Mr. Thompson's US History Classes

Review Books:

AP/SAT II US HISTORY IN A FLASH by Larry Krieger. ISBN- 978-1-936551-04-0

AP U.S. History Crash Course by Larry Krieger. ISBN-13: 978-0-7386-0813-6 ISBN-10: 0-7386-0813-0

5 Steps to a 5: AP U.S. History by Stephen Armstrong. ISBN- 978-0-07-162322-3

Really good website for resources to review: http://www.mrburnett.net/APUSHistory/APUSHistory.htm

Another really goodwebsite: http://www.apstudent.com/

[# correct] x 1.1250 = Multiple Choice Score
DBQ Score x 4.5 = Essay 1 score

FRQ #1 x 2.75 = Essay 2 score

FRQ #2 x 2.75 = Essay 3 score

(Essay 1 score) + (Essay 2 score) + (Essay 3 score) = Free Response Score

Multiple Choice Score + Free Response Score = COMPOSITE SCORE

Composite Score Range.................AP Grade
114-180................5
92-113.................4
74-91....................3
42-73.....................2
0-41....................….1

About the Exam

The three-hour-and-five-minute exam has two sections: a 55-minute multiple-choice and a 130-minute free-response section. The multiple-choice questions are designed to test your factual knowledge, breadth of preparation, and knowledge-based analytical skills. The essay questions give you the chance to demonstrate your mastery of historical interpretation and your ability to express your views and knowledge in writing.

There are 80 multiple-choice questions on the AP U.S. History Exam. To score a grade of 3 or above, you need to answer about 60 percent of the multiple-choice questions correctly—and write acceptable essays in the free-response section.

Approximately 20 percent of the questions deal with the period through 1789, 45 percent cover 1790 through 1914, and 35 percent cover 1915 to the present including questions on events since 1980.

Within those time periods, 35 percent of the questions are on political institutions, behavior, and public policy; 40 percent are about social and cultural developments; approximately 15 percent of the remaining questions cover diplomacy and international relations; and 10 percent cover economic developments. A substantial number of the social and economic history questions deal with such traditional topics as the impact of legislation on social groups and the economy, or the pressures brought to bear on the political process by social and economic developments. As you've learned, historical inquiry is not neatly divided into categories so many questions pertain to more than one area.

The bulk of the questions focuses on the nineteenth and twentieth centuries. The questions in the multiple-choice section are designed to test students' factual knowledge, breadth of preparation, and knowledge-based analytical skills.

Total scores on the multiple-choice section are based on the number of questions answered correctly. Points are not deducted for incorrect answers and no points are awarded for unanswered questions.

The free-response section covers the period from the first European explorations of the Americas to 1980. The section has three parts. Part A has one document-based essay question (DBQ). Parts B and C each offer a choice of two standard essay questions.

DBQ

There is a mandatory 15-minute reading period at the beginning of the free-response section. Spend most of that time analyzing the documents and planning your answer to the DBQ in Part A. It's recommended that you spend 45 minutes writing the DBQ essay.

Although confined to no single format, the documents contained in the DBQ rarely features familiar classics like the Emancipation Proclamation or Declaration of Independence, though the documents' authors may be major historical figures. The documents vary in length and format, and are chosen to illustrate interactions and complexities within the material. In addition to calling upon a broad spectrum of historical skills, the diversity of materials will allow students to assess the value of different sorts of documents.

When appropriate, the DBQ will include charts, graphs, cartoons, and pictures, as well as written materials. This gives you the chance to showcase your ability to assess the value of a variety of documents. The DBQ usually requires that you relate the documents to a historical period or theme and show your knowledge of major periods and issues. For this reason, outside knowledge is very important and must be incorporated into the student's essay if the highest scores are to be earned. To earn a high score it's also very important that you incorporate the information you learned in your AP U.S. History class. The emphasis of the DBQ will be on analysis and synthesis, not historical narrative.

