paragraph—use as a guide for your homework tonight.
5. Assignment: p. 210-215; Write a paragraph describing one of the 7 major battles of the Civil War and why it was important.
1. Fort Sumter. 2. 1st Battle of Bull Run. 3. Gettysburg. 4. Vicksburg. 5. Sherman's March to the Sea. 6. Appomattox.
WED., 10/12—Late, late start day
Topic: War Begins
1. Handout & Discussion: South Carolina secedes
2. Overhead: Causes of the Civil War—map of N and S during war.
3. Discussion of battles—using students paragraphs-why each of them was important.
4. Handout: Read each other’s paragraphs and critique them using paragraph writing rubric.
5. Students may either turn in paragraphs or correct them and turn them in tomorrow.
6. Test Return and Review
Thurs., 10/13—
Topic: Battles of the Civil War
Agenda:
1. Finished discussion/review of battles
2. After discussion of Gettysburg, brief clip from Civil War video—to discuss:
3. Assignment: Chap. 2, Sec. 5
Fri., 10/14
Topic: Effects of the War & Reconstruction
Agenda:
1. Changes during the war
A. Overhead: Civil War Battles—why did the South do well at the beginning (until 1863) and the North at the end of the war? Strengths and strategies.
B. Social Changes during the war--for soldiers and civilians, men & women, North & South.
C. Economic Changes—North & South
2. Effects of the War
A. Union preserved
B. Nat’l Gov’t stronger than states.
C. Slaves are freed.
D. South destroyed.
4. (If time) Lecture: Reconstruction
A. Reconstruction-defined
1. Rebuilding the South
2. Under what terms will the South re-enter the Union?
3. What will happen to the freed slaves?
Due:
Assignment
Agenda for Oct. 3 - 7
MON., 10/3
Topic: Industrial Revolution in the Early Republic
Agenda:
1. Finish Group Work: Which job & why? 1) Toll road owner. 2) Canal owner. 3) Railroad owner. 4) Steamship owner. Tell me the advantages of owning this type of transportation? What are the problems with the other types of transportation? Think about things like: Which is more expensive to build initially? Which is most affected by weather? Which is limited by terrain and resources? Group 5) Special Assignment: Why should the gov’t not pay for these “internal improvements”?
2. Handout: The Big Ditch
3. Industrial Revolution--women lead!
4. Handout: Lowell Mill Girls (Looming Changes overlined for discussion)
5. Overhead: Lowell Mill Girls
6. Unity in the Early Republic
a. Handout: The American Spirit
b. Overhead: Birth of a Nation--analyze how symbols help create unity.
c. Handout: A Plea for an American Language Discussion: Noah Webster & why Americans spell words differently from the British
7. Assign: Handout: Chap. 1, Sec. 3, Chap. 2, Sec. 1 & 2 Quiz Sheet
TUES., 10/4
Topic: Social Change
Agenda:
1. Overhead: 2nd Great Awakening--importance?
2. Social Reform—led by women—did this help cause the Lowell Mill Girls?
a. temperance
b. prisons
c. women
d. abolition
e. The odd reform movement I can't talk about here.
3. Missouri Compromise and the invention of the Cotton Gin--good or bad?
WED., 10/5/11
Topic: Political Change and Test Review
Agenda:
Washington
Adams
Jefferson
Madison
Adams II
1. Election of 1824-The “corrupt bargain” Jackson loses presidency to Adams & Clay gets a job from Adams. Dem-Repubs split.
Jackson
1. Election of 1828: Jackson is President
1. "common man?"—property requirements are gone
2. spoils system—my guys get jobs, “bureaucrats” are thrown out
3. tariffs—for taxes or protection?
a. For protection—south angered, they must pay, North happy, they get the manufacturing jobs.
B. S. Carolina really mad (bad economy) declare that laws may be declared invalid--
C. Nullification—Jackson will not allow nullification so
D. S. Carolina threatens to secede (Jackson threatens invasion, Clay gradually lowers tariffs, SC backs down)
4. Nat'l Bank—killed which causes the
5. Panic of 1837—a severe economic downturn, which creates the
6. Whigs
7. Indian Removal Act—Trail of Tears
Van Buren—no one really cares about Van Buren—except that he enforces the Indian Removal Act
Monroe
1. Monroe Doctrine--does it really matter? No.
Questions on Review Sheet?
