Areté United States History
Welcome! Here you'll find your assignments, course syllabus, contact info and links to grades for Areté US History.
For parents and students- here is the link for JupiterGrades, my online grade book. Please email me if you do not have a password or any other questions....
For parents and students- here is the link for JupiterGrades, my online grade book. Please email me if you do not have a password or any other questions....
Areté United States History Fall 2019
Welcome to Areté- it's going to be a great year!
Turning in assignments: Please share your Google Doc with me at email@example.com. Use the Assignment# and title as the title of your doc and use MLA format.
All late work is due by midnight, Friday, December 13, 2019 unless you have made other arrangements with me. Please talk to me if you have circumstances which may require an extension.
Assignment #23-Journals and Notes-Dye Friday, Dec 13.
I am just requesting journals from this grading period, which should be WW1 and 1920's Notes and our last 2 journal topics:
#2- Where would you go to take a chance and “start over” like the colonists? Why?
#3-Is our country too politically divided? How do divisions heal?
Assignment #22-Review Questions for Final Exam-due the day of your final
Final Examination Review Sheet for US History Fall 2019
Your written final will be Tuesday, December 17 7B and Wednesday, Dec 18 1A and 2A.
US History Review -Completed answers to these questions are due the day of your final.
Your final for history will be short-answer essay questions. Out of these 15 possible questions about US History, I will choose 4 for you to answer, each worth 25 points You may use a 3X 5 inch notecard. You will want to provide as much detail to demonstrate your understanding of the question, so please study and ask me or other students if you are unsure of any other the answers. Here are the review questions:
1. What were the main reasons we rebelled against Great Britain?
2. What did Thomas Jefferson mean and not mean, by the phrase in the Declaration of Independence, “All Men are Created Equal?”
3. What was manifest destiny and how did the US Government try and get people to move to new territories?
4. What is the “Trail of Tears” and was the US justified in treating Native-Americans this way? Explain.
5. How did the growth and inventions around the steel industry effect business and economy of the United States?
6. What were the conditions the made workers want to form unions in the late 1800’s? What were some of the results?
7. Name and explain 2-3 causes of the Civil War.
8. What inventions around the turn of the century changed the way people lived? Why was this important?
9. Why did we build the Panama Canal exemplify American technological skills?
10. What was the Clayton Antitrust Act and how did the help consumers?
11. What were both the short and long-term consequences of World War One?
12. What new types of media did people experience during the 1920’s and how did it change America?
13. What was the Volstead Act and did it work? Why or why not?
14. What were some of the struggles women faced trying to get the right to vote? How did they eventually win?
15. What was the Harlem Renaissance and why was it significant?
Assignment #21- The Formation of Modern American Mass Culture-due Tuesday, Dec 10 A day, Wed Dec 11 B Day
The Formation of Modern American Mass Culture
Many of the defining features of modern American culture emerged during the 1920s. The record chart, the book club, the radio, the talking picture, and spectator sports--all became popular forms of mass entertainment. But the primary reason the 1920s stand out as one of the most important periods in American cultural history is because the decade produced a generation of artists, musicians, writers who were among the most innovative and creative in the country's history.
Of all the new appliances to enter the nation's homes during the '20s, none had a more revolutionary impact than radio. Sales soared from $60 million in 1922 to $426 million in 1929. The first commercial radio station began broadcasting in 1919, and during the 1920s, the nation's airwaves were filled with musical variety shows and comedies.
Radio drew the nation together by bringing news, entertainment, and advertisements to more than ten million households by 1929. Radio blunted regional differences and imposed similar tastes and lifestyles and no other media had the power to create heroes and villains so quickly. When Charles Lindbergh became the first person to fly nonstop across the Atlantic from New York to Paris in 1928, the radio brought this incredible feat into American homes, transforming him into a celebrity overnight.
Radio also disseminated racial and cultural caricatures and derogatory stereotypes. The nation's most popular radio show, "Amos 'n Andy," which first aired in 1926 on Chicago's WMAQ, spread vicious racial stereotypes into homes whose white occupants knew little about African Americans. Other minorities fared no better. The Italian gangster and the tightfisted Jew became stock characters in radio programming.
