Wednesday March 16, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Use information from foreign policy project to complete an essay outline to the following prompt: 
• Compare and contrast the foreign policies of Truman and Eisenhower, analyzing the reasons for similarities and differences in the foreign policies of the United States between 1945 and 1960.
• Keep in mind a few things: 
• A complex thesis identifies degree OR direction, and includes specifics in the argument.
• Prompt = direction - you must argue whether Truman and Eisenhower are more alike or more different
• Specifics = points of comparison - This is a comparison prompt; therefore, you will want to compare the presidential actions using points of comparison.
• Use class time to complete essay outline.

Reminders: 

• APUSH Exam Review - Thursday March 17 from 12:00 - 2:30pm in room 058
• One Book, One Leyden Assignment - distributed in class today (3/16).  Email me if you need the pages in PDF format.
• "The Fifties" by Alan Brinkley due Monday 3/21.
• Assignment = Make an outline of Brinkley's argument; you will want to identify the different arguments he makes about the "powerful changes" in American life during the 1950s
• Example of how to start your assignment can be found here.

Monday March 14, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Review terms: 
• Cold War v. Hot War
• Decolonization - how did the process of decolonization influence the actions of the United States during the Cold War?
• Containment
• Distinguish the actions of the presidents seeking to contain communism: military, diplomatic, and/or economic actions
• Use the rest of class time to develop presentations.
• The best presentations will present an argument about how each president fought to contain communism.
• Projects due Wednesday 3/16.

Friday March 11, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Review terms: 
• Cold War v. Hot War
• Decolonization
• Containment
• Explain expectations for foreign policy project.  
• The best projects will construct an argument about how each president is fighting the Cold War.  It is not enough to simply define the foreign policy goals and actions taken by each president.  
• Consider analyzing the actions taken by the presidents through the lens of: 
• economic (international aid) actions
• diplomatic (developing alliances) actions
• military actions (intervening with troops)
• Use the rest of class time to research.

Thursday March 10, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Review important words from previous class: Cold War, Hot War, Decolonization.
• Define: Containment
• Read Truman's Doctrine (document A) from class worksheet
• Interact with the text by identifying the perspective, context, audience, and author's purpose (POV-CAP)
• Watch video clip to add more detail to POV-CAP answers.
• Truman video - watch minute 2:38:12 - 2:46:00
• Truman Doctrine outlines America's foreign policy: containment.  Truman permanently ends America's isolationism.
• Introduce foreign policy project: 
• How did the United States, as a world leader, work to stem the growth of communism?
• Working in small groups, you will create a presentation in response to the question.  

Wednesday March 9, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Introduce Period 8: 1945 - 1980 (the next to the last unit of study!!!) by defining important concepts.
• Unit of study will pick up with important debates from earlier units of study
• What is the role of the U.S. in the world?
• What is the role of the federal government in the lives of citizens?
• Define: Cold War
• ideological stand-off between the U.S. and the U.S.S.R
• ideas conflict with one another
• United States values = democracy, capitalism, individuality, self-reliance
• Soviet Union values = totalitarianism, communism, collectivism
• conflict between U.S. and U.S.S.R. will influence the debate on the role in America's 
• Define: Hot War
• actual fighting during Cold War; "proxy" wars = indirect fighting with the U.S.S.R.
• Define: Decolonization
• Post WWII, many nations sought to achieve independence from their colonial rulers.  Many movements were successful after WWII because the imperial power were greatly weakened by war, and could not provide assistance to suppress rebellions.
• Significance of decolonization: U.S. and U.S.S.R sought allies among new nations; increased competition between the two rival nations for influence in the world.

