HW # 1 due 9-10-15
1) Review the syllabus located below this assignment with your parents. 2) Print it out and post it in your notebook. It will be checked on a notebook quiz. 3) HW # 1 page must be signed by you and your parent and turned in TOMORROW. If you cannot print HW # 1 page, you must copy the page by hand and submit it TOMORROW.
HW # 2 due 9-11-15
The First Americans Task: Read the excerpt from Eric Foner’s “Give me Liberty! An American History”. Then, answer the following questions: 1. Describe the initial settlement of the Americas (Where did people originally come from? When? How?) 2. What were three great achievements of Native American Indians before the arrival of Europeans? 3. In a paragraph of 8-10 sentences, compare and contrast the Native American Indians that lived in the different areas of North America. 4. Describe Native American Indian religion, ideas of land and property, and gender roles. How do they compare or contrast with what you know about European cultures? 5. Did you learn anything new about Native American Indians that you did not know before this reading? Was there anything that surprised you or that you found very interesting? If there was nothing new or surprising to you, what would you like to know more about Native American Indians? Explain your answer. Brochure Project -Due on Sept. 18th (Friday)
You will have some class time on the 17th which is textbook distribution day. Native American Indian Tribes Note: This will count as your first project grade of the year under the "Major Assessments" portion of your grade. Directions: We will be creating a pamphlet or brochure to highlight the culture of a specific Native American Indian tribe. Required Sections of Information: a) Geographic location – original and present day. Describe how the people adapted to their environment and lived in that area. b) History of the tribe – including religious practices/beliefs, cultural achievements/advancements, language, legends/stories, historical events, and famous leaders c) Encounters with Europeans and/or European-Americans – results for the tribe d) The tribe today – location, structure, population statistics, issues or problems they face, modern-day successes. e) Images - at least three images should appear on your brochure, including a map of the location of the tribe. Resources for research: http://www.nativeculturelinks.com/nations.html - Most sites linked here are created by the modern-day tribes, offering the tribal perspective on their history as well as present day news, community action, and concerns. Apache: Click HERE for the class reading. http://www.wmat.nsn.us/ Creek: Click HERE for the class reading. http://www.muscogeenation-nsn.gov/Pages/History/history.html - Download the "History Presentation" for interesting images. http://www.muscogeenation-nsn.gov/Pages/History/pdf/historyresources.pdf Cherokee: Click HERE for the class reading. http://www.cherokee.org/AboutTheNation/History.aspx - Lots of links to famous people and events. Use the home page for info about the modern tribe. Hopi: Click HERE for the class reading. http://www8.nau.edu/hcpo-p/youth.html - Click on the different links http://www8.nau.edu/hcpo-p/running.pdf - history of running culture Lakota/Dakota (Sioux): Click HERE for the class reading. http://aktalakota.stjo.org/site/PageServer?pagename=alm_homepage - Click Lakota Culture tab for more info. Mohegan: Click HERE for the class reading. http://www.mohegan.nsn.us/Heritage/ourHistory.aspx
HW # 3 Jamestown - The Real Story
Due 9-21-2015 Read the National Geographic article: Jamestown: The Real Story Questions to Consider: 1. Describe the reasons Jamestown nearly failed and why it eventually succeeded. 2. The life of Pocahontas and her significance for her tribe and the English settlers. This is not a written assignment as explained in class on 9-18-15 Homework # 4 - Early British Colonies
Due 9-22-15 Read pages: 21-30 (online textbook, click the blue words - You do not need the textbook you received in class on Friday because the online version is different) Answer: pg. 25 Geography Skillbuilder (map questions) # 1, 2 (these are short answers 1-2 sentences) pg. 27 Skillbuilder Interpreting Visual Sources (picture quesitons) #1 , 2 (each answer is 2 - 4 sentences) pg. 30 Define/Identify: # 1 "joint-stock company", "indentured servant", "mercantilism" (each identification should be 1 - 3 sentences) Answer: # 3 (this answer should be a minimum of 4 sentences) HW # 5 -Slavery in the Colonies / The Colonies Come of Age
Due 9-28-15 1) Read pages: 31-39 (online textbook) pg. 32 - Look at the image at the bottom of the page (organization of a slave ship). Based on the reading, the image, and its caption answer the following: How does this image effectively convey the degradation and inhumanity of the slave trade? (Explain in a minimum of 4 sentences). 2) pg. 39 Define/Identify: # 1 "triangular trade", "middle passage" (each identification should be 1 - 3 sentences) Answer: # 3, # 6 (each answer should be a minimum of 4 sentences) 3) Read the article (given in class 9-25 AND there is a pdf below) and answer the following questions: 1.) What were 3 causes for the use of African slaves? 2.) How did racism develop? What were the results? 3.) Create a T-Chart and take notes on the features of slavery in the Chesapeake (South) and the North. Slavery in the Chesapeake (South) Slavery in the North 4.) How and where did slaves show resistance?
HW # 6 Ideas of the Enlightenment
Due 9-29-15 Read pages: 34-36 (online textbook, NOT home textbook! and you've read these pages before in HW #5) pg. 39 Define/Identify: # 1 "Benjamin Franklin", "Great Awakening", "Jonathan Edwards" (each identification should be 1 - 3 sentences) Answer: # 2, # 5 For #2 you must complete the chart AND answer the question below the chart. (each answer should be a minimum of 4 sentences) HW # 7 England and Its Colonies
Due 9-30-15 Read pages: 66 - 71 (home textbook!!) Answer: pg. 71 # 1 "mercantilism", "Navigation Acts", "Parliament", "salutary neglect", # 2 (create the chart and answer the question below it), # 3(minimum of 4 sentences) HW # 8 The French and Indian War
Due 10-1-15 Click HERE to view a copy of the worksheet. You can also use the chapter from HW #5 (pages 37 - 41) for more info about the war. Answer the questions on the second page. You can print a copy of the worksheet and write in your answers or you can just write your responses in your notebook. Make sure to complete a final summary by answering question #8 (the last question) in a complete paragraph. Make sure to cite details from the readings you've done about the French and Indian War. HW # 9 The Stirrings of Rebellion Due 10-2-15
Read pages: 96 - 102 (home textbook!!) Answer: pg. 98 Skillbuilder Interpreting Visual Sources # 1, 2 pg. 102 # 1 "Samuel Adams", "Boston Massacre", "committees of correspondence", "martial law", "minutemen", and # 2 (make the chart and complete the paragraph below it). Study for Test # 1
44 MC? on October 6, 2015
HW # 10 - Ideas Help Start a Revolution
Due 10-8-15 Read pgs. 103-108 (Home textbook) Answer: pg. 108 A) #1 "Second Continental Congress", "Olive Branch Petition", "Common Sense", "Loyalists", "Patriots" B) Question # 3 and #4 (if you can't see 4 in your textbook at home, look at the .pdf file above). Answers for #3 and 4 should be a minimum of 4 sentences. C) Answer the following questions in complete sentences: 1. Do you think that the Continental Congress was responsible in the actions that it tool? 2. How did the thinking of the Loyalists differ from that of the Patriots? HW # 11 The War for Independence
Due 10-13-15 Read pp. 113-123. (home textbooks) 1. Create a timeline of events on the American revolution beginning 1776- Declaration of Independence. 2) Terms and Names on p. 117. 3) Question # 2 on p. 117. 4) Terms and Names on p. 123. 5) Answer questions # 3 and # 4 on p. 123. Propaganda Poster
Due: 10-15-15 This will count as a quiz grade out of 20 points for the 2nd Marking Period. Create a PROPAGANDA POSTER from the perspective of a Patriot (favoring independence) or a Loyalist (opposing independence). A propaganda poster is like an advertisement that is created to persuade the audience to think or act in favor of the idea that is presented. Poster Guidelines: 1.) You must create ONE poster in FAVOR of the viewpoint of the group you chose (Patriot or Loyalist). Your poster should be a minimum of 8.5” x 11” sized paper and a maximum of 14” x 14” sized paper/poster board (Legal sized paper or construction paper is acceptable, too. But, NO huge posters - I WON'T accept them!). 2.) You must include the following: A slogan (a catchy phrase or title) and may include pictures (drawn by you or from another source), and other words you think help convey your message. Your poster must be created with the idea that you are trying to convince other people to support the Patriot or Loyalist cause. Please make sure you use the term Loyalist or Patriot on your poster so it is clear which side you're advocating for. 3.) It can be done by hand or using a computer. If you are working by hand you can use pen, pencil, markers, crayons, colored pencils, etc. If you are using a computer it is not acceptable to just find something on the internet and print it out – YOU must create the poster! 4.) This assignment will count as a Quiz grade for the 2nd Marking Period. Keep in mind that neatness and creativity will also be factors for grading. If you are not artistically inclined, remember that your words show creativity! The poster rubric is posted below this assignment. Print one out and attach to your poster. DO NOT reprint a poster and try to hand it in for credit! You will receive a zero for the quiz grade!