The phonograph was not far behind the radio in importance. The 1920s saw the record player enter American life in full force. Piano sales sagged as phonograph production rose from just 190,000 in 1923 to 5 million in 1929. The popularity of jazz, blues, and "hillbilly" music fueled the phonograph boom. The novelist F. Scott Fitzgerald called the 1920s the "Jazz Age"--and the decade was truly jazz's golden age. Duke Ellington wrote the first extended jazz compositions; Louis Armstrong popularized "scat" (singing of nonsense syllables); Fletcher Henderson pioneered big band jazz; and trumpeter Jimmy McPartland and clarinetist Benny Goodman popularized the Chicago school of improvisation.
The blues craze erupted in 1920, when a black singer named Mamie Smith released a recording called "Crazy Blues." The record became a sensation, selling 75,000 copies in a month and a million copies in seven months. Recordings by Ma Rainey, the "Mother of the Blues," and Bessie Smith, the "Empress of the Blues," brought the blues, with their poignant and defiant reaction to life's sorrows, to a vast audience.
"Hillbilly" music broke into mass culture in 1923, when a Georgia singer named "Fiddlin' John" Carson sold 500,000 copies of his recordings. Another country artist, Vernon Dalhart sold 7 million copies of a recording of "The Wreck of Old 97." "Country" music's appeal was not limited to the rural South or West; city folk, too, listened to country songs, reflecting a deep nostalgia for a simpler past.
The single most significant new instrument of mass entertainment was the movies. Movie attendance soared, from 50 million a week in 1920 to 90 million weekly in 1929. According to one estimate, Americans spent 83 cents of every entertainment dollar going to the movies--and three-fourths of the population went to a movie theater every week.
During the late teens and 1920s, the film industry took on its modern form. In cinema's earliest days, the film industry was based in the nation's theatrical center--New York. By the 1920s, the industry had relocated in Hollywood, drawn by cheap land and labor, the ready accessibility of varied scenery, and a climate ideal for year-round filming. (Some filmmakers moved to avoid lawsuits from individuals like Thomas Edison who owned patent rights over the filmmaking process.) Each year, Hollywood released nearly 700 movies, dominating worldwide film production. By 1926, Hollywood had captured 95 of the British market and 70 percent of the French.
A small group of companies consolidated their control over the film industry and created film the "studio system" that would dominate film production for the next thirty years. Paramount, 20th Century Fox, and MGM and other studios owned their own production facilities, ran their own worldwide distribution networks, and controlled theater chains committed to showing their companies' products. In addition, they kept stables of actors, directors, and screenwriters under contract.
The popularity of the movies soared as films increasingly featured glamour, sophistication, and sex appeal. New kinds of movie stars appeared: the mysterious sex goddess, personified by Greta Garbo; the passionate hotblooded lover, epitomized by Rudolph Valentino; and the flapper, with her bobbed hair and skimpy skirts. New film genres also debuted, including swashbuckling adventures, sophisticated sex comedies, and tales of flaming youth and the new sexual freedom. Americans flocked to see Hollywood spectacles such as Cecil B. DeMille's Ten Commandments with its "cast of thousands" and dazzling special effects. Comedies, such as the slapstick masterpieces starring Charlie Chaplin and Buster Keaton enjoyed great popularity as well.
Like radio, movies created a new popular culture, with common speech, dress, behavior, and heroes. And like radio, Hollywood did its share to reinforce racial stereotypes by denigrating minority groups. The radio, the electric phonograph, and the silver screen both molded and mirrored mass culture.
Spectator sports attracted vast audiences in the 1920s. The country yearned for heroes in an increasingly impersonal, bureaucratic society, and sports provided them. Prize fighters like Jack Dempsey became national idols. Teams sports flourished, but Americans focused on individuals superstars, people whose talents or personalities made them appear larger than life. Knute Rockne and his "Four Horsemen" at Notre Dame spurred interest in college football. Professional football began during the 1920s. In 1925, Harold "Red" Grange, the "Galloping Ghost" halfback for the University of Illinois, attracted 68,000 fans to a professional football game at Brooklyn's Polo Grounds.
Baseball drew even bigger crowds than football. The decade began with the sport mired in scandal. In 1920, three members of the Chicago White Sox told a grand jury that they and five other players had thrown the 1919 World Series. As a result of the "Black Sox" scandal, eight players were banished from the sport. But baseball soon regained its popularity, thanks to George Herman ("Babe") Ruth, the sport's undisputed superstar. Up until the 1920s Ty Cobb's defensive brand of baseball, with its emphasis on base hits and stolen bases, had dominated the sport. Ruth transformed baseball into the game of the home-run hitter. In 1921, the New York Yankee slugger hit 59 home runs--more than any other team. In 1927, the "Sultan of Swat" hit 60.
