WWII: The Homefront Due Thursday, February 22nd 1) Closely read the remaining section of Chapter 22. Type your responses to REVIEW QUESTIONS 7, 8, and 9 on page 946. Your responses should be typed and at least 1.5 paragraphs per question.
2) Port Chicago Preparation. -Please watch the following:
-As you are watching the short pieces on Port Chicago, please complete the film sheet found in the AP U.S. History Documents section. You should type your responses directly into the document, print it out, and bring it to class on Thursday.
WWII Assignment: Due Tuesday, 2/20 SUPREME COURT CASE QUIZ on TUESDAY! Zinn Discussion on WEDNESDAY
1) Closely read Document 143 in your reader (page 191). Then, type your (succinct) responses to the accompanying questions.
2) Closely read pages 904-the top of 923 (stop at VISIONS OF POSTWAR FREEDOM). Type your responses to questions 1 and 2 on page 919. 1) Closely read pages 923-940
http://www.historyisaweapon.com/defcon1/zinnpeopleswar.html 1) Why was WWII such a popular war? 2) Why does Zinn argue that fighting fascism was not the US's top priority in this war, and what evidence does he give? 3) Why did the US and England write and sign the Atlantic Charter, and why does Zinn consider it hypocritical? 4) How did the US expand economically during this war? What were some of the international apparatus set up during the war that would serve the US and its allies after it? 5) What evidence is there that fascist racism was not a top concern for US officials? 6) How did the war help concentrate wealth in the US at the top? Who opposed the war, and how did they do so? 7) What is "revolutionary nonviolence," and how did its practitioners see the war? 8) Why did the US bomb so extensively and devastatingly near the end of the war? What were the justifications for use of the Atomic bomb given to the public,and how do they differ from the ones Zinn argues were more important but quieter? 9) How did the war rejuvenate US capitalism and imperialism? What created the Cold War, and why did the US formulate the Truman Doctrine after the war?
The New Deal: A Comparative Analysis Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed by reformers of the New Deal period. Confine your answer to programs and policies that addressed the needs of those living in poverty.
Your assignment (Due Thursday, 2/15: Must Be Typed) 1) Construct a thesis statement
2) Create a chart where you define TWO policies and TWO programs of the Progressive Era and TWO policies and TWO programs of the New Deal. Your definitions can be between 3-5 sentences.
3) Create a list of at least three outside sources for the Progressive Era and three outside sources for the New Deal that you would utilize in responding to the prompt. Each outside source should have a BRIEF description (1-2 sentences) as to why/how it would help address the prompt.
The New Deal--Good Deal? Bad Deal? Due: Tuesday, February 13th Pretend that you are a member of President Roosevelt's Cabinet. You have lived through the turmoils of the past several years, witnessing first hand what the Depression has done to the country. It is your responsibility to gather all of the information possible to answer these questions (Your responses must be typed, MLA Formatted. Questions 1 and 2 on one document, Question 3 on one document):
1) What caused the Great Depression? (At least 1.5 pages)
2) After several years of New Deal programs, why is the country still suffering from the Depression? (At least 2 pages)
3) The country continues to suffer difficult times and is looking to their Commander-in-Chief for help and direction. Now, the President is looking to you in turn for your advice so you must act quickly. President Roosevelt has asked you to write a memo describing, in your opinion, the most effective and least effective New Deal agencies and programs. If you think that changes need to be made to the President's New Deal, be sure to include specific information and fully support your positions. Your memo should include a discussion of several alphabet agencies and programs. (No more than four pages)
3) Please carefully examine your group’s chosen sections (TWO sections must be examined: DUST BOWL MIGRATION, HARD TIMES, HELP AND A NEW DEAL, EVERYDAY LIFE IN HARD TIMES)
4) For each of the two sections, please examine 5 photographs. For each photograph, provide a 2-3 sentence summary. What is happening in the image? What does the image tell you about life during the Great Depression? Your responses MUST be typed. Please construct a Google document so that everyone can contribute. One set of responses per group. Please include all group members’ names on the document and share it with Mrs. Honey (firstname.lastname@example.org) DUE WEDNESDAY, 2/7
The Great Depression: Three-Part Assignment All components must be typed. Due: Tuesday, February 6th
Finish closely reading Chapter 31 Choose TWO of the following questions. Your response must be 2-3 paragraphs long.
1. How did the depression challenge the traditional belief of Hoover and other Americans in "rugged individualism"?
2. Which of Roosevelt's measures were most effective in fighting the depression? Why?
3. How did Roosevelt alter the role of the federal government in American life?
4. How did the Depression and the New Deal alter the lives of ordinary workers and farmers in the 1930s? Which of the two groups benefited most from the New Deal?
5. What were the positive and negative effects of the New Deal's use of the federal government as an agency of social reform?
PART II: Dear Mrs. Roosevelt...
During and after her husband's presidency, Eleanor Roosevelt was a champion for human rights. Thousands of children wrote letters to her during the Great Depression.
2) Then, type your responses to the following questions. Your responses can be representative of the three letters you read. You do not need to answer the questions for each individual letter. Your three responses should be 1-3 paragraphs long.
• Draw conclusions from the information found in the letters. For instance, what patterns emerged? Were there similarities in the letters you examined?
• Did the letters represent a cross-section of Americans, or did a single group dominate?
• What do your findings suggest about Mrs. Roosevelt's appeal?
Finish "Stormy Weather" and type your responses to the assigned questions.
1930s Introduction: Due Wednesday, January 31st
1) Closely read pages 860-875 in your textbook
2) Closely read 880-881 in your textbook
3) Type your responses to Questions 1-3 on page 881
The Legacy of FDR: Due Thursday, February 1st 1) Closely read the following Time Magazine articles from 2009:
2) For each article construct 3-5 sentence summary (main ideas, important concepts, significant events and people). Then, choose ONE quote from the article and include it as the last sentence of your summary. (5 summaries with a quote at the end TOTAL)
TWO Assignments for this weekend! Goodbye 1920s, Hello 1930s!
