Read pages 19-28. Find 8 phrases, single words or images that seem to best bring to life the early history of America. Use the chart provided in class to write your answers and use full sentences to tell why you think each of your choices is so interesting (the column headings say: images   phrases   words).

In book 1 of A History of Us read pages 12-18

On a piece of 11”x17” paper (paper was provided in class or you can tape together two 8″x11″ sheets) draw an outline map of North America showing with illustrations and descriptions at least 5 clues that tell us how the first people may have arrived and lived here. For example, you might show a glacier connecting North America to Asia or a drawing of a flint arrowhead with a bison bone shaft found 10,000 years ago in New Mexico. Do your illustrations as neatly as you can in color and include a full sentence written description for each thing you draw.

Please turn in your Textbook to class to Mr. McMahon’s room on Thursday. 

Review the study guide for the exam. The first question requires you to anaylze sources. Below is an example to review. 

President Jackson, a politician known for having supported the forced removal of the Cherokee and someone who comments from a distance in Washington, DC, paints a pleasant picture of a generous government paying handsomely for the Cherokee to be provided for amply during their move to their “new homes.” This is in stark contrast to the first-hand account depicted by Alexis de Tocqueville, a visitor from France with no personal stake in the event. Tocqueville, who personally sees the conditions of the Cherokee during their forced march, says, “ the Cherokee hoped to find an asylum that had been promised to them by the American government” that they “possessed neither tents nor wagons” during “an unusually severe winter in which the ground had frozen hard,” and that they included people “on the verge of death.” He goes on to say, “never will that solemn spectacle fade from my memory.” The implication is that the promised treatment from the government was a cruel joke. Both of the quotations are from primary sources and are reliable for their authenticity, but may include bias. Nevertheless, they can help us to understand the perspectives of two people present during the event. In this case, the testimony of Tocqueville is more believable than that of the President. Tocqueville is actually there with the Cherokee. He also is known as a careful, impartial observer, whereas Jackson comments from the perspective of someone far away who chose to stand against the Cherokee when they wished to stay on their land. He has an interest in protecting his reputation by portraying himself as a generous, caring national leader. I would conclude that the Cherokee move west almost certainly fit its name, The Trail of Tears.”

7^{th End of Year Exam Study Questions}

Show your skill at analyzing sources by comparing the two sources on the attachment. How does the story of the Trail of Tears told by Alexis de Tocqueville compare with the one told by President Andrew Jackson?

Why did  French, Spanish, and English settlers first come to the Americas.

Use examples to explain how Native Americans were affected by the arrival of settlers from Europe and why.

Discuss how the cultures (learned behaviors) of RC and Hiram were different in Mississippi Trial.

Describe the English people who were the early settlers in the colonies of North America. What names or descriptions did the groups have and why didn’t they stay in England?

Massachusetts

Pennsylvania

Virginia

Maryland

Georgia

Explain in detail 2 arguments (ideas) made during the 1783 debate in Rhode Island regarding whether or not to continue slavery. (These are the options that were discussed during the class debate).

Briefly describe the development of the idea of slavery in the American colonies.

How did slavery benefit the slave owners? 

Why was there a switch to African slaves?

Explain four key actions  (taxes or laws) enacted for the American colonies by Great Britain during 1765-1775 and discuss why the American colonists opposed them.

Explain why everyone did not agree about whether or not to declare independence from Great Britain. Use at least three Patriot and three Loyalist arguments (6 total) to help explain. (see list below to remind yourself)

rights, monarchy, representation consent of the governed, we’re all the same, protection, size of British army, fairness, taxes, anarchy (society out of control), at the mercy of another country, corruption, whose interests?, injustice and humiliation, costs, horrors of war, hypocrisy, freedom, control, tyranny

In what way was America to be different than any country that had ever existed before?

How did the France help to impact the result of the American Revolution?

Sarah Grimke discussed how men regarded women in the 1830s and said, “ I believe they will find that woman as their equal is unquestionably more valuable than woman as their inferior.”  What benefits could men get if they were to treat women as equals?

In 1853, Elizabeth Cady Stanton explained that blacks and women were “born to shame.”  Explain what she meant by“born to shame?”

Explain the role of President Andrew Jackson in the forced removal of the Cherokee Indians from their land in Georgia.

What exactly did the phrase “Manifest Destiny” mean and how did it affect Native Americans?

How did the rapid increase in the enslaved population during the 1800s – from 900,000 in 1800 to 4 million in 1860 – make it more difficult to end slavery later?

Explain how new laws – called “black codes” – made life even less free for people who were enslaved. Give examples.

Explain what caused America to have a Civil War?

Using a map, name the states that seceded from the Union. Next, label the Border States in capital letters.

How long did the Civil War last?

How many lives were lost?

What major aspects of life changed in America as a result of the Civil War?

Did the Civil War end slavery immediately? Explain.

Name the generals who led the northern and southern armies at the end of the war.

Explain how Lincoln’s Emancipation Proclamation served not only as declaration of Freedom, but also as a strategy to help the north to win the war?

Explain why President Lincoln had to be so careful in deciding how to deal the issue of slavery during the war.

Use two examples to help explain why, after the Civil War, Reconstruction efforts to overcome racism in the South fell apart after 1972.

How was American society harmed by the practice of slavery? Discuss the physical and psychological harm to slaveholders, slaves, and others who accepted the Southern way of life. 

Explain the main causes of World War I. For full points you should describe four factors that contributed to the war (the logs of the fire) as well as the spark (the match that starts the fire). Be sure to explain for each cause WHY it is considered to have contributed to the war. Include specific country names, dates, and people as much as you can.

Explain how the decision to enter World War I affected the lives of women, men, and businesses.

What was the outcome of the war and to what extent did it work out as we had hoped?

Final Exam Review Questions – Set 4

1. How long did the Civil War last?
2. How many lives were lost?
3. What major aspects of life changed in America as a result of the Civil War?
4. Did the Civil War end slavery immediately? Explain.
5. Name the generals who led the northern and southern armies at the end of the war.
6. Explain how Lincoln’s Emancipation Proclamation served not only as declaration of Freedom, but also as a strategy to help the north to win the war?
7. Use two examples to help explain why, after the Civil War, Reconstruction efforts to overcome racism in the South fell apart after 1972.

1. Explain what caused America to have a Civil War?
2. Name the states that seceded from the Union. Also name all of the border states.
3. Explain why President Lincoln had to be so careful in deciding how to deal the issue of slavery during the Civil War.
4. How was American society harmed by the practice of slavery? Discuss the physical and psychological harm to slaveholders, slaves, and others who accepted the Southern way of life. 
5. Explain the main causes of World War I. For full points you should describe four factors that contributed to the war (the logs of the fire) as well as the spark (the match that starts the fire). Be sure to explain for each cause WHY it is considered to have contributed to the war. Include specific country names, dates, and people as much as you can.
6. Explain how the decision to enter World War I affected the lives of women, men, and businesses. 

Final Exam Review Questions (set 2):

1. Explain four key actions  (taxes or laws) enacted for the American colonies by Great Britain during 1765-1775 and discuss why the American colonists opposed them.
2. Explain why everyone did not agree about whether or not to declare independence from Great Britain. Use at least three Patriot and three Loyalist arguments (6 total) to help explain. (see list below to remind yourself)
3. rights, monarchy, representation consent of the governed, we’re all the same, protection, size of British army, fairness, taxes, anarchy (society out of control), at the mercy of another country, corruption, whose interests?, injustice and humiliation, costs, horrors of war, hypocrisy, freedom, control, tyranny
4. In what way was America to be different than any country that had ever existed before?
5. How did the France help to impact the result of the American Revolution?
6. Sarah Grimke discussed how men regarded women in the 1830s and said, “ I believe they will find that woman as their equal is unquestionably more valuable than woman as their inferior.”  Why might this statement make men consider changes?
7. In 1853, Elizabeth Cady Stanton explained that blacks and women were “born to shame.”  Explain what she meant by“born to shame?”
8. Explain the role of President Andrew Jackson in the forced removal of the Cherokee Indians from their land in Georgia.
9. What exactly did the phrase “Manifest Destiny” mean and how did it affect Native Americans?
10. How did the rapid increase in the enslaved population during the 1800s – from 900,000 in 1800 to 4 million in 1860 – make it more difficult to end slavery later?
11. Explain how new laws – called “black codes” – made life even less free for people who were enslaved. Give examples.  

Complete the following final exam review questions:

Macie (based on the use of propaganda and the status of women) and Alex (based on the Assassination of Franz Ferdinand and the Schlieffen plan), you should each create 4 questions and answers based on the WWI class presentations given thus far).

Colonial America

1. Explain why French, Spanish, and English settlers first came to the Americas.

1. Use examples to explain how Native Americans were affected by the arrival of settlers from Europe and why.

1. Describe the English people who were the early settlers in North America. What names or descriptions did the groups have and why didn’t they stay in England?