HW # 12 The Articles of Confederation Part I
Due: 10-15-15 Read pgs. 132-137 (home textbook) 1) Terms and Names on p. 137 2) What relics of the colonial period survived in the new system of government? 3) Why did differences between the states cause problems of representation in the new government? 4) Answer questions # 2 and # 3 on p. 137. These responses should be longer with more depth. HW # 13 Experimenting with Confederation
Due: 10-16-15 Read pgs. 132-137 (home textbook) Read pp. 132-137 (home textbook) 1. Answer Terms and Names on p.137. 2. Why were the states afraid of centralized authority and a strong national government? 3. Why did differences between the states cause problems of representation in the new government? 4. Do you think that the United States would have become a world power if the Articles of Confederation remained the basis of government. EXPLAIN THE REASONS FOR YOUR OPINION...support using Facts, Examples, and Details. HW # 14 A Call for Convention: Drafting the Constitution
Due 10-19-15 Read the following excerpt from Carol Berkin's, "A Brilliant Solution: Inventing the American Constitution." Then, answer the questions below, each in a minimum of 4 sentences. Answer: 1. Why do you think that European countries would watch the situation in the new United States of America very closely? Explain. 2. Where did the real political power reside after the revolution? How did this create problems? Explain your answer. 3. What did it mean to "think continentally"? Who was doing this? Who was not? Explain for each. 4. Would you agree with Henry's Knox's statement: "Our present federal government is a name, a shadow without power, or effect." Why or why not? Explain. 5. What course of action would you recommend to the Congress during this Critical Period? Explain. HW # 15 Drafting the Constitution
Due 10-20-15 Read pgs. 140 - 149 (home textbook) or pgs. 66-73 (online textbook) Answer: 1. Identify: "James Madison", "Three-Fifths Compromise", "federalism", "ratification", "Federalists", "Antifederalists" 2. What was the Great Compromise and how did it reconcile the interests of the small states with the interests of the more populous states? 3. Do you think the Federalists or the Antifederalists had the more valid arguments? Support your opinion with examples from the text. Think about: * whom each group represented * Americans' experience with the Articles of Confederation * Americans' experience with British rule 4. Why did the Anti-federalists demand the Bill of Rights? In Class Essay
on 10-27-16
HW # 16 Bill of Rights
Due on 10-28-15 Click HERE for the worksheet. Main Concept: The Bill of Rights includes Amendments 1 – 10 of the U.S. Constitution. These Amendments ensure many freedoms that citizens of the United States must have protected by the law. Directions: 1.) Read through the Bill of Rights (Amendments 1-10, only!). 2.) Choose THREE amendments you feel are very relevant today. 3.) For each amendment you choose, write a 5-8 sentence explanation for why that amendment is very important in present times. You can explain how it is relevant to you personally, or use an outside example (like a current event or even an historical event). * If you are struggling with the meaning of some of the amendments, click HERE for an explanatory version of the Bill of Rights. ** DO NOT use any amendment after #10, those are NOT included in the Bill of Rights! Homework # 17- A Bill Becomes a Law
Due 10-29-15 Read and analyze pages 156 - 157 in your textbook - Click HERE. Answer the following: 1.) Define: veto 2.) Why must all bills of revenue originate in the House? 3.) How often do presidents use the veto, and how often is that action overridden? 4.) Do you think it should be easier for Congress to override a president's veto? Why or why not? 5.) Skillbuilder (pg. 157) How is the constitutional principle of checks and balances reflected in the process of a bill's becoming a law? Homework # 18 - Electoral College
Due 11-4-15 Read the following chapter - click HERE. Answer: 1.) How does the electoral college work? How does a candidate win the presidency? 2.) What are the arguments against keeping the electoral college? 3.) What are the arguments for keeping the electoral college? 4.) Do you think we should continue to use the electoral college or should it be changed? Explain. Homework # 19 - Judicial Review
Due 11-5-15 Read the following pages 73-74 of this chapter - click HERE. Answer the following: 1.) What is judicial review? 2.) How was the Supreme Court given the power of judicial review? Was it written directly in the Constitution? 3.) Does judicial review strengthen the system of checks and balances? Explain your answer. TEST # 2
ON 11-6-15 (Friday) I have permission HW # 10-#19. A majority of questions will focus on HW#14-19 Visit sites below to help prep http://regentsprep.org/Regents/core/questions/topics.cfm?Course=USHG https://quizlet.com/ this is a new site highly recommended: http://www.edusolution.com/edusolution2/regentsquiz/ushistorypackage/index.htm HW # 20 Washington Leads the Nation
Due 11-12-15 Read your home text book pp. 182-187. Terms & Names: Judiciary Act of 1789, Democratic-Republicans; protective tariff, excise tax 1. What was the significance of the Judiciary Act of 1789? 2.How would you judge President Washington's decision to put two such opposed thinkers as Hamilton and Jefferson on his Cabinet? 3) How was the Whiskey Rebellion an opportunity for the federal government to demonstrate its authority? 4) In a chart, list the leaders, beliefs, and goals of the country's first political parties. If you had lived in that time, which party would you have favored? Explain why HW # 20 B Cabinet Battle #1
Due 11-13-15 Read the lyrics below from the Broadway Hamilton production. You may also google the song/ lyrics. https://www.youtube.com/watch?v=mBmTdJ4XTfs 1) What position does Hamilton argue? Include evidence from the lyrics. 2) What position does Jefferson argue? Include evidence from the lyrics. 3) Describe the tone of both men. 4) Take note/ list historical references within the lyrics.