Your DBQ essay will be judged on thesis, argument, and supporting evidence. The DBQ tests your ability to analyze and synthesize historical data, and assess verbal, quantitative, or pictorial materials as historical evidence.

Standard Essay Questions

You'll have a total of 70 minutes for the standard essay questions. It's recommended that you spend 35 minutes on each essay: five minutes planning and 30 minutes writing.

The standard essay questions may require that you relate developments in different areas (e.g., the political implications of an economic issue); analyze common themes in different time periods (e.g., the concept of national interest in United States foreign policy); or compare individual or group experiences that reflect socioeconomic, ethnic, racial, or gender differences (e.g., social mobility and cultural pluralism).

Although historiography is not emphasized in the examination, you are expected to have a general understanding of key interpretations of major historical events. Some questions are based on literary materials but the emphasis will be on the relationship between the material and politics, social and economic life, or related cultural and intellectual movements, not on literature as art.

Standard essays will be judged on the strength of the thesis developed, the quality of the historical argument, and the evidence offered in support of the argument, rather than on the factual information per se. Unless a question asks otherwise, you will not be penalized for omitting specific illustrations.

The multiple-choice and free-response sections each account for one-half of your final Exam grade. Within the free-response section, the document-based essay question counts for 45 percent and the two standard essays count for 55 percent.

Chapter One

1. Prior to the arrival of Columbus, what was different between the political systems of Central and South America?

2. What were some of the elaborate societies that developed in South and Central America?

3. What were some of the cultural achievements developed by civilizations in Central and South America prior to the coming of Europeans?

4. Before 1492, how did the many different Native American societies that existed in what is now the United States fill their food needs?

5. In what is now the United States, what did those different tribes NOT have in common?

6. Before the arrival of Columbus, what was the task that all Native American tribes assigned women?

7. By 1500, what were the incentives for Europeans to engage in overseas exploration?

8. What was the first European country to launch long ocean voyages of exploration?

9. When Columbus made his famous voyages to the New World, where did he believe that he had reached?

10. Between 1500 and 1550, what European nation dominated exploration?

11. What aided the Spanish greatly in their conquest of the Aztecs?

12. What types of things did the Spanish do to subjugate the Native Americans?

13. Why did interest in colonization grow in England?

14. According to the principles of mercantilism, what should a nation do to be successful?

15. What did the English believe that colonies would do for their nation?

16. The religious dissatisfactions that ultimately propelled English “Separatists” into the New World can be traced to the 1517 protests of what German priest?

17. Why did Henry VIII start the English Reformation?

18. What was the main goal of the majority of English Puritans (religious dissenters)?

19. The Dutch established their claims in North America through the efforts of what explorer?

20. What was the first permanent English settlement in the New World?

21. What were the results of the first few settlements made by the British?

22. What does the cryptic message “CROATAN” relate to?

23. How many natives living in North America before the arrival of Columbus is estimated by anthropologist Henry Dobyns?

Chapter Two

24. During its first few years, what debilitating disease affected the Jamestown settlers?

25. Virginia began to prosper when the system of land changed from a communal system to what?

26. The survival and expansion of Virginia were due, in part, to what?

27. What was the first successfully marketed colonial crop from the English colonies in North America?

28. The colony of Virginia was the first English colony in North America to do what types of things?

29. What were the relations like between colonists in Maryland and Indians?

30. During the 1600s, what did the rapid growth of Virginia’s population lead to?

31. How did Bacon’s Rebellion start?

32. Who established the first enduring European settlement in New England?

33. How was the relationship between the early Plymouth settlers and local Indians?

34. Who was the first governor of Plymouth Plantation?

35. What type/group of people lived in Salem?

36. What dissenting views did Hutchinson have and get in trouble for?

37. What was the longest and bloodiest war between whites and Indians in the 1600’s?

38. After the Stuart Restoration, what did Charles II do to those who supported his retrieval of the throne?

39. What labor system was mainly used on plantations in the Carolinas?

40. For James, the Duke of York, to take possession of the colony granted to him by his brother, Charles II, he had to use military force against who?

