Time Rime timeline

Thursday December 4, 2013

—Click on Time Rime timeline and identify 3 instances when the U.S. appeared to engage in imperialistic actions.

—http://www.timerime.com/en/timeline/1203060/US+and+the+World+Expressions+of+Power+Past+and+Present/

—“Was the United States an empire in the 20th century?”

—What were possible motivations behind American actions?

Ch 18 American Imperialism

Chapter 18 American Imperialism

Day 1: Key Question: What is an empire?

            Warm Up: In your opinion, which statement best characterizes the

motivations behind American foreign policy in the 20^th century?

Activity: Defining Empire Quotes PPT & Notes

Exit Ticket: Did the US engage in imperialistic actions in the 20^th century?

Day 2: Key Question: What are the arguments in favor of and against American expansion?

Activity: Imperialist Reasoning Guide & Class Discussion

Exit Ticket: Which arguments are most persuasive for you?

Day 3: Key Question: What factors motivated American expansion?

Activity: Imperialist Motives: Pear Soap Advertisement Analysis (primary source)

Exit Ticket: What are 3 motives for American expansion illustrated in the Pear’s Soap Ad?

Day 4: Key Question: When should the United States intervene in the affairs of another country?

Activity: History of American Foreign Policy PPT & Notes

Exit Ticket: Write a speech for the President in which you justify American invasion of a foreign country *

Day 5: Key Question: Was American annexation of Hawaii justified?

Activity: Annexation of Alaska & Hawaii PPT

Exit Ticket: Social Studies Print Guide

Day 6: Key Question: Was American annexation of Hawaii justified?

Activity: Read Excerpt from James Michener novel, “Hawaii”

Exit Ticket: Write a report to the President in which you summarize the role Americans played in the annexation of Hawaii and reasons whether or not the annexation was justified. *

Day 7: Key Question: What caused the Spanish-American War?

Activity: Spanish-American War Political Cartoons PPT & Time Frame Mapping Notes

Exit Ticket: What were 3 causes of American intervention in Cuba?

Day 8: Key Question: What caused the sinking of the USS Maine?

Activity: Create your own newspaper headline & story

            Exit Ticket: Share Newspaper headline & story

Day 9: Key Question: The Mystery of the Maine, Who Did It?

Activity: Compare conflicting historical accounts (primary sources) Fishbowl Discussion Activity

Exit Ticket: What really caused the explosion of the USS Maine?

Day 10: Key Question: Should the United States Annex the Philippines? 

Activity: Read Background Essay and Analyze Hook and Documents A-D

Exit Ticket: Write a speech citing 3 reasons why the U.S. should or should not annex the Philippines using evidence from the documents to support your answer*

Day 11: Key Question: What actions did American military take during wartime?

Activity: Philippine-American War Soldiers Letters (primary source)

Exit Ticket: Were American military actions justified/necessary? Creative art or dialog*

Day 12: Key Question: How did American annexation impact the Philippines?

            Activity: Philippine-American War outcomes

Exit Ticket: Evaluate McKinley’s decision to annex the Philippines, was it worth it?

Day 13: Key Question: How did other countries perceive American foreign policy interventions?

Activity: Create Visual Metaphors

Exit Ticket: Share Visual Metaphor *

Day 14: Visual Metaphors Presentations

Day 15: Chapter 18 Test

Dialog with Female Reformer Resources

Susan B. Anthony 

http://www.biography.com/people/susan-b-anthony-194905
2 minute and 17 second video and 2 page summary

http://susanbanthonyhouse.org/her-story/biography.php
Biography of Susan B. Anthony National Museum & House

http://www.nps.gov/wori/historyculture/susan-b-anthony.htm
Susan B. Anthony Biography National Parks Service


Elizabeth Cady Stanton

http://www.biography.com/people/elizabeth-cady-stanton-9492182
1 minute and 14 second video and 2 page summary

http://www.nps.gov/wori/historyculture/elizabeth-cady-stanton.htm
Elizabeth Cady Stanton Biography Biography National Parks Service

http://www.anb.org/articles/15/15-00640.html
Elizabeth Cady Stanton American National Biography Online