HW # 21 Foreign Affairs Trouble the Nation
Due 11-16-15 Read pp. 190-196 1. How did opinions/ reactions differ to the French Revolution? 2. How did the U.S. benefit from Pickney's Treaty of 1795? 3. Why did Native Americans demand negotiations with the U.S. over the Northwest Territory? 4. Why were so many Americans dissatisfied with Jay's Teary with Britain? 5. How did political parties affect the results of the election of 1796? 6. What problems did Adam's face with France? 7. What were the Alien and Sedition Acts? 8. How did the Kentucky Resolutions challenge the authority of the federal government? HW # 22 Jefferson Alters the Nation's Course
Due 11-18-15 Read pp. 197-201 1. Terms & Names p. 201 2. Main Idea: Taking Notes p.201 3. How did Jefferson simplify the presidency? 4. How did Jefferson's actions reflect his philosophy of government? 5. How did the Louisiana Purchase and the Lewis and Clark expedition affect the expansion of the United States? 6. Why was Marbury v. Madison such an important case? Think about: on p. 201. HW #23 The War of 1812
Due 11-24-15 Read pp. 202-205. Answer questions # 1, #2, and #3 locates on p. 205. 4. What was Jefferson's reasoning behind the embargo of 1807? 5. For what reasons did the Americans and Shawnee tribe clash? HW # 24 Regional Economies Create Differences
Due 11-30-15 Read pp. 212-218 Read pages: 212- 218 (click for the pages from home textbook) 1. Answer terms and names on p. 218. 2. What effects did the Embargo Act of 1807 and the War of 1812 have on Americans in shipping and foreign trade? 3. How did manufacturing develop in New England? 4. How did the American system propose to unify the nation? 5. Why was the Tariff of 1816 passed? Why were people divided on this issue? HW # 25 Nationalism at Center Stage
Due 12-2-15 Read pp. 219-223. 1. Answer terms and names on p. 223. 2. How did Chief Justice Marshall strengthen the government? 3. How did the foreign policies of John Quincy Adams and James Monroe serve national interests? 4. What agreements did Congress reach that are regarded collectively as the Missouri Compromise? Why were they important at the time? HW # 26 The Age of Jackson
Due 12-4-15 Read pp. 224-229. Read pages: 224 - 229 (home textbook) Answer: 1) How was the election of 1824 decided? 2) If you were a US citizen voting in 1828 presidential election, who would you cast your ballot for John Quincy Adams or Andrew Jackson? Explain 3) pg. 227 Geography Skillbuilder #2 4) pg. 228 Read the "POINT" vs. "COUNTERPOINT" - Who presents the stronger argument? Explain in 5 or more sentences. 5) On page 229- Answer #1 TERMS AND NAMES "spoils system", "Indian Removal Act", "Trail of Tears", 6) On page 229, answer #2 TAKING NOTES (make the timeline and fill in the key events, then answer the question below "Do you think Jackson was an effective leader? Why or Why not?") HW # 27 States' Rights and the National Bank
Due 12-7-15 Read pp. 230-235. 1) Answer 1. TERMS & NAMES on p. 235. 2) Answer 2. Taking Notes and the questions that follows on p. 235. 3) Answer 3. Forming Gerneralizations on p. 235. 4. What were Jackson's and Calhoun's differing opinions on states' rights versus federal authority? TEST # 3 George Washington to Andrew Jackson
45 MC questions. On 12-8-15
HW # 28 Reform Movements 1800s
DUE 12-10-15 In class assignment and chart (12-9)
2.Prison and Mental Institution Reform 3.Temperance/ Transcendentalism 4. Education reform Homework # 29 - "War with Mexico"
Due Monday Dec. 14 Read pages: 293 -299 (click for pages from home textbook) Answer: 1) pg. 299 #1 "Treaty of Guadalupe Hidalgo", "Gadsden Purchase", "forty-niners", "gold rush", 2) and question #3 pg 299. 3) Read the PDF below on Primary Source Viewpoints on the Mexican American War. Write a short paragraph that compares and contrasts the viewpoints. 4) Would you have supported the controversial war with Mexico? Why or why not? Explain your answer using details from the chapter in a minimum of 8 sentences.
Here is a cool interactive map of the history of US Expansion:
http://animatedatlas.com/movie Click on the movie to review the details of the Mexican - American War. Here is a link to a youtube video of the old Oregon Trail video game from the 1970's and 1980's: (the song playing in the background is not the original soundtrack) https://www.youtube.com/watch?v=YjPL9jwDdhA In-Class Essay Test ****
*** Tuesday December 15, 2015 *** You will write a Thematic Essay on Tuesday, in class (topic is Early Reform Movements). To prepare for the essay you will be allowed to see the topic, create an outline, and have those notes with you in class. Please review the Thematic Essay Rubric which will be used for grading, located in the right hand column of the page. You may write notes and an outline on the essay topic paper that was provided on Friday. Meaning, you will be allowed to bring that one sheet of paper (8.5x11 paper) to use on Tuesday while writing the essay. Click HERE for a website that includes analytical phrases and words you can use in your writing. You will NOT be allowed to bring class notes, homework, or other papers. I will be checking this at the start of the period and will take any prohibited papers or outlines that look like essays!
Homework # 30 - The Divisive Politics of Slavery
Due: 12-16-15 Read pgs: 304 - 309 (home textbook) Answer: 1) pg. 308 Skillbuilder Interpreting Charts # 1, 2 2) pg. 309 #1 "secession", "Compromise of 1850", "popular sovereignty", "Stephen A. Douglas" 3) and # 2 on p. 309 4) and # 3 (answer in minimum of 4 sentences) on p. 309. Homework # 31 - Protest, Resistance, and Violence
Due: 12-17-15 Read pages: 310 - 317 (home textbook) Answer: 1) pg. 314 Geography Skillbuilder #1, 2 2) pg. 317 #1 "personal liberty laws", "Harriet Beecher Stowe", "Underground Railroad", 3) and #3 on p. 317. 4) and #4 on p. 317. * (each should be a minimum of 4 sentences) Homework # 32 - "Lincoln- Douglas Debates"
Due: 12-21-15 Read the following handout. Answer: Questions 1 - 8 that are listed under "Review Questions". Home Work For the Winter Break -
Due Wednesday January 6, 2016 (all homwork assignments) Assignment # 1 - HW # 33 "The Emancipation Proclamation" Read pages: 347 - 348 (home textbook) Then, read the complete "Emancipation Proclamation" Then, read this secondary source assessment of the Emancipation Proclamation. Complete the following: In 3 paragraphs answer the following question: Should Lincoln have issued the Emancipation Proclamation in 1863? Your answer should address: a. The reasons Lincoln issued the proclamation. b. Who was effected by the proclamation. c. The effects of the proclamation after it was issued. Assignment # 2 = Homework # 34 - "The Civil War Begins" Read pages: 338 -345 (home textbook) Answer: pg. 339 Skillbuilder "Interpreting Graphs" #1 and #2 pg. 340 Geography Skillbuilder "Maps" #1 and #2 pg. 345 #1 "Fort Sumter", "Antietam", "Ulysses S. Grant", " Robert E. Lee" Assignment # 3 = Homework # 35 - "Lincoln Expands Presidential Power" Read page: 349 (home textbook) Then, read the "Proclamation Suspending the Writ of Habeas Corpus" Finally, read "This Day in History" Answer: 1.) What is habeas corpus? 2.) Why did Lincoln suspend habeas corpus? (Cite reasons from the readings above and answer in at least one paragraph). 3.) How did this action expand presidential power? 4.) Do you think a modern day president could suspend habeas corpus? (Explain in at least one paragraph). Assignment # 4 = Homework # 36- "The North Takes Charge" Read pages: 357 - 365 (home textbook) Answer: pg. 358 Geography SKillbuilder #1 and #2 pg. 365 #1 "Gettysburg Address", "Appomattox Court House", and #2 and #5 - Why do you think Lincoln urged generous terms for a Confederate surrender? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Extra Credit - You can earn a maximum of 20 points by completing the following (each assignment is worth a max of 10 points). Extra Credit is due on January 8th. You can do all of them or some, or none - your choice. 1.) Watch the following video: http://www.teachersdomain.org/resource/pa11.vhssocst.us.indust.sainthom/ Copy down the title of the video you watched and write down your reaction to the film, in at least one paragraph. This can be personalized and you can use "I" in your response (ex: "I feel that..." "This was interesting because..."). 2.) Civil War (and Pre-Civil War) in film: (I will ONLY accept ONE movie review, but feel free to watch all of them!) Get some friends together and have a movie night! ;-D Watch the movie "12 Years a Slave" try Redbox, Itunes, or Netfilx to see where it is available. Starring Chiwetel Ejiofor as Solomon Northrup. OR Watch the movie "Lincoln" (may find it at Redbox or for rental on websites like Amazon.com or Itunes or Netflix). Starring Daniel Day Lewis as Abraham Lincoln. OR Watch the film "Glory" (may find it on websites like Amazon.com or Itunes for rental). Starring Matthew Broderick, Denzel Washington, Morgan Freeman, and Cary Elwes. Then: 1. Write your opinion of ONE of the films - include things that you liked or disliked. Essentially, I want you to act like a movie critic and judge the film AND the historical content. 2. Analyze the History V Hollywood- Are there any inaccuracies or great depictions of historical events that you learned about. Your answer should be at least 3 paragraphs. In your writing, explain how this helped you to have a better understanding of the Civil War. TYPED Include an image with your writing . HW # 37 The Politics of Reconstruction
Due Friday Jan. 8 Read pages: 376 - 382 (home textbook) Answer: 1) Terms and Names: pg. 382 (all) 2) Main Idea: Taking Notes pg 382#2 (make sure to answer the question below the chart too! Why did presidential Reconstruction fail?) 3) How did the views of Presidents Lincoln and Johnson on Reconstruction differ from the views of the Radicals? 4) Why was Johnson impeached? HW # 38 Reconstructing Society"
Due Monday Jan. 11 Read pages: 383 - 392 (home textbook) Answer: 1) Terms and Names on p. 392. 2) Main Idea Taking Notes #2 on p. 392. 3) What were the worst problems African Americans faced following the Civil War? (Your answer should be a minimum of 8 sentences). 4) How did African-American voters change the south? (Answer should be a minimum of 5 sentences). 5) Did African Americans gain land ownership following the Civil War? What was sharecropping? How did sharecropping affect African Americans? (Answer should be a minimum of 6 sentences). HW # 39 The Collapse of Reconstruction
Due Tuesday Jan. 12th Read pages: 393-401 (home textbook) Answer: 1) Terms and Names on pg. 391 2) How did the sharecropping system make it hard for small farmers to improve their standard of living? (p.391) 3) How did the Slaughterhouse and Reese decisions affect African Americans' pursuit of civil rights? 4) How did the Compromise of 1877 bring about the end of Reconstruction? 5) pg. 400 Point and Counterpoint Chart "Thinking Critically" #1 (Your answer should be at least 5 sentences).