Assign: Study for Exam
Thurs., 10/6
Topic: Chap. 1, Sec 3, Chap. 2, Sec. 1 & 2 Exam
Agenda:
1. Music: Joshua fit the battle of Jericho
2. Last Questions?
3. Exam
4. Handout: Chap. 2, Sec. 3 worksheet
5. Assignment: Chap. 2, Sec. 3 + worksheet
Fri., 10/7
Topic: Causes of the Civil War
Agenda:
1. Chap. 2, Sec. 3 Worksheet--grade in class.
2. Overheads: Causes of the Civil War.
4. Assignment:
A. Three-column Chart:
1) Column One—Causes of the Civil War--2 long term and 2 short term (immediate) causes.
2) Column Two-Describe, in detail, the 4 causes.
3) Column Three—How did this help cause the Civil War.
MUST BE TYPED!!!!!!!!!!!!!!
Due:
Assignment
Agenda for Sept. 26 – 30
Mon. 9/26-- The Early Republic—America Under Washington, Adams, Jefferson, Monroe, Adams II & Jackson--Creating Modern America
Topic: Economic & Political Changes in the Early Republic
Agenda:
1. Brief Quiz Prep and final hints.
2. Quiz on Chap. 2, Sec. 1
3. Overview and Discussion of the Early Republic
A. Washington—cabinet, 2 terms, Bill of Rights, National Bank, Whiskey Rebellion
B. National Bank fight causes split into two political parties:
1. Adams/Hamilton & Federalists—becomes president because of Washington, want a manufacturing nation with a strong central govt, but unpopular in South
2. Jefferson/Madison & Democratic-Republicans—want a small, cheap central gov’t and a nation of farmers
4. Overhead: Federalists vs. Democratic-Republicans--Hamilton vs. Jefferson.
5. Handout: Hamilton & Jefferson—Federalists vs. Democratic Republicans
6. How did the Federalists and D-Rs feel about the big issues of this time period?—Chart on whiteboard. Nat’l Bank? Enumerated vs. implied powers? Whiskey Rebellion? French Revolution? Alien & Sedition Act? Taxes & Tariffs? Farms vs. Factories? Rich vs. Poor? Stability vs. Democracy? War of 1812? Louisiana Purchase? Supreme Court Cases? Industrial Revolution? Transportation Revolution? Size of Gov’t? Make chart in notebooks Feds vs. D-Rs.
7. Handout: The Election of 1800—Jefferson talks like a Democratic-Republican, but when he becomes president he often acts more like a Federalist--particularly when it comes to the Louisiana Purchase.
8. (If time) Overhead: Birth of a Nation--analyze how symbols help create unity.
9. (If time) Handout: A Plea for an American Language Discussion: Noah Webster & why Americans spell words differently from the British
Tues., 9/27
Topic: Political Changes in America
Agenda:
(Cont’d from yesterday)
1. Louisiana Purchase—importance—enumerated or implied power?.
A. Why do we want Louisiana?
B. Why is France willing to sell it?
2. Louisiana Purchase & Lewis & Clark--overhead
A. Handout: Why did Lewis & Clark go?
B. Handout: Exploring the West: The Journey of Lewis & Clark.
1. What did Lewis & Clark's trip change for Americans? Indians?
3. Overhead: Population Growth—America is growing geographically and numerically
4. Handout: Log Cabins--What does this primary source tell us about life on the frontier?
5. Political Changes in America
A. McCulloch vs. Maryland and Marbury vs. Madison, Gibbs vs. Ogden
B. Whiskey Rebellion
C. Election of 1800-tie-passage of 12th Amendment
D. War of 1812—Battle of New Orleans
E. Invasion of Florida—to re=acquire slaves
6. Assignment #1: Read p. 182-9; Q. 1, 2 & 5 on p. 189.
Wed., 9/28
Topic: Industrial Growth and Women: Political Growth and Men
Agenda:
1. Overhead: Transportation Revolution—US is changing economically as well
2. Group Work: Which job & why? 1) Toll road owner. 2) Canal owner. 3) Railroad owner. 4) Steamship owner. Tell me the advantages of owning this type of transportation? What are the problems with the other types of transportation? Think about things like: Which is more expensive to build initially? Which is most affected by weather? Which is limited by terrain and resources? Group 5) Special Assignment: Why should the gov’t not pay for these “internal improvements”?