Zinn Discussion: Tuesday, January 30th Self Help In Hard Times
What were some actions taken by the government that calmed things down for the 1920s? Zinn refers to a false sense of prosperity in the 1920s-explain. Why does Zinn (and J.K. Galbraith) say the stock market crashed in 1929? How did leaders respond to the crash after it happened, and how did common people find their lives changed? Describe what happened in Seattle, and why it was so threatening to the government? What were several factors in the defeat of many of the strikes of the 1920s? Discuss the rise of public racism in the 1920s, and explain its origins and several vehicles of its expression. How would a mainstream economist differ in explaining the Great Crash of 1929 from a socialist critic? Why, when there was enough food, housing, clothing, and work for all did so many go without these necessities in the early years of the Depression? What were factors influencing the election of 1932? What were Roosevelt's two main objectives with the New Deal, and what are examples of implementing each? What kinds of self help did people organize apart from government aid? Why did the Wagner-Connery Act pass, and what were some results? Why did the Bonus March occur, and what did it accomplish? How did the NRA try to stablize the system? What are examples of Roosevelt's efforts to balance the needs of workers with the demands of businesses? What are several of the ways in which people organized or acted to help themselves and others, without government participation? What effects did the sit-down strike have upon companies? upon strikes? And how did the Wagner Act attempt to stabilize this tumultuous activity? What are examples of the "new controls" and "new concessions" workers experienced as a result of the Depression? What kinds of tensions were there between European-Americans and African-Americans, rank and file unionists and union leadership during the Depression? How did the government work to control direct labor actions in the 1930? How did the New Deal affect capitalism? Affect African-Americans?
1920s Deconstructed DBQ Activity Due: Monday, January 29th
- In your own words, type a 1-2 sentence thesis that sums up Dumenil's argument.
- Type 10 quotes from the piece that help illustrate Dumenil's overall thesis (the quotes do not need to be long). You MUST be prepared to share tomorrow and discuss HOW the quotes you selected support her thesis.
Welcome to the 1920s! ALL COMPONENTS MUST BE TYPED/Due: Monday, January 22nd
After thoroughly reading the Part 5 Introduction and Chapter 20 (THROUGH PAGE 847 ONLY!) in your textbook, please complete the following:
PART I. Answer the following questions---your responses must be typed! Responses should be about 2 paragraphs in length.
1. Why did the United States, which had welcomed so many millions of immigrants for nearly a century, suddenly become so fearful of immigration in the 1920s that it virtually ended mass immigration for two decades?
2. To what extent was the Scopes Trial only about competing theories of human origins, and to what extent was it simply a focal point for deeper concerns regarding the role of religion and traditional moral authorities in American life and the new cultural power of science?
3. Was the new "mass culture" as reflected in Hollywood films and radio a source of moral and social change, or did it really reinforce the essentially conservative business and social values of the time? (Consider the role of commercial advertising in particular.)
4. Were the intellectual critics of the 1920s really disillusioned with the fundamental character of American life, or were they actually loyal to a vision of a better America, and only hiding their idealism behind a veneer of disillusionment and irony?
Questions: Explain Zinn's statement, completely supported by all reasonable historians, that WWI was an "imperialist" war. Why did both Germany and England, enemies in the war, supress information about casualties and progress during WWI? Why did Wilson say the US was joining the war, and what were more likely reasons than those he gave? Why was the US claim of "neutrality" never valid? Why/how was WWI a useful war for "uniting exploiter and exploited?" Why did most socialists oppose the war? Explain the Espionage Act and its results? What happened to the First Amendment during and after WWI? How did vigilante groups, the press, and the courts aid the war effort? Who spoke out against the war, and what became of those dissenters? How did the war help shatter the IWW? How were reform and repression used together after the war to disarm the socialist and radical elements? How did the deportations of 1920, during Red Summer, help or hurt the government? What happened to the IWW because of its wartime dissent? What was the trigger for the Palmer Raids, and what was the deeper cause? What were some results? And how does history remember Sacco and Vanzetti?
The Progressive Era Presidents Due Thursday, January 11th
Then, create a chart (can be typed or written in pen). Your chart should have a section dedicated to each President where you will list THREE of the following:
1) Accomplishments 2) Failures/Challenges 3) Important Information (biographical, policy related, etc.)
We will use your chart in class tomorrow. Be prepared to share and explain each of ACCOMPLISHMENTS, FAILURES/CHALLENGES, and IMPORTANT INFORMATION for Roosevelt, Taft, and Wilson ============================================================================
W.E.B. DuBois and Booker T. Washington: AN INTRODUCTION Due Wednesday, January 10th
1) Closely read each of the documents below. Then, type your responses to the following: -What is the message of each document (3-4 sentences for each document) -How does Washington's view and approach differ from DuBois's? (4-6 sentences, be specific) -Which man's ideas had a longer, more lasting effect? Why (4-6 sentences, be specific)
Ignorant and inexperienced, it is not strange that in the first years of our new life we began at the top instead of at the bottom; that a seat in Congress or the state legislature was more sought than real estate or industrial skill; that the political convention or stump speaking had more attractions than starting a dairy farm or truck garden.
A ship lost at sea for many days suddenly sighted a friendly vessel. From the mast of the unfortunate vessel was seen a signal, “Water, water; we die of thirst!” The answer from the friendly vessel at once came back, “Cast down your bucket where you are.” A second time the signal, “Water, water; send us water!” ran up from the distressed vessel, and was answered, “Cast down your bucket where you are.” And a third and fourth signal for water was answered, “Cast down your bucket where you are.” The captain of the distressed vessel, at last heeding the injunction, cast down his bucket, and it came up full of fresh, sparkling water from the mouth of the Amazon River. To those of my race who depend on bettering their condition in a foreign land or who underestimate the importance of cultivating friendly relations with the Southern white man, who is their next-door neighbor, I would say: “Cast down your bucket where you are”— cast it down in making friends in every manly way of the people of all races by whom we are surrounded….
Cast it down in agriculture, mechanics, in commerce, in domestic service, and in the professions…. No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is at the bottom of life we must begin, and not at the top.
To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted I would repeat what I say to my own race, “Cast down your bucket where you are.” Cast it down among the eight millions of Negroes whose habits you know, whose fidelity and love you have tested… As we have proved our loyalty to you in the past, in nursing your children, watching by the sick-bed of your mothers and fathers, and often following them with tear-dimmed eyes to their graves, so in the future, in our humble way, we shall stand by you with a devotion that no foreigner can approach, ready to lay down our lives, if need be, in defense of yours, interlacing our industrial, commercial, civil, and religious life with yours in a way that shall make the interests of both races one. In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress.