Tuesday March 8, 2016

Counselor Presentation: Choices After High School

Period 7 (1890 - 1945) Test Information

Period 7: 1890 - 1945

Test Components: 

• Thursday March 3: DBQ
• Friday March 4: 25 Multiple Choice Questions AND 3 Short Answer Questions

Review Video

I.  Rise to World Power: What transformations occurred in the role of the U.S. on the world stage?

• Spanish-American War
• Why did the U.S. invade Cuba?
• Why did the U.S. annex the Philippines?
• Focus on the imperialist and anti-imperialist debate.
• WWI
• Why did the U.S. declare war on Germany?
• How did America's involvement in WWI impact the homefront?
• Focus on the ways in which opportunities expanded and contracted for different social groups on the homefront.
• Why did the Senate reject the Treaty of Versailles?
• Focus on the arguments in favor and against the League of Nations
• WWII
• How and for what reasons did America's foreign policy change in the 1930s?
• How did the fighting in WWII differ from WWI?
• How did America's involvement in WWII impact the homefront?
• Focus on the win which opportunities expanded and contracted for different social groups on the homefront.
• Why did the U.S. drop the atomic bombs?

II.  Modernity and Its Discontents

• Decade of the 1920s: To what extent is the "Roaring Twenties" an appropriate label for 1920 - 1929?
• Identify the opportunities and risks of the new mass media (radio & movies) and new technology (automobile).
• Identify the ways in which the debates modernists and traditionalists exposed tensions in society.  
• Debates over gender, science, religion, race and immigration

III.  Great Depression and New Deal: How did the role of the federal government change in response to the economic needs of the citizens?

• Causes and problems of the Great Depression
• What caused the Great Depression?  
• What problems did the Great Depression bring to the U.S.?
• How did the Hoover Administration respond to the problems of the Great Depression?
• How did the Roosevelt Administration respond to the problems of the Great Depression?
• Categorize the New Deal legislation as "relief, recovery, reform"
• Explain how specific pieces of legislation fulfilled its New Deal goal.
• Identify the arguments made by critics of the New Deal (conservatives and liberals).
• Describe the ways in which the lives of women, workers, and racial and ethnic minority groups changed during the Great Depression.

March 1, 2016

Rise to World Power: How did World War II impact the homefront?

Tasks: 

• Determine what the question is asking you to argue:
• Identify the subject, task, and time period
• Subject: American homefront
• Time period: WWII (1941 - 1945)
• Task: Impact - analyze the way  the homefront changed as a result of America's participation in the war; social, political and economic change

• Notes on political and economic changes taking place in U.S. as a result of WWII
• Working in small groups, analyze documents to determine the impact of war on different social groups - women, African Americans, Mexican Americans and Japanese.
•  Practice working on an extended analysis of the documents by analyzing the point of view of the speaker, the context of the document, the intended audience, or the author's purpose.
• Choose one group, and write an argument in response to the question.  Use evidence from the source to support your argument.  
• Read the "Atomic Bomb" for tonight, and identify the different arguments historians have made for why the United States dropped the atomic bombs in 1945.

Reminders: 

• Test Corrections due March 1 (that is TODAY)
• AP Test Registration is open (money due by March 8)

February 29, 2016

Rise to World Power:  How does the fighting in WWII compare to WWI?

Tasks: 

• Review Road to War comparison from Friday's class.
• Compare and contrast America's involvement in WWI and WWII by completing the comparison chart in your notes.

• Supplement notes with a comparison of the Atlantic and Pacific Theaters.
• Unlike WWI, America fought a two-front war - one in the Atlantic and one in the Pacific.  I will use slides to illustrate the differences between the two fronts.
• End class by exploring the degree to which WWII was a race war by exploring examples in popular culture.  The race war helps explain decisions being made throughout the war.

Reminders: 

• Test Corrections due March 1.
• AP Test Registration due March 8.

February 26, 2016

Rise to World Power: How and why did America's foreign policy change from 1921 - 1941?

Tasks: 

• Debrief New Deal quiz.
• Small group question #1: How did America's foreign policy change?
• Group will use the timeline from homework to determine the way in which America's foreign policy changed.
• Need an argument that moves beyond "It went from isolationist to interventionist."  This is not a sufficient answer because it is providing a very basic argument.
• Small group question #2: Why did America's foreign policy change?
• Group will generate reasons for why the U.S. policy shifts in the 1930s.
• Small group question #3: Compare and contrast the road to war: WWI (1914 - 1917) and WWII (1939 - 1941).
• Group will compare the Congressional actions, public debate, and declaration for war.  Focus should be on the years BEFORE the U.S. publicly declares war.