Massachusetts:

Pennsylvania:

Virginia:

Maryland:

Georgia:

1. Briefly describe the development of the idea of slavery in the American colonies. How did slavery benefit the slave owners? Why was there a switch to African slaves?  

Geography of Europe:

Go the web site below and practice learning the names and locations of countries in present-day Europe. Continue to practice until you are able to position all of the countries using NO OUTLINES in less than 3 minutes. 

http://www.yourchildlearns.com/mappuzzle/europe-puzzle.html

Go online to the site below, look at sources, then answer the questions  that follow

http://www.johndclare.net/peace_treaties2.htm

a. Use sources A & B to describe the results (legacy) of WWI (write 1-2 paragraphs)

b. How did the war actually end?

c. Use sources C, D, and E to compare the attitudes of the U.S. and Britain about how to treat Germany at the end of the war.

Go online to the site below, look at sources, then answer the questions  that follow

http://www.johndclare.net/peace_treaties2.htm

a. Use sources A & B to describe the results (legacy) of WWI (1-2 paragraphs)

b. How did the war actually end?

c. Use sources C, D, and E to compare the attitudes of the U.S. and Britain about how to treat Germany at the end of the war.

For homework, research specific historical examples to support your claims. These examples are to be written in the notes sectionof your slides. Make it very clear for your audience how the examples support your main ideas. Presentations begin Thursday.

Final Presentations begin on May 12. During your final preparation, do the following:

1. Organize the introduction and conclusion to your power point presentation project.

2. Include specific examples to support your claims. These examples are to be written in the notes section of your slides.

For your final presentation:

Include an overall claim or question and three supporting questions that will help you to make you claim or answer your question. At the end, show an evaluation of how your topic influenced history and a bibliography to include at least four sources.

When you prepare your slides, “frame” the topic so that the audience has a way to understand the details that follow. Then make sure that your details are made very clear for your audience (be sure to match the heading , the image, and the details). Use the slide to amplify the big idea (use very few words and pictures that show the idea with some emotion!)

Choose three questions from the handout of WWI debate questions to answer (Should the U.S. enter the war?) Describe the various perspectives (points of view) about the question and when possible, tell which point of view you think is better and why.

Questions (choose three to answer). You do not have to choose the side you represented during the debate.

1.    Should the U.S. have continued trying to negotiate peace with Germany or simply gone to war to end the threat against our ships?

2.    Was one side better than the other (Germany vs. Great Britain) during WWI?

3.    Were U.S. ships attacked unfairly by German submarines or did we provoke attack by Germany when we favored England with our supplies?

4.    What do you think the results of the war would have been if the U.S. had remained neutral and never gone to war?

5.    How would a war affect different groups of Americans (some positively and others negatively)?

6.    How does propaganda play a role in influencing a decision to go to war?

7. If the U.S. were to fight and win the war, what would it hope to achieve?

WWI Project – Slides and detailed notes for your 2nd supporting question are now due. Research and find answers to your 2nd question then prepare the phrasing you will use to address your audience. Make sure that your notes are clear and detailed. The accompanying slides, if not yet completed, will be worked on during class on Thursday.

*Slides and notes for the 3rd supporting question are to be prepared by next Monday.

WWI Project – Slides and detailed notes for your second supporting question are due on Wednesday. Research and find answers to your 2nd question then prepare the phrasing you will use to address your audience.

Your power point presentation project includes and overall claim or question and three supporting questions that will help you to make you claim or answer your question. The first step of your project is to research the answer to your first supporting question. Create a keynote slide (up to a few slides would also be OK) to help explain what you found. On the keynote menu also look under the icon “view” and choose “presenter notes.” Then you can type notes only for yourself below the slide, which seen by your audience.

When you prepare your slides, “frame” the topic of the question so that the audience has a way to understand the details that follow. Then make sure that your details are made very clear for your audience. Use the slide to amplify the big idea (use very few words, but instead mostly pictures and a few that show the idea with some emotion!)

Fri, Apr 23 –  Finished Keynote Slides to present Point 1 with notes explaining your interpretation of its significance

Wed, Apr 28 - Finished Keynote Slide to present Point 2 with notes explaining your interpretation of its significance

Mon, May 3- Finished Keynote Slide to present Point 3 with notes explaining your interpretation of its significance

Wed, May 12 – Finished Keynote slides to show an evaluation of how your topic influenced history, your introduction, an overall conclusion to the presentation, and a bibliography to include at least four sources.

Your power point presentation project includes and overall claim or question and three supporting questions that will help you to make you claim or answer your question. The first step of your project is to research the answer to your first supporting question. Create a keynote slide or slides to help explain what you found. On the keynote menu also look under the icon “view” and choose “presenter notes.” Then you can type notes only for yourself below the slide, which seen by your audience.

When you prepare your slides, “frame” the topic of the question so that the audience has a way to understand the details that follow. Then make sure that your details are made very clear for your audience. Use the slide to amplify the big idea (use very few words and pictures that show the idea with some emotion!)

Fri, Apr 23 –  Finished Keynote Slides to present Point 1 with notes explaining your interpretation of its significance

Wed, Apr 28 - Finished Keynote Slide to present Point 2 with notes explaining your interpretation of its significance

Mon, May 3- Finished Keynote Slide to present Point 3 with notes explaining your interpretation of its significance

Wed, May 12 – Finished Keynote slides to show an evaluation of how your topic influenced history, your introduction, an overall conclusion to the presentation, and a bibliography to include at least four sources.

Fri, Apr 23 –  Finished Keynote Slides to present Point 1 with notes explaining your interpretation of its significance

Wed, Apr 28 - Finished Keynote Slide to present Point 2 with notes explaining your interpretation of its significance

Mon, May 3- Finished Keynote Slide to present Point 3 with notes explaining your interpretation of its significance

Wed, May 12 – Finished Keynote slides to show an evaluation of how your topic influenced history, your introduction, an overall conclusion to the presentation, and a bibliography to include at least four sources.

Read Junior Scholastic pages 6-15 and be prepared to discuss how people reacted to and adapted to their living circumstances. Consider how people have felt and behaved in order to survive difficult situations.

Be prepared to turn in your World War I Project thesis statement or research question AND three supporting questions that you intend to research.

For instance, if you are researching alliances your research question might be:

To what extent did alliances help to cause a world war?

Your three supporting questions to help answer the research question then might be:

1. Did France really intend to help Russia in its war against Germany and Austria-Hungary?

2. Was it the chance to use the Schlieffen plan or the fear of a French invasion that most motivated Germany to attack France?

3. Would Emperor Franz Joseph of have chosen to attack Serbia and invite a Russian invasion if Germany had not promised help to Austria-Hungary?

Interim Due Dates for your WWI History Project are as follows:

Tues, Apr 13  - Submit a written thesis (what you claim was an important consequence or result) or a research question (what would be interesting to determine) about your topic. Include a short list of vocabulary words that are to accompany your project.

Wed, Apr 15 – Submit three points that you intend to investigate in support of your thesis or question

Fri, Apr 23 –  Keynote Slides to present Point 1 with notes explaining your interpretation of its significance

Wed, Apr 28 - Keynote Slide to present Point 2 with notes explaining your interpretation of its significance

Mon, May 3- Keynote Slide to present Point 3 with notes explaining your interpretation of its significance

Wed, May 12 – Keynote slides to show an evaluation of how your topic influenced history, your introduction, an overall conclusion to the presentation, and a bibliography to include at least four sources.

WWI Presentation – Your presentation should last about 5-7 minutes and include at least 5 to 7 very well-crafted slides (slides that use very few words, create a teachable point of view, and use pictures to amplify what you say)

Wil - The Spark – Sarajevo (why did it happen and what sequence of events followed during the next month?)

Serena, Taelor - Alliances – who was with whom and what effect did alliances have on the thinking and behavior of national leaders? (consider the effects of fear and power that come from a country’s own alliances and the alliances of “The enemy.”

Stephen, Liam - Military build-up – how were countries creating new cultures of warfare and power that helped to cause a war?

Lucy, Sam - Nationalism – how were people being taught to think that they were a superior nation and that foreigners need to be hated (use of propaganda in newspapers, schools, etc.)

Stephanie - Plans – How did the Schlijeffen plan work to help create a larger war that might otherwise not have happened?

Hugo, Jake - Total War- Explain how WWI was different from previous wars in its physical and psychological destructive power? (Mobilization of everyone to fight, attacks on civilians, brutal weapons used, etc.)

Amelia - Woodrow Wilson – Discuss how he thought and made his decisions about WWI

Reed, Peter - The Lusitania – to what extent did the sinking of the Lusitania and subsequent acts of unrestricted submarine warfare by Germany influence the American decision to enter the war?

Harry - Russian Revolution in 1917 – discuss what happened in Russia and what effects it had on WWI.

