APUSH Gang,
This Thursday, you will take an exam on Ch. 27 & 28 of "American Pageant". Many questions will be like your previous two tests, but some may be from another source. If you have a memory stick, I would like to allow you the opportunity to watch a short film (30 minutes or so) titled "America in the 20th Century: The Progressive Era". You may download this film to your memory stick sometime today or tomorrow, watch it, and complete the following activities found in the Adobe file on my webpage titled "The Progressive Era":
-Video Quiz - 10 T/F questions
-Post-test - 10 Multiple Choice, plus the 8 short-response items
-Discussion Questions - choose any three
-Then, answer the following on this blog:
"What three reforms during the Progressive Era do you think have had the biggest impact on today's world?? Explain why..."
Yeah, all of this is required.
Sunday, February 21, 2010
Tuesday, February 16, 2010
Ch. 26 - "Empire & Expansionism" & Ch. 27 - "Progressivism & The Republican Roosevelt, 1901-1912"
This week and next, APUSH students will be studying the Age of American Expansionism between the years 1890-1899, and the years of Theodore Roosevelt's presidency. To strengthen your knowledge base of this important era in American History, the following assignments will bne completed by the due dates given:
1.)Ch. 27 & Ch. 28 Guidebook assignment - complete Sections II for each Guidebook assignment; KNOW Section III as well. (Due Mon., 2/22)
2.) Read Ch. 12 of Howard Zinn's "A People's History of the United States" - questions for this reading assignment are below. Please type your responses, or print them in blue or black ink. (Due Tues., 2/23)
3.) Practice quizzes on http://college.cengage.com/history/us/kennedy/am_pageant/14e/ace/ace27.html & http://college.cengage.com/history/us/kennedy/am_pageant/14e/ace/ace28.html. Choose "ACE the Test" for both chapters, and email your results to me at scottfields@mckeelacademy.com. You will need to send me verification that you scored at least 90% on both.
4.) All other classwork assignments for this week & next.
-You will have an exam on Ch. 27 & 28 on Fri., 2/26.
Zinn Questions for Ch. 12 ("The Empire & The People"):
1.) Why might Theodore Roosevelt have thought that the U.S. needed a war in 1897?
2.) What happened at Wounded Knee in 1890?
3.) In what sense was overseas expansion "not a new idea"? If it was not new, then why did it not begin until 1898?
4.) How many times did the U.S. gov't intervene in the affairs of other nations between 1798 and 1895?
5.) Senator Henry Cabot Lodge believed that the U.S. 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?
6.) Senator Albert Beveridge argued in 1897 that "the trade of the world must and shall be ours." What might his motivations and reasons have been for making such a statement?
7.) The ideology justifying American aggression in 1846-48 was similar to, or different from, the same ideology of 1896? Explain your answer.
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?
1.)Ch. 27 & Ch. 28 Guidebook assignment - complete Sections II for each Guidebook assignment; KNOW Section III as well. (Due Mon., 2/22)
2.) Read Ch. 12 of Howard Zinn's "A People's History of the United States" - questions for this reading assignment are below. Please type your responses, or print them in blue or black ink. (Due Tues., 2/23)
3.) Practice quizzes on http://college.cengage.com/history/us/kennedy/am_pageant/14e/ace/ace27.html & http://college.cengage.com/history/us/kennedy/am_pageant/14e/ace/ace28.html. Choose "ACE the Test" for both chapters, and email your results to me at scottfields@mckeelacademy.com. You will need to send me verification that you scored at least 90% on both.
4.) All other classwork assignments for this week & next.
-You will have an exam on Ch. 27 & 28 on Fri., 2/26.
Zinn Questions for Ch. 12 ("The Empire & The People"):
1.) Why might Theodore Roosevelt have thought that the U.S. needed a war in 1897?
2.) What happened at Wounded Knee in 1890?
3.) In what sense was overseas expansion "not a new idea"? If it was not new, then why did it not begin until 1898?
4.) How many times did the U.S. gov't intervene in the affairs of other nations between 1798 and 1895?
5.) Senator Henry Cabot Lodge believed that the U.S. 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?
6.) Senator Albert Beveridge argued in 1897 that "the trade of the world must and shall be ours." What might his motivations and reasons have been for making such a statement?
7.) The ideology justifying American aggression in 1846-48 was similar to, or different from, the same ideology of 1896? Explain your answer.
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?