Reminders: 

• AP Test Registration due March 8.

February 25, 2016

February 24, 2016

February 22, 2016

Creation of the Welfare State: Great Depression & New Deal

Tasks: 

• Review: What are the problems that emerge from the Great Depression?
• High unemployment
• Failing farms, industry, and banks
• Home foreclosures
• Fear among Americans
• Using your notes, How did the Hoover administration respond?
• Write your response to this question in your notes.

How have people come to view Hoover and his actions in response to the Great Depression?

• Listen to the song "We'd Like to Thank You Herbert Hoover" from Annie musical.  
• What is the tone of the song?
• What can we infer about the mood of the country?
• Historian analysis
• What is the argument about Hoover made by the historians, Hofstadter and Jeansomme?
• Are their interpretations of Hoover positive or negative?  What evidence in the text can you use as support? 
• Segue to the Election 1932
• Significance of election 
• Democrats win in landslide victory
• Shifting electorate - African Americans & women vote Democrat
• FDR inaugurated into office, and brings with him enthusiasm & experimentation
• Task: New Deal Program Answers to these questions should be in your notes.  
• Describe the purpose of the "Relief" programs, and explain how ONE piece of legislation fulfilled the intended goal.
• Describe the purpose of the "Recovery" programs, and explain how ONE piece of legislation fulfilled the intended goal.
• Describe the purpose of the "Reform" programs, and explain how ONE piece of legislation fulfilled the intended goal.

February 19, 2016

Creation of the Welfare State: Great Depression and New Deal

Tasks:

• Introduce inquiry: How did the role and function of the federal government change in response to the economic needs of the citizens?
• The Great Depression is unlike any economic calamity the country has ever faced.  As a result, the role and function of the federal government will begin to change.  The inquiry asks you to determine how the government's role and function changes.
• Focus of class today will be Hoover's response: How did Hoover's administration respond to the problems of the Great Depression?
• Source analysis - Today we will work on sourcing documents that moves beyond a simple "SOAPStone."  The College Board expects you to analyze at least 4 documents on the DBQ.  
• Discuss the characteristics of the source analysis using my example for Document 1 in the Hoover text set.
• Work together in small group to complete a source analysis on Hoover primary sources (#2-4).
• Choose ONE component of analysis (POV-CAP), and write your document analysis response on a separate sheet of paper.

February 18, 2016

Welcome, Ms. Grande!  

Today, we will be on an in-school field trip to the library to meet Ms. Grande during periods 5 & 6.

February 17, 2016

Creation of the Welfare State: Great Depression and New Deal

Tasks:

• Use notes to answer: "What was the Republican vision of "normalcy?"
• Identify characteristics of Republican presidents in 1920s - Harding, Coolidge & Hoover.
• Major point: There was much prosperity in the 1920s, as the standard of living improved for many Americans.  However, beneath the surface of the prosperity, significant structural weaknesses existed in the economy.
• What caused the Great Depression?  
• List the causes of the Great Depression.
• How does each cause contribute to a weakening economy?
• Example: Throughout the 1920s, there was an uneven distribution of income.  This disparity between the rich and poor weakens the purchasing power of many Americans.  A weakening purchasing power means that more Americans are unable to purchase the mass produced consumer goods.
• If the stock market crash of 1929 did not cause the Great Depression, then why do so many people remember it?
• The memory of 1929 is dramatic for many Americans because there is a distinct before and after.  People remember the prosperity, and after the stock market crash, there is a distinct difference in American life.

February 16, 2016

Field Trip to Library!

Today, we will be in the library periods 4 - 8 to work on our first meeting with the freshmen.

Use this link to access the agenda for the meeting.

February 12, 2016

February 10, 2016

Continue working on finalizing documents for field trip on Tuesday 2/16.