Source: Excerpt from Booker T. Washington’s ‘Atlanta Compromise’ speech, 1895.
Document B: W.E.B. DuBois (ORIGINAL)
Easily the most striking thing in the history of the American Negro since 1876 is the ascendancy of Mr. Booker T. Washington. It began at the time when war memories and ideals were rapidly passing; a day of astonishing commercial development was dawning; a sense of doubt and hesitation overtook the freedmen's sons,—then it was that his leading began. Mr. Washington came, with a simple definite programme, at the psychological moment when the nation was a little ashamed of having bestowed so much sentiment on Negroes [during Reconstruction], and was concentrating its energies on Dollars….
Mr. Washington's programme practically accepts the alleged inferiority of the Negro races…. Mr. Washington withdraws many of the high demands of Negroes as men and American citizens…. In answer to this, it has been claimed that the Negro can survive only through submission. Mr. Washington distinctly asks that black people give up, at least for the present, three things,-- First, political power, Second, insistence on civil rights, Third, higher education of Negro youth, and concentrate all their energies on industrial education, and accumulation of wealth, and the conciliation of the South. This policy has been courageously and insistently advocated for over fifteen years, and has been triumphant for perhaps ten years. As a result of this tender of the palm-branch, what has been the return? In these years there have occurred: 1. The disfranchisement of the Negro. 2. The legal creation of a distinct status of civil inferiority for the Negro. 3. The steady withdrawal of aid from institutions for the higher training of the Negro. His doctrine has tended to make the whites, North and South, shift the burden of the Negro problem to the Negro's shoulders and stand aside as critical and rather pessimistic spectators; when in fact the burden belongs to the nation, and the hands of none of us are clean if we bend not our energies to righting these great wrongs.
Source: W. E. B. DuBois, The Souls of Black Folk (Chicago, 1903).
Winter Break Assignment: Welcome to the Progressive Era! Three Parts: ALL COMPONENTS ARE DUE MONDAY, JANUARY 8th
Questions: Who were some of the prominent people sympathetic to socialism, and why? What kind of contributions did muckrakers make? Why did industrial expansion slow after the turn of the century, and what are some ways robber barons sought to maximize their profits? What issues did Triangle Shirtwaist women bring to the bargaining table before and after the tragedy of 1911? Why did many mainstream unions depend upon racism? What were the IWW's goals and tactics? How did the IWW differ from other unions? How did the system respond to the IWW, and what are some examples of specific campaigns? Why is the Lawrence mill strike notable, and what did workers gain by it? What were some of the problems of working women in the US at this time? What is the relationship of strikes to socialism? How strong a challenge to the social order did socialism pose in this period, and what are reasons given in the chapter that people became attracted to socialism? Who joined the socialist movement, and how did the movement function? How did socialism change women's views of their lives? Who were Eugene Debs, Margaret Sanger, Helen Keller, Emma Goldman, Mother Jones, and what did each contribute? How did African-Americans in this era fight lynchings? How did government elites respond to lynchings, and why? What kinds of laws were passed (several examples) that made this the "Progressive" Era? What is "political capitalism" and how did it stabilize the system? How did controls on destabilizing elements work? Why did the Ludlow strike end so differently from the Lawrence one?
Review Portfolio Components (Due Thursday, December 21st)
APUSH Review Assignment #1 (To be submitted on the final exam day) Responses must be typed and should be between 2-2.5 paragraphs in length..
1. Why did Douglas's "popular sovereignty" approach to the slavery question prove to be unworkable in Kansas and elsewhere?
2. Why was sectional compromise impossible in 1860, when such compromises had previously worked in 1820 and 1850? Since Lincoln had guaranteed to protect slavery in the states where it existed, why did the seven southern states secede as soon as he was elected?
APUSH Review Assignment #2 (To be submitted on the final exam day)
Response must be typed. Your response should be 1.5-2 pages in length
Was Reconstruction a noble experiment that failed, a vengeful Northern punishment of the South, a weak effort that did not go far enough, or the best that could have been expected under the circumstances? What has been the historical legacy of Reconstruction? (Consider particularly the Fourteenth and Fifteenth Amendments.)
APUSH Review Assignment #3 (To be submitted on the final exam day)
1) Carefully read over this War of 1812 DBQ activity:
2) You are to answer each of the questions following each of the documents (1-3 questions to answer depending on document). Your responses should be presented in complete sentence form, but they can be short. Your work should be typed. YOU DO NOT NEED TO WRITE AN ESSAY! You are only responsible for answering the document questions.
APUSH Review Assignment #4 (To be submitted on the final exam day) Answer the following multiple choice questions. You need only to submit the correct letter. Questions 1-3 refer to the excerpt below. “Much of the national harmony had rested upon the existence of a kind of balance between the northern and southern parts of the United States. The decision to start the [Mexican-American War] had disturbed this balance, and the acquisition of a new empire, which each section desired to dominate, endangered the balance further. thus, the events which marked the culmination of six decades of exhilarating national growth at the same time marked the beginning of sectional strife which for a quarter century would subject American nationalism to its severest testing.” — David M. Potter, historian, The Impending Crisis: America Before the Civil War, 1848–1861, published in 1976
1) Which of the following most directly helped maintain the “balance between the northern and southern parts of the United States” before the Mexican-American War referenced in the excerpt? (A) the federal government’s policies on a national bank and tariffs (B) the emergence of reform movements during the Second Great Awakening (C) the outlawing of the international slave trade (D) the passage of the Missouri Compromise
2) Which of the following historical developments during the nineteenth century best supports Potter’s argument about the underlying cause of sectional conflict? (A) the expansion of voting rights for White males (B) the increase in economic opportunities in the West (C) the influx of Irish and German immigrants to Northern cities (D) the increasing prominence of the Whig Party in national politics
3) The “acquisition of a new empire” referenced in the excerpt most directly fostered sectional division through the (A) extension of trade westward toward Asia (B) renewed debate over the expansion of slavery (C) rise of anti-immigrant sentiment (D) decline of the Democratic Party
APUSH Review Assignment #5 (To be submitted on the final exam day)
(Gilded Age: Your response must be typed and should be at least 2.5-3 paragraphs long)
1. What problems resulted due to the rising consolidation of power among a select few during the Gilded Age? Use specific examples.