Zach - The flu epidemic of 1918 – what happened and how did people change their behaviors accordingly.

Luc - Kaiser Wilhelm of Germany- what kind of a person was he and how did this affect his thinking about the war?

Carly - Vladimir Lenin  - who was he, what did he do in Russia, and how did he affect the outcome of WWI?

Marquise – “Isms” – discuss the different types of government that were tried after the war – Communism, Fascism, Nazism, Totalitarianism

Kevin - Debt – discuss how the combatants in the war impoverished themselves by borrowing so much to pay for the war.

Macie, Merrill - Edith Wilson – How and why did she act in the capacity of President?

Tory- Women’s rights – discuss women’s roles in WWI and the leaders who helped to win the vote for women in America (19^th Amendment).

Alexis - The “Red Scare” in America – discuss A. Mitchell Palmer, J. Edgar Hoover and the thinking behind the witch hunt for “radicals” in America.

Chloe - Woodrow Wilson – Why did he decide that the U.S. should enter the war?

Be prepared to write an essay that discusses the causes of World War I. Be sure that you can tell WHY these conditions and events helped to cause the war. 

WWI Causes:

Think of building a fire. You gather logs then light a match to start it.

WWI can be thought of in the same way. There were some big logs (causes) then a spark (the assassination) to set the war on fire.

The Spark (the “match” that lights the “fire” of war) – June 28, 1914 Gavrilo Princip (a radical who wants independence for Bosnia-Herzegovina) assassinates the heir to the throne of Austria- Hungary, Archduke Franz Ferdinand.

Underlying Causes (the “logs” that fuel the fire):

1. Nationalism – Propaganda consists of messages (often made up) that manipulate people’s thinking. The countries of Europe used newspapers and schools to make people think that their country was superior to others (destined to rule the world) and that their enemies were a threat. By organizing hatred against the others, they created fuel for the fire of a war.
2. Military Buildup – Germany built a huge army (2.2 million soldiers) and navy to compete with Great Britain. Other countries too felt the need to build up armies to defend themselves. Cultures also became more militaristic. The threat posed by more powerful and growing enemies was a reason to want to end the increasing threat by fighting. This was more fuel for the fire of war.
3. The Egos and Ambitions of Leaders – They didn’t want to seem weak by not responding powerfully when “hit” by someone else. Instead they wanted to show that they were powerful and not weak. Here is another log for the fire of war.  Kaiser Wilhelm of Germany and Emperor Franz Joseph of Austria-Hungary were two of the “egos.”
   
4. Alliances – Having countries allied with each other means that any conflict almost certainly will grow larger (more countries likely to help their friends and fight). Having allies can make a country feel more powerful, so that they might tend to fight rather than negotiate solutions to problems (e.g. Austria-Hungary was less fearful of Russia and chose to attack Serbia even though it did not have to). If your enemies also have allies, you also feel a bigger threat and you may start a fight to avoid feeling threatened (e.g. Germany started a war against France, which was an ally of its other enemy, Russia).  Alliances were fuel (fear and power) for a large war.

The two European alliances were:

The Central Powers – Germany, Austria-Hungary, The Ottoman Empire, and Italy (Though it stayed out of the war until it switched sides in April 26th 1915); a bit later in the war, Bulgaria joined the Central Powers.

The Allied Powers – France, Russia, Great Britain, Serbia, and the U.S. (beginning in April 1917) and Italy (after April 26th, 1915)

1. Be prepared to write an essay test on Wednesday about the causes of WWI. (see study notes from previous sub-web history message).

2. Begin research for your WWI Keynote presentation. See your topic choice and the project grading criteria below.

WWI Presentation Topics – Your presentation should last about 5-7 minutes and include 5 to 7 very well considered slides (slides that use very few words , well chosen with pictures to amplify what you say).

Wil – The Spark – Sarajevo (why did it happen and what sequence of events followed during the next month?)

Serena, Taelor - Alliances – who was with whom and what effect did alliances have on the thinking and behavior of national leaders? (consider the effects of fear and power that come from a country’s own alliances and the alliances of “The enemy.”

Stephen, Liam - Military build-up – how were countries creating new cultures of warfare and power that helped to cause a war?

Lucy, Sam - Nationalism – how were people being taught to think that they were a superior nation and that foreigners need to be hated (use of propaganda in newspapers, schools, etc.)

Stephanie – Plans – How did the Schlijeffen plan work to help create a larger war that might otherwise not have happened?

The Zimmermann letter- what was it and what effects did it have?

The Lusitania – discuss in detail the circumstances of the sinking and how unrestricted submarine warfare affected the war.

Hugo, Jake - Total War- Explain how WWI was different from previous wars in its physical and psychological destructive power? (Mobilization of everyone to fight, attacks on civilians, brutal weapons used, etc.)

Amelia – Woodrow Wilson – Discuss how he thought and made his decisions about WWI

Edith Wilson – discuss how she is sometimes considered the first female president of the U.S.

Reed – German agreement to end the war – discuss why Germany surrendered and how the treaty ending the war was not what they had expected.

Harry – Russian Revolution in 1917 – discuss what happened in Russia and what effects it had on WWI.

Zach – The flu epidemic of 1918 – what happened and how did people change their behaviors accordingly.

Luc – Kaiser Wilhelm of Germany- what kind of a person was he and how did this affect his thinking about the war?

Carly – Vladimir Lenin  - who was he, what did he do in Russia, and how did he affect the outcome of WWI?

The Treaty of Brest-Litovsk- Show the territory involved and explain the terms of the Treaty as well as how it affected WWI

George Clemenceau of France – what kind of a person was he and how did his thinking affect the Treaty after the war?

Armenian Genocide – what happened and why?

Marquise – “Isms” – discuss the different types of government that were tried after the war – Communism, Fascism, Nazism, Totalitarianism

Kevin – Debt – discuss how the combatants in the war impoverished themselves by borrowing so much to pay for the war.

Macie – Discuss how the value of human life was altered and violated during WWI – brutality, vengeance, indifference, genocide.

Border changes – how did people react to changes in the borders of countries – especially Germany and the people of Eastern Europe (Poland, Estonia, Romania, Hungary, etc.)?

Tory- Women’s rights – discuss women’s roles in WWI and the leaders who helped to win the vote for women in America (19^th Amendment).

Alexis - The “Red Scare” in America – discuss A. Mitchell Palmer, J. Edgar Hoover and the thinking behind the witch hunt for “radicals” in America.

The Sedition Act of 1918 – discuss how America came to forbid talk against the war.

Chloe - Values – how were ideas like trust, honor, and duty changed by WWI?

Be prepared to write an essay that describes how WWI began. Study the notes below:

WWI Causes:

Think of building a fire. You gather logs then light a match to start it.

WWI can be thought of in the same way. There were some big logs (causes) then a spark (the assassination) to set the war on fire.

The Spark (the “match” that lights the “fire” of war) – June 28, 1914 Gavrilo Princip (a radical who wants independence for Bosnia-Herzegovina) assassinates the heir to the throne of Austria- Hungary, Archduke Franz Ferdinand.

The Underlying Causes (the “logs” that fuel the fire):

1. Nationalism – Propaganda consists of messages (often made up) that manipulate people’s thinking. The countries of Europe used newspapers and schools to make people think that their country was superior to others (destined to rule the world) and that their enemies were a threat. By organizing hatred against the others, they created fuel for the fire of a war.
2. Military Buildup – Germany built a huge army (2.2 million soldiers) and navy to compete with Great Britain. Other countries too felt the need to build up armies to defend themselves. Cultures also became more militaristic. The threat posed by more powerful and growing enemies was a reason to want to end the increasing threat by fighting. This was more fuel for the fire of war.
3. The Egos and Ambitions of Leaders – They didn’t want to seem weak by not responding powerfully when “hit” by someone else. Instead they wanted to show that they were powerful and not weak. Here is another log for the fire of war.  Kaiser Wilhelm of Germany and Emperor Franz Joseph of Austria-Hungary were two of the “egos.”
   
4. Alliances – Having countries allied with each other means that any conflict almost certainly will grow larger (more countries likely to help their friends and fight). Having allies can make a country feel more powerful, so that they might tend to fight rather than negotiate solutions to problems (e.g. Austria-Hungary was less fearful of Russia and chose to attack Serbia even though it did not have to). If your enemies also have allies, you also feel a bigger threat and you may start a fight to avoid feeling threatened (e.g. Germany started a war against France, which was an ally of its other enemy, Russia).  Alliances were fuel (fear and power) for a large war.

The two European alliances were:

The Central Powers – Germany, Austria-Hungary, The Ottoman Empire, and Italy (Though it stayed out of the war until it switched sides in April 26th 1915); a bit later in the war, Bulgaria joined the Central Powers.