February 9, 2016

One Book, One Leyden: Immigration Project

TASKS: 

• Tuesday February 16, 2016 we will be having an in-school field trip.  We will be using class time today to prepare for the first meeting with the freshmen.  
• Use this link to communicate your attendance for next week.
• Bring $2 to contribute to the pizza fund.
• Immigration Project - where is your group in completing the following tasks?
• Documents
• Your group should have 4 -5 primary/secondary sources that help answer the question "How did immigration shape the communities at the turn of the twentieth century?"   
• The documents should include source information.
• The documents should be formatted like my example from class.
• Your documents should be ready for me to print at the end of class on Friday 2/12/16.
• Small-group protocol
• Your group should have the speaking roles divided evenly among group members.
• Be prepared with what you are going to say by writing script in the appropriate boxes.
• Need something printed in color?  Let me know ASAP.

February 8, 2016

Rise to World Power: What transformations occurred in America's role on the world stage?

TASKS: 

• Take quiz.
• Wrap-up WWI by answering the question: Why did the United States Senate reject the Treaty of Versailles?
• Set context of documents: 
• 1919 - Wilson travels to Europe to hammer out treaty; arrives with ideals, the wishes he has for peace (self-determination, freedom of the seas, League of Nations)
• Treaty of Versailles must be ratified by the U.S. Senate
• Senators divided on League of Nations = collective security organization, which would, according to some members of the Senate, compromise America's sovereignty and restrict Congress' power to declare war
• Fierce debate ensues in Congress; rivalry between W. Wilson and H.C. Lodge
• Read documents to determine
• Why does Wilson support the League of Nations?
• Why does Henry Cabot Lodge have problems with the League of Nations?
• Return to question: What transformations occurred in America's role on the world stage?  
• Add ideas to list to demonstrate the ways in which the role of the US has changed after involvement in WWI.

February 5, 2016

Rise to World Power: What transformations occurred in the United States' role on the world stage?

TASKS: 

• Use class time to add evidence to chart on the ways in which WWI expanded or contracted opportunities for people on the home front.

• Quiz Monday 2/8: Be prepared for Imperialism/WWI quiz.  Short Answer Question: How did America's involvement in WWI impact the home front?

Reminders: 

• Test Corrections Unit VI due March 1.

February 4, 2016

Rise to World Power: What transformations occurred in the role of the United States on the world stage?

Task: 

• Introduce inquiry for class: How did America's involvement in WWI impact the homefront?
• Discuss what the question is asking
• "Impact the homefront" - what does that mean?
• Contextualize the question by considering whether or not Wilson's war declaration, in which he declares US should help "make the world safe for democracy," extends to people in the US as well.  
• Use the phrases "extend opportunity" and "contract opportunity" as direction to this question.  
• Use this organizer for your notes: 
  
• Work together on first row: Civil Liberties
• U.S. mobilizes for total war
• Mobilization of economy - Federal government exercised unprecedented powers to coordinate and control economic decision-making
• War Industries Board, National War Labor Board, Food Administration
• Mobilization of public opinion - freedom of speech was restricted during WWI add information to chart under contraction column
• Committee on Public Information - propaganda
• Suppression of freedom of speech
• Espionage & Sedition Act
• Schenck v. US (1919)
• Spend the rest of class time using notes to add evidence to the chart. 

February 3, 2016

February 2, 2016

February 1, 2016

January 29, 2016

January 28, 2016

Period Six Test Review

Period Six (1865 - 1898)

Online study guide

Class Outline
I.  Industrializing America: Corporations & Conflict

• How did industrialization reshape society?
• Consider the ways big business impacted politics, the economy and society.
• How successful was organized labor in improving the position of workers in the period 1875 - 1900? (DBQ from class)

II. Industrializing America: Farmers in Crisis

• Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865 - 1900.  Evaluate the farmers' responses to these changes. (DBQ from class)

III.  Reform Initiatives

• How and why did reformers seek to address the problems of industrial America?  To what extent were the Progressives successful?