APUSH Review Assignment #6 (To be submitted on the final exam day)
Jacksonian Democracy/The Constitution Please select TWO questions from Section I (of your choice) and thoroughly respond. Your answers must be typed. Section I: The Election of 1828 and Andrew Jackson • How did changes in the electorate affect the election of 1828? • What was the source of Andrew Jackson's popularity? • What was the importance of Andrew Jackson's popularity? • How were party politics reflected in the campaign of 1828? • What were the positions of the fledgling Democratic Party and its opposition?
Section II: The Constitution Please read the following quotations and answer all of the supporting questions:
Quotations: "It has been so often said, as to be generally believed, that Congress have no power by the Confederation to enforce anything, for example, contributions of money. It was not necessary to give them that power expressly, for they have it by the law of nature. When two parties make a compact, there results to each a power of compelling the other to execute it." —Thomas Jefferson, in a letter to Edward Carrington, 1787
"Has it not, on the contrary, invariably been found that momentary passions, and immediate interest, have a more active and imperious control over human conduct than general or remote considerations of policy, utility or justice?" —Alexander Hamilton, in The Federalist Papers, Section 6, 1788
On what issue are these two philosophical positions opposed? What position did Jefferson and Hamilton represent and how do their positions reflect their individual political party's larger philosophies?
FINAL REVIEW PROJECT INFORMATION AND RUBRIC ABOVE!
Chapter 17 Assignment Due: Thursday, December 14th
Part I: Finish closely reading the chapter. Type your responses (1-1.5 paragraphs each) to FREEDOM QUESTIONS 1-5 on page 720.
Part II: Closely read about John Muir and the beginnings of the environmental movement: http://www.pbs.org/nationalparks/people/historical/muir/
Part III: Examine Jacob Riis's life photographs: https://www.youtube.com/watch?v=EACoIbokOcc
***Mock Congress Pages*** You are responsible for completing the following: 1) Watch The Great Sioux Nation and complete the questions 2) Closely read Chapter 17 (through page 703) and complete the assignment given in class on Friday, December 8th: WATCH THIS LECTURE. CONSTRUCT A T CHART (Cause on Left, Effect on Right) and include at least FIVE ENTRIES. (Think about what did Populists want? Why?). Can be typed or written in pen.
Zinn's take on American imperialism: http://www.historyisaweapon.com/defcon1/zinnempire12.html Be prepared to discuss the following questions (DISCUSSION, MONDAY, DECEMBER 11th) 1. What were advantages to developing overseas markets in the 1890s? Why did various sectors support expansionism? Who opposed it, and why? 2. How did white supremacy add to feelings that the US should expand? How did the US explain to its people the war in Cuba, and what were the hidden reasons for US interests in Cuba? 3. Why is "open door" imperialism more sophisticated than European empire-building? Why were the Philippines more controversial than Cuba? How did racism both contribute to and undermine the US efforts in the Philippines? 4. Why is the chapter called "The Empire and the People?" 5. Why might Teddy Roosevelt have thought that the U.S. needed a war in 1897? 6. In what sense was expansion overseas "not a new idea"? If it was not new, then why did it not begin until 1898? 7. Senator Henry Cabot Lodge believed that the United States needed to control the balance of trade in the Pacific. Which island and countries did he believe were key acquisitions toward attaining such a goal? 8. U.S. business interests favored an "open door" policy over the conquest of colonies. From this point of view, what were the pros and cons of intervening in the Cuban revolt that began in 1895? Why did intervention ultimately win out? 9. How did the Cuban rebels react to McKinley's ultimatum to Spain? 10. Why were the Cuban rebel leaders shut out of the negotiations for peace? 11. What did the American victory in the Spanish-American War allow American business to accomplish in Cuba? What role did the U.S. military occupation force play in the relationship between American investors and the Cuban workers? 12. How did the Filipinos respond to the U.S. decision to take over their country? 13. How did Beveridge justify American cruelty toward the Filipinos in 1900? Why did the U.S. government resort to such brutality? (Consider the following when answering the question: race relations in the United States; the Filipino population's relationship to the guerillas; and the U.S. government's goals of the Spanish-American War). 14. What explains the heavy opposition to the passage of the Treaty of Annexation? (For example, why was it ratified by only one vote?)
Closely read Chapter 17 (through page 703 only!) (Assignment completed in class on Friday, December 8th)
In Class Assignment: Thursday, November 30th Due: Friday, December 1st
An Urban America: Due Friday, December 1st 1) Read the essay: "Urbanization During the Gilded Age and Progressive Era: An Overview" found here: http://apcentral.collegeboard.com/apc/public/repository/US_History_Urbanization_SF.pdf 2) Construct a document (must be typed) with the following headings: Introduction & Overview The Rise of the City and the Historiography of Urbanization Topics Related to Urbanization Summation and Related Themes 3) Under each heading, write a three to four sentence summary of the information found in each section. Then, select two quotes to support your summative statement.
Homework: Due Monday, December 4th
1) Watch the film found here: https://www.youtube.com/watch?v=21bQiTxUar4&t=174s (Please note that it starts at the 3:00 mark)
2) Complete the note-taking guide found above or in our Google drive
3) Bring it to class on Monday!
In Class Assignment: Tuesday, December 5th Due, Wednesday, December 6th
Type a ONE SENTENCE summary of each slide's contents. 23 total.
READING 1 Thus is the problem of Rich and Poor to be solved. The laws of accumulation will be left free; the laws of distribution free. Individualism will continue, but the millionaire will be but a trustee for the poor; entrusted for a season with a great part of the increased wealth of the community, but administering it for the community far better than it could or would have done itself. —Andrew Carnegie
READING 2 The rights and interests of the laboring man will be protected and cared for, not by the labor agitators, but by the Christian men to whom God in His infinite wisdom, has given control of the property interests of the country. —George F. Baer
READING 3 Here, then, is the issue. The gospel of Christ says that progress comes from every individual merging his individuality in sympathy with his neighbors. On the other side, the conviction of the nineteenth century is that progress takes place by virtue of every individual’s striving for himself with all his might and trampling his neighbor under foot whenever he gets a chance to do so. This may accurately be called the Gospel of Greed. —Charles S. Peirce
READING 4 God gave me my money. —John D. Rockefeller
QUESTIONS FOR DISCUSSION (BE READY TO DISCUSS YOUR RESPONSES IN OUR SEMINAR TOMORROW!)