The Allied Powers – France, Russia, Great Britain, Serbia, and the U.S. (beginning in April 1917) and Italy (after April 26th, 1915)

Read pages 246-256 “Safe for Democracy” and take careful notes about the circumstances that led to U.S. participation in WWI.

Read pages 246-256 “Safe for Democracy” and take careful notes about the circumstances that led to U.S. participation in WWI.

Read pages 246-261 and write ten thoughtful questions about this period in American history.

Be prepared to answer the questions below.

1.     Explain three underlying causes of the Civil War?

                        Difference of opinions about slavery and freedom- The North favored an eventual end to slavery (freedom for all) while The South favored the continuation of slavery and its extension into new territories (freedom for whites to enslave others if they chose to).

                        States’ rights vs. Federal rights (southern states feared losing control of decision-making in Washington)

                        Social and Economic Differences  – dependence on slavery, farming, and aristocratic lifestyles for many in the in south vs. manufacturing, slavery only in the border states, and lifestyles based on one’s own labor or profession in the north.

2. Using a map, name the states that seceded from the Union. Next, label the Border States in capital letters.

CSA states = VA, NC, SC, GA, FL, AL, MS, LA, AR, TX, TN

Border States = Kentucky, Missouri, Maryland, Delaware

3. How long did the Civil War last?

From the attack on Fort Sumter, SC  - April 12, 1861 to Lee’s surrender to Grant at Appomattox Court House, VA  on April 9, 1865

4. How many lives were lost?

Over 600,000 (2/3 of the deaths were from disease). There were more lives lost in the Civil War than in all other U.S. wars combined.

5. Where were some of the major battles fought?

Bull Run  (Manassas) VA- 2 battles 1861 & 1862 (southern victories)

Shiloh, TN- 1862 (northern victory)

Antietam (Sharpsburg) MD – 1862 (northern victory)

Vicksburg, MS – 1863 (northern victory)

Chancellorsville, VA – 1863 (southern victory)

Gettysburg, PA – 1863 (northern victory)

Wilderness and Cold Harbor – Near Richmond, VA – 1864 (neither side won, but southern strength was reduced more)

6. Did the Civil War end slavery immediately?

No. The Emancipation Proclamation resulted in the end of slavery in the Confederate states after the war, but a constitutional amendment (the 13th Amendment, which was passed on December 6, 1865) was required to finally end slavery everywhere in America.

7. Name the generals who led the northern and southern armies at the end of the war.

Ulysses Grant – North

Robert E. Lee  -South

8. Name the presidents of the USA and CSA during the war.

Abraham Lincoln – USA

Jefferson Davis – CSA

9. Explain how Lincoln’s Emancipation Proclamation served not only as declaration of Freedom, but also as a strategy to help the north to win the war?

Declaring that slaves were freed in states that were in rebellion not only gave the north a higher reason for fighting, but also kept England and France from recognizing the South as a country or offering the CSA their support. It also enticed slaves to escape to the north, where many fought on the side of the Union.

10. Explain why President Lincoln had to be so careful in deciding how to deal the issue of slavery during the war.

He needed to maintain power (as many states and men fighting on his side as possible) and commitment (many in the north did not like the death and cost that war brought, but they were willing to fight if they could foresee winning and preserving the union). On the other hand, if Lincoln did not free some slaves, the south may have enjoyed the help of England and/or France (they stopped considering recognizing and helping the South when Lincoln freed most slaves). If Lincoln had not made these compromises along the way, he would have had a much more difficult war to fight and if the South had won, he would have no control over the future course of slavery in America.

11. Describe how the existence of military units like the Massachusetts 54th Regiment could begin to change people’s racial attitudes.

People who successfully defend their country in war are honored for their service and deserve to be called citizens. Racial views that kept people separated were challenged, fear of “the other” was reduced, and greater understanding of our common humanity was created. The whole idea of superior and inferior groups of people lost validity.

12. Use two examples to help explain why, after the Civil War, Reconstruction efforts to overcome racism in the South  fell apart after 1972.

Terrorist intimidation of African Americans by the Klu Klux Klan and social pressure on Southern Republicans by segregationists made voting dangerous for anyone who did not favor white domination (Southern white Democrats, who at the time favored racial segregation and discrimination, re-gained control of the legislatures in southern states). The unwillingness of many in the North to continue reform in the South also kept enforcement of positive changes from continuing. As a result, many blacks in the south were no longer able to vote, had no political power, and were discriminated against for almost a hundred years after the war ended.

13. How was American society harmed by the practice of slavery? Discuss the physical and mental harm to slaveholders, slaves, and others who accepted the Southern way of life. 

Whenever one human being can dominate another, they tend to abuse their power. A culture develops that fosters abusive actions, hatred, humiliation, intimidation, and fear. Slaveholders easily become evil, trading their humanity for feelings of superiority and prosperity. Once a culture or “way of life” is established in so many people, it becomes very hard to resist or to change. In the case of slavery, a terrible war had to be fought to end it and even that did not end the problem in many people’s minds.

Read pages 154-175

Create a written “recipe” for fixing the south after the Civil War. Your “ingredients” should deal with each of the problems below. After you have “mixed” your final creation, give the whole recipe a name and draw a color picture that represents the big idea.

1. The need for jobs, land, and education for African Americans who are no longer enslaved.
2. The problem of terrorist acts committed by the Klu Klux Klan.
3. The practice of sharecropping (employing former slaves for money, but keeping them in debt so that they can never stop working for their boss.
4. Changing the culture of the south so that the abusive attitudes and prejudice that accompanied slavery do not continue.
5. Corruption caused by people who take advantage of their power (choosing their friends to pay for government contracts, taking bribes, ignoring crime, etc)
6. What to do about the prejudiced whites who re-gain power in southern state legislatures after the Civil War.
7. How to make sure that African Americans’ right to vote does not end when white southerners try new ways to stop them from voting – disqualifying them if they do not pass “reading tests,” have no money to “pay a tax” to vote, or did not register to vote “early enough”).
8. Repairing all of the damage done by the war.  

Slavery and the Civil War

Reflect on your recent reading and studies to respond in detail to each question below.

1. Why do you think people in America continued the practice of slavery for so long after gaining freedom from England?

2. Describe some of the ways in which people were harmed when they were enslaved.

3. Describe how you think slaveholders harmed themselves by abusively controlling others as they did.

4. Discuss how you think American society was harmed by the practice of slavery.

Civil War - Read pp. 136-142

Respond in detail to the questions below. Use full sentences that include telling what the answer is about.

1. Explain what happened at the battle of Antietam (also called Sharpsburg) and what did President Lincoln decide to do afterwards.
2. Describe which slaves were freed and which were not freed by the Emancipation Proclamation.
3. How did the Emancipation Proclamation change what the war was all about?
4. Why didn’t Lincoln choose to say that all slaves were freed?
5. Why had Harriet Beecher Stowe’s 1852 book, Uncle Tom’s Cabin so influential?
6. List three reasons why African Americans wanted to fight in the war.
7. How did the 54^th Massachusetts Regiment help people to reconsider their prejudiced attitudes?  

Read the text from page 123 to the top of page 129 and create a page of detailed notes and thoughts for class discussion. Consider the following ideas as you take notes: 

• expectations about the war
• the country’s world reputation
• what “glue” (idea) held the country together
• why northerners fought
• Lincoln’s stance
• how to define liberty
• losing the feeling of “superiority”
• the Southern “way of life”
• what the first battle of the war was like

Civil War Museum Display Project

Museum artifacts or documents can be used to help understand the past. Your task is to recreate artifacts or documents that help to explain one aspect of the Civil War. This project may be done individually or in pairs.

Assignment criteria:

·      Knowledge – Ideas are supported with appropriate historical examples and effective terminology

·      Concepts – Awareness, insight, understanding, and connections are demonstrated

·      Skills – Analysis and evaluation of historical sources shows critical thinking, alternative points of view, problem solving, and understanding of biases.

·      Organization – Work is organized to communicate neatly and effectively.

Tuesday, February 23 – Final Museum Project due – to be presented in class and displayed.

Topic choices:

• Hospitals, medical instruments, tools, supplies, methods used, results, and pictures
• Photographers such as Matthew Brady or Timothy O’Sullivan
• Civil war money – exhibit the different varieties and discuss inflation.
• Recruitment posters used by both sides to advertise for new soldiers
• Infamous  prisons of the war, such as Andersonville.
• The human cost of the war – include diagrams, first person accounts of the horror of war, fear, and confusion.
• The role of African American soldiers during the war
• Women who pretended to be men and fought.
• Key political decisions made during the war, such the Emancipation proclamation or allowing border states to fight with the Union, while keeping their slaves.
• Civil War newspapers – include and comment on several examples
• A comparison of the advantages that each side had during the war
• A famous battle – commanders, geography, dramatic moments, ultimate results
• An important personality – i.e. Abraham Lincoln, Ulysses Grant, Frederick Douglas, or Robert E. Lee
• Sherman’s March to the Sea – Show and discuss the strategy and the results
• A nicely illustrated timeline of key events during the war

Civil War Museum Display Project

Museum artifacts or documents can be used to help understand the past. Your task is to recreate artifacts or documents that help to explain one aspect of the Civil War. This project may be done individually or in pairs.