HW # 40 Cultures Clash on the Prairie
Due Wednesday Jan. 13th Read pages: 408-417 (home textbook) Answer: 1) Terms and Names on pg. 417 2) What was the government's policy toward Native Americans land? 3) CRITICAL THINKING - Making inferences: Q# 3 on p .417 Why do you think the assimilation policy of the Dawes Act failed? (Answer in min. 3 sentences) 4) Identify the reasons for the rise and the decline of the cattle industry. HW # 41 Settling on the Great Plains
Due Thursday Jan. 14th Read pages: 420-424 (home textbook) Answer: 1) pg. 424 #1 "Homestead Act", "exoduster", "soddy", "Morrill Act", "bonanza farms", 2) pg. 423 "Science and Technology" - How did these inventions improve farming on the Great Plains? Explain. 3) MAIN IDEA - Taking Notes # 2 pg. 424. 4) CRITICAL THINKING - Evaluating pg. 424 #3 How successful were government efforts to promote settlement of the Great Plains? Give examples to support your answer - min. 3 sentences. 5) How did the railroads take advantage of farmers? HW # 42 Farmers and the Populist Movement (Not on Final Exam)
Due Friday Jan. 15th, 2016 Read pages: 425-429 (home textbook) Answer: 1) Terms and Names on pg. 429. 2) "Analyzing Political Cartoons" on pg. 426 #1, 2 3) How did the Grange and the Farmers' Alliances pave the way for the Populist Party? 4) What caused the panic of 1893? 5) CRITICAL THINKING - Evaluating #3 on pg. 429. Final Exam - January 19th
50 MC questions Repeat questions from the old exams. New questions from Civil War and Reconstruction. Use review sheet to help and also use Regents based questions to practice the exact questions that will be on the Final Exam.
|
US Regents Tutoring Schedule:
Thursday June 2 - 4:15 to 5:15 (room 645) - Geography of US, Early Thirteen Colonies through American Revolution Monday June 6 - 4:15 to 5:15 (room 645) - Articles of Confederation through Jackson Tuesday June 7 - 4:15 to 5:15 (room 645) - Civil War - causes through Reconstruction Wednesday June 8 - 4:15 to 6:15 (room 645) - Late 1800's through Progressivism Friday June 10 - 4:15 to 5:15 (room 645) - WWI through WWII Monday June 13 - 4:15 to 6:15 (roomTBA) - Cold War through present (US foreign relations) & General Test Prep Monday June 13 - 4:15 to 6:15 (room 645) - 1950's through present (US domestic affairs) & General Test Prep US HISTORY 2- Spring 2016Homework # 1 - Immigration Late 1800's
Due: 2-2-16 Directions: You MUST read the excerpts about Chinese Immigration and complete the chart as you are reading. Then, you must choose ONE of the other immigrant groups, Irish, Mexican, or Russian to complete the second part of the chart. Click for the chart as a .pdf or as a Word .doc file. If you can't print the chart then you can recreate it on looseleaf paper. Click for the Introduction to Ronald Takaki's book. You MUST read the following: Click for Chinese Immigration Reading Part 1 and Part 2 Choose ONE of the other groups: Click for Irish Immigration Reading Part 1 and Part 2 Click for Mexican Immigration Reading Click for Russian Immigration Reading Homework # 2- "Big Business"
Due: 2-3-16 Read pages: 447-451 (home textbook) Answer: 1. pg. 455 #1 "Andrew Carnegie", "Social Darwinism", "John D. Rockefeller" "Sherman Antitrust Act", "vertical and horizontal integration" 2. pg. 455 #3 (minimum of 4 sentences) 3. pg. 455 #4 - Does the life of Andrew Carnegie support or counter the philosophy of Social Darwinism? Explain in 5-7 sentences. Homework # 3 - "Captains of Industry or Robber Barons"
Due: 2-4-16 Info from slide: Captain of Industry = successful business leader, who helps the economy and the country to grow through their business developments. Robber Baron = Business leader who uses ruthless tactics (practices) to destroy competition/smaller businesses. Click HERE for the instructions as a .pdf and HERE for a .doc. You do not have to print the handout but make sure you follow the instructions for both Parts of the assignment. If you are writing your answers by hand you should put your responses on looseleaf and attach the handout (if you decide to print it). If you decide to type your answers you can do it separately or format it into the Word Doc. Homework #4 - "Labor Unions"
Due: 2-5-16 Read pages: 450-455 (home textbook) Answer: 1. pg. 455 #1 "Samuel Gompers", "American Federation of Labor", "Eugene V. Debs", Industrial Workers of the World", "Mary Harris Jones", 2. pg. 455 #2- I expect a completed chart and 3-4 sentences for the question: In what ways did strikes threaten industry? 3. pg. 455 #5 - If the government had supported unions instead of management in the late 19th century, how might the lives of workers have been different? Explain in 5-8 sentences. 2-9-16 Junior Guidance Conferences
HW # 5 Urbanization and Corruption Due 2-9-16 Read pages: 262-266 (or 468-472 in home textbook - the pages are the same) pg. 266 (pg. 472) Questions # 1 and # 4. Read pages: 267-271 (or 473-477 in home textbook - the pages are the same) pg. 271 (pg. 477) Questions #1, #2, and #5. HW # 6 "The Origins of Progressivism"
Due Wednesday Feb. 10 Read pages: 306-312 (or 512 - 518 in home textbook, the pages are the same) Answer: 1. pg. 311 (pg. 517) Skillbuilder Interpreting Visual Sources #1 2. pg. 312 (pg. 518) #1 "initiative", "referendum", "recall", "17th Amendment" How did the initiative, referendum and recall impact legislation and elections? (be sure to answer in 4-5 sentences) 3. and #2 (Don't forget the question below the web for #2!) 4. Why did the prohibition movement appeal to so many women? 5. How did city government change during the Progressive Era? Homework # 7- "Women In Public Life"
Due Thursday 2-11-16 Read pp. 519 - 522. Answer: 1. Answer # 1 Terms and Names on p. 522. 2. What social and economic effects did higher education have on women? 3. What was the 3 part strategy for suffrage? Homework # 8 - "Teddy Roosevelt's Square Deal" Due Friday 2-12-16 Read pages: 317-325 (or 523 - 531 in home textbook, the pages are the same) Answer: 1. pg. 323 (pg. 529) Geography Skillbuilder #1, 2 2. pg. 325 (pg. 531) #1 "Upton Sinclair", "Square Deal", "Meat Inspection Act", "Pure Food and Drug Act", "NAACP" 3. and #2 on p. 531 (Do all letters a-e) you do not have to make a news headline for each event- JUST ONE 4. Why did W.E.B. DuBois oppose Booker T. Washington's views on racial discrimination?) Break Homework # 9 and DBQ short answers- outline due in class on 2-23
Homework # 9 - "Wilson's New Freedom"
Due Monday 2-22-16 Read pp. 534-543. Answer: 1. What were the differences between Taft's and Roosevelt's campaign platform? 2. Answer #2 on p. 537 in detail. 3. Terms and Names on pg. 543) #1 "Carrie Chapman Catt", "Clayton Antitrust Act", "Federal Trade Commission", "Federal Reserve System" 4. #2 on pg. 543 (Don't forget the question below the timeline for #2!) 5. Why were tariff reform and the Federal Reserve System important? 6. What actions of Wilson disappointed civil rights advocates? In class- DBQ Essay 2-23-16
The documents will be completed over the winter break. You will be allowed to use an outline. More information located in the file below:
TEST # 1 On Wednesday February 24th. (45 MC Regents Based?)