How does wealth come about, according to the quotations—by exploitation or by the virtues of patience and frugality?
What is the role of the entrepreneur in promoting economic development? in helping the poor and disadvantaged? What are the business leader’s social responsibilities, if any?
How is economic inequality explained?
Can the private sector be trusted to serve the public interest?
ETHNIC NOTIONS: https://www.youtube.com/watch?v=uSOCJn_xx60&t=3209s (Due Friday, November 17th)
Thanksgiving Week Work All components due: Monday, November 27th Zinn Discussion: Robber Barons and Rebels http://www.historyisaweapon.com/defcon1/zinnbaron11.html What's the difference between a robber baron and a train robber? Explain Zinn's "skillful terracing to stabilize the pyramid of wealth." How did railroad men build themselves vast fortunes, and who helped them? What did John D. Rockefeller, JP Morgan, and Andrew Carnegie have in common? How did the government "pretend neutrality but serv[ed] the rich?" Why did weak reform legislation such as the Sherman anti-trust act get passed when it did little good for the poor? How was the Fourteenth Amendment turned into a gift to corporations? In what ways did the belief that poor people were to blame for their problems become popular? How did the educational system reinforce the power of the rich? What alternatives to corporate capitalism gained support in this time, and who were the chief supporters? What were the lives of immigrants like? Why did some unions support and some oppose the eight-hour day? And when the bomb was thrown at Haymarket, why did four men get the death sentence despite little evidence against them? What happened in 1886 to make it known as the year of labor's "great uprising?" What were some of the results of the Depression of 1893? What problems were farmers up against in this era, and how did Populist farmers propose to fix the system? Were struggling workers and farmers able to get beyond racism and unite with each other? With African-American allies?
Chapter 16 Close Reading Questions: Responses Must Be Typed 1. What were the costs and benefits of the industrial transformation of the post–Civil War era? (You may make a t-chart and provide bullet points)
2. Was the growing class division of the time a threat to American democracy? Why or why not?
3. Why did American workers have such trouble responding to the new industrial conditions of labor? Why were business and the middle-class public generally hostile to allowing workers to organize as industry did? Why did the AF of L survive while the Knights of Labor failed? (This response should be a detailed, multi-paragraph answer)
4. Does the government regulation of the economy disprove the belief that capitalism is a morally superior economic theory? Why or why not? (You should provide a detailed, higher order level thinking response)
STUDY SPACE Chapter 16 Podcasts (2, 3, and 5) After closely watching and listening to the podcasts, type ONE list of at least ten bullet points of information gained (10 bullet points TOTAL for all three podcasts).
Deconstructed Reconstruction DBQ Due: Wednesday November 15, 2017
Type directly into the Reconstruction DBQ found above (or in our class's Google Drive). Print it and bring it to class on Wednesday. -Answer the questions -Construct a thesis statement ===================================================== Due Thursday, November 9th Reconstruction: The Second Civil War (PART ONE ONLY): https://www.youtube.com/watch?v=UuIn4P0w_7U
Reconstruction: The Second Civil War PLEASE CAREFULLY READ ALL COMPONENTS DETAILED BELOW. THE FIRST PART OF THE ASSIGNMENT WILL BE DUE ON WEDNESDAY (11/8), AND THE SECOND PART WILL BE DUE ON MONDAY (11/13).
REMEMBER, THIS IS ERIC FONER'S AREA OF EXPERTISE. READ CLOSELY, PAY ATTENTION TO DETAILS, AND THINK ABOUT WHAT THE RECONSTRUCTION ERA MEANT TO FUTURE GENERATIONS!
RECONSTRUCTION: PART I DUE WEDNESDAY, NOVEMBER 8TH 1) After reading Eric Foner's A New View of Reconstruction (document found above!), please write his thesis IN YOUR OWN WORDS. Then, choose FOUR important quotes from the article that best illustrate his thesis (You can copy the quote word-for-word and simply include the page number of where it is found).
1) Closely read Chapter 15. You should become familiar with all of the academic language on page 585.
2) Construct a thoughtful and detailed response to TWO of the following questions (your choice). Your responses do not need a thesis statement and must be typed. Responses should be between 2-3 paragraphs each.
1. Could presidential Reconstruction have succeeded if politically skilled Abraham Lincoln instead of politically inept Andrew Johnson had been president? How? Why?
2. How truly "radical" was "radical Reconstruction"? Is the text right that an even more extensive Reconstruction policy (e.g., carrying out Thaddeus Stevens' plan for economic reforms) might have had a greater chance of success?
3. How did both Southern and Northern racial attitudes shape Reconstruction, and what effect did Reconstruction have on race relations and the conditions of blacks? Did Reconstruction really address the problems of race?
4. Was Reconstruction a noble experiment that failed, a vengeful Northern punishment of the South, a weak effort that did not go far enough, or the best that could have been expected under the circumstances? What has been the historical legacy of Reconstruction? (Consider particularly the Fourteenth and Fifteenth Amendments.)
CIVIL WAR PROJECT GOOGLE FORM LINK (DUE: WEDNESDAY, 11/9):https://goo.gl/forms/WJ6QfZg24nFKBa1E3 ========================================================================================= HAMILTON and MEANWHILE...OUT WEST Preparation:
-Five bullet points about Hamilton's life and legacy
-Five bullet points about the Chumash tribe
HAMILTON and MEANWHILE…OUT WEST EXHIBIT VISITS Tuesday, November 7th
Using the hashtag #APUSHCHS please tweet at least ten original tweets with your observations about the exhibits you tour. All students will participate. Those who choose not to use Twitter/do not want open an account can submit their ten tweet transcript (typed) on Wednesday, 11/8.
Required: Ten thoughtful, well-constructed tweets about a specific issue or topic (photographs, when taken appropriately, are encouraged!)
Professional, scholarly language should be utilized!
1) Please closely read this article on the experiences of Civil War era women: http://library.mtsu.edu/tps/Women_and_the_Civil_War.pdf
2) As you read, construct a 3-2-1 chart (must be typed):
THREE things you learned WITH an accompanying quote for each
TWO questions the piece posed for you
ONE component you found interesting/enlightening/surprising
Please type your responses to the following questions. Due: Wednesday, November 1st. You should utilize your textbook, document reader, and the information provided in class to shape your responses. Each response should be detailed, analytical in nature, and demonstrate thorough understanding (no thesis statement necessary). 2-3 paragraphs needed for each response.