41. After James received the charter for New York, he split off part of it to create what new colony?

42. Which colonies had good relationships with Indians?

43. The colony of Georgia was founded as what? (Think Florida)

44. How were the Caribbean settlements connected to North American colonies?

Chapter Three

45. Roughly one-fourth of indentures in the Chesapeake were what?

46. In the late 1600s, why was life expectancy greater in the northern colonies than in the southern colonies?

47. What groups had incredibly stable family structures?

48. How many Africans were transported from Africa to the Americas during the entire time of the Atlantic slave trade?

49. Why did immigrants from Europe come to the American colonies?

50. What theme was stressed by Robin Blackburn’s The Making of New World Slavery?

51. What was the new staple crop in South Carolina during the early 1740s?

52. What was one of the struggles with early American industries in regards to purchasing goods between colonies?

53. What were some of the exports from the colonies either to Europe or Africa?

54. Who dominated the southern agrarian economy?

55. What was the most common form of resistance by slaves to the masters’ wishes?

56. The witchcraft hysteria in Salem and other New England towns was a reflection of what type of strain within the community?

57. The Great Awakening of the 1700s came in response to a decline in what?

58. During the Great Awakening, George Whitfield reassured crowds they could atone for their sins by doing what?

59. The Enlightenment encouraged people to seek guidance in their lives and to shape society by looking to who?

60. What group had the least access to education in the English colonies of North America?

61. What were the first American colleges to have no theological faculty?

62. The Puritan theologian Cotton Mather came to believe, after getting advice from his slave, that smallpox could be defeated by what process?

63. What is an “almanac” and who published America’s most famous almanac Poor Richard’s Almanac?

Tuesday:

Submit Chapter Four Outline, discuss SALUTARY NEGLECT, Lecture: French and Indian War, and discuss war debt. HW: Workbook Lesson 7 due August 16th.

Wednesday:

Lecture: Road to Revolution, and Common Sense assignment. HW: Workbook Lesson 7 due August 16th

Friday:

Discuss and submit Workbook Lesson 7, finish discussion of Common Sense, and America the Story of Us: Revolution.  BRING TECHNOLOGY NEXT CLASS

Tuesday:

Submit Chapter 5 Outline, Warm-Up discussion, Workbook Lesson 8 in study groups due at the end of class.  Bring technology next class.

Wednesday

Lecture: American Revolution, and begin evaluation of major battles (You can use whatever sources you would like to complete this assignment; however, start first with the following website: http://www.historycentral.com/Revolt/battles.html). Complete chart as homework and submit next class, Friday, August 23rd.

Friday:

Submit American Revolutionary War chart and Lecture: Articles of Confederation, and Workbook Lesson 10 due Wednesday (you may work in study groups and submit one copy for each study group).

Monday:

Essay Writing Workshop: Thesis and Introductory Paragraph

Wednesday:

Submit Workbook Lesson 10 and Essay Writing Workshop: Body Paragraphs.  HW: Study for the Unit Two Exam: The essay is the Unit 2 Big Picture Question: What were the social, political, and economic factors that drove the American colonies to independence from Great Britain?

Thursday

Last day to work on the Unit Two Exam in your study groups. Discuss "Using Subheadings" for Chapter Six Outline.

In the 1750s, the relationship between the British Empire and the American colonies was characterized by…

In the mid 1770s, the relationship between the British Empire and the American colonies was characterized by…

Who were the three groups who fought in the Seven Years’ War in America?

What were the effects the French and Indian War had on the postwar world?

The Proclamation of 1763

Although the financial burden imposed by the Stamp Act of 1765 was small, it antagonized and unified the colonies against the British government more so than had the Sugar Act of 1764 because…

The Stamp Act Congress of 1765 petitioned the king and the Parliament to repeal the Stamp Act. Why did the congress find the Stamp Act unfair?

The Stamp Act crisis brought the colonies to the brink of war with the British, but the crisis subsided largely because…

The Mutiny (Quartering) Act of 1765 was resented by the colonists because…

Colonial leaders based their opposition to British policies on the philosophies of which Enlightenment thinker?