* Permission has been granted since there are limited Tuesdays in the first marking period for testing.* 1. multiple choice test 2. HW # 1 -9 3. Study from Populism to Progressive Era
Summer Internship Opportunity:
The Sonia and Celina Sotomayor Judicial Internship Program is now accepting applications for its summer 2016 internship program. High school students from underserved communities will be exposed to careers in the law through an internship with a Judge in state or federal courts throughout New York City, as well as weekly seminars, including sessions on college preparation, essay writing, professional skills, legal research and writing, and exploring different legal career options. The program will be held from July 5, 2016 through July 29, 2016. To apply, please visit http://scsjip.org/hs_program.html. The deadline to apply is March 16, 2016. If you have any questions, please contact Debra Lesser, Justice Resource Center, at [email protected] HW # 10 Imperialism and America
Due: 2-26-16 Read pages: 342 - 345 ( or 548 - 551 in home textbook, the pages are the same) Answer: pg. 345 (pg. 551) Geography Skillbuilder #1, 2 pg. 345 (pg. 551) #1 "imperialism", "Alfred T. Mahan", "William Seward", and #3 (this answer should be a minimum of 4 sentences) Homework # 11 - "Acquiring New Lands"
Due: 2-29-16 Read pages: 325 - 358 (or 558-564 in home textbook, the pages are the same) Answer: pg. 354 (pg. 560) Skillbuilder Analyzing Political Cartoons #1, 2, 3 pg. 358 (pg. 564) #1 "Platt Amendment", "protectorate", "Emilio Aguinaldo", "Open Door notes (policy)", and #4 (should be a minimum of 4 sentences) Homework # 12 - "America as a World Power"
Due: 3-1-16 Read pages: 359 - 365 (or 565 - 571 in home textbook, the pages are the same) Answer: pg. 362 (pg. 568) Skillbuilder: Analyzing Political Cartoons #1, 2 pg. 365 (pg. 571) #1 "Panama Canal", "Roosevelt Corollary", "dollar diplomacy", "Francisco "Pancho" Villa ", and #3 (Answer in 5-8 sentences). Homework # 13- "World War I Begins"
Due: 3-3-16 Read pages: 372 -380 (or 578 - 586 in home textbook, the pages are the same) Answer: pg. 377 (pg. 583) Skillbuilder Interpreting Graphs #1, 2 pg. 380 (pg. 586) #1 "militarism", "Allies", "Central Powers", "Lusitania", "Zimmerman note" and #3 and #4 (minimum of 4 sentences each) Homework # 14 - "The War at Home"
Due: 3-4-16 Read pages: 388 - 395 (or 594 - 601 in home textbook, the pages are the same) Answer: pg. 391 (pg. 597) Skillbuilder Analyzing Political Cartoons #1, 2 pg. 395 (pg. 601) #1 "War Industries Board", "Espionage and Sedition Acts", "Great Migration" and #2 (don't forget to answer the question below the graphic organizer! "Explain how each group benefited from or was disadvantaged by these changes.") Homework # 15 - "Wilson Fights For Peace"
Due Mon. March 7 Read pages: 398 - 403 (or 604 - 609 in home textbook, the pages are the same) Answer: pg. 402 (pg. 608 Skillbuilder Interpreting Visual Sources #1, pg. 403 (pg. 609 TERMS AND NAMES #1 "Fourteen Points", "reparations", "Treaty of Versailles",and #3 and #4 (answers should be a minimum of 4 sentences) Homework # 16a - "The Treaty of Versailles - Senate Debate"
Due Tuesday March 8 Prepare to participate in a debate tomorrow (TBA). In order to prepare I want you to create a two-column chart for you to take notes. (These notes will be collected after the debate!) Do this in your class notes section (separate from the paragraph you wrote above). The chart will show the TWO viewpoints regarding ratification of the Treaty of Versailles. Use the materials below, to fill in your chart. Column 1 - Pro-Ratification Column 2 - Anti-Ratification List the evidence that supports List the evidence that ratification (Wilson's ideas) opposes ratification (Lodge's ideas) Read over page 607 - the text on the top of the page and the two column chart on the bottom of the page. Click HERE for a reading about the debates within the US Senate. Look at the following handout that presents two viewpoints in the debate over ratification of the Treaty of Versailles. I encourage you to PRINT a copy of this handout to use in class tomorrow (Though you cannot submit this paper for credit). Be prepared to debate in class tomorrow. You will need your own two-column chart with notes to be ready. When you arrive in class you will be assigned either pro-ratification (Wilson) or anti-ratification (Lodge). You will NOT get to choose, so you must be prepared for either scenario. Homework # 16b - "The Treaty of Versailles - Senate Debate"
Due Wednesday March 9 Answer the following: Should the US Senate have ratified the Treaty of Versailles? Your answer should be 2-3 paragraphs long and should include information from the documents listed with #16a, from notes taken during the debate, and from reading HW #15. You may also include other knowledge you have about what resulted from the Treaty and the events that came after this event. This IS an OPINION question! SO, give me your opinion by presenting an argument for why the Senate should OR should not have ratified the treaty HW # 17 "America Struggles with Postwar Issues"
Due Monday March 14 Read pages: 412 - 418 (or 618 - 624 in home textbook, the pages are the same) Answer: 1) Why did Attorney General A. Mitchell Palmer launch a series of raids against suspected communists? 2) pg. 416 (pg. 622) Skillbuilder Interpreting Graphs #1, 2 3) pg. 418 (pg. 624) #1 "nativism", "anarchists", "quota system" 4) #4 p. 418/ 624 (in one paragraph of 6-8 sentences) Here is question 4 if it's not in your textbook: #4 In the various fights between management and union members, what did each side believe? HW # 18 "The Twenties Woman"
Due Tuesday March 15 Read pages: 644 - 649 (click for pages) home textbook pp. 646-649. Answer: Page 649 #1 "flapper", "double standard" and #3 (in one paragraph) and #4 (in one paragraph of 5-8 sentences) [Question #4 appears in the scanned pages above, if it is not in your textbook] HW # 19 "The Harlem Renaissance"
Due Thursday March 17 Read pages: 452 - 457 (or 658 - 663 in your home textbook, the pages are the same) Answer: pg. 457 (pg. 663) #1 "Langston Hughes", "Duke Ellington" and #3, #4, #5 (each, in one paragraph of 5-8 sentences) Here are questions 4 and 5 if they're not in your textbook: #4 How did popular culture in America change as a result of the Great Migration? #5 What did the Harlem Renaissance contribute to both black and general American history? HW # 20 "The Nation's Sick Economy"
Due Friday March 18 Read pages: 464 - 471 (or 670 - 677 in your home textbook, pages are the same) Answer: pg. 467 (pg. 673) Skillbuilder Analyzing Political Cartoons #1, 2, 3 pg. 471 (pg. 677) #1 "speculation", "buying on margin", "Black Tuesday" and #3 (Answer each "Think About" question in at least 3 sentences) Test# 2 Imperialism till Crash of 1929
on March 22,2016 HW #10-Hw # 20 45MC? Review Sheet Below
HW # 21 "Hoover Struggles with the Depression"
Due: 3-23-16 Read pages: 478 - 483 (or 684 - 689 in your home textbook, the pages are the same) Answer: pg. 483 (pg. 689) ANSWER ALL QUESTIONS #1 through #4. #2 has a question after the graph and #3 and #4 (answer in one full paragraph) Here is #4, if it is not in your textbook: 4. When Franklin Delano Roosevelt heard about the attack on the Bonus Army, why was he so certain that he would defeat Hoover? Think about:
HW # 22 The New Deal Fights the Depression
Due Monday March 28 Read pages: 488 - 494 (or 694 - 698 in your home textbook, the pages are the same) Answer: pg. 494 (pg. 700) #1 "Agricultural Adjustment Act (AAA)", "Civilian Conservation Corps (CCC)", "National Industrial Recovery Act (NIRA)" and #2 Complete the chart AND answer the question below the chart in one paragraph. "HW # 23 The Second New Deal Takes Hold"
Due Tuesday March 29 Read pages: 495 - 501 (or 701 - 707 in your home textbook, the pages are the same) Answer: pg. 497 Skillbuilder Interpreting Visual Sources #1, 2 pg. 501 (pg. 707) #1 "Eleanor Roosevelt", "Works Progress Administration (WPA)", "National Youth Administration" "Wagner Act" #2 (make sure you answer the question below the chart in one paragraph) and #3 HW # 24 "The New Deal Comes Under Attack"
Due Wednesday March 30 Part 1: Read pages: 698 - 700 (click for pages from your home textbook) Answer: pg. 699 Skillbuilder Analyzing Political Cartoons #1,2 Answer: 1.) How and why did Roosevelt attempt to "pack" the Supreme Court? 2.) Do you think Roosevelt was wrong to try to "pack" the Supreme Court? Explain in one paragraph. 3.) Who were Roosevelt's worst critics? For each one, explain why they criticized FDR's New Deal. Part 2: Click HERE for a set of political cartoons to analyze. HW # 25"The Impact of the New Deal"
Due Thursday March 31 Read pages: 721 - 725 (click for pages in home textbook) Answer: Page 725 #1 "Federal Deposit Insurance Corporation (FDIC)", "Securities and Exchange Commission (SEC)", "National Labor Relations Board (NLRB)" "Tennessee Valley Authority (TVA)", and #3, #4 and #5 (minimum of 4 sentences each answer) Here are #4 and #5, if they are not in your textbook: 4. How successful do you think Franklin Roosevelt was as president? Explain in at least one paragraph. 5. Look at the cartoon on the top of page 725. What does it suggest about Roosevelt's leadership and the role of Congress? Explain. ___________________________________________________ DBQ Documents
Due in class Friday April 1st Print out the file below and have the DBQs in class Friday. If you do not have them in class, a zero will be averaged into your classwork grade for being unprepared.
DBQ Essay In Class on April 5th
Make sure you have your outline in class. You may write the intro paragraph at home and continue writing the essay in class- in a different color ink from your intro paragraph. HW # 26 "America Moves Toward War"
Due Wednesday April 6 Read pages: 550-557 (or pgs. 756 - 763 in home textbook) Answer: Pg. 552 (pg. 758) "Thinking Critically" #1 Pg. 557 (pg. 763) #1 "Axis powers" "Lend-Lease Act", "Allies", "Atlantic Charter", #2 (recreate the timeline with notes and answer the question below the timeline) HW # 27 "Mobilizing for Defense"
Due Thursday April 7 Read pages: 768 - 774 (click for .pdf of home textbook) Answer: Page 770 Skillbuilder Interpreting Graphs #1, 2 Page 772 Skillbuilder Interpreting Visual Sources #1, 2 Page 774 #1 "Office of Price Administration (OPA)", "War Production Board (WPB)" "rationing", #3 Here is #3 if it is not in your textbook: 3. How did government regulations impact the lives of civilians? Explain using details from the reading. HW # 28 "The Home Front"
Due Friday April 8 Read pages: 796 - 801 (click for .pdf) Answer: Page 797 Geography Skillbuilder #1, 2 Page 800 Geography Skillbuilder #1, 2 Page 801 #1 "GI Bill of Rights", "internment", #3, #4 Here is #4 if it is not in your textbook: 4. Do you think that the government's policy of evacuating Japanese Americans to camps was justified on the basis of "military necessity'? Explain your answer. HW # 29 "Japanese American Internment"
Due Monday April 11 Click HERE for the .pdf reading of Chapter 4 from the book, Personal Justice Denied: Report of the Commission on Wartime Relocation and Internment of Civilians. Read pages 117-122 (if you have time, read the whole chapter). Nikkei = reference to any person of Japanese descent Issei = 1st generation Japanese Americans Nisei = 2nd generation Japanese Americans Answer in complete sentences: 1.) What was the Japanese American Evacuation Claims Act? Explain its function. 2.) Describe the economic losses suffered by the Nikkei (people of Japanese ancestry) as a result of their forced internment. 3.) Considering their economic losses and the rights of the 5th Amendment, were the constitutional rights of Japanese Americans violated by their forced internment? Explain your answer. A note about the book: Personal Justice Denied tells the extraordinary story of the incarceration of mainland Japanese Americans and Alaskan Aleuts during World War II. Although this wartime episode is now almost universally recognized as a catastrophe, for decades various government officials and agencies defended their actions by asserting a military necessity. The Commission on Wartime Relocation and Internment was established by act of Congress in 1980 to investigate the detention program. Over twenty days, it held hearings in cities across the country, particularly on the West Coast, with testimony from more than 750 witnesses: evacuees, former government officials, public figures, interested citizens, and historians and other professionals. It took steps to locate and to review the records of government action and to analyze contemporary writings and personal and historical accounts. The Commission’s report is a masterful summary of events surrounding the wartime relocation and detention activities, and a strong indictment of the policies that led to them. The report and its recommendations were instrumental in effecting a presidential apology and monetary restitution to surviving Japanese Americans and members of the Aleut community. ___________________________________________________ Resources about WWII and Japanese-American Internment that you might look into: Allegiance - a Broadway musical (had its last performance on Feb 14, 2016) set during the period of Japanese-American internment. Produced by and starring George Takei (actor and Japanese American who was interned in the prison camps during WWII). The War - a Ken Burns documentary that can be viewed on Netflix. It covers the entirety of World War II from the US perspective and experience. Has a chapter about Japanese American servicemen (442nd regiment). Hotel on the Corner of Bitter and Sweet - by Jamie Ford - is a novel (fiction) set in the 1980's with a backstory and flashbacks during WWII and the period of Japanese American Internment. The Women Who Wrote the War - by Nancy Caldwell Sorel - is a non-fiction account of the American women who chronicled WWII. HW # 30 "The War in the Pacific"
Due Wednesday April 13 Read pages: 784 - 793 (click for .pdf of home textbook) Answer: Page 786 Geography Skillbuilder #1, 2 Page 791 Thinking Critically #1, 2 Page 793 #1 "Douglas MacArthur", "kamikaze" "Nuremberg Trials", and #3 (answer in one paragraph of 8 or more sentences) HW # 31 Origins of the Cold War
Due Tuesday April 19 Read pages: 602-608 Answer: Page 604 Skillbuilder Interpreting Charts #1, 2 Page 605 Geography Skillbuilder #1, 2 Page 606 Skillbuilder Interpreting Graphs #1, 2 Page 608 # 1 "United Nations", "containment", "Truman Doctrine", "Berlin Airlift" Homework # 32 - The Cold War Heats Up
