9pd Homework Clip

American History II Honors

The study of American History II is designed as a survey course and a continuation of the American History I curriculum. After the study of American History I, this survey course will begin with the development of the West and industrialization during the Gilded Age. Throughout the competency goals, there will be some overlap of time periods to allow for teacher flexibility and to enrich students on the complexity of the issues and events. The overall curriculum continues to current times.

The focus of this course provides students with a framework for studying in a multidimensional manner and goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations.  By analyzing the impact of economic, social and political issues that have faced American society students are able to develop a deeper understanding of how we became who we are today. (NCDPI website, 2005)

Unit 1 - The Great West, the Gilded Age, Industrialization, Immigration, Urbanization, Rise & Fall of the Farmers
"Hear me, my chiefs! I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever."
-Chief Joseph, Oct. 5, 1877
unit_1_study_guide.docx
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guided_reading_13-1.docx
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an_appeal_to_the_president_of_the_us_from_plains_indians.doc
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chief_joseph_speaks_primary_source_doc.doc
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the_buffalo_soldiers_on_the_western_frontier_article.doc
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guided_reading_13-2.doc
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Link for historical food prices from 1860s for Homesteader Assignment
http://babel.hathitrust.org/cgi/pt?id=miun.aeb8023.0001.001;view=1up;seq=126

guided_reading_13-3.doc
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donald_trump-william_jennings_bryan-and_the_ignored_article.docx
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the_trans-continental_railroad_reading.doc
File Size: 73 kb
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2nd Industrial Revolution Inventions Shark Tank
andrew_carnegie_bio.docx
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cornelius_vanderbilt_bio.docx
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jd_rockefeller_bio.docx
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labor_unions_reading.docx
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political_machines_article_2012.docx
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muckraker_project.docx
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Muckraker Project Primary Source excerpts:
excerpt_from_jacob_riis-how_the_other_half_lives.doc
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riis-how_the_other_half_lives_excerpt-pauperism_in_the_tenements.docx
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spargo-bitter_cry_of_children_excerpts.pdf
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sinclair-the_jungle_part_1.jpg
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sinclair-the_jungle_part_2.jpg
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sinclair-the_jungle_part_3.jpg
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sinclair-the_jungle-part_4.jpg
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sinclair-the_jungle-part_5.jpg
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steffens-shame_of_the_cities_excerpt_on_corruption_in_philadelphia.docx
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tarbell-excerpt_from_the_rise_of_the_standard_oil_company.docx
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excerpts_from_nelly_bly-ten_days_in_a_madhouse.docx
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Women's Rights and Civil Rights during the Progressive Era
women_of_protest-tactics_and_techniques_of_the_national_woman’s_party_suffrage_campaign_article.pdf
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plessy_v_ferguson_article_from_landmark_cases__qs.pdf
File Size: 45 kb
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progressivism_-_civil_rights_assignment-bookert-dubois_chart.docx
File Size: 18 kb
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dubois__booker_t_washington_bios_from_pbs.doc
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booker_t._washington_and_w.e.b._dubois_document_excerpts_from_atlanta_compromise_and_souls_of_black_folk.docx
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booker_t._washington_and_w.e.b._dubois_document_excerpts_from_atlanta_compromise_and_souls_of_black_folk.rtf
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Unit 3 - Imperialism and World War I
"Germany has reduced savagery to a science, and this great war for the victorious peace of justice must go on until the German cancer is cut clean out of the world body. " - Teddy Roosevelt
yellow_journalism_news_briefs_assignment.docx
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yellow_journalism_article-span-am_war.docx
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the_rough_riders_storm_san_juan_hill.docx
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mark_twain___stephen_crane_excerpts_of_span-am_war.docx
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pancho_villa-history_of_the_columbus_raid.docx
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zinn_chapter_12-the_empire_and_the_people.docx
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senator_beveridge_speech_arguing_for_am_imperialism.doc
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wwi_wartime_agencies_brochure.doc
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the_treaty_of_versailles_article___questions.doc
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Unit 4 - Prosperity of the Roaring 20s, Great Depression, and New Deal

"I pledge you, I pledge myself, to a new deal for the American people. Let us all here assembled constitute ourselves prophets of a new order of competence and of courage. This is more than a political campaign; it is a call to arms. Give me your help, not to win votes alone, but to win in this crusade to restore America to its own people." - Franklin D. Roosevelt, Nomination Address, Chicago, IL, July 2, 1932
You Decide. The Roaring Twenties?
​Go to the link above and click Launch. Work through the activity and, in a GoogleDoc, type 10 things you learned about the Roaring 20s. Also comment on what surprised you about what you learned and what did the activity reinforce about what you already knew. Share the GoogleDoc with me.
the_sacco-vanzetti_case.doc
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the_scopes_monkey_trial-_darrow__bryan_bios.doc
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rugged_individualism.doc
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langston_hughes_bio.doc
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rugged_individualism_questions.docx
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booms_and_busts_of_the_1920s_graphic_organizer_directions_and_sample.docx
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the_business_boom_of_the_1920s_article.docx
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new_deal_alphabet_soup_gallery_exhibit_assignment.docx
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Unit 5 - Foreign Policy During Inter-War Years & World War II