What were the results of the Boston massacre?

In response to Boston’s opposition to the Tea Act of 1773, what did the British Parliament decided to do?

In response to the suspension of their colonial legislatures, many colonies convened new assemblies, and a collective assembly met in September 1774, under what name?

The first shots of the Revolutionary War were fired in Massachusetts at what location?

What were Britain’s intentions in moving on the Massachusetts countryside in 1775?

In 1781, the states ratified a plan for a decentralized national government of the United States that was called…

How did the American national government obtain many of the war supplies that it needed to fight the American Revolution?

During the Revolution, what advantages did the Americans have over the British? What advantages did the British have over the Americans?

What was the 1777 victory that marked the major turning point of the Revolutionary War?

During the American Revolution, who did the United States receive military and financial assistance from?

In the 1770s and 1780s, where were the majority of the powers of government?

What problems did the Confederation Congress face?

Shays’ Rebellion strengthened the movement to have what?

The historical argument about the causes of the American Revolution revolves around what two opposing reasons?

Wednesday:

Unit Two Exam and submit Unit Two Portfolio/Binder. Tuesday: Outline and recite the preamble for extra credit!

Thursday:

Peer edit one essay and work on Chapter Six Using Subheadings

Tuesday:

Submit Chapter Six "Using Subheadings" Outline, Extra Credit Preamble Recitation, Lecture: Constitution, and Constitution Assignment (Due: September 18th- each study group submit one copy).

Wednesday:

Discuss Thomas Jefferson Project, discuss early parties (Federalists v. Democratic-Republicans) with handout, worksheet "Hamilton v. Jefferson". Finish worksheet as homework (due next class) and prepare for a debate answering the following: "Who had the correct vision for America? Hamilton or Jefferson and why?" You will be placed into groups in class.  

Tuesday:

Submit Chapter Seven Using Subheadings, go through the answers for the worksheet "Hamilton v. Jefferson", debate the proposed Hamilton v. Jefferson question, and work on the Jefferson Project.

Wednesday/Thursday: Submit Constitution assignment, Lecture: Early Republic, and workbook Lesson 12 due next class.

Friday/Monday: Discuss and submit workbook Lesson 12, Lecture: War of 1812, and DBQ Analysis of the Causes of the War of 1812

Friday/Monday: Discuss and submit workbook Lesson 12, Lecture: War of 1812, and DBQ Analysis of the Causes of the War of 1812

Tuesday: Submit first paper for Thomas Jefferson and presentations.  Final paper due Wednesday/Thursday October 4th/5th

Wednesday/Thursday: Submit Chapter 8 Using Subheadings, Lecture: Era of Good Feelings and begin working on Analysis of Marshall Court Cases

Friday/Monday: Work Day Analysis of Marshall Court Cases and Final TJ paper.

Friday/Monday: Work Day Analysis of Marshall Court Cases and Final TJ paper.

Tuesday:

Wednesday/Thursday: Submit Final TJ Paper, discuss Marshall Court Cases, and submit Marshall Court Cases Chart

UNIT THREE:

By 1786, even those who feared a strong centralized government agreed that the Confederation needed the power to do what?

When George Washington said, “There are combustibles in every State which a spark might set fire to. I feel infinitely more than I can express for the disorders which have arisen,” he was referring to what event?

Virginia and New Jersey Plans:

The “Great Compromise”/Three-fifths Compromise:

The men who wrote the Constitution resolved the question of sovereignty by deciding that in the United States political power rested ultimately with who?

To protect the country from the problems of concentrated authority, How did the writers of the Constitution develop it to protect the country from the problems of concentrated authority?

What element of the Constitution is most representative of the antifederalist perspective?

To protect the nation from the “tyranny of the people,” the original U.S. Constitution provided that the people would directly elect only one part of the national government, the…

How many states were needed to ratify the Constitution?

What was the purpose of The Federalist Papers?