Tuesday, February 2, 2010
"Interviewing an Immigrant" Assignment
APUSH Gang:
Here are your directions for conducting your "Interviewing an Immigrant" assignment.
You will be interviewing an immigrant in your community, and writing a profile that documents the interviewee's experiences. You will base your profile on salient comments made by the interviewee about such issues as his/her arrival in the U.S., his/her adjustment to American life and culture, discrimination, and language difficulties.
Set up a time for you and your interviewee to talk, using the questions given to you as a framework. It is important to actually TALK to your interviewee, and not just hand them the questionnaire. The interview questions given to you should be used, but allow yourself an opportunity to ask other questions as well, especially if an answer given peaks your curiousity.
Some interviewees may be uncomfortable talking about their immigration experiences, particularly about discrimination or language difficulties. Ask your potential interviewee whether or not they are comfortable talking about these experiences before you interview them. If they are, find another interview subject.
After your interview, write your immigrant profile using the directions given to you in class. Try to include a picture of your interviewee and a map of their home country with your finish typed profile.
These are due on Fri., 2/19.
Here are your directions for conducting your "Interviewing an Immigrant" assignment.
You will be interviewing an immigrant in your community, and writing a profile that documents the interviewee's experiences. You will base your profile on salient comments made by the interviewee about such issues as his/her arrival in the U.S., his/her adjustment to American life and culture, discrimination, and language difficulties.
Set up a time for you and your interviewee to talk, using the questions given to you as a framework. It is important to actually TALK to your interviewee, and not just hand them the questionnaire. The interview questions given to you should be used, but allow yourself an opportunity to ask other questions as well, especially if an answer given peaks your curiousity.
Some interviewees may be uncomfortable talking about their immigration experiences, particularly about discrimination or language difficulties. Ask your potential interviewee whether or not they are comfortable talking about these experiences before you interview them. If they are, find another interview subject.
After your interview, write your immigrant profile using the directions given to you in class. Try to include a picture of your interviewee and a map of their home country with your finish typed profile.
These are due on Fri., 2/19.
Sunday, January 31, 2010
Zinn, Ch. 11 - "Robber Barons & Rebels"
APUSH Gang:
This week, read Ch. 11 of Zinn's "A People's History of the United States". The title of this chapter is "Robber Barons and Rebels". Please post your answers to these questions as a comment to this blog by Friday, Feb. 5:
1.) What successes did the labor movement score in the 1880's and 1890's?
2. Why did the Thibodaux workers go on strike? Was the strike successful? What accounts for its success or lack of success?
3. What were the demands of the Tennessee coal miners in 1891?
4. What was Frick's strategy to break the steel workers' union at the Homestead steel plant? Did the plan work? Provide evidence to support your answer.
5. Why were black workers reluctant to support the Pullman strike?
Other assignments for the week:
-You will have a test on Thurs., 2/4, before you leave for Ybor City (if you're going). You will not be able to make up this test if you miss it unless you arrange an after-school appointment; if that is the case, you will have until Thurs., 2/11, to make it up. This test will cover Reconstruction, the Gilded Age, The Rise of Industrial America, Immigration, The Rise of Unions, and Urban America (American Pageant, Ch. 22-25). There are resources for you to use in preparing yourself that you can find on my website.
-DBQ - Immigration (in-class assignment for Mon., 2/1; essay due on Fri., 2/5).
This week, read Ch. 11 of Zinn's "A People's History of the United States". The title of this chapter is "Robber Barons and Rebels". Please post your answers to these questions as a comment to this blog by Friday, Feb. 5:
1.) What successes did the labor movement score in the 1880's and 1890's?
2. Why did the Thibodaux workers go on strike? Was the strike successful? What accounts for its success or lack of success?
3. What were the demands of the Tennessee coal miners in 1891?
4. What was Frick's strategy to break the steel workers' union at the Homestead steel plant? Did the plan work? Provide evidence to support your answer.
5. Why were black workers reluctant to support the Pullman strike?
Other assignments for the week:
-You will have a test on Thurs., 2/4, before you leave for Ybor City (if you're going). You will not be able to make up this test if you miss it unless you arrange an after-school appointment; if that is the case, you will have until Thurs., 2/11, to make it up. This test will cover Reconstruction, the Gilded Age, The Rise of Industrial America, Immigration, The Rise of Unions, and Urban America (American Pageant, Ch. 22-25). There are resources for you to use in preparing yourself that you can find on my website.