****Note: We will use these questions to guide a discussion on Wednesday****
1) Should the Civil War be seen primarily as a war to save the Union or as a war to free the slaves? Why? What name would you give to the conflict? Why?
2) What role did race and racism play in the Civil War? How did the war itself reflect and affect American attitudes toward race? Why were the black Union soldiers so critical in this regard? What impact did Lincoln's Emancipation Proclamation have on the war and society?
3) How does the popular image of the Civil War compare with the historical reality? Discuss the different perceptions and memories of the war in the North and South (for example, the popular images of Lee or Sherman in the two regions).
All components must be typed and are due on Monday, 10/30 1) Watch "The Songs and Poetry of the Civil War" presentation moderated by the greatest historian of all time. As you watch, make a list of your favorite works performed and why. You should list at LEAST three works, and your "reason write up" can be a few sentences for each work. Remember, you might use several of the works as evidence in an upcoming DBQ!
2) Closely read the following perspectives on the Civil War. Using the passages AND your textbook, thoroughly answer each question. Your responses should contain evidence and detail outside of the passage itself, and each response should be 2-3 paragraphs (typed).
· T. Harry Williams, Lincoln and His Generals (1952). A view of Northern victory focused on military leadership: “Fundamentally Grant was superior to Lee because in a modern total war he had a modern mind, and Lee did not. Lee looked to the past in war as the Confederacy did in spirit.…What was realism to Grant was barbarism to Lee. Lee thought of war in the old way as a conflict between armies and refused to view it for what it had become—a struggle between societies. To him, economic war was needless cruelty to civilians. Lee was the last of the great old-fashioned generals, Grant the first of the great moderns.”
· Allan Nevins, The War for the Union (1971). A view of Northern victory focused on political leadership: “One cardinal deficiency of the Confederacy…lay in the lack of a chief national executive possessing some of the energy, foresight, and firm decision exhibited by those other leaders of a newborn republic at war, Washington, Cromwell, or Masaryk. It is impossible for a student of the great rebellion to avoid comparing the character, talents, and sagacity of Lincoln with the parallel gifts of Jefferson Davis, greatly to the disadvantage of the latter. This broad subject…must always be kept in mind as an essential element of the war.”
· Thomas C. Cochran, “Did the Civil War Retard Industrialization?” Mississippi Valley Historical Review (1961). A view of the Civil War actually slowed capitalist economic transformation: “Collectively these statistical estimates support a conclusion that the Civil War retarded American industrial growth.…Economically the effects of war and emancipation over the period 1840 to 1880 were negative.…If factory industry and mechanized transportation be taken as the chief indexes of early industrialism, its spread in the United States was continuous and rapid during the entire nineteenth century.…Few economists would see a major stimulation to economic growth in the events of the Civil War.”
· James McPherson, Battle Cry of Freedom (1988). A view of the Civil War as expanding national power and Northern economic dominance: “The old federal republic in which the national government had rarely touched the average citizen except through the post-office gave way to a more centralized polity that taxed the people directly and created an internal revenue bureau to collect these taxes, drafted men into the army, expanded the jurisdiction of the federal courts, created a national currency and a national banking system, and established the first national agency for social welfare—the Freedmen’s Bureau.…These changes in the federal balance paralleled a radical shift of political power from South to North.…The accession to power of the Republican party, with its ideology of competitive, egalitarian, free-labor capitalism, was a signal to the South that the northern majority had turned irrevocably toward this frightening, revolutionary future. Union victory in the war destroyed the southern vision of America and ensured that the northern vision would become the American vision.”
1. How does Williams alter the usual judgment concerning Lee’s superior military leadership? Does his definition of military leadership differ from the common one?
2. Are the political failings that Nevins sees in Davis similar to the military failings that Williams sees in Lee?
3. How might each of these historians interpret such turning points of the war as the Emancipation Proclamation, Vicksburg, and Gettysburg?
1) Download the Organization of American Historians magazine on Lincoln (PDF) found above.
2) After closely reading "Abraham Lincoln: A Legacy Born in Politics" AND "Tracing the Roots of Lincoln's Democratic Vision," respond to the following:
Answer each of the questions. Your responses should be thoughtful, detailed, and contain specific evidence from the articles. 1) Of the four traditional images of Lincoln outlined in the articles, which do you think best embodies our 16th President? Why? 2) Were these effective pieces? Why or why not? 3) Why does Lincoln continue to captivate Americans?
DUE FRIDAY, 10/27
**An Inconvenient Fourth of July: https://sojournproject.com/2016/07/an-inconvenient-fourth-of-july/ **
AP U.S. History Exam Scavenger Hunt Due Monday, October 23rd (Short, incomplete sentences are okay!)
AP U.S. History Exam Scavenger Hunt • Go online to: https://apcentral.collegeboard.org/courses/ap-united-states-history?course=ap-united-states-history
1. Open the "AP United States History Course Description" PDF
a. What are the 4 AP History Reasoning Skills?
b. What should proficient students be able to do in relation to the AP History Disciplinary Practice of Argument Development? (You can copy the four objectives right out of the course description)
c. Review the Thematic Learning Objectives. Which topic interests you most? Why?
1. Read about the Exam: https://apcentral.collegeboard.org/courses/ap-united-states-history/exam?course=ap-united-states-history. What are the different parts that are on the exam, and how much time do you have for each section?
2. How many historical periods are there? List the date range and Approximate Percentage of AP Exam dedication for each period.
3. Look at the 2017 Exam: Click "Free-Response Questions"
a. How many documents are there for the DBQ?
b. What are the different types of documents?
Civil War Introduction: Please carefully review all parts.
DUE MONDAY, 10/23
1) Closely read pages 536-554 (top section only) in your textbook. Type your responses to the two questions on page 552.
Select THREE quotes of Levine's, type the quote, and then provide a 3-4 sentence analysis (for each quote) explaining Levine's point of view and/or how the quote supports Levine's overall thesis about the Civil War.