Why is the Tenth Amendment to the U.S. Constitution significant regarding the distribution of power?

The Federalists of the 1790s believed that the United States should have what type of government and economy?

What part of Alexander Hamilton’s financial plan to Congress was not accepted?

What political party arose in response to Alexander Hamilton’s programs and influence?

When Thomas Jefferson looked to the future, he hoped that the United States would become a country dominated by…

How did President Washington respond to the Whiskey Rebellion in 1794?

What is the purpose of the Twelfth Amendment to the U.S. Constitution?

What event resulted in the Quasi War between the United States and France?

In response to the Alien and Sedition Acts, Thomas Jefferson and James Madison contended that state legislatures could declare federal laws unconstitutional. In what documents does this contention manifest itself?

“Revolution of 1800”- define and explain how it was a revolution:

During the early 1800s, what profession commonly required college training?

Overall, the Second Great Awakening resulted in…

In both England and the United States, the Industrial Revolution began in what type of industry?

What were the effects of the invention of the cotton gin?

From 1800 to 1820, what were the major changes in the United States transportation system?

How did Thomas Jefferson attempt to decrease the public debt?

During the early 1800s, what was the only aspect of the government that the Republicans did not gain control of?

Why was President Jefferson reluctant to accept the treaty for purchasing the Louisiana Territory?

What did the Chesapeake-Leopard incident highlight regarding American-British dispute? What were the Americans upset about?

What topics were the Americans angry about that finally led them to declare war with Britain (War of 1812)?

Who were the two most influential of the War Hawks?

What Presidential administration is associated with the “era of good feelings”?

The Panic of 1819 was the result of a speculative boom in the economy that ran for a number of years before the panic. What were the causes of that speculation?

Review the background, results, and long-term effects of the Marshall Supreme Court Cases.

Overall, the Marshall Courts established what for the government of the United States?

What major policies are included in the Monroe Doctrine?

For what reasons was the Monroe Doctrine developed?

What is the XYZ Affair?

Monday: Prep for Midterm (DBQ) 

Tuesday: Multiple Choice Portion of the Midterm and submit Portfolio Unit Three

Thursday: Midterm DBQ essay

Monday: Submit Chapter 9 Outline, Lecture: Andrew Jackson, and Trail of Tears document analysis. HW: Workbook Lesson 18 Parts A and B due October 24th

Wednesday:  Workbook Lesson 16: Due at the end of class

Wednesday: Chapter 10 Outline,  Industrialization Quiz, Lecture: Industrialization and workbook Lesson 17 document analysis: due at the end of class

Thursday: Workbook Lesson 18 due and Video: Lowell Factories

Monday: Cult of Domesticity Readings and Chart (due at the end of class)

Tuesday: Submit Chapter 11 Outline, Lecture: Antebellum South, and Antebellum South Questions due: November 1st

Friday: Submit Antebellum South Questions and watch America the Story of Us: Westward

Tuesday: Chapter 12 Outline due, Lecture: Antebellum Reform and Narrative of Frederick Douglass Worksheet.

Wednesday/Thursday: Review Day in preparation for unit four exam next class

Friday: Unit Four Exam and Submit Portfolio

 Essay Prompt:

• “Reform movements in the United States sought to expand democratic ideals.” Assess the validity of this statement with specific reference to the years 1820-1850.

Terms and People:

“Nullification Doctrine”

Eaton Affair

Worcester v. Georgia (Jackson)

Panic of 1837 (Immediate causes)

Economic Revolution (1820-1860: affects)

Cotton

Characteristics of slave families

Walt Whitman

Civil Disobedience

Seneca Falls Convention

William Lloyd Garrison

Frederick Douglass

Guiding Questions:

In the 1820s, what major problem was faced by the growing factory system?

In the early years of the U.S. factory system, how were the working conditions for women and children when compared to England?

Why did the South feel increasingly subjugated by the North’s economy?

What were the first type of factories?

Why didn’t the South create a flourishing commercial or industrial economy?