Dorothea Dix

http://www.biography.com/people/dorothea-dix-9275710

http://www.history.com/topics/dorothea-lynde-dix

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1470530/

Carry Nation

http://www.pbs.org/wgbh/amex/1900/peopleevents/pande4.html

http://www2.potsdam.edu/hansondj/Controversies/Biography-Carry-Nation.html

http://digital.library.okstate.edu/encyclopedia/entries/n/na006.html

Francis Willard

http://www.nwhm.org/education-resources/biography/biographies/frances-elizabeth-caroline-willard/

http://www.wctu.org/frances_willard.html

http://www.library.wisc.edu/etext/wireader/WER0105.html

Alice Paul

http://www.alicepaul.org/alicepaul.htm

http://www.biography.com/people/alice-paul-9435021

http://www.nwhm.org/education-resources/biography/biographies/alice-paul/

Carry Chapman Catt

http://www.biography.com/people/carrie-chapman-catt-9241831

http://www.pbs.org/wgbh/amex/wilson/peopleevents/p_catt.html

http://cattcenter.las.iastate.edu/about-us/carrie-chapman-catt/

Florence Kelly

http://ocp.hul.harvard.edu/ww/kelley.html

http://www.theodorerooseveltcenter.org/Learn-About-TR/Themes/Capitalism-and-Labor/Florence-Kelley.aspx

http://florencekelley.northwestern.edu/florence/

Chapter 17 Progressivism

Key Questions:

1. What are the 4 goals of the progressive movement and what are some examples of each goal?

2. How do Progressive reforms improve the lives of ordinary Americans?

3. What were the arguments in favor of and against women's suffrage?

4. What strategies or techniques did women use to win the right to vote?

5. What was problematic about food production in America during this time period?

6. How did Theodore Roosevelt set the precedent for the modern presidency?

7. How did the federal government try to regulate the economy?

Terms & Names:
Progressive Movement
Florence Kelley
Carry Nation
WCTU
Temperance
Prohibition
Muckraker
Capitalism
Socialism
Triangle Shirtwaist Factory Fire
Initiative
Referendum
Recall
17th Amendment
NACW
NAWSA
Suffrage
Susan B. Anthony
Elizabeth Cady Stanton
Upton Sinclair
The Jungle
Pure Food & Drug Act
Meat Inspection Act
Conservation

Chapter 15 Immigration, Urbanization, & Political Corruption

Key Questions:

1. How do political, economic, and social factors influence immigration policy?

2. What factors forced immigrants out of their homelands and lured them to America?

3. What challenges did immigrants face on their journey to America?

4. What problems resulted from urbanization?

5. How did political machines gain and maintain power and control?

Terms & Names:

Ellis Island
Angel Island
Melting pot
Nativism
Chinese Exclusion Act
Gentlemen's Agreement
Urbanization
Americanization
tenement
Settlement house
Guilded Age
Political machine
Graft
Patronage
Kickback
Bribe
Pendeleton Civil Service Act
Jane Adams
Boss William Tweed
Thomas Nast

I am here to help support you through this terrible tragedy. If there is anything I can do to ease your pain please feel free to come to me.

Online textbook

The Americans Textbook is available ONLINE! Follow these simple directions to

create a classzone.com account.

Got to www.classzone.com (or you can type “classzone” into a google search)

It will bring you to ClassZone book finder.

Step 1:Select your subject & level

Select Social Studies

Select High School

Step 2: Select your state

Select Massachusetts

Step 3: Find your book

Select “The Americans” (RED book, NOT The Americans Reconstruction to Present Blue book)

Scroll down to the bottom of the page and click online book

It will bring you to a page to login in

If you are a new user you will need to create a Student Account

Click on Create Student Account

In order to create a student account you will need to enter in the activation code.

Enter the activation code 2667955-10 (Type “2667955” in the fist box and type“10” in the second box after the dash.)