Due Wednesday April 20 Read pages: 609-615 Answer: Page 613 Geography Skillbuilder #1, 2 Page 615 # 1 "38th Parallel" and # 3 and # 4 (minimum of 4 sentences each) ________________ Homework # 33- The Cold War At Home
Due Thursday April 21 Read pages: 616-621 Answer: Page 620 Skillbuilder Analyzing Political Cartoons #1, 2 Page 621 Skillbuilder Interpreting Charts #1, 2 Page 621 # 1 "HUAC", "Hollywood Ten", "blacklist", "Ethel and Julius Rosenberg", "Joseph McCarthy", "McCarthyism" and # 3 (minimum of 4 sentences each) ____________________ Assignments over Spring Break -
Part 1: The 1950's: An Era of Conformity Reading is REQUIRED by Tuesday May 3 Read pages: 1-6 of excerpt from the book "The Fifties" (note: the .pdf is large so it may take time to download). This homework requires you to read the pages above but does not require you to hand in responses to questions or any notes. You are strongly encouraged to take notes as you read because you will be responsible for the information included in the chapter. Some suggested questions for note-taking: 1. What adjective is used to describe the 1950's? Do you agree or disagree with this description based on what you just read? Explain. 2. How would you characterize the 1950's? Explain your opinion. 3. Make a list of the issues that are mentioned in the passage. 4. List several ways life changed during the 1950's. Which change do you think was the most significant? Explain why. 5. Look at the images at the end of the document and write a reaction to two or three of the photographs that you found the most interesting. Be sure to give the title of the photos you choose. Part 2: The Other America Reading is REQUIRED by Tuesday May 3 Read pages: 660 - 663 This homework requires you to read the pages above but does not require you to hand in responses to questions or any notes. You are strongly encouraged to take notes as you read because you will be responsible for the information included in the chapter. Homework # 34 - Postwar America
Due Tuesday May 3rd Read pages: 634 - 640 Answer: Page 636 Skillbuilder Interpreting Graphs #1, 2 Page 638 Geography Skillbuilder #1, 2 Page 640 # 1 "GI Bill of Rights", "suburb", "Fair Deal", and #2(make the timeline and write the paragraph about one event) COLLEGE RECOMMENDATION APPLICATION
Remember, your words help me to write a recommendation that is original from the other 40!
Homework # 35 - The American Dream in the Fifties
Due Wednesday May 4th Read pages: 641 - 651 Answer: Page 643 Skillbuilder Interpreting Graphs #1, 2 Page 651 # 1 "baby boom", "Dr. Jonas Salk", "consumerism", and # 3 and # 4 (answer in a minimum of four sentences, each) Homework # 36 - Two Nations Live on the Edge
Due Thursday May 5th Read pages: 622 - 627 Answer: Page 624 Geography Skillbuilder #1, 2 Page 626 Skillbuilder Interpreting Graphs #1, 2 Page 627 # 1 "John Foster Dulles", "brinkmanship", "Eisenhower Doctrine", and # 3 (answer in a minimum of four sentences) Homework # 37 - Kennedy and The New Frontier
Due Friday May 6th Read pages: 679 - 683 Answer: Page 681 Skillbuilder Interpreting Graphs and Charts #1, 2 Page 683 # 1 "New Frontier", "Peace Corps", "Alliance for Progress", "Warren Commission", and # 3 and # 4 (answer in a minimum of four sentences, each) Homework # 38 - Kennedy and the Cold War
Due Monday May 9 Read pages: 670 - 678 Answer: Page 675 Geography Skillbuilder #1, 2 Page 678 # 1 "Limited Test Ban Treaty", "Berlin Wall", "Fidel Castro", "hot line", and # 3 (answer in a minimum of four sentences) *TEST May 10th
Major Topics for this test include: Classwork dates: March 23th - May 9th (including HW#19 - __) a) The Great Depression (all of it!) b) World War II (everything we studied!) c) Start of the Cold War (April 18-22) d) 1950's through JFK (May 2-9) * Dates may be a day early/ late The test will be multiple choice questions, including: maps, graphs, and charts. Homework # 39 - Taking on Segregation
Read by May 11th Read pp. 906-915 OR Read pages: 700 - 707 This homework requires you to read the pages above but does not require you to hand in responses to questions or any notes. Suggested answer question # 2 main idea on p. 913. You are strongly encouraged to take notes as you read because you will be responsible for the information included in the chapter. Homework # 40 - Triumphs of a Crusade & Changes in the Movement (pp.916-929)
Due May 13th Read pages: 710 - 716 and pages: 717 - 723 This homework requires you to read the pages above but does not require you to hand in responses to questions or any notes. Again. I suggest that you take notes on the key people/ terms and the main idea questions) You are strongly encouraged to take notes as you read because you will be responsible for the information included in the chapter. HW # 41 Civil Rights Extended
Due May 13th. In class we will be working in assigned groups to share out the content you have mastered for HW. 4 Group Members - 4 Readings: Read your assigned # and follow the instructions below. Make sure that there are FEDs and depth to your work Reading 1 = African American Civil Rights Movement Reading 2 = Women's Rights Movement Reading 3 = Latin American Civil Rights Movement Reading 4 = Other Civil Rights Movements Click HERE for the chart that you should make in your notebook. Use the reading you have been assigned to fill in notes for your ASSIGNED reading, ONLY! You must come to class prepared with notes for your assigned reading to be able to share out that information with others. PLEASE be sure to complete this assignment in advance! Groups Period 1 (HW # ) for you for Friday
1) Leila (1) Annie (2) Alma (3) Ruby (4) 2) Gabby (1) Grace (2) Zoe (3) Jae (4) 3) Harrison (1) Sandy (2) Yammani (3) Maya (4) 4) Caroline (1) Liana (2) Collette (3) Wanda (4) 5) Excelsa (1) Whitney (2) Athalea (3) Sammi (4) 6) Liz (1) Veronica (2) Mikayla (3) Grace (4) 7) Sydney (1) Josh (2) Eleni (3) Aaron (4) 8) Delialah (1) Shannon (2) Lexi (3) Marianna (4) PLEASE LET ME KNOW IF YOU WILL BE ABSENT Groups Period 2 (HW#) for you for Friday
1) Danielle (1) Michael (2) Thea (3) Kayla (4) 2) LilY (1) Nyles (2) Tyler (3) Amber (4) 3) Daniel (1) Brandon (2) Emily (3) Adrianna (4) 4) Sam G (1) Alani (2) Erica (3) Juliana (4) 5) Florence (1) Robert S (2) Sam H (3) Matthew (4) 6) Amelia (1) Katzy (2) Kian (3) William (4) 7) Jason (1) Alyssa (2) Karis (3) Ling (4) 8) Gabriella (1) Robert P (2) Jarrett (3) Jun (4) PLEASE LET ME KNOW IF YOU WILL BE ABSENT Homework # 42 - Johnson and The Great Society (pp.892-899)
Due Monday May 16 Read pages: 686 - 693 1) Terms and Names (p. 693/ or 899) 2) Main Idea: Taking Notes # 2 (p. 693/ or 899) and Choose one item and describe its lasting effects. 3) What events and problems may have affected the success of the Great Society? **** Field Test ****
*** Tuesday May 17, 2016 *** I will explain what this means in class...Bring a # 2 pencil ...it is MC. Homework # 43 - Moving Toward Conflict in Vietnam
Due Wednesday May 18 Read pages: 730 - 735 Read pp. 936- 941. Answer questions # 1 Terms and Names # 2 Main idea and the question that follows # Evaluating: Do you think Congress was justified in passing the Tonkin Gulf Resolution? Use details from the text to support your answers. Homework # 44 - US Escalation and Involvement in Vietnam