japanese_internment_primary_source_docs.pdf
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world_war_ii_storyboards_assignment.pdf
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wwii_conferences_primary_source_docs_spring_2011.pdf
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the_great_atomic_bomb_debate_article.pdf
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Unit 6: Early Cold War, American Culture, & Civil Rights through 1968

trumansletter_to_his_daughter.docx
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Little Rock Nine article: http://www.nps.gov/chsc/learn/education/upload/crisisof1957-3.pdf
Little Rock Nine Timeline Assignment:
Read Little Rock Nine article (link is above…just read pages 2-7); create timeline of 10 key events from the Little Rock Crisis (1st event should be the Brown v. Board case decision & last event should be 1958 graduation of 1st African-American student at integrated school in Little Rock); make sure to include brief description of each of the 10 events
Great Society Webquest and Op-Ed
Task: Your task is to write an Op-ed piece for the NY times. The year is 2016 and you have had a chance to research the effectiveness of the Great Society programs put forward by President Johnson. You must choose to decide if the Great Society was good or bad for America. Your piece must draw from the documents below as well as any outside research that you compile on your own. 

Your piece must be at least one page single spaced Arial “12” sized font. You are free, however, to exceed this length to support your argument. You will be graded on the following scale:
  • 10 pts. Persuasion (ability to make a convincing argument)
  • 10 pts. Evidence (use of significant quality evidence to support your argument; minimum 3 specific Great Society programs discussed)
  • 10 pts. Analysis (clear argument indicating thorough understanding of the program)
***You are expected to cite sources in this Op-Ed, include quotation marks around anything you directly quote, and NOT PLAGIARIZE!

Great Society Program Resources (these links will be helpful, but you are welcome to use additional resources you find)
http://archive.millercenter.org/academic/dgs/primaryresources/great_society
http://www.socialstudieshelp.com/lesson_104_lbj.htm
http://learning.blogs.nytimes.com/2012/01/04/jan-4-1965-lyndon-johnson-outlines-great-society-plans/?_php=true&_&_r=1
http://www.learnnc.org/lp/editions/nchist-postwar/6106 (example of Op-Ed)


Major Great Society Programs to Choose from (it would be wise to analyze effectiveness of no less than 3 programs in your Op-Ed:
letter_from_a_birmingham_jail.pdf
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birmingham_racial_segregation_ordinances.pdf
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Unit 7: 1965-1980

VIETNAM WAR
Tonkin Gulf Resolution Assignment: Go to page 22 of the pdf below and read the assignment. This will be an individual assignment (even though the document mentions it being a group assignment). You are going to read documents (pages 23-31) about the Tonkin Gulf Resolution and use them to prepare an investigative editorial report that answers the following questions: 
  • Why did the U.S. begin fighting the war in 1964 AND was the fighting justified? 
  • In your report, you must refer to ALL FIVE of the documents (clip 1, clip 2, clip 3, Report on the Gulf of Tonkin Incident, Joint Resolution) by name (cite sources) to support your arguments. 
  • Make sure you type your report into a Google Doc and share it with me. At the top of the Google Doc, put your name, Tonkin Gulf Resolution Editorial Report, and the date
vietnam_war_docs_and_questions.pdf
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kent_state_article_and_qs.doc
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civillibertiesmajorsupremecourtcases.docx
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presidentsofthe1970s_review.docx
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Teacher for a Day Resources

teacher_for_a_day-cold_war_to_1990s_assignment_spring_2017.docx
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Links for political cartoons:
http://nieonline.com/aaec/cftc.cfm?cftcfeature=history

Final Exam Review

Writing Resources

Below, you will find documents and links that can be used to improve your writing and enhance your research skills.
introduction_and_thesis_writing-spring_2010.docx
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essay_planning_tree.pdf
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how_to_paraphrase_and_quote.pdf
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mla_format_for_parenthetical_citations.pdf
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how_to_evaluate_websites.pdf
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Another excellent resource for how to evaluate websites:
http://www.lesley.edu/library/guides/research/evaluating_web.html

Rope Climbing, Santa Monica flickr photo by Boss Tweed shared under a Creative Commons (BY) license

A new year brings an educator fresh opportunities.

If you have a blog that's been gathering dust, or you feel intrigued by the idea of starting one, this post is for you.  Join over twenty teachers across seven countries who have signed on for the five month portfolio challenge.  If you join this August, you will be joining us for the fourth round (but don't worry, we will have new challenges coming soon).

Why should you consider this challenge?

George Couros has written about the why extensively, check out his blog here. For a snapshot of his rationale keep reading:

 Sometimes, for my own clarification, I go back and read my own blog to look at what I have done and how I can continuously work on it to improve. This transparent way of learning is something that I believe can not only improve the teaching profession as a whole (for example, take a look at the conversation on this Pernille Ripp post from today), but is something that could really improve learning for our students.

Each month we use a different set of 'thought-bait'

The prompts for your post are all included (but please, rebels are welcome too-go ahead and blog to the beat of your own drummer.) Here are our seven prompts for August:



Once your post is ready...

You are asked to kindly drop it off here by August 27th.  The posts are then bundled into reading and commenting teams (see here for an example from June).

If you have any questions about joining, please leave a comment below. If you aren't ready to compose your own post, but you'd like to join as a reader, we'd welcome that with open arms--please leave a comment and I'll be sure to get you the bundle of posts at the end of the month.

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