Click continue

Enter your birthday

Click continue

Enter your personal information

First Name:

Last Name:

Create a Username: last name first initial (example: whitej)

Create a Password: danvers01923 (use danvers01923 in case you forget the password I can tell you what it is

Re-enter your password: danvers01923

Security question: select high school mascot

Answer: falcons

Check the box

Click create account

Welcome Letter

Dear Students, 

             Welcome to United States History II. I would like to tell you a little about my classroom so you know what to expect each day. First, I like to provide a safe classroom environment where each student can express his or her opinion without fear of sarcastic comments being made. I will always try to respect you and your opinions and I expect the same from you.

I am a very patient person but I will not tolerate any behavior that affects the learning of the students in my classroom. It is your responsibility to control your impulses and monitor your behavior. If I speak to you about an inappropriate behavior, you will have an opportunity to correct/change the behavior. However, if the behavior persist, I will give you an after school detention, call your parents, and if necessary, send you to the office. In addition, your classroom behavior and participation will count towards your quarter grade so it is imperative that you use appropriate behavior in class at all times. I do not anticipate these problems, but would just like you to know that I like things in my class to run smoothly.

You may have pop quizzes in this class. It is essential that you complete all assigned readings in there entirety. Please bring to class with you any questions you have about anything covered in the assignment that you do not understand or will need clarified. It is your responsibility to seek assistance if there is something you do not understand. There will be quizzes, tests, projects, papers, homework, and class work on a regular basis. Plan on doing a significant amount of reading, writing and note taking. Please come to class prepared to do important work, which means bringing all necessary materials to class with you each day including a writing utensil, an assignment notebook, any handouts you received, your homework, and any other materials you may need. It is your responsibility to be prepared for class.

I do allow eating and drinking in my class during FIRST PERIOD as long as the trash is disposed of properly. That does not mean throwing it into the trash can from across the room. If students abuse this privilege by leaving behind water bottles, coffee cups, wrappers, etc this privilege will be revoked for all students, so please do not ruin it for everyone else.

Also, attendance is extremely important. We cover a lot of material during class and your presence and participation are essential components of passing this course. If you are absent it is your responsibility to bring in an absence note to Mrs. White the school attendance person. Once your absence is confirmed as excused she will issue you a pink make up slip. This slip will allow you to make up any assignments that you missed while you were absent. It will also tell you exactly how long you have to make up your assignment. (One day per day absent.) Assignments turned in after the make up date will not receive any credit. It is your responsibility to speak to me either before or after (not during) class to obtain any work that you missed while out. Any outstanding make up work not submitted will be entered in my rank book as a zero after one week.

Finally, try to stay organized. It is your responsibility to maintain an organized notebook and store all handouts distributed throughout the year. If you loose it I will not replace it. I recommend using a three ring binder to store loose-leaf paper for note taking and room to insert handouts. Bring this and your assignment notebook with you to class every single day. If you develop good organization skills it will help you throughout high school and college. I hope that you enjoy my class and I look forward to getting to know each of you this year.

Sincerely,
Ms. White

Chapter 25 U.S. in World War II

Essential Questions:
1. Why do countries go to war?
2. When, if ever, is killing justified?
3. How should the dropping of the atomic bombs commemorated in America?

Guiding Questions:
1. Why did America enter World War II?
2. How does the government create support for the war effort?
3. What are the rules or limitations of warfare?
4. How has warfare evolved over time?
5. Is strategic bombing of civilian areas a military necessity or morally unjustified?
6. Why was the German invasion of the Soviet Union arguably Hitler's biggest mistake?
7. How was Operation Overlord a turning point in World War II?
8. How did the Allied powers defeat Germany?
9. Was the dropping of the atomic bombs on the Japanese cities of HIroshima and Nagasaki a military necessity or morally unjustified?
10. How should the dropping of the bombs be taught in American schools and museums?

Terms & Names:
Manhattan Project
rationing
Dwight D. Eisenhower
D-Day
V-E Day
V-J Day
Harry S. Truman
Douglas MacArthur
Hiroshima
Nagasaki
internment
Battle of the Bulge
Battle of Stalingrad
Yalta Conference
FDR
propaganda
Little Boy
Fat Man
unconditional surrender
Potsdam Conference
Joseph Stalin
Clement Atlee
atomic bomb

Ch. 24 World War II

Ms. White

U.S. History II

Chapter 24 World War Looms

Guiding Question: How did the rise of dictators in Europe and Asia lead to World War II?