1. Look over the list below and select a museum piece to research, construct and display as part of a Civil War Museum. Try to be original, but choose something important.
2. Determine how best to present your museum display – diorama, video production, or visual presentation.
3. Research your topic carefully and consider how museum curators present information to create understanding.
4. Plan carefully, revise as necessary, and build your presentation.

Assignment criteria:

·      Knowledge – Ideas are supported with appropriate historical examples and effective terminology

·      Concepts – Awareness, insight, understanding, and connections are demonstrated

·      Skills – Analysis and evaluation of historical sources shows critical thinking, alternative points of view, problem solving, and understanding of biases.

·      Organization – Work is organized to communicate neatly and effectively.

DUE DATES:

1. Tuesday, February 16 – Project proposal due – This is to include the following:

1. Topic choice
2. One paragraph description of the idea and why the topic is important
3. Presentation method (sculpture, video, diorama, etc.)

2. Tuesday, February 23 – Final Museum Project – to be presented in class and displayed.

Topic choices:

• Hospitals, medical instruments, tools, supplies, methods used, results, and pictures
• Photographers such as Matthew Brady or Timothy O’Sullivan
• Civil war money – exhibit the different varieties and discuss inflation.
• Recruitment posters used by both sides to advertise for new soldiers
• Infamous  prisons of the war, such as Andersonville.
• The human cost of the war – include diagrams, first person accounts of the horror of war, fear, and confusion.
• The role of African American soldiers during the war
• Women who pretended to be men and fought.
• Key political decisions made during the war, such the Emancipation proclamation or allowing border states to fight with the Union, while keeping their slaves.
• Civil War newspapers – include and comment on several examples
• A comparison of the advantages that each side had during the war
• A famous battle – commanders, geography, dramatic moments, ultimate results
• An important personality – i.e. Abraham Lincoln, Ulysses Grant, Frederick Douglas, or Robert E. Lee
• Sherman’s March to the Sea – Show and discuss the strategy and the results
• A nicely illustrated timeline of key events during the war

Read pages 106-121 and respond to the questions below.

1. On pages 106 and 107 we find that abolitionists William Lloyd Garrison and Evangelical Christians became brilliant propagandists (very good at exciting people’s emotions about slavery).  Explain their effect on people in the north and on people in the south.
2. Why was their so much talk in the late 1850s of the southern states leaving the United States?
3. Can you think of a way to end slavery that might have prevented a war between the northern and southern states? Explain your thoughts.
4. What happened to Dred Scott?
5. What does the Dred Scott Decision (the Supreme Court Ruling on his case) tell you about the frame of mind of U.S. Supreme Court Chief Justice Taney?
6. How did Harriet Tubman save 300 African-Americans?
7. Give an example of something Abraham Lincoln said to help people to consider their own moral thinking?
8. Why is John Brown famous?  

Be prepared to answer the questions below

1. During the early 1800s, Lucy Stone fought for the rights of women. What kinds of rights were denied to women? Why wasn’t she satisfied with just having men act courteous toward women?

2. Describe the Trail of Tears and why it happened.

3. Explain why the phrase “Manifest Destiny” could mean either opportunity or greed, depending on which group of people was affected.

4. Explain why the southern states felt so compelled to continue slavery as it grew during the 1800s. Why did anger build between the northern and southern states?

5. Use a specific quote to explain how Frederick Douglas helped to educate people about the evils of slavery.

6. Frederick Douglas warned against allowing one person to have power over another. Discuss how Douglas’s concerns applied to the freedom of women, slaves, and Native Americans during the 1800s.

Read pages 103-105 and prepare thoughtful, full-sentence answers to the questions below.

1. Why was it made a crime to teach an enslaved person how to read?

2. If only ¼ of all households in the south kept slaves, why couldn’t the other ¾ of people who didn’t own slaves agree to abolish slavery?

3. Explain how people used misleading racist ideas to defend the practice of slavery during the mid-1800s.

4. How did the Missouri Compromise of 1920 cool some of the anger between the northern and southern states?

5. Read the passage about Frederick Douglas on page 105. Why did Douglas’s master tell his wife that teaching Douglas to read, “would forever unfit him to be a slave?”

6. Why didn’t Douglas approve of one man having power over another?

7. What did Frederick Douglas mean when he said, “Justice to the Negro is safety to the nation?”

8. Read the long quote in bold type on the right side of page 105. Explain in your own words what Douglas meant when he said, “You degrade us then ask why we are degraded?”

* Remember that your creative women’s rights biographies (final papers) are due Friday.

Assignment: Why did we have to have a civil war?

Read pages 94-103 and answer the questions below.

1. Explain how slavery happened in America, which was supposed to be the land of the free?

2.  Explain why slavery wasn’t outlawed when the Constitution was written.

3.  How did the rapid increase in the slave population during the 1800s – from 900,000 in 1800 to 4 million in 1860 – make it more difficult to end slavery later?

4.   Explain how Nat Turner created fear among southern slave holders.

5.   Explain how new laws – called “black codes” – made life even less free for people who were enslaved. Give examples.

Women’s rights in early American history 

Read the quotes below by Abigail Adams then describe in your own words (400-500 words) what she meant. Consider the questions below as you write.

Why did she think, “all men would be tyrants if they could.” Why did she see so few people who were able to make the most of themselves? Try to amplify the importance of her thoughts and make connections to your own experiences or understanding from other sources. Are her general insights about the use of power applicable only to relationships between men and women?  Can you draw any general conclusions about how freedom and power relate to each other?

Quotes:

I am more and more convinced that Man is a dangerous creature, and that power whether vested in many or a few is ever grasping, and like the grave cries give, give. The great fish swallow up the small, and he who is most strenuous for the rights of the people, when vested with power, is as eager after the prerogatives of Government. You tell me of degrees of perfection to which Humane Nature is capable of arriving, and I believe it, but at the same time lament that our admiration should arise from the scarcity of the instances.    -letter, 1775 by Abigail Adams

• Do not put such unlimited power into the hands of the husbands. Remember all men would be tyrants if they could.   -Abigail Adams  

Please bring with you both pages of your draft history creative biography project. The final drafts will be completed at school. Work on phrasing that helps to amplify the significance of key ideas and events.

Complete the first page of your draft women’s rights creative biography. Research key details, use an entertaining beginning and show with words rather than tell the details. Amplify the significance of the person’s impact.

Collect basic research information for your upcoming story assignment about early American women’s rights advocates and professionals. Bring your research information to class.

Focus on what influenced the person, what actions they took and what they said (gather quotes).

The personalities you selected are listed below. (Jake, choose a name that has not been taken by someone in your class!)

Anne Hutchinson  - Zach, Peter

Emma Hart Willard – Taelor, Macie

Margaret Brent

Abigail Adams-Luc, Sam

Judith Murray

Sarah Pierce – Amelia

Mary Lyon – Merrill, Marquise

Sojourner Truth – Hugo, Serena

Angelina Grimke 

Sarah Grimke – Reed, Chloe

Sarh Bagley – Tory

Lucy Stone – Carly

Elizabeth Cady Stanton – Stephanie

Lucretia Mott – Lucy

Susan B. Anthony – Stephen, Wil

Elizabeth Blackwell 

Dorothea Dix

Harriet Beecher Stowe – Harry, Liam

Catherine Sedgewick 

Fanny Fern – Kevin

Pp 87-93 Qs

1. Sarah Grimke discussed how men regarded women in the 1830s and said, “ I believe they will find that woman as their equal is unquestionably more valuable than woman as their inferior.”  In your own words, tell what kind of message she was trying to communicate. What did she want men to do?
2. Explain the difference between the abolitionist movement and the women’s suffrage movement.
3. Why did abolitionists and suffragettes often work together?
4. After the Seneca Falls Convention, many women who signed the women’s rights declaration were ridiculed by newspapers for doing so. In response, many decided to remove their names from the declaration. How do you think they felt when this happened?
5. In 1853, Elizabeth Cady Stanton explained that blacks and women were “born to shame.”  What do you think she meant when she said that some people were, “born to shame?”

Create a list of 4-5 influential women of the suffrage movement and use 1-2 sentences to describe what each did. 

Read pages 63-72 in your text and prepare full sentence written answers to the questions below.