In the mid-1800s, what did the reform impulse in the United States describe as the nature of man?

What did the transcendentalists believed was to be used to go beyond the confines of understanding?

How did the president of the Bank of the United States respond to Andrew Jackson’s attempts to kill the bank?

What changes in the American population occurred between the 1820s and 1830s?

What city gained the most from the success of the Erie Canal?

Review female and immigrant power in the factory system.

During Andrew Jackson’s presidency, how did the common people gain greater political power?

During Andrew Jackson’s presidency, describe treatment of women, African Americans, and Native Americans.

Review the “Southern lady” of the mid-1800s.

What were the purposes of the slave codes?

How did the north and south differ in terms of population patterns?

What was the least common form of black resistance to slavery?

Tuesday: Submit Chapter 13 Using Subheadings, peer evaluation of essay from unit four exam, discuss Winter Break Work, and begin Workbook Assignment 21 Parts A-D due November 18th

Thursday: Lecture: Manifest Destiny and continue working on Workbook Assignment 21 Parts A-D

Friday/Monday: Submit Workbook 21, Lecture: 1850's Road to Secession, and begin DBQ analysis: What Caused Secession?

Friday/Monday: Submit Workbook 21, Lecture: 1850's Road to Secession, and begin DBQ analysis: What Caused Secession?

Tuesday: DBQ analysis: What Caused Secession? due and watch America the Story of Us: Division

Thursday: Submit Chapter 14 Using Subheadings and go to the library to work on the Impending Crisis project

Friday/Monday (December 2nd): CNN Student News and Lecture: Civil War 

Friday/Monday (December 2nd): CNN Student News and Lecture: Civil War 

Tuesday: Submit Chapter 15 Using Subheadings, Finish lecture: Civil War and America the Story of Us: Civil War

Wednesday/Thursday: Lecture: Reconstruction and DBQ Analysis: Reconstruction due Monday/Tuesday

Friday: Work Day: Causes of Civil War project

Monday/Tuesday: CNN Student News and study day: Final Examination

Wednesday: Final Examination

Thursday/Friday: Grade the final examination and "It's a Wonderful Life"

Finish Civil War project and study for the unit five examination (test will be on the second class back)

ALL STUDENTS MUST HAVE A REVIEW BOOK BY THE FIRST DAY OF SECOND SEMESTER

Essay Questions (You pick one and respond):

1. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845-1861.

2.    Evaluate the degree to which the Civil War and Reconstruction forged a new sense of identity and nationhood for people.

13th, 14th, and 15th Amendments

Compromise of 1877

Plessy v. Ferguson

Battle of Vicksburg

Battle of Gettysburg

Battle of Antietam

Ironclad ships

Richmond, Virginia

Emancipation Proclamation

Fort Sumter

Border States

Democratic Party (Election of 1860)

Harper’s Ferry

Bleeding Kansas

Compromise of 1850

Popular sovereignty

Wilmot Proviso

Winfield Scott

Manifest Destiny

Who had more people volunteer for military service, Union or Confederates?

What was the purpose of Reconstruction aside from rebuilding the economic and politic system in the South?

After the Civil War, what type of economic problems did the South face?

How did southerners prevent African Americans from voting?

Who was the most successful northern general?

How was the southern economy affected by the war?

How did the Confederacy finance their war efforts?

What event sparked the process of secession of southern states?

In the late 1850’s, how did Lincoln believe the issue of slavery should be dealt with?

What was the main issue in James K. Polk’s 1844 presidential campaign?

In the 1840s, the Oregon Country’s ownership remained in dispute between the United States and what other nation?

Why did the question over slavery became a major issue in the 1840s and 1850s?

Monday: Present and submit Winter Break Project, materials check for review book, and prep for Unit 5 Exam.