Skill: Document Analysis

 Homework: Road to War 1919-1939 DBQ

Day 1: Adolf Hitler's Rise to Power In Germany

Homework: Read New York Times Upfront article,  "1933 Hitler Comes to Power"

Discussion Questions: 

1. How was Hitler able to come to power in a democratic Germany? Could something like it happen again?

2. What were the conditions in Germany that enabled Hitler to come to power?

3. Why did Nazism appeal to Germans? (What did the Nazi promise Germans?)

4. Who was targeted by the Nazis & why?

5. Which countries were invaded by Germany?

6. What was the German military strategy?

7. Connect to today: What is the appropriate balance between liberty and security?

Day 2: Japanese Acts of Aggression

Homework: Read Chapter 24 Section 1, "Dictators Threaten World Peace" and Complete Guided Reading WKSHT 24.1

Day 3: Dictators Rise to Power in Italy & Spain

Homework: Review Dictators Rise to Power flashcards on quizlet.
http://quizlet.com/22363006/dictators-threaten-world-peace-flash-cards/

Guiding Question: What military tactics did Germany use to expand into neighboring territory and how did other countries respond?

Skills: Making Predictions, Note Taking, Primary Source Analysis & Map Analysis

 Day 4: German Aggressive Actions Notes, Timeline and Predicting Responses Czechoslovakia, violation of Munich pact, invasion of Poland

Homework: Review War in Europe flash cards on quizlet.
http://quizlet.com/22363696/war-in-europe-flash-cards/

Guiding Question: How does World War II begin?

Skills: Primary Source Analysis, Note Taking, Predicting Responses, Mapping Techniques

Day 5: World War II in Europe 1940 PPT, Notes, Predicting Responses

Homework: Review World War II in Europe flash cards on quizlet.

http://quizlet.com/21714464/world-war-ii-in-europe-1940-flash-cards/

Guiding Question: How does the United States respond to the outbreak of war in Europe?

Skills: Decision Making Skills, Note Taking, Political Cartoon Analysis

Day 6: America’s Response to Acts of Aggression Decision Making & Political Cartoon Analysis

Homework: Interactive America on the Sidelines The United States and World Affairs 1933-1941

http://www.teachingamericanhistory.org/neh/interactives/neutrality

Guiding Question: Why did Japan attack Pearl Harbor?

Skills: Political Cartoon & Primary Source Analysis, Writing Skills

Day 7 & 8: Why did Japan attack Pearl Harbor DBQ Q & A

Homework: Interactive Pearl Harbor Attack Map

http://education.nationalgeographic.com/education/multimedia/interactive/pearl-harbor/?ar_a=1

Homework:  Why does Japan attack Pearl Harbor? DBQ questions 

Terms & Names: 

Josef Stalin

Adolf Hitler

Benito Mussolini

Francisco Franco

tnism

fascism

Nazism

Neutrality Acts

Neville Chamberlin

Winston Churchill

Charles de Gaulle

Non-aggression pact

appeasement

blitzkrieg

Munich Agreement

Phony War

IEvacuation of Dunkirk

Surrender of France

Battle of Britain

Axis Powers

Allied Powers

Lend Lease Act

Atlantic Charter

Cash & Carry

Franklin Delano Roosevelt

Emperor Hirhohito

Hideki Tojo

Pearl Harbor

embargo

What Caused the Great Depression? DBQ

Class discussion: What were some possible causes of the Great Depression?

Student responses:
surplus goods
installment plans/buying on credit
low wages
stock market crash
high cost of living
decline in new housing starts
consumer spending/consumer debt
speculation
laissez-faire economics
business cycle
unequal/uneven wealth distribution
decreased agricultural production
bank closings/failures
decrease in international trade


Review the 11 documents as a class and the answers for the guiding questions.

Sort or categorize the documents into 3 groups

A) wealth distribution: Documents 7, 8, & 9

B) consumer debt Documents 3, 6, 10

C) speculation/overproduction 1, 2, 3, & 5

Thesis: The three causes of the Great Depression were unequal wealth distribution, consumer debt, and overproduction.