3. Handout: The Big Ditch
4. Industrial Revolution--women lead!
5. Handout: Lowell Mill Girls (Looming Changes overlined for discussion)
6. Overhead: Lowell Mill Girls
7. Hand in Q 1, 2 & 5, p. 189.
8. Handout: The American Spirit
Thurs. & Fri., 9/29 & 9/30
Topic: No School
Due:
Assignment
Agenda for Sept. 19 - 23
MON. 9/19
1. Exam on Chap. 1, Sec. 1 & 2 only
2. Assignment: Read: “Some Assembly Required”
2. Assignment: p. 124-131; Short quiz on reading on Tues.
Tues. 9/20—
Topic: Why a Constitution?
Agenda:
1. Quiz on reading.
2. Articles of Confederation--not all bad
3. Articles of Confederation--ok, pretty bad
a. Overhead: Continental Soldier
b. Overhead: Problems with the Articles of Confederation
4. Revision or Starting Over--Why a new Constitution?—Montesquieu, Rousseau & Locke
a. Some Assembly Required reading
b. Overhead: States Write Constitutions
c. Overhead: 3 Branches of Government--3 part plan of gov't--why? From where?
d. Great Compromise—House & Senate
e. 3/5 compromise--not a solution, just buying time
f. Bill of Rights--why?
Wed., 9/21—Late Start—shortened period
Topic: Why a Constitution?
Agenda:
1. (Cont’d From Yesterday)
d. Great Compromise—House & Senate
e. 3/5 compromise--not a solution, just buying time
f. Bill of Rights--why?
2. Ratification of Constitution
a. Overhead: Problems with Articles of Confederation
b. Overhead: Federalist vs. Antifederalist
c. Ratification of Constitution Map.
3. Assignment: p. 137-147; BRING YOUR BOOK TO CLASS TOMORROW!!!!
Thurs., 9/22
Topic: Structure of the US Constitution and Government
Agenda:
1. Liberty Video: Are we to be a Nation?
2. Group work—5 groups.
A. Each group will take a RED HEADLINE: 1. Major Principles 2. The Legislative Branch 3. The Executive Branch 4. The Judicial Branch 5. Rights of American Citizens. They will need to: a. Explain all Blue Headlines and define all overlined words. For the 3 branches of gov’t, pay attention to what their primary function is and to how they check the other branches of gov’t. Be extremely brief and to the point.
FRI., 9/23—Minimum Day
Topic: The Early Republic—Creating Modern America
Agenda:
1. Return Exam
2. Music: Tune #5 from American Music Series
3. Complete assignment from yesterday
4. Write answers on the board.
B. Share answers.
Answers should include: Legislative Branch—2 houses, House of Reps and Senate. They pass all laws and spend all money. They also confirm pres. Appointments to S Court and approve treaties. Impeach—Congress can remove judges or presidents from office.
a. Legislative—spends, taxes, impeaches, confirms (STIC)
b. Executive-Chief, Exec.-head of gov’t, Commander in Chief-military, Chief of State-symbolic, Diplomat-foreign policy, Legislative leader-proposes legislation
c. Judicial-courts—3 levels: district, appellate, Supreme Court—judicial review
d. Checks & Balances--veto, override, appoint justices, approve justices, impeach,
e. Freedoms in the Bill of Rights—speech, religion, press, assembly, petition and many more!
4. (If time) Overhead: Birth of a Nation--analyze how symbols help create unity.
5. (If time) Discussion: Noah Webster & why Americans spell words differently from the British
6. Assignment p. 175-81
Due:
Assignment
Agenda for Sept. 12 – 16, 2011
MON., 9/12
Topic: The Run-up to Revolution
Agenda:
1. Finish Powerpoint: America Begins
2. Homework Review: Review Causes of Revolution-check with your neighbor before we discuss.
TUES., 9/13
Topic: Run-up to Revolution
Agenda:
1. Video: Liberty—Sections from Part I & II—Reluctant Revolutionaries and Insignificant Provincials
watch Stamp Act, discuss Declaratory Act, The Regulars Arrive to Police Boston—watch short section and discuss; watch Tea Party; discuss Boston Massacre
WED., 9/14
Topic: Run up to Revolution and Why did America win the war?
Agenda:
1. Liberty Video: Review additions to chart from yesterday.
2. Liberty Video: Watch Continental Congress and Shot Heard Round the World
3. Discuss importance of Common Sense—after Breed’s Hill, Olive Branch and American Prohibition Act banning trade with the colonies, we are at war, but we lack an ideological basis—that is what Common Sense gives America.