Tuesday: Unit 5 Exam: 30 Multiple Choice Questions and 1 Essay Question (2 Questions offered and you pick one) and submit portfolio

Thursday: Peer Review of Unit 5 Essay and begin lecture: Closing of the Frontier

Friday: Finish lecture and America the Story of Us: Heartland

Tuesday: Submit Chapter 17 Using Subheadings, discuss "Gilded Age", Lecture: Rise of Big Business, and begin HW: 2 sets of readings and charts 1. Robber Barons or Captains of Industry Organizer.doc  and 2.Social Philosophies.doc  (due next class)

Wednesday: Discuss and submit homework, finish lecture: Rise of Big Business, discuss Progressive Era Project (Due: February 5), and HW: Workbook Lesson 28 only Part A due next class.

Friday: Discuss and turn in Workbook 28 Part A, Discuss rise of labor movement and work on Workbook Lesson 30 in class (Due: January 21)

Monday: NO SCHOOL (MARTIN LUTHER KING JR. DAY)

Tuesday: Submit Workbook 30 and Chapter 18 Outline, Lecture: Urbanization, and HW: Chapter 17 and 18 Questions due January 28th

Thursday: Urbanization quiz and America the Story of Us: Cities

Friday: CNN Student News and Lecture: Gilded Age Politics

Friday/Monday: CT Vivian Quiz and work day: Progressive Era Project

Tuesday: Submit Chapter 17 and 18 Questions, handout: Gilded Age Presidency, Lecture: Populism and Election of 1896, and exit ticket

Thursday: Submit Chapter 19 outline, Lecture: Imperialism, handout "American Imperialism", and begin HW: Imperialism_Stations.doc due February 3rd

Friday: Free-write review of Imperialism from previous class and discuss, analyze "White Man's Burden" by Rudyard Kipling and discuss, and discuss extra credit opportunity "Brown Man's Burden".

Tuesday: Submit Imperialism Stations and Chapter 20 outline, CNN Student News, and Lecture: Progressive Era

Thursday: Finish lecture and begin presentations of Progressive Era figure

Friday:  Workbook 40 (USE THIS TO STUDY FOR THE EXAM!!!)

STUDY PROGRESSIVE ERA FIGURES FROM PRESENTATIONS

Chinese Exclusion Act

What factors led to white settlement of the Great Plains west of the Mississippi?

Mining towns

Frederick Jackson Turner

Buffalo Hunters/hunting (reasons)

Transcontinental Railroad

“Taylorism”

Vertical Integration

Horizontal Integration

Social Darwinism

Social Gospel

Gospel of Wealth

What were the communal patterns of the immigrants who moved to the cities during this time period?

How was the housing shortage caused by population increase dealt with?

Jacob Riis

City Machine

Boss Rule

What was the first truly universal mass-entertainment medium, which reached all areas of the country and all levels of the population?

Yellow Journalism

The assassination of James A. Garfield occurred as a result of the conflict between what two groups?

Pendleton Civil Service Act of 1883

Sherman Anti-Trust Act of 1890

Interstate Commerce Commission

Populist movement (who supported it, what did it reject, what was it significant about it)

William McKinley

Spanish-American War

Open Door policy for China

Who did Progressives feel should fix societies’ problems?

Muckrakers

Walter Rauschenbusch

recall

Jane Addams

Upton Sinclair

Andrew Carnegie

Samuel Gompers

Triangle Shirtwaist Fire

What was the primary group in society who pushed for prohibition?

Nativist

Which president became the most powerful symbol of the reform impulse at the national level?

Unit Six Essay Topic: Progressive Era

Tuesday: Finish presentations, discuss Student-Led Lessons/Lectures and Review Presentations, and Lecture: Progressive Era Presidents and prepare for the exam.

Wednesday: Unit 6 Exam: 30 Multiple Choice Questions and 1 Essay Question and submit portfolio

Friday: Peer Evaluation of Unit 6 Essay and Workbook Lesson 1 Parts A and B (due next class). Work individually on the workbook assignment.

Tuesday: Submit Workbook Lesson 1 Parts A and B, Work on Sedition Act (Eugene V. Debbs as Doc A) Primary Source Analysis and League of Nations (Woodrow Wilson as Doc A) Primary Source Analysis.  Both due at the end of class. 