Due Thursday May 19 Read pages: 736 - 741 Read pp. 942-947. 1) Why did the U.S. forces have difficulty fighting the Vietcong? 2) Why did Americans fail to win the "hearts and minds" of the Vietnamese? 3) What led to the growing concern in America about the Vietnam War? Homework # 45 - A Nation Divided Over Vietnam
Due Friday May 20 Read pages: 742 - 747 1) Terms and Names p. 953. 2) Main Idea: Taking Notes. 3) # 3 Developing historical perspective. Homework # 46 - Nixon's Presidency
Due Monday May 23 Read pages: 794 - 801 and pages: 802 - 807 This homework requires you to read the pages above but does not require you to hand in responses to questions or any notes. This will be on May 24, 2016 Final exam. You are strongly encouraged to take notes as you read because you will be responsible for the information included in the chapter. Final Exam
Tuesday May 24, 2016 It's a ONE period exam (there is no second part). It’s multiple choice questions from THIS semester, only! Cumulative from February to May. Topics of Dates covered for your Last Test Review Sheet: May 9th - present, including readings assigned for Homework. Your last Test Review Sheet should include the following: 1.) Civil Rights Movements (chart from class) 2.) Lyndon Johnson and Great Society 3.) Warren Court Decisions and Supreme Court cases of 1970's (use the worksheet from class) 4.) Vietnam War 5.) Nixon You should ALSO study Test Review/ Sheets from earlier exams 1, 2, and 3 from the spring semester to be prepared for earlier topics that we studied. HW # 47 Presidencies of Ford and Carter
Due Wednesday May 25 Read pages: 810 - 817 and pages: 820 - 825 (Read pp. 1016-1025) 1) This homework requires you to take notes on BOTH presidents domestic and foreign policies. 2) Explain each presidents successes and failures. 3) How do you think this president is remembered today? Explain/ Examples...to support your answers. Homework #48 - Reagan's Presidency
Due Thursday May 26 Read Pages: 834 - 838 and pages: 839 - 845 1) Take notes on the President Reagan's Domestic and Foreign policies. 2) Explain his successes and failures. 3) What is Ronald Reagan remembered for today? 4) How is he remembered by the American people? Explain/ Examples. HW # 49 Clinton and Current Events
Due Friday May 27 Read Pages: 860 - 868 and pages: 882 - 887 1) Take notes on the President Clinton's Domestic and Foreign policies. 2) Explain his successes and failures. 3) What is Bill Clinton remembered for today? 4) How is he remembered by the American people? Explain/ Examples. HW # 50 The Bush Administration
Due Tuesday May 31st. Read Pages: 860 - 868 and pages: 882 - 887 1) Take notes on the President Bush's Domestic and Foreign policies. 2) Explain his successes and failures. 3) What is George W. Bush remembered for today? 4) How is he remembered by the American people? Explain/ Examples. REVIEW: Read/ Skim through the remaining sections of your textbook. Take your own notes.
You are strongly encouraged to take notes as you read because you will be responsible for the information included in the chapter. ALL WORK FOR THE 3rd Marking Period is DUE June 3rd. There will be no more collection of LATE/ ABSENT/ ERROR work after JUNE 3rd.
TEXT BOOK COLLECTION
JUNE 6th REGENTS REVIEW
"Checks and Balances and Early US Government" Part I: Multiple Choice - Washington through Lincoln Review information from your early notes from the fall semester. You may also use a Review Book to read over the time period. Click HERE for a .pdf of the questions. You do not need to print the questions, if you are unable to do so. Answer the questions by writing a list of your answers to the questions on a piece of loose leaf paper. Part II: DBQ Practice - "Checks and Balances" Click HERE for the Documents. Answer the questions for documents 1-7 on a piece of loose-leaf paper (or you can print the pages and write your responses in the lines provided). Each answer should be at least 1 sentence. Part III: DBQ Essay Outline Click HERE for a .pdf of the DBQ Essay Topic and Task. You must create an outline for how you would answer the Task. Your Essay should be outlined in a style like this: Introduction Paragraph: a.) Thesis statement = 1 sentence response to the essay theme and task. b.) Main ideas you will discuss in the intro. Body Paragraph 1: a.) Main ideas addressing the way checks and balances functions. b.) Explain how this system works based on the Constitution - this would be outside information! c.) Mention one or two documents that show how it works. Body Paragraph 2: a.) Documents that address historical circumstances of the use of checks and balances (use two to three documents) b.) Specific historical details c.) OUTSIDE information (facts that you know from outside the documents = stuff we learned in class this year!!) d.) Analytical/Evaluative statements about the issue Conclusion: a.) Restatement of thesis statement b.) Summary of main ideas of essay that you will include in the conclusion. REGENTS REVIEW Reviewing Events of the 21st Century via US Regents Exams Click HERE for a link to old US Regents Exams and Answer Keys June 2015 US Regents - Look at questions 43, 44, 45, 49, 50 June 2014 US Regents - Look at questions 44, 45, 49, 50 January 2016 US Regents - Look at questions 44, 47, 48, 49, 50 August 2015 US Regents - Look at questions 46, 47, 48, 49 January 2015 US Regents - Look at questions 46, 47, 49, 50 Americans US textbook - Here is a link to the online version of our textbook, if you need it. REGENTS REVIEW
"The Democratic Government of the USA" Go to the following link: http://www.regentsprep.org/Regents/ushisgov/themes/government/index.htm There is a list of topics on the left side of the page. Click on each one to read over the main ideas about the time period (Home, Foundation, Convention, etc.). These topics may also be reviewed in a Regents Review Book, if you purchased one. Part I: Multiple Choice After reviewing the topics assigned above, answer the following multiple choice questions. Click HERE for a .pdf of the questions. You do not need to print the questions, if you are unable to do so. Answer the questions by writing a list of your answers to the questions on a piece of loose leaf paper. Click HERE for the answer key. Part II: Thematic Essay Outlines Click HERE for a .pdf of two Thematic Essay questions related to the topics you just studied. For EACH essay you must create AN OUTLINE for how you would answer the Task. (You do NOT have to write the essays, just outline them). Your Essays should be OUTLINED in a style like this: Introduction Paragraph: a.) Thesis statement = 1 sentence response to the essay theme and task. b.) Main ideas you will discuss in the intro. Body Paragraph 1: a.) Main ideas addressing Task. b.) Specific historical details c.) Analytical/Evaluative statements about the issue Body Paragraph 2: a.) Main ideas addressing Task. b.) Specific historical details c.) Analytical/Evaluative statements about the issue Body Paragraph 3 (if necessary): a.) Main ideas addressing Task. b.) Specific historical details c.) Analytical/Evaluative statements about the issue Conclusion: a.) Restatement of thesis statement b.) Summary of main ideas of essay that you will include in the conclusion. _________________________________ REGENTS REVIEW THEMES AND TOPICS
HELPFUL LINK - MAYBE
http://www.bcsd.org/webpages/atrama/regents.cfm?subpage=71103 |