3. Liberty Video: Common Sense
C. Discuss 1/3 rule and the importance of appealing to the masses—Common Sense says everyone should be free—this battle isn’t simply between the British elite and the American elite, it is for freedom for all classes.
4. Assignment: a) 114-119 b) Battles Project—1. Lexington & Concord 2. Bunker Hill. 3. Saratoga. 4. Trenton & Princeton. 5. Brandywine Creek & Philadelphia. 6. Yorktown. For each of these battles tell me: A) Who?—leaders & principal participants on each side. B) What?-What happened? Who won/lost? C) Where?-location. D) When?—Day and year. E) Why?—Why was the battle fought? What did each side hope to gain? (and don’t say “independence.” What was the immediate goal?) F. Importance? Why was this battle important? What did it do for morale on either side? How did it help the Americans achieve victory?
THURS., 9/15
Topic: Revolution!
Agenda:
1. Video: “Shot Heard Round the World” (if time)
2. Battles Project—Lexington & Concord
3. Video: Bunker Hill (if time)
4. Battles Project—Bunker Hill
5. Handouts (2): Declaration of Independence
a. The parts of the declaration—why this structure? What do the parts mean?
b. What is left out? Why?
6. Rest of Battles Project
7. Assign: Prepare for exam on Monday by creating and answering 6 questions you believe will be on the test. On the study guide (see file for downloading below) there are 3 sections—Chap. 1, Sec. 1; Chap. 1, Sec. 2 and Short Answer. Write and answer two questions for each of these three areas (notice: 2questions x 3categories = 6 questions). If you are correct in your choice, I will confirm your selection and answers and you will therefore know precisely what is on Monday’s exam. Bring book to class tomorrow.
FRI., 9/16
Topic: Revolution!
Agenda:
1. Finish Battles if not completed yesterday.
2. Review for Exam.
3. Test Structure & what you need to bring on Monday.
4. Return of battles assignment.
5. Share information, get any handouts you do not have.
6. Final hints and review.
7. Assign: Prepare for exam on Monday.
Due:
Assignment
Agenda for Sept. 5 - 10, 2011
MONDAY, 9/5
Labor Day Holiday--NO SCHOOL!
TUESDAY, 9/6
TOPIC: OLD WORLD & NEW WORLD COLLIDE
Agenda:
1. Seating Chart
2. Turn in signed classroom expectations.
3. Check/Review homework assignment—lists from 101-108. Quick overview of reading—did taking/not taking notes make a difference? 6 Ws method is only one of many—no right or wrong way to take notes, as long as you do it.
4. Two big questions: a) Why did Europeans come to
Americas? (What pushed them out of Europe and what pulled them to Americas) b) Why did the Europeans “win” in struggle with Americans?
5. Quiz?
6. Video: America Before Columbus.—section 3, 4, 5, 8, 9, 11, 12, 13, 15
WED., 9/7
TOPIC: The Spanish in the New World
Agenda:
1. Video: America Before Columbus—last few minutes (diseases in Americas)—Natives die, Europeans win, Africans imported as slaves.
2. The Columbian Exchange—from book and film--how did the new & old worlds change each other?
3. Overhead: Who cares?: Cause & Effect of Columbus's voyages.
4. Handout/Overhead: Columbus’s Journal Extracts--the Spaniards are products of their own time--they are neither good nor bad, they are simply typical. This document does tell us why the Spaniards came (gold, religion, fame, trade, etc.) and is a primary document.
5. Reading: Zinn p. 4 & 5—the death rate among natives is horrible—90% or more.
6. Reading & analysis: Conquest of the Incas and why the Europeans conquered the New World.
7. Assign: p. 109-114; Bring text to class tomorrow.
THUR., 9/8
TOPIC: Road to Revolution
Agenda:
1. Overhead: Who cares?: Cause & Effect of Columbus's voyages.
2. America Begins--short version Powerpoint: How are the English and Spanish colonies different? Why did the English come? Why so late?
3. New England/Middle Atlantic/Southern Colonies--differences.
4. Every blue heading (plus some individual pieces of legislation within the body of the text)on pages 109-114 describes an idea/event/piece of legislation that led to the Revolutionary War. Create a two column chart. (See example below.) Column one should have the name and a one sentence description of the idea/event/legislation and column two should describe how the item in column one caused the Revolutionary War. THIS ASSIGNMENT MUST BE TYPED!!!!!!!!! Due on Mon.