Thursday: Submit Chapter 22 Using Subheadings and Workbook Lesson 7 Presentations.

Monday: Finish presentations and lecture on 1920s culture and fears.

Tuesday: Submit Chapter 23 Using Subheadings and Lecture: Great Depression.  Discuss Student-Led Lectures and Review Presentations

Thursday: Primary Source Analysis: Election of 1932

Friday: Discuss work for next week, the 3 R goals of the New Deal, and America the Story of Us: Great Depression.

Work assigned:

1. Chapter 25 Outline

2. Workbook Lesson 11 Part A and B (For Part B: Do not answer the five questions in essay format- answer them in short answer format (one paragraph each). Workbook 11 Part A & B.pdf  

3. Court Packing.doc Read and answer the questions

All work due on Monday, March 10th

Tuesday: Turn in work from previous week and Dust Bowl lecture and activity.

Wednesday: Lecture: The Start of WWII and review for the Unit Seven Exam

Friday: Submit portfolios and Unit Seven Exam.  If time allows, grade the exam. Homework: War in the Pacific due 3/21

WWII-The War in the Pacific.doc, The Doolittle Raid.doc, The Battle of the Coral Sea.doc, The Battle of Midway.doc, Raising the Flag Over Iwo Jima.doc, Okinawa.doc

Monday: Lecture: Fighting and End of WWII and prep for Atomic Bomb Debate (Thursday/Friday)http://dbp.idebate.org/en/index.php/Debate:_Bombing_Hiroshima_and_Nagasaki#Was_the_bombing

http://www.colorado.edu/AmStudies/lewis/2010/atomic.htm

Wednesday:  Submit Chapter 26 Outline, America the Story of Us: WWII. HW: Finish "War in the Pacific" Assignment and Prep for Atomic Bomb Debate (extra credit to winning group)

Thursday/Friday: Submit War in the Pacific Assignment and Atomic Bomb Debate

*** There will be an Amendments Quiz on Wednesday, March 26th.  You need to be able to define each amendment and the year they were ratified. 

Monday/Tuesday: Discuss assignment: Major US Supreme Court Decisions.  Go to the library and work on the Supreme Court Cases and/or Student-Led Lecture

Wednesday: Amendments Quiz: You need to be able to define each amendment and the year they were ratified. After, we will go to the library and continue working on the Supreme Court Cases and/or Student-Led Lecture

Thursday/Friday: Groups present to one another and ask questions about the Major US Supreme Court Cases. HW: First Student Led Presentation next class.

Tuesday: Student-Led Lesson: Chapter 27-Cold War

Wednesday/Thursday: Dot Game and Primary Source Analysis Activity (Due Friday)

Monday: Student-Led Lesson: Chapter 28- Affluent Society

Tuesday: Student-Led Lesson: Chapter 29- Civil Rights

Thursday: Video: Untold Story of Emmett Till

Friday: Lecture: Vietnam War. HW: My Lai Massacre Reading and Chart due Monday

Practice Exam: Scheduled for after school Tuesday and Thursday: 3pm-7:30pm

Wednesday: Submit May Lai Massacre reading and chart and Student-Led Lesson: Chapter 30- Crisis of Authority

Thursday: Watergate Lecture and discuss review packets.

Work on the following:

1. Chapter 32 Outline

2. Use this time to review content in preparation for the AP Exam

3. Prepare your Review Presentation Assignment

Tuesday: Student-Led Lesson: Chapter 31- From the "Age of Limits" to the Age of Reagan

Wednesday: Submit Chapter 32 Outline, discuss post WWII Presidents in context, and begin Review Assignments: #32

Friday: Workbook Presentation #33 and #34

Monday: Workbook Presentation #34 and #35

Wednesday: Workbook Presentations #35 and #36

Thursday: Finish any remaining presentations and continue reviewing in class

Tuesday: Review in class and discuss the details of the test. 

Wednesday: APUSH EXAM!! GOOD LUCK!!!