DBQ Test Prep

• Review questions from class.
• Be able to construct a thesis in response to the questions.  Be mindful of criteria for a complex thesis: degree or direction & specifics
• Identify all relevant outside information that helps support your argument

Wednesday January 20, 2016

Reform Initiatives

Tasks: 

• Today in class, we started to transition to the last part of Period Six by participating in some review to prepare for Monday's DBQ (1/25).  
• Introduction: Industrialization brings about many changes, some beneficial to society and others quite harmful to society.  Reformers identify the problems stemming from industrialization, and seek to bring about change.  
• Review the different types of reform that we have already covered in class: 
• Labor reform - major problems facing the workers by the late 19th century = long hours, low wages, horrible conditions.  Unions begin to organize to put pressure on local/state/federal government and big business to bring change.  
• Farmer reform - major problems facing the farmers by the late 19th century = overproduction, low food prices, increased farm tenancy.  Farmers begin to organize, first, in Farmers' Alliances, cooperative groups that sought help for large groups of farmers. Then, by creating a third political party, the People's Party or Populists.  
• Review important Populist demands.  Consider what the Populist Party achieved.
• Why did the Populists fail to meet their demands? (refer to Zinn p. 294 - 295 for an answer)
• Consider my thesis; what am I arguing in response to the farmer DBQ?  

The time between the end of the Civil War and the end of Theodore Roosevelt’s presidency was a time of great upheaval and change in America, especially for farmers.  Although industrialization brought many beneficial changes to America, the mechanization of agriculture, increased economic instability, and government practices favorable to big business severely harmed American farmers.  In an attempt to combat the excesses of industrial growth, farmers organized; however, their efforts did not fundamentally produce immediate change.

Tuesday January 19, 2016

TODAY WE ARE IN THE LITTLE THEATER FOR COURSE SELECTION.  

• While we are in the Little Theater, I am checking in your annotated bibliography.  If your assignment is incomplete, it is NOT TOO LATE to work on the assignment.  However, it will be your responsibility to show me the work, when it is completed.

Friday January 15, 2016

Industrializing America: Farmers in Crisis

Tasks:

• Purpose of class today is to practice DBQ process with support of peers.
• Introduction to DBQ: Industrialization impacted American farms. Many rural people faced same problems as urban, industrial workers.  In some ways, farmers feel their way of life slipping away, as the modern, industrial economy displaces the agrarian way of life.  Change arrives, and the farmers will respond by creating the "greatest movement of agrarian rebellion the country had ever seen" (Zinn, 282). 
• Farmers were at the mercy of large corporations
• Farmers were trapped in a web of middlemen
• Farmers confronted high tariffs that failed to protect export crops
• Farmers were at the mercy of big banks
• Distribute DBQ
• Read question: What are you being asked to do? (Subject, Task, Time period)
• Brainstorm outside information - This particular DBQ provides the categories for you to focus on (technology, government policy, economic conditions)
• Read documents (10 minutes)
• Outline argument.

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Thursday January 14, 2016

Industrializing America: Farmers in Crisis

Tasks: 

• Continue watching selected excerpts from Bury My Heart at Wounded Knee  to answer the question Why and how did the lives of the Plains Indians change after the Civil War?
• End class by considering the way in which interpretations of the American West changed from the late 1800s to today.
• Consider reviewing page 667 in Kennedy before the next exam.
• Be prepared to support different historians' interpretations of the West with evidence from chapter 26 on the next exam.

Wednesday January 13, 2016

Industrializing America: Farmers in Crisis

Tasks: 

• Introduction: Industrialization did not just impact the lives of factory workers in urban areas.  As America's economy transitioned from an agrarian to industrial one, the farmer felt pressure as well.  The next few days of class transition our focus away from labor to the farmer.
• Contextualize the American West: Integrating the national economy required the American government to incorporate the Great Plains into the country.  For years, many settlers pushed beyond the Great Plains to settle on the West Coast.  With the end of the Civil War, the American government had the power and desire to actively take the land of the Great Plains and make it part of the United States
• Question: How and Why did the lives of the Plains Indians change?
• Use the movie Bury My Heart at Wounded Knee to answer the "how" and "why" of this change.