Why it led to the American Revolution:
System made it difficult for colonies to trade with anyone but England, even if they could make more $ doing so. Led to smuggling and tax avoidance—colonies resist the power of England, just like they do in the revolution. Name and Description of Event:
Glorious Revolution of 1688—New British monarchs were forced to accept the English Bill of Rights, which guaranteed free speech, a jury trial, and banned cruel and unusual punishments. Why it led to the American Revolution:
Colonies reclaimed many of the rights they had lost under James and came to believe that their colonial parliaments, like the one in England, were supreme in their own sphere—no matter what the king wanted. Name and Description of Event:
John Locke’s Writings—Locke wrote that all people had a set of natural rights—life, liberty and property. Gov’t were formed by people to protect these rights. If gov’t did not do so, the people could overthrow this gov’t. Why it led to the American Revolution:
These ideas served as the intellectual basis for the revolution. When the King of England (and parliament) violated colonial rights, the colonies had the right to break away. FRI., 9/9
Topic: 9/11
Agenda:
1. Video/Discussion: What happened on 9/11? Why did it happen? What changed because of this event?
Due:
Assignment
Agenda for Aug. 31 - Sept. 2, 2011
WEDNESDAY, 08/31
Topic: Introduction to CP U.S. History
Objective: What is history? Why is it important? How do we know if history is “true”?
Agenda:
1. Discussion: History—whether you like it or not, everything you say, do, think and wear has little or nothing to do with you, it is based completely on what happened long before you were born. Don’t believe it? Let’s look at some examples.
A. What time is it? Why is it that time (both in minutes and Pacific time)
B. Why do we use these numbers?—60 seconds in a minute, 60 minutes in an hour, 24 hours in a day?
2. Discussion: What is history? Definition—About people, in the past, tells a story using documents/evidence proof. It is an interpretation, a construction of events. “A historian constructs a story about people in the past, using writing/symbols/documents/artifacts. This story is an interpretation of the meaning of these artifacts.
3. How do we know what we know? How does a historian know if he/she is telling an accurate “story”? Primary & Secondary documents (the writing/symbols/document/artifacts listed above)—definition
a. Logic-valuable, but with limitations—two ideas could explain the same event
b. Proof and its limits—different forms of proof—eyewitness account, photo, drawing, newspaper, archeological work—can we ever really be certain?
4. Example: How/when did Native Americans get to the new world? How do we know?
a. Let’s look at your book for an answer: website: www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx
7. Assignment: Read p. 98-101 (stop when you see the headline “European Explorations.”).
THURSDAY, 09/01
Topic: What was America like before Columbus arrived?
Agenda:
1. Objectives and Agenda for week and day will always be on the board. Copy down daily agenda while I take roll.
2. Explanation of why we engage in drudgery of copying down agenda.
3. Brief quiz on what is history? Did you get a perfect score? Would you 10 weeks from now? This is why you should take notes in class!!!!
4. Can a historian be biased? Using a map, let’s see hobodyer-large.
5. Introduction to and explanation of website at www.miracostahigh.org
6. Who, what, when, where, why, how of history—these are the “documents” of history we identified yesterday. These things matter, otherwise we have no story to tell.
7. Prep—look for the who, what, when, where, why, how of history on pages 98-101 (first section only)—how would you organize this info for a test? How would you “disassemble the story”? www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx
8. What was America like in 1491 (before Columbus arrived)? Pre-Columbian Life in America—you can’t know how America changed after the arrival of the Europeans if you don’t know what it was like before they came.
9. Discussion: What were the Indians like when the Europeans arrived? Advanced or primitive? Tall or short? Few or many? Hunters or farmers? Urban or rural? Democratic or monarchical?
FRIDAY, 09/02
TOPIC: What happened in the New World and why?
Agenda:
1. Handouts/Readings:
A. The Native American World—this is a big piece of racist garbage
B. The Aztec Marketplace—this is a translation of a primary document—better, but not perfect.
C. Excerpt from 1491 secondary documents—helpful for getting a basic understanding of other people’s work, but not as good as primary.
D. 2nd Excerpt from 1491
E. Excerpts from Zinn (p. 1), Johnson (p. 7) & 1491 (p. 18, 104)—
2. Two Big Questions: Why did the Europeans come to American? Why did the Europeans “win” the competition with the Native Americans?