-DBQ - Immigration (in-class assignment for Mon., 2/1; essay due on Fri., 2/5).
Monday, January 4, 2010
"The Good Ol' Rebel"
Your class was introduced to the Reconstruction of the South on Tues., 1/5. Please click on the YouTube link below to listen to a song written by a former Confederate Army officer after the Civil War:
http://www.youtube.com/watch?v=CkZvNadzlik
Lyrics:
Oh, I’m a good old rebel, now that’s just what I am.
And for this Yankee nation I do not give a damn.
I’m glad I fought agin’ her, I only wish we’d won,
And I ain’t asked any pardon for anything I’ve done.
I hates the Yankee nation, and everything they do;
I hates the Declaration of Independence, too.
I hates the glorious Union, ‘tis dripping with our blood;
And I hates the striped banner – I fit [fought] it all I could.
I rode with Robert E. Lee for three years nearabout,
Got wounded in four places and I starved at Point Lookout.
I cotch [caught] the rheumatism a-campin’ in the snow,
But I killed a chance of Yankees, and I’d like to kill some mo’.
Three hundred thousand Yankees is stiff in Southern dust;
We got three hundred thousand before they conquered us.
They died of Southern fever, and Southern steel and shot;
And I wish they were three million instead of what we got.
I can’t take up my musket and fight ‘em now no more,
But I ain’t gonna love ‘em, now that is certain sure.
And I don’t want no pardon for what I was and am,
And I won’t be reconstructed and I do not give a damn.
Oh, I’m a good old rebel, now that’s just what I am.
And for this Yankee nation I do not give a damn.
I’m glad I fought agin’ [against] her, I only wish we’d won,
And I ain’t asked any pardon for anything I’ve done.
•“The Good Old Rebel” was very popular among former Confederate soldiers who disliked the Reconstruction policies of the federal government.
•Many of these former rebels headed west to Texas and Mexico to avoid Reconstruction.
•This song exemplifies the resistance and anger that many Southerners felt toward the policies of Reconstruction.
•Your task in the next few days is to determine why Reconstruction was so opposed in the South, and which side was more to blame for the ultimate failings of Reconstruction, the North or the South.
Questions
•What were three words or phrases that showed the attitude of the rebels in “The Good Old Rebel?”
•Identify three items that the song seems to dislike.
•Identify any events that seem to be significant to the song’s narrator.
http://www.youtube.com/watch?v=CkZvNadzlik
Lyrics:
Oh, I’m a good old rebel, now that’s just what I am.
And for this Yankee nation I do not give a damn.
I’m glad I fought agin’ her, I only wish we’d won,
And I ain’t asked any pardon for anything I’ve done.
I hates the Yankee nation, and everything they do;
I hates the Declaration of Independence, too.
I hates the glorious Union, ‘tis dripping with our blood;
And I hates the striped banner – I fit [fought] it all I could.
I rode with Robert E. Lee for three years nearabout,
Got wounded in four places and I starved at Point Lookout.
I cotch [caught] the rheumatism a-campin’ in the snow,
But I killed a chance of Yankees, and I’d like to kill some mo’.
Three hundred thousand Yankees is stiff in Southern dust;
We got three hundred thousand before they conquered us.
They died of Southern fever, and Southern steel and shot;
And I wish they were three million instead of what we got.
I can’t take up my musket and fight ‘em now no more,
But I ain’t gonna love ‘em, now that is certain sure.
And I don’t want no pardon for what I was and am,
And I won’t be reconstructed and I do not give a damn.
Oh, I’m a good old rebel, now that’s just what I am.
And for this Yankee nation I do not give a damn.
I’m glad I fought agin’ [against] her, I only wish we’d won,
And I ain’t asked any pardon for anything I’ve done.
•“The Good Old Rebel” was very popular among former Confederate soldiers who disliked the Reconstruction policies of the federal government.
•Many of these former rebels headed west to Texas and Mexico to avoid Reconstruction.
•This song exemplifies the resistance and anger that many Southerners felt toward the policies of Reconstruction.
•Your task in the next few days is to determine why Reconstruction was so opposed in the South, and which side was more to blame for the ultimate failings of Reconstruction, the North or the South.
Questions
•What were three words or phrases that showed the attitude of the rebels in “The Good Old Rebel?”
•Identify three items that the song seems to dislike.