1.     Why were the qualities of dependability and bravery so important for Americans who ventured west?

2.    Why was land so important to people in the early 1800s?

3.    Why were the Santa Fe Trail traders considered to be entrepreneurs?

4.    Why did so many people wish to move west despite the difficulty of doing so?

5.    Why did John Quincy Adams say, “Liberty is power?”

6.    Who were the new voters (those who could not vote in earlier elections) during the 1828 election?

7.    How did the addition of so many new voters affect the 1828 Presidential election when John Quincy Adams faced Andrew Jackson, who had grown up poor?

8.    How was the election of Andrew Jackson something special to people during his time?

9.    p. 67 How was the unsettled land in the west governed? Whose land was it? How were natives to be treated according to the “Northwest Ordinance?”

10. Explain what Andrew Jackson did about the Cherokee Indians when he was told by the Supreme Court that they had a right to stay on their land in Georgia.

11.  How were the Cherokees unlike other groups of Native Americans

12. Why wasn’t Texas included as a state in the U.S. until almost ten years after it gained independence from Mexico?

13. In 1845, while people were being persuaded to move west, Jane Cazneau created the phrase, “Manifest Destiny.” What exactly did the phrase mean?

14.  When people are convinced that it is their right and duty to move west and spread democracy, what that mean for Native Americans?

Use your blank map handouts. 

On the first page, write the names of the continents.

On the third page, write the names of the countries in Europe. 

If you need to review, go to:

http://www.yourchildlearns.com/map-puzzles.htm

Read the handout about Sacajawea’s experiences during the Louis and Clark expedition. 

Fill out the two column sheet with facts from the article on the left side and your own reactions or interpretations on the right side. Clearly explain your ideas with full sentences and try to provide unique insights.

Read Junior Scholastic magazine to prepare for discussion about current events. Bring the magazine with you when you come to class on Friday.

Review the Questions below to prepare:

1. Describe the economic conditions in the American states immediately after the Revolutionary war? Discuss jobs, money, prices, and trade.
2. How did the new generation of leading Americans (during the creation of the Constitution in 1787) think differently about keeping separate states from the leaders who had lived during the late 1760s and early 70s?
3. How is the U.S. Constitution different from the Declaration of Independence? Discuss in some detail what the Constitution is about.
4. What kinds of power did the Constitution give to the Federal government so that it would work like a real country? (Include 4 things that the government was given the power to do).
5. What did the founding fathers do to make sure that we would have a system of checks and balances (to prevent anyone in government from getting too powerful)? Discuss the role of each main branch of government in your answer.
6. What happened during the Constitutional Convention when larger states and smaller states could not agree on how to apportion elected representatives in Congress?
7. Why did we choose to add a Bill of Rights to the Constitution? Discuss 5 things that it says.
8. Explain how a few key people helped to turn a loose association of states into the United States of America (during the summer of 1787)?  

Read text pages 32-53 and take notes (including drawings if you like) about the ideas and people who were involved in creating the U.S. Constitution.

Read text pages 50-61 and take detailed notes.

Read pages 27-32 about the American Revolution and take notes on the key people and events.

Also review your earlier reading,  pages 21-27.

American Revolution “Football” Cards

Your task is to research the background then create a “football card” for one of the figures from the American Revolution (YOUR CHOICE IS LISTED BELOW).

Create an oversized “Football card” (appx. 8” x 12” )

 Include the following:

On the front of the card:

• Your own drawing of the person with their name
• Which “team” they played for (Continental Army, British, Army, or French Army)

On the back of the card:

• When and where they were born and died
• What was their role during the American Revolution – Explain the details of their story and stress with adjectives the reason they are famous (at least 300 words – your own words > NOT PRINTED FROM A WEB SITE)

List of figures:

Baron Von Steuben – PETER

Abigail Adams – SERENA, TAELOR

Banastre Tarleton – CHLOE, LUCY

General Sir William Howe – AMELIA

Deborah Sampson – ALEXIS, TORY

James Forten – LUC, KEVIN

Molly Hays – HUGO, CARLY

General George Washington- REED, WIL

Lord Charles Cornwallis – JAKE

Molly Corbin – STEPHANIE

General Nathaneal Greene – STEPHEN

Admiral de Grasse – ZACH, LIAM

Marquis de LaFayette – HARRY, SAM 

If your name is not above and you have not chosen, choose one of the figures below:

Colonel Francis Marion

Compte de Rochambeau

General John Burgoyne

General Horatio Gates

Read pages 21-27 in your text book, Freedom. Pay particular attention to the ideas and contributions of the individuals mentioned.

Test Thursday

Re-read text section 1 – Independence

Review Your notes from the debate simulation and be prepared to answer the following questions:

1. Briefly explain four key actions  (taxes or laws) taken by Great Britain during 1765-1775 and discuss why the American colonists opposed them.

1. Explain why everyone did not agree about whether or not to declare independence from Great Britain. Use at least three Patriot and three Loyalist arguments (6 total) to help explain. (see list below to remind yourself)

1. Look at the arguments you made above. Choose what you think were the two or three most important considerations to make before deciding on independence.  Explain why each of these considerations, and not others are the most important.

1. Tell whether, if you had been an American colonist, you would have decided to declare independence and go to war with Great Britain. Use your key arguments to support your decision.

rights, monarchy, representation consent of the governed, we’re all the same, protection, size of British army, fairness, taxes, anarchy (society out of control), depending on Spain or France, corruption, whose interests?, injustice and humiliation, costs, horrors of war, hypocrisy, freedom, control, tyranny

Due Date: Wednesday, November 4

Instructions: Choose a topic below (or suggest another) and discuss your intended project with Mr. McMahon before beginning.

Write a question to guide your research. For instance, “What was George Washington like as a person?  OR How did James Forten support the Revolution?

Criteria for the project:

Options for project format:

Role play – research a key figure from the time period then ask another classmate can use to interview you as you role play the character. You must submit a script.

Map - create a map of the colonies that shows major population centers and areas of political activity.

A Newspaper with articles and cartoons that illustrate or satirize an event (i.e. the Stamp Act)

Short story – create an original short story set during the time from1763-1781. Include historically accurate details.

Model-making- build a diorama of a key revolutionary event

Sing and play- print scripts and lead a sing-a-long of colonial songs using your guitar or other instrument.

Time line – create a time line of important events leading to the signing of the Declaration of Independence.

Cooking- prepare colonial food for the class and teach a lesson on the diet of Colonists from New England (or another region).

Suggested Topics:

Patrick Henry            King George III            Abigail Adams   James Forten   George Washington

Canasatego            Mary Jemison Deborah Sampson            William Pitt       Paul Revere

Thomas Gage            Nathanael Greene  Sam Adams   Albany Plan of Union            John Hancock

John Dickinson            Hector St. John de Crevecouer            Minute Men      The Marquis de Lafayette

Thomas Paine            Thomas Jefferson             Benjamin Franklin            John Adams   George Mason

Anne Hulton            Molly Pitcher   

The Stamp Act of 1765 required British colonists in America to pay a tax on all printed items. The taxes would help to repay the cost of the war that England had won over France. Explain in 1-2 paragraphs why so many colonists were opposed to paying the tax. Use clear wording and stress why each argument was important.

Use arguments like the following:

1. the history of taxation for the colonists (they were used to being taxed only by their own local colonial governments, not by the British Parliament).

2. The idea of “no taxation without representation” (the British Parliament did not include representatives from the American colonies so they had not consented to being taxed).

3. The belief that King George III intended to tax them too much (they would become poor like the poor of England).

Read again section 1 of your text, Freedom.

1. Take notes about the slow change in thinking about rule by monarchs that included the Magna Carta in 1215, the Glorious Revolution in 1688, and the new thinking that came during the Age of Reason (also called the Enlightenment).  Note also what Hector St. John Crevecoeur said was different about America.  

2. Note some of the colonists who tried to persuade others to seek independence – people like Sam Adams, John Henry, and Tom Paine. What did each do?

3. Be able to explain how people and ideas helped to shape history.

Read in your Freedom text the 1st section – Independence (pp 2- 19).

Review the following:

1. Be able to describe the English people who were the early settlers in North America. Tell why they didn’t stay in England. Be able to identify specifically the groups who moved to Massachusetts, Pennsylvania, Virginia, Maryland, and Georgia.

2. Be able to describe what life in the American colonies was like for English settlers. Include freedom from interference by England, very low taxes, and the spread of the ideas of natural law and natural rights.

3. Be able to describe the development of slavery in the colonies. Be able to tell how it started, why it switched from white indentured servants to African slaves, and what benefits it brought to slave holders.

4. Be able to explain the at least two arguments (ideas) for each option that people considered when debating the continuation of slavery. (These are the options that were discussed during the 1783 debate – these are also found in your New England slavery booklet pp 20-32).

5. Explain why the English speaking people came to dominate the colonies of the future U.S. Be able to compare what happened to the English, French, native people, Spanish, and Dutch.