3. In order to answer the question of why Europeans came to the Americas, we must look at two sub-questions: a. What was “pushing” the Europeans to expand outside of their borders? B. What was “pulling” the Europeans to the Americas?
4. Text—check your reading.
5. Excerpts from video: America Before Columbus—how to take notes on a video—I will help you!
6. Assignment: download from the website: 1) Classroom Expectations (return w/ signatures) 2) Exit Passes—EC at end of semester. 3) Text: p. 101-108--organize the info under each blue heading in who, what, when, where, why, and how categories. Remember: there may not be info under each category for each heading. ALERT: There may be a quiz on Tues. when we return.
WEDNESDAY, 08/31
Topic: Introduction to CP U.S. History
Objective: What is history? Why is it important? How do we know if history is “true”?
Agenda:
1. Discussion: History—whether you like it or not, everything you say, do, think and wear has little or nothing to do with you, it is based completely on what happened long before you were born. Don’t believe it? Let’s look at some examples.
A. What time is it? Why is it that time (both in minutes and Pacific time)
B. Why do we use these numbers?—60 seconds in a minute, 60 minutes in an hour, 24 hours in a day?
2. Discussion: What is history? Definition—About people, in the past, tells a story using documents/evidence proof. It is an interpretation, a construction of events. “A historian constructs a story about people in the past, using writing/symbols/documents/artifacts. This story is an interpretation of the meaning of these artifacts.
3. How do we know what we know? How does a historian know if he/she is telling an accurate “story”? Primary & Secondary documents (the writing/symbols/document/artifacts listed above)—definition
a. Logic-valuable, but with limitations—two ideas could explain the same event
b. Proof and its limits—different forms of proof—eyewitness account, photo, drawing, newspaper, archeological work—can we ever really be certain?
4. Example: How/when did Native Americans get to the new world? How do we know?
a. Let’s look at your book for an answer: website: www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx
7. Assignment: Read p. 98-101 (stop when you see the headline “European Explorations.”).
THURSDAY, 09/01
Topic: What was America like before Columbus arrived?
Agenda:
1. Objectives and Agenda for week and day will always be on the board. Copy down daily agenda while I take roll.
2. Explanation of why we engage in drudgery of copying down agenda.
3. Brief quiz on what is history? Did you get a perfect score? Would you 10 weeks from now? This is why you should take notes in class!!!!
4. Can a historian be biased? Using a map, let’s see hobodyer-large.
5. Introduction to and explanation of website at www.miracostahigh.org
6. Who, what, when, where, why, how of history—these are the “documents” of history we identified yesterday. These things matter, otherwise we have no story to tell.
7. Prep—look for the who, what, when, where, why, how of history on pages 98-101 (first section only)—how would you organize this info for a test? How would you “disassemble the story”? www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx
8. What was America like in 1491 (before Columbus arrived)? Pre-Columbian Life in America—you can’t know how America changed after the arrival of the Europeans if you don’t know what it was like before they came.
9. Discussion: What were the Indians like when the Europeans arrived? Advanced or primitive? Tall or short? Few or many? Hunters or farmers? Urban or rural? Democratic or monarchical?
FRIDAY, 09/02
TOPIC: What happened in the New World and why?
Agenda:
1. Handouts/Readings:
A. The Native American World—this is a big piece of racist garbage
B. The Aztec Marketplace—this is a translation of a primary document—better, but not perfect.
C. Excerpt from 1491 secondary documents—helpful for getting a basic understanding of other people’s work, but not as good as primary.
D. 2nd Excerpt from 1491
E. Excerpts from Zinn (p. 1), Johnson (p. 7) & 1491 (p. 18, 104)—
2. Two Big Questions: Why did the Europeans come to American? Why did the Europeans “win” the competition with the Native Americans?
3. In order to answer the question of why Europeans came to the Americas, we must look at two sub-questions: a. What was “pushing” the Europeans to expand outside of their borders? B. What was “pulling” the Europeans to the Americas?
4. Text—check your reading.
5. Excerpts from video: America Before Columbus—how to take notes on a video—I will help you!
6. Assignment: download from the website: 1) Classroom Expectations (return w/ signatures) 2) Exit Passes—EC at end of semester. 3) Text: p. 101-108--organize the info under each blue heading in who, what, when, where, why, and how categories. Remember: there may not be info under each category for each heading. ALERT: There may be a quiz on Tues. when we return.