Craft a detailed write up (2.5-3 pages minimum) considering the economic advantages of each side (North or South). Your write up must include information about WEALTH, MANUFACTURING, COTTON PRODUCTION, RAILROADS, and IMMIGRANTS. For each category, indicate which side—North or South—seemed to possess the advantage, and explain why. Use specific evidence from the map and chart to back up your claims. You can organize your write up with each category as its own paragraph.
DUE WEDNESDAY, 10/25
1) Complete Chapter 14
2) Type your responses to REVIEW Questions 1-5 on page 582 (Responses should be AT LEAST two paragraphs in length)
APUSH: The Beginning of Civil War Due: Thursday, October 19th
1) Watch this short video about sectionalism and the start of the Civil War. Please type a bulleted list (incomplete sentences are okay!) of TEN important facts given:
2) Carefully review the BIG themes of Chapter 13 and type your responses to the following (Each response should be at least two paragraphs in length):
-What did the Supreme Court decide in the Dred Scott case? Did the Court do too much in its ruling or was it within its traditional Constitutional boundaries? What effect did the decision have in the territories, in the North, and in the South?
-Why was sectional compromise impossible in 1860, when such compromises had previously worked in 1820 and 1850? Since Lincoln had guaranteed to protect slavery in the states where it existed, why did the seven southern states secede as soon as he was elected?
APUSH: A House Divided Assignment DUE: Monday, October 16th
1) Closely read Chapter 13 (Paying close attention to academic language, images, maps, and charts) 2) Read and type your responses to the questions on page 494. Responses should be 1-2 paragraphs each.
3) Type your responses to Questions 1-3 on page 523 of your textbook (Lincoln Douglass Debates). Responses should be 1-2 paragraphs each. 2) Type your responses to Freedom Questions 2-4 on page 534 of your textbook (Chapter Review). Responses should be 1-2 paragraphs each.
APUSH Homework Due: Wednesday, October 11th
-Finish closely reading Chapter 11
-Select two documents from Chapter 11 of the Document Reader. Type your responses to the given questions for EACH of the two documents you select.
Zinn Discussion: Chapter 8 "We Take Nothing By Conquest, Thank God!" Friday, October 13th
Addendums: Spend time examining all components of this website:
Chapter Link: http://www.historyisaweapon.com/defcon1/zinntak8.html Questions: 1) What is meant by the title of Zinn's Chapter 8-"We Take Nothing by Conquest, Thank God!"? Who said it? In what context was it said? 2) Identify the thesis or theme in this chapter. 3) Before President Polk's term, which river had the U.S. government recognized as the border between Mexico and Texas? Which river did Texas claim as its border with Mexico? Which river did Polk choose as the border? How did Polk's choice of the border allow the U.S. to provoke a war with Mexico? How did the U.S. use the Texas-Mexico border dispute to its advantage? 4) What role did race play in both the promotion and opposition of the war? Who were the opponents of the war? How did they display their opposition to the war? How did Manifest Destiny contribute to fighting the war with Mexico? 5) Explain the Whig position vis-a-vis (face to face) the Mexican War. 6) How does Zinn portray Abraham Lincoln's position? 7) How does the U.S. philosophically justify its aggression? 8) What evidence does Zinn utilize to illustrate American opposition to the Mexican War? 9) How does Zinn use the ethnic composition of the U.S. army to reinforce his argument? 10) How does Zinn characterize the morale of U.S. soldiers after the initial stages of the conflict? Provide evidence cited throughout the chapter for why soldiers came to feel the way they did.
11) What do you think was the general view of both the war and the idea of Manifest Destiny in the mid-19th century United States? 12) While opponents to the war and Manifest Destiny were in the minority at the time, what were some of their arguments? 13) What is your sense of modern-day perspectives on Manifest Destiny? 14) Why do you think that the U.S.-Mexican War is so little studied today?
Introduction to Slavery: Due Monday, October 9th
1) Closely read pages 416-437 of Chapter 11 (Stop at Slavery in the Cities)
Questions: 1. On what basis did the US government support slavery? 2. "Are the conditions of slavery as important as the existence of slavery?" Why does Zinn ask this question? 3. Was resistance to slavery more, as much, or less, effective than rebellion? Explain. 4. Why was there a price on David Walker's head? 5. Why might Frederick Douglass have been "the most famous black man of his time"? 6. What was J.W. Loguen's argument against the Fugitive Slave Act of 1850? What does Sarah Logue's proposal and Logue's response reveal about how slave owners justified slavery? 7. How did the racism of white abolitionists reveal itself? How could a white person be both an abolitionist and a racist? Why would a racist be an abolitionist? (Was the institution of slavery undermining the free labor philosophy that allowed the northern elite to justify economic inequality of the factory system?) 8. What was "The Triple Hurdle" that Sojourner Truth had to overcome? 9. Lincoln was able to speak to both sides of the slavery debate. Why did he feel compelled to speak to both sides, given his personal solution to the problem of slavery in America? 10. How was the Emancipation Proclamation a military tactic? 11. What evidence supports the thesis that the North could not have won without the help of American blacks? 12. After the South surrendered unconditionally, how did Congress dispose of the land confiscated during the war? Of what significance was the decision? For example, what did it reveal about the congressional majority's belief about the future status of blacks in the United States?) 13. Why does Zinn think that laws calling for equal treatment of blacks and whites were meaningless in practice? What other reforms would have had to accompany such laws for the laws to be meaningful in Zinn's eyes? Why? Do you agree? 14. What caused Republicans to abandon their defense of black rights? Discuss economics as well as political reasons. 15. How does Horace Mann Bond's study of Alabama Reconstruction reveal that the ultimate result of the Civil War was to reduce the South to colonial status? (To help define "colonial status," one might think the relationship between Britain and her American colonies was as defined by the Navigation Acts. These acts were passed by the English Parliament starting in 1665).
Concept Cube Assignment: The Antebellum Reformers
Due: October 5th~50 Points Possible
You will be creating a visual representation of a 19th Century Antebellum reformer and his/her achievements and contributions to American culture.
1) First, pick a reformer. One side of the cube will be a "title" side, which will contain the name of the reformer you have researched. Like all sides, the title side should be creative and contain more than just the name of your reformer.
2) Next, you will need to think of five important events, people, places, publications, etc. connected to or created by your reformer. These will make up the other five sides of your cube.