Tuesday January 12, 2016

Industrializing America: Corporations and Conflict

Tasks: 

• Labor Quiz
• Using Labor DBQ, construct introduction paragraph, which includes thesis
• Analyze student essay to see how DBQ should come together.
• How does your argument compare to the student DBQ?
• Pay particular attention to: 
• Thesis
• Outside information
• Use of documents
• Debrief: What did this student accomplish well?  What does this student need to improve?

Monday January 11, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Review DBQ process from last week.
• Read question to determine subject, time, task
• Brainstorm thesis - Why brainstorm thesis before reading the documents?  To set your purpose for reading.
• Degree OR Direction
• Specifics
• Read documents.
• Spend 10 minutes individually analyzing the documents.
• All documents should trigger outside information, which is historical evidence not explicitly stated in the document. 
• Work in small groups to identify relevant historical evidence triggered by each document.
• Construct outline of argument.
• Choose 3 factors that you would use to support your thesis.
• Create a claim for each factor, and identify relevant evidence from the documents to support your claim.
• Management used tactics to suppress labor unions.
• Yellow dog contracts required workers to "abandon membership" (Doc. E)
• Assign: Construct outline of argument that you would use to support your thesis.

Reminders: 

• Labor Quiz - Tuesday 1/12
• Unit V test corrections due Friday January 15

Friday January 9

Industrializing America: Corporations & Conflicts

Tasks: 

• Small group discussion about the section of chapter 11 "Robber Barons & Rebels"  To help identify his argument, discussions should center around the following prompts: 
• Clarify any misunderstandings about the text
• Identify the sequence
• How does Zinn move the reader through the pages (262 - 282)?  
• Identify the language Zinn uses to argue.
• For example, in the first section we read before break, Zinn argues that Robber Barons sought to control economic growth by exploiting workers, influencing government to favor their interests, and creating institutions to control the masses.
• p. 257 "choking out competition"
• p. 260 "government was doing its best for ruling elite"

Reminders: 

• Unit V test corrections due Friday January 15

Thursday January 8, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Industrialization Quiz
• Review College Board expectations for DBQ: 
• Go beyond documents to set context
• Make clear argument - Thesis
• Direction OR Degree & Specifics
• Analyze the documents
• Corroborate; bring documents into "conversation"
• Organize documents into categories
• Categories might be explicitly stated in question
• You may have to create your own categories
• Return back to Labor DBQ - What is your thesis?
• Identify the degree to which you think labor was successful.
• Create a list of factors that influence the level of success achieved.

Reminders: 

• Zinn reading (p. 262 - 282) due Friday January 9.

Wednesday January 6, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Begin to contextualize working conditions in preparation for DBQ work by answering the question: How did working conditions change for American workers by the late 19th century?
• Small group debrief: Discuss answers to homework (describe working conditions in the 1830s and 1880s).  Identify changes to working conditions.
• Return to large class: 
• Identify the ways in which working conditions stayed the same.
• Identify the ways in which working conditions changed.
• Essay in Five Minutes: What is the question asking you to argue?
• Discuss the subject, time period & task associated with this DBQ question.
• Assign: Labor categorization.
• Important terms to know for this unit of study.

Reminders: 

• Zinn reading (pages 262 - 282) due Friday January 9, 2016.

Tuesday January 5, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Welcome back!
• Review industrialization process from prior to break by answering the following questions: 
• What factors facilitate economic growth?
• Which factor is most significant to understanding change?
• Which factor is an inferior choice?
• Review impact of Big Business on politics and economy by analyzing political cartoon.
• How did Big Business influence politics?
• How did Big Business influence the economy?
• Segue into the changing working conditions.
• Describe the working conditions of the 1830s and 1880s.  Use the following notetaker to organize your thoughts.  Use the following readings to described the working conditions: Lowell Mills (ch. 14 in Kennedy) and the Union Stockyards (excerpt from The Jungle).

Reminders: 

• Zinn p. 262 - 282 due Friday January 9.