•Identify any events that seem to be significant to the song’s narrator.
Monday, November 30, 2009
Ch. 18 - Think & Share
Alright, AP gang. hopefully you recovered sufficiently from your Pity Party and Tryptophan Hangover to work this week! Below are the Ch. 18 Think & Share Questions assigned today:
1. How did the California Gold Rush result in inflaming strong sectional disputes? - Phillip
2. Explain how the issue of slavery in the territories acquired from Mexico disrupted American politics from 1848 to1850. – Jini C.
3. Who supported and who opposed the Compromise of 1850, what were its main provisions, and how did it pass? - Derek
4. Point out the major terms of the Compromise of 1850 and indicate how the Compromise of 1850 attempted to defuse the sectional crisis over slavery. - Aby
5. Explain why the Fugitive Slave Law included in the Compromise of 1850 stirred moral outrage and fueled antislavery agitation in the North. - Andrea
6. Why did the North so strongly resent the Fugitive Slave Law and why did the South resent northern resistance to enforcing it? - Ashley
7. Did the North, South, or West benefit most from the Compromise of 1850? Why? - Miranda
8. Indicate how the Whig party’s disintegration over slavery signaled the end of nonsectional political parties. – Summer, India
9. Describe how the Pierce administration, as well as private American adventurers, pursued numerous overseas and expansionist ventures primarily designed to expand slavery. - Kyle
10. What foreign policy agreements were made with regard to Latin America and Asia? - Dhara
11. Describe Americans’ first ventures into China and Japan in the 1850s and their diplomatic, economic, cultural, and religious consequences. - Damaris
12. Describe the nature and purpose of Douglas’s Kansas-Nebraska Act, and explain why it fiercely rekindled the slavery controversy that the Compromise of 1850 had been designed to settle. - Taylor
1. How did the California Gold Rush result in inflaming strong sectional disputes? - Phillip
2. Explain how the issue of slavery in the territories acquired from Mexico disrupted American politics from 1848 to1850. – Jini C.
3. Who supported and who opposed the Compromise of 1850, what were its main provisions, and how did it pass? - Derek
4. Point out the major terms of the Compromise of 1850 and indicate how the Compromise of 1850 attempted to defuse the sectional crisis over slavery. - Aby
5. Explain why the Fugitive Slave Law included in the Compromise of 1850 stirred moral outrage and fueled antislavery agitation in the North. - Andrea
6. Why did the North so strongly resent the Fugitive Slave Law and why did the South resent northern resistance to enforcing it? - Ashley
7. Did the North, South, or West benefit most from the Compromise of 1850? Why? - Miranda
8. Indicate how the Whig party’s disintegration over slavery signaled the end of nonsectional political parties. – Summer, India
9. Describe how the Pierce administration, as well as private American adventurers, pursued numerous overseas and expansionist ventures primarily designed to expand slavery. - Kyle
10. What foreign policy agreements were made with regard to Latin America and Asia? - Dhara
11. Describe Americans’ first ventures into China and Japan in the 1850s and their diplomatic, economic, cultural, and religious consequences. - Damaris
12. Describe the nature and purpose of Douglas’s Kansas-Nebraska Act, and explain why it fiercely rekindled the slavery controversy that the Compromise of 1850 had been designed to settle. - Taylor
Wednesday, October 7, 2009
Question for you (Ch. 9 - "American Pageant")
AP gang,
Take a look at this question, and answer fully on this blog. Feel free to respond to your classmates' answers as well. Here goes:
"Some historians contend that the Constitution, by providing the structure of government and powers necessary to perpetuate a strong union, 'saved' the fledgling American Republic from collapse and ruin under the Articles of Confederation. Evaluate this argument utilizing your knowledge of the problems of the United States in the 1780’s."
Post your answer by Fri. evening, 10/9, please. Can't wait to see this!!
Knowledge is power...
Take a look at this question, and answer fully on this blog. Feel free to respond to your classmates' answers as well. Here goes:
"Some historians contend that the Constitution, by providing the structure of government and powers necessary to perpetuate a strong union, 'saved' the fledgling American Republic from collapse and ruin under the Articles of Confederation. Evaluate this argument utilizing your knowledge of the problems of the United States in the 1780’s."
Post your answer by Fri. evening, 10/9, please. Can't wait to see this!!
Knowledge is power...
Subscribe to:
Posts (Atom)