In addition to the Concept Cube, you will write a brief essay (no more than five pages, MLA format) about the life and significance of your reformer. Being that this is an AP Course, it is imperative that you focus on the person's contributions to society rather than to their place of birth or childhood (unless that is vital information).
Finally, you are to submit an MLA formatted bibliography with at least three sources.
Introduction to the Reformers...
A Two Part Assignment: Due Friday,, September 29th Part I: Read the essay within the PDF below entitled: Antebellum Reform: An Overview (By: Andrea Foroughi) page 5. As you read, summarize the argument of at least THREE historians listed in the article. Your summaries must be typed and should be detailed/specific (Each summary should be 1-2 paragraphs).
Part II: Introduce yourself to Chapter 12 and find THREE possible reformers you would like to study in depth. On Friday, you will select your given reformer. (You do not need to submit your list of possible choices...just have it on hand for Friday!)
Below are resources/lists to help you find a reformer. You are not limited to these lists!
APUSH Weekend Assignments: The Age of Andrew Jackson Due: TUESDAY, September 26th
1) Closely read pages 384-404 in your text (stop at Van Buren in Office)
2) Closely view this film https://vimeo.com/64480006 (please note: it is about 90 minutes long!).
Construct a T CHART (must be typed). One side must be ACCOMPLISHMENTS, one side must be FAILURES. As you watch the film, make a list of entries on each side of the T CHART.
-Each side should have at least THREE entries (Three ACCOMPLISHMENTS and Three FAILURES)
-Your entries should provide detail (at least 3-5 sentences each) and must include the exact clip time (e.g. 37:45) where the example is shown.
Industrial Revolution Primary Sources: Responses Must Be Typed! Due: Friday, September 22nd
Download the document: "Industrial Revolution Primary Sources" from the AP U.S. History Documents section of the website. As you read each document, make a bulleted list of FOUR important/moving/interesting points the source raised. There are four documents total (4 documents x 4 bullet points = 16 bullet points total). Your bullet points should be no more than 1-2 sentences.
APUSH HOMEWORK: Due Thursday, September 21st
1) CLOSELY READ CHAPTER 9 2) TYPE YOUR RESPONSES (MLA Format) TO THE FOLLOWING: -PAGE 359 QUESTIONS 1 AND 2 -PAGE 368 (REVIEW QUESTIONS ONLY) 1, 4, AND 7
* Please note that there is no length requirement for your responses. Please address all components of the question!
1. What is the major theme (recurring idea) in this chapter? 2. What evidence does Zinn cite to illustrate the overall impact of Indian removal? 3. Contrast Thomas Jefferson's views as Secretary of State concerning Indian policy with those during his presidency. Why did his views change? 4. Explain Zinn's use of irony when describing the Battle of Horseshoe Bend? 5. How does Andrew Jackson's early political/military career foreshadow his Indian policies as President? 6. How does Zinn's view of the War of 1812 contrast with traditional histories? 7. Be prepared to discuss Jackson's Indian-related activities and their significance prior to his presidency (treaties, land speculation, etc.) (Perhaps make a chart?) 8. Explain Zinn's view of Arthur Schlesinger's The Age of Jackson and Marvin Meyers' The Jacksonian Persuasion. 9. Describe evidence Zinn utilizes to assess the views of Lewis Cass vis -vis (in relation to) Native American policy. 10. To what extent did the Cherokee nation change its culture in order to survive within the U.S? 11. For what purpose does Zinn juxtapose the Nullification Controversy of 1832 and the enforcement of Worcester v. Georgia? 12. Explain the significance of the phrase: "As long as grass grows or water runs."
Art and Analysis Day
PART I: ART Directions: In your assigned groups, explore the artwork from the links below.
Your analysis for each piece (you only need to analyze one from each artist) should include a brief description of the subject(s), location, and action as well as a detailing of the piece’s significance, meaning, and/or artistic themes. Please include the artwork’s title, artist, and date. Then, write a two to three paragraph response to the following:
How do the artists use race, democracy, class, and nationalism in their works?
PART II: Era Review
Choose ONE of the following questions to answer:
How did the conflict between Federalists and Republicans over the judiciary lead to a balance of power among political interests and different branches of government?
What were the political and economic consequences (good and bad) of the Louisiana Purchase?
What was the essential idea behind Jefferson’s imposition of the embargo, and why did it finally fail?
Your brief analyses and write-up can all be on the same page/document and will be submitted by tomorrow (Friday, 9/15).
Print out the documents and write your responses into the boxes (pen only) OR copy and paste it into a Word document and type your responses into the boxes. Complete sentences are not necessary. Thoughtful, detailed responses ARE necessary!
PART II: Political Cartoon Analysis Carefully read all of the instructions found here:
Type your responses to the questions connected to each cartoon. Please note: your responses to each question can be brief. You do not need to complete #5 in the Critical Thinking Section for the second cartoon (“Drawing Conclusions”).
APUSH Homework: Due Wednesday, September 13th
1) Closely read the first part of this packet (Bill of Rights in Action: Hamilton, Jefferson and Their Fight For The Future of America): http://www.crf-usa.org/images/pdf/members/bria_28_2wb.pdf
3) Type your responses (MLA format) to the THREE Discussion and Writing questions that are on the last page of the article.
4) Create a chart (Must be typed. Bullet points/short write ups are expected) where you compare and contrast the ideologies of Hamilton and Jefferson in terms of the issues presented below. Utilize the information in the packet, your textbook, and the primary source material below to construct your chart.
The Hamilton/Jefferson Debate (1791–1801): For Hamilton: The Federalists—led by Hamilton, Adams, Jay, Marshall, and Pickering; including merchants, urban upper classes and conservative clergy.
For Jefferson: The Republicans—led by Jefferson, Madison, Monroe, and Burr; including farmers, westerners, and urban craft workers and tradespeople.
ISSUE #1: Loose or strict construction. Should the Constitution be interpreted loosely to grant implied powers to the federal government? Yes: Federalist Hamilton: “The means by which national exigencies are to be provided for, national inconveniences obviated, national prosperity promoted are of such infinite variety, extent, and complexity, that there must of necessity be great latitude of discretion in the selection and application of these means. If the end be clearly comprehended within any of the specified powers, and if the measure have an obvious relation to the end, and it is not forbidden by any particular provision of the constitution, it may safely be deemed to come within the compass of the national authority.”
No: Republican Jefferson: “I consider the foundation of the Const