Review your notes about the 1783 slavery debate and use pages 20-32 of the New England slavery booklet to answer the following questions:

1. For each of the options below, explain 2-3 good arguments that were made to try to persuade you. 

Option 1: Continue trading and owning slaves:

Option 2: Emancipate gradually

Option 3: Emancipate immediately and completely

Option 4: Send Africans back to Africa

2. Tell which two options were the most persuasive and why.

3. Discuss why slavery in America did not end during the 1700s even though it was a violation of the idea of freedom.

DUE TUESDAY SEPT 29

Prepare for 1783 Debate on Slavery

1. Everyone read in New England slavery booklet pages 20-21 then…

2. Read and take detailed notes to prepare arguments for debate as follows:

Group 1 pages 22-23

Group 2 pages 24-55

Group 3 pages 27-30

Group 4 pages 31-32

1. Use the handout or Complete the two charts below about slavery and servitude during the 1600s and 1700s. Use your New England slavery booklet to help you.

1. MAKE A CHART THAT DESCRIBES THE DIFFERENT KINDS OF CHEAP LABOR USED BY COLONISTS

Test 1 Questions

History and Human Behavior - Mississippi Trial and the early settlement of America

Sample answer format:

1. Concepts – explain the big idea

2. Examples – discuss a specific historical example from your reading and notes.

3. Interpretation – Tell in your own words that the example shows how human behavior helped to create an important outcome in history.

Choose 3 of the questions below to answer.

1. Outline the early history of North America.

 a. When and how might the very first people have arrived here?

b. Why did European explorers first sail in the direction of North America?

1. Explain why French, Spanish, and English settlers first came to the Americas.

1. Use examples to explain how Native Americans were affected by the arrival of settlers from Europe and why.

1. Use an example from Mississippi Trial to explain why empathy (feeling what it is like to be in someone else’s shoes) is an important capability that helps us to stand up for the rights of other people.

1. Use an example from Mississippi Trial to explain why people who are very poor may not be able to feel free.

1. Discuss how the cultures (learned behaviors) of RC and Hiram were different in Mississippi Trial.

Read pages 10-19 in gold New England slavery book and take notes to help answer the questions written in bold.

Review the questions below for a test next Tuesday.

Review for Test

1. Outline the early history of North America.

 a. When and how might the very first people have arrived here?

b. Why did European explorers first sail in the direction of North America?

1. Explain why French, Spanish, and English settlers first came to the Americas.

1. Use examples to explain how Native Americans were affected by the arrival of settlers from Europe.

1. Use an example from Mississippi Trial to explain why empathy (feeling what it is like to be in someone else’s shoes) is an important capability that helps us to stand up for the rights of other people.

1. Use an example from Mississippi Trial to explain why people who are very poor may not be able to feel free.

1. Discuss how the cultures (learned behaviors) of RC and Hiram were different in Mississippi Trial.

Read pages 2- 9 in  the booklet about the Slave Trade in New England. Take notes that will help you to discuss answers to the questions in bold print.

This assignment asks you to use your notes from class and consider different groups of European settlers who arrived in North America during the 1600 and early 1700s. Assignment:

1. Use Venn diagram and your notes to compare and contrast the habits/behavior of each group of settlers below.

You should write down the 3 things below about each group. Show when things overlap between groups.

·      Treatment of native people by settlers

·      What the group came to America to do

·     Where they settled

2. When you are finished with the diagram, tell a story of what happened when settlers and natives met. You choose how you want to show the story:

Choose 1:

1. Write a 400-500 word journal entry in which you imagine that you are one of the natives (for example, an Algonquin who is encountered by the French settlers).
2. Draw a six panel comic strip in color with detailed written captions or quotes.
3. Write a newspaper article describing the situation (400-500 words).

For this assignment you will need your copy of the drawing of an Eastern Woodlands Native American village.  This is not a drawing of an actual village, but rather a composite of many scenes typically seen. Answer the questions below.

1. Why would the artist have drawn the picture this way? Do you think the artist was from the tribe or from Europe? Why?

2. Make a list of the things you can see in the picture. Beside each thing talk about it in a bit more detail. Is it unique or similar to today? What tools are used?  What activities are the people doing, what ages and genders are they, and why do they dress the way they do? etc.

3. Try to infer more about people’s lives from what the picture shows. Write a paragraph or two to describe this tribe as best you can. Tell how this picture might be useful to a historian who wants to know more about how people lived.

1. Read and write notes on the hand-out, “Indians as Diverse as Their Discoverers.” 

2. Consider which native tribe you would like to research for your video podcast project.

This assignment deals with the book Mississippi Trial. Write thoughtful responses (in full sentences) to each of the following questions:

1. Hiram’s dad moves the family to Arizona so that Hiram will grow up “understanding that all men are free and deserve to be treated that way.” Do you think Hiram will understand that thought if he never sees life in Mississippi? Explain why or why not.

2. Why did R.C. behave the way he did toward black people?

3. Tell what kind of a person you think Naomi will become and why.

4. What did you think when you discovered that Hiram’s grandpa was the third person in the truck?

Answer questions 1-6 in red book on page 144

7th: Complete reading: Dandant on Age of Extremes.

8th: Apartheid in South Africa & Mandela.

7th: Complete questions on Working for Freedom.

8C: Rawanda Prep.
8W: No class today.

7th: Read Joy Hakim Age of Extremes; pp 212 – 223.

8th: Read booklet Apartheid in South Africa.

7th: Look over notes: Whose Land is This for in class (can use notes) assessment.

8C: No class today.
8W: 1st Chapter: South Africa by David Downing.

7th: Complete questions from Joy Hakim: pp 193-201.

8C: No homework
8W: Finish An Ordinary Man.

7th: Finish homework questions pp 179-192 in Whose Land is This?

8th: Readings: The World Fails to Respond and Rape as a Weapon.

7th: Study for Wednesday test on Reconstruction.

8C: Read Chapter 10 in An Ordinary Man.

8W: Read Chapter 8 in An Ordinary Man.

8C: No class on 4/16
8W: Test on 7 Stages of Genocide.

7th: Read Chapter 6 in packet: Thaddeus Stevens: Radical. Work on questions from chapters 3-6.

7th: Read Chapter 5 in Hakim and do questions 1-4.

8C: No class tomorrow. The following is due on April 21st: Read Chapters 4 & 5 in Ordinary Man. Compete questions for Chapter 4. Questions on Chapter 5 are for Extra Credit.

8W: Reading: Seven Stages of Genocide.

7th: Lincoln reading and questions due after class discussion.

8th: Quiz on Chapter 3 in Ordinary Man.

7th: Study for test. If you have time, read President Lincoln’s Reconstruction Plan & do questions.

8th: Read Chapter 3 in Ordinary Man. Questions on Chapter 2 due Monday.

7th: Read Andrew Johnson and study for Monday test.

8C: No class today.
8W: Finish Chapter 2 in Ordinary Man; start questions if time. Read Genocide Convention if you have time.

7th: Study for test: Read Reconstruction Means Rebuilding. If time; begin questions.
8C: Read Genocide Convention. Answer questions on Ordinary Man Chapter 2. Read pp 29-39 in Chapter 3 of Ordinary Man.
8W: Read Genocide and Part of Chapter 2 in Ordinary Man.

7th: Prepare for Civil War test by going over list and terms dealing with the CW.

8C: Readings on Genocide and Chapter 2 in Ordinary Man.
8W: Didn’t meet today.

7th: Begin review for Civil War test on April 13th. Read Part 7 – Joy Hakim – pp 154-160.

8th: Read Introduction and Part I in Ordinary Man.

7th: Views regarding Abraham Lincoln.

8th: Read Rwanda packet.

7A: Read: Frederick Douglas & Is This Hell.

7M: Read: Is This Hell.

8th: No homework

7th: Discussed in class – Second Inaugural Address and Frederick Douglas Speech.

8C: We will begin Rwanda on Friday. Read Ordinary Man & History.

8W: Facing History: Part 9 Judgement; Read 2,4, 6, & 8.

7th: Continuation of March 30th assignment.

8C: Facing History: Readings – Judgement; Readings 2, 3, 6, 8.

8W: No class today.

7th Grade: Readings: Lincoln’s Inaugural Address, Gettysburg Address, Frederick Douglas, and Abraham Lincoln on Slavery.

8th Grade: Facing History – Chapter 8: Readings 3, 5, 10, 17.  Write one reflection.

7th History: Readings from Lincoln’s Inaugural Address Packet – The Killing of Strangers.

8th History: Two reflective journals on folowing readings in Facing History: Escalating Violence – 9,10, 14, 17 & 18.  Holocaust – 1,5,6,10,16,17,18.

7th:  No homework tonight.

8C: No class today.

8W: Readings in Facing History – Escalating Violence – # 1,2,3, & 9.  Write reflection.

7th Grade: Read pp 123-132 in Joy Hakim.  Quiz on Tuesday.