Claim = Thesis or mini (baby) thesis
Evidence = Documents (Doc. #)
Interpretation = Your explanation of how this connects to your thesis (how this document tells you what contributed to or caused the Great Depression)

Outline for 1st Body Paragraph

Claim: The first major cause of the Great Depression was uneven wealth distribution.

Evidence: Documents 7 & 9

Interpretation:
Document 9, shows that more then half of the United States lived below the poverty line which illustrates that wealth was unevenly distributed between the rich and poor.

Document 7 was written by a women whose family fell below the poverty line which caused them to decrease family spending in turn led to a decline in business production eventually resulting in layoffs, increased unemployment, and more poverty.

For homework complete the outline for the next two body paragraphs using the model above as your guide.

Outline for 2nd Body Paragraph

Claim:

Evidence:

Interpretation:

Outline for 3rd Body Paragraph

Claim: 

Evidence: 

Interpretation:

Chapter 22 The Great Depression

Key Questions:

1. What were several causes of the Great Depression?

2. How did the Great Depression affect men, women, children, and minorities?

3. How did Herbert Hoover's response either eli alleviate hardship or prolong suffering during the Great Depression?

Terms & Names:
price support
credit
Dow Jones Industrial Average
stock
NYSE
speculation
buying on margin
Black Tuesday/Stock Market Crash
Hawley-Smoot Tariff
shantytown
soup kitchen
breadline
Dust Bowl
direct relief
Bonus Army
Reconstruction Finance Corp.
Federal Home Loan Bank Act
Boulder Dam
Herbert Hoover
Alfred E. Smith

Research Paper Checklist

U.S. History II

Ms. White

Name__________________________________________ Date________________________________ Block______

Research Paper Check List

Before you hand in the research paper, please go through this list and check off that you did/have each of the items on this list. You will PUT THIS LIST ON THE TOP OF THE CLIPPED FILE THAT YOU PASS IN. This checklist, when you pass it in, is worth 5 points IF it is accurate (things you checked you have done) and turned in on the day the paper was due.

Here is a list of things that should be paper clipped together and handed in on FRIDAY MARCH 8, 2013.

____ This check list (on top) Checklist needs to have your name as well as each part of the check list checked off.

____ Your Research Paper.

____ Your Works Consulted page printed out from Noodle Tools.

____ Your library notes packet that you’ve been taking notes in.

____ The Writing Rubric that was given to you for the Project.

Checking your work:

Note Cards:

____ All parts of my notes packet are completed all the way to the end.

Research Paper Checklist:

____ My name is on the top right-hand corner along with the due date and my class period.

____My paper is TYPED in 12-point font, Times New Roman, black ink, double spaced and 1” margins. It is at least THREE pages long. 

_____I have an interesting grabber that lures the reader, detailed background information that includes time, place, & setting a clear thesis statement and road map in my introductory paragraph.

___ I have three solid CLAIMS for each of my body paragraphs. My CLAIMS match the three reasons in my road map and they are in the same order as I presented them in my introductory paragraph (Body Paragraph 1’s claim is the same as Reason 1 in my introductory paragraph).

____ I have specific evidence in my body paragraphs that support my three claims.

____For each claim and evidence, in my body paragraphs, I have written an interpretation—an explanation of why the claim is important to make.

____My paper concisely summarizes my 3-claims/key points and restates the thesis in a unique way.

____ I have used “formal voice”. This means that I did not use “first person” (I, me, in my opinion etc.) or “second person” (you, your etc.) in my essay. I also did not use contractions (don’t, can’t etc.) in my paper or slang words.

____I have read the paper out loud to myself or a member of my family to listen for problems with wording and grammar.

____I have NOT just relied on spell-checker to make sure all is spelled correctly. I proofread the paper to make sure that there are no errors (even better if you can have some other person—like an adult or an NHS tutor read the paper as well to look for errors).

____My Works Consulted page has ALL of the sources that I used listed on it.

____I believe this paper is the BEST representation of what I am capable of doing for work.