8th Grade: Read Chapter 18 in Smoke and Ashes – The Time is Now.

7th Grade: Read Civil War packet – On the Home Front.

8th Grade: Read Chapter 14 & 15 in Smoke and Ashes.

7th Grade: Complete reading Civil War packet.  Look over notes on Civil War.

8th Grade: Questions 1-30 due Friday from Smoke & Ashes.  Read Chapters 11-13.

                 Read: The Holocaust 16, 17, 18 from Facing History.

7th Grade: Read Packet.

8th Grade: Continue to complete questions 1 – 30.

7th: Part 5 in Hakim; pp 100-112.

8th: Smoke and Ashes – continue questions.

7th:  Questions 94-100 in Joy Hakim.

8th: Begin questions for Chapters 11-13 in Smoke & Ashes.

7th: Read pp 94-106 in Joy Hakim: A Fatal Contradiction.

8C: Read Chapters 11-13 in Smoke & Ashes.

8W: Test Tomorrow.

7th: Work on Women’s Rights Movement questions.

8th: Study for test.

7th Grade: Reading: Voices are Heard – pp 21-31.

8C: Read Chapter 10 in Smoke and Ashes. Note: Test on Holocaust 2/24 (objective and essay)

8W: Read Chapter 10 in Smoke and Ashes; do questions 1-10.  Note: Test on 2/25.

7th: Finish questions for Hakim: pp 84-93; 1-9 and 1-8.

8C: No class today.

8W: Readings in Facing History – The Nazi’s Take Power: 2,3,4,7,9.10,13,23.

7th: Hakim – questions from pp. 84-93 – do all.

8C: Complete homework questions for Chapter 10 in Smoke & Ashes.

8W: Wave Reaction paper.

7th: Joy Hakim – Freedom; Reading pp 87-93; Reforms and Women’s Movement.

8W: No class today.

8C: Facing History: Stanley Milgram’s Obedience. Answer question # 3, three parts, p. 210.  Class viewed video today.

7th: Read group’s answers to either questions A or B and add your viewpoints to questions.

8C: Go over review sheet for test on Tuesday, February 17th.

8W: Took test on Wednesday.  No homework.

7th: Readings on the Lowell Mills.

8C: Reflection on The Wave.

8W: Study for test: Part I – Holocaust.

7th: Read pp 75 – 80 in Joy Hakim.

8th: Readings in Facing History : # 9 and 10 – Changes at School and Teaching a Lesson.

       Test on Wednesday.

7th Grade: Write reaction to Letter Written by an Indian Parent.

8C: No class today.

8W: Reading: Facism on the March in Europe.

7th: No homework

8th: Questions on Chapters 9 & 10 from Smoke and Ashes.

7th: Go over notes.  Be sure to read James K. Polk and Manifest Destiny.

8C: Read Chapters 8 & 9 in Smoke & Ashes. 

8W: No class today.

Read Joy Hakim: pp 64-75.

In-class writing assignment on George Washington Monday.

Finish reading on George Washington.

Monday: in-class essay on packet.

Washington reading; pp 7 -10.

Read: His Excellency George Washington up to page 6 – take notes.

Read 3-4 pages on handout on George Washington.

Finish George Washington questions.

Complete 1-9 in Hakim; pp 42 – 49.

Read pp 42-49 in Joy Hakim.

1. Go over Bill of Rights & Amendments 13, 16, 19, and 20.  Do review sheet for Wednesday test.

2. Study for Wednesday test.

Work on Constitutional review sheet.

1. Finish Article 4 & Articles 5-7 – Relations Among the States and The Constitution.

2. Finish Constitution packet; begin review sheet for test.

3. Test moved to Wednesday, Janaury 14th.

1. Complete Article 3: The Judicial Branch.

2. Start Article 4.

3. Note: Test on the Constitution – January 12th

Work on the sheet given before the vacation on the Judicial Branch of Government.

Read short handout on Judicial Branch.

Do questions on the Legislative and Executive Branch of Government.  Due tomorrow.

Complete worksheet: Principles of the Constitution; 1-17.

Read Executive Branch in the Constitution.

Finish reading Legislative Branch; Fill in chart on Preamble.

Read Article I – Constitution of the U.S.

Study for test.

Do James Madison and Constitutional Convention questions.

1. Continue James Madison packet.

2. Begin to go over review sheet for test Which has been moved to Wednesday, December 10th.

Continue James Madison packet.

Note: Test Monday, December 8th

Read pp 1 – 11 in James Madison Constitutional packet.

Read pp 1-11 in the James Madison packet.

Read: The Making of the Articles.

Complete questions from pages 27 – 32 in Hakim Revolution + quiz due Monday.

Study for quiz using pages 21-27.

Study for test.

Work on questions 59 – 71.

Read Fighting Men and Boys; pp 59 – 71

Finish reading Revolution.

1. Begin to research Civil Rights assigned movement.

Reading: Slaves and Declaration of Independence

Work on assigned questions: Joy Hakim Independence; 1-6.

Read pp 11 – 16 in Hakim.  Start questions.

Test Monday

Joy Hakim: Part I – Independence; pp 1 -11.  Do questions 1 – 4.

1. Finish Mercantilism and Navigation Laws – Causes for American Revolution

2. Questions: 1-4 Hakim pp 1-11.

1. Begin questions 1 – 11 Part I Independence in Joy Hakim.

2. Test Monday, October 6th.

1. Required to read: newspaper article: Ole Miss to make history again
2. Watch debate
3. Read pp 1-11 in Joy Hakim.
4. Test Friday 10/3

1. Reading: Mercantilism

2. Look over notes on Revolution.

do questions 1-3 and check off list from What is Revolution - due Monday.

None

Starting the American Revolution: complete 4 questions on revolutions – brainstorm

Read forward and introduction of Joy Hakim.
Look over questions. Will discuss in class on Tuesday.

Read: My Name is Iqbal
The forward and introduction in Joy Hakim
do questions 1 -7.

Finish all questions on slavery: 1 – 16.
will collect tomorrow.

Review questions for Slave Dancer.
In-class writing assignment on Tuesday on chosen questions.

Continue summer reading of Slave Dancer.
on internet, find triangle trade and middle passage.

read Hakim: Rise of Hitler & Pearl Harbor – pp 281 – 293.

Read: Depression and War & The New Deal.

15th: Hakim Part II pp 259-268; continue to review for final with packet

16th: Read Depression and War pp 271-281; review packet for final.

Go over exam study guide and World War I

read Treaty of Versailles – Hakim,  pp 256-264.

World War I in Hakim: pp 252-256.

Organize notes, notebook, quizzes, and past test.

in class discussion on WWI and class handouts and reading up to p 256 in Hakim.

Read pp 246-256 in Safe for Democracy by Hakim

Complete questions 7-14 or 7-16 on Yearning To Be Free.

Finish questions 1-7 Part 10 in Hakim book.  If time permits, do questions through 14.

Read article: Industrial Workers of the World.

Finish Mother Jones.

Prepare for test on Tuesday – use review sheet as guide.

7A: No homework – begin preparing for test

7M: Reading in class

Read: Samuel Gompers: What does the Working Man Want?

Note: Test on May 5th

Reading: Age of Riches in Silicon Valley – Millionaires who don’t feel rich.

Finish reading Rockefeller article

Reading: John D. Rockefeller – The Monopoly Esthetic

Read article on Rockefeller and J.P. Morgan in history packet

Finish questions on Working for Freedom.

Read Preface and Carnegie.

Read pp 212 – 219 in Age of Extremes by Hakim

Begin questions 212 – 216. 

Study for test tomorrow.

study for test on Wednesday – major events, persons, etc.

Complete questions from Part 8 of Whose Land is This

Test Wednesday

PP 193 – 201 of Whose Land is This – do questions 1 – 5.

Complete questions 6 -9 in Whose Land is This: Topic – Indian Removal/Immigration

7A + 7M: Part 8: Whose land is this?”

Questions from pp 179 – 192. Complete 5 of the 9 questions.

Test Monday for both sections

7A + 7M: Extra credit assignment (from handout) – write your own Civil War reconstruction plan.

Remember: Test Monday

7A + 7M: Complete questions 1 – 5 on the Impeachment of President Johnson.

Test on Monday.

7A + 7M: finish questions on Reconstruction – discussion tomorrow.

7A: Finish questions on Reconstruction

7M: Chapters 3 + 4 Reconstruction questions

7A + 7M: Read chapters 1-9 in Reconstruction packet. Complete questions on chapters 3-6 – due after vacation.

7A + 7M: read chapters 5 and 6 in Reconstruction packet.

7C + 7M: read chapters 3 & 4 in packet and do Lincoln questions.

7A + 7M: Read Preface and Chapters 1-2 of Reconstruction and Reform.

Answer questions 1 – 16.

Test tomorrow that was postponed from today.   Part 5: A Fatal Contradiction