1. What effect did radio have on the US? Do you still listen to the radio? How has the Internet changed how we listen to music?
2. Why was the phonograph important? How did artists benefit? Should they get money each time a song is played on the radio?
3. What were some results of the popularity of movies? How did they change society and how people viewed each other?
4. Why did individual sports do better than team sports? How might this reflect American values? Are sports important to a society? Explain.
LCAP Student survey
Assignment #20-Entertainment in the 1920's-due Tues, Dec 10 A day, Wed, Dec 11 B day
Entertainment in the 1920’s
With the increase in mass production, Americans became consumers of not only products, but of people- more time away from work created new ways to be entertained. You will be assigned a category-
#1 Movie/Radio stars
You may switch categories with someone, but no 2 students can do the same topic. Your task is to create an info-graphic about someone who was famous in your category. You are free to choose anyone in that area of entertainment that would work well with the criteria listed below and can use Canva, Picktochart, or any other free graphic program.
Each info-graphic will have the following:
- Name, personal history, what you thought was interesting about this person.
- Accomplishments and awards- what did they do that was original or impressive?
- How do they rank 90-100 years later? Was their fame deserved? Did they have a lasting effect?
You must have images and icons- it is an info-graphic!
Use 8-9 point font to cite sources on the bottom of the info-graphic.
All info-graphics must follow good design principles- contrast, repetition, alignment and proximity. See the rubric below.
Please use the following rubric when creating your Infographic.
Rubric for Infographic
Assignment #19- Ads in the 1920's-Due Wed, Dec 4, A-day, Thurs, Dec 5 B Day
We are going to look at ads from the 1920’s. Using the following website,
and look at the tabs across the top. Choose 3 ads from different categories, that ran between 1910-1929. They are mostly about radio or Health and Beauty. Look at Answer the following questions:
- What is the product? Do we still use it today? Is the company still in business?
- Write the line that you thinks best sells the product. Why is this persuasive?
- Look at the main image on the ad- how does this reinforce the tone of the ad?
- How are they trying to sell it? Do they focus on quality of the product or do they try and persuade through other ways?
- Who are the ads aimed at- male or female? Young/old? Rich/Poor? How do you know?
Assignment #18- The Misunderstand Object of War Due Thurs, Nov 21 A Day, Fri Nov 22 B Day
Opinion- The Misunderstood Object of Warby Gary Showalter
June 24, 2001
"The object of war is to destroy the enemy's will and ability to wage war." That has been the accepted definition of war since Von Clausewitz formulated it in his epic work "On War", in 1832.
According to this definition, one must destroy both the enemy's will to fight and his ability to feed troops and materiel into the conflict. That is how Alexander the Great marched to victory, how Caesar won his wars against the Gauls, how Napoleon very nearly conquered the world, how the Allies beat the Germans in two world wars, and how the Americans defeated the Japanese in the Pacific.
Because they ignored the realities inherent in this definition, the Americans lost in Vietnam, the Russians lost in Afghanistan and the Americans lost (again) in Iraq.
Machiavelli said, "War is politics by other means." U.S. President Lyndon Johnson understood this to mean that politicians should manage war as they managed negotiations, that war was too important to be left to the generals. But Lyndon Johnson proved to be a very poor student, both of Machiavelli and the history of war.
When Johnson took office after Kennedy's assassination, he began to pour troops and material into Vietnam not to defeat the North, but because he wanted to use the conflict to force Ho Chi Min to the bargaining table. Johnson took over the management of the war. He specified targets for the Air Force, changed the rules of engagement for the troops, and set borders for the conflict. He surrounded himself with political advisors and ignored the advice of his generals, the men who could have brought the war to a successful conclusion.
The result was one of the most brutal, un-winnable conflicts in recent history. It was un-winnable because winning the war was not Johnson's goal. He saw the conflict as an extension of politics. Ho Chi Min understood that only by winning the war before agreeing to negotiations could he be sure of getting what he wanted from the negotiations.
Johnson handed the initiative to Ho Chi Min on a platter. As long as Ho Chi Min refused to come to the negotiating table - which is what Johnson wanted - he could do anything he liked. Such as, continue to fight the war on his terms, where and when he chose. Ho Chi refused to negotiate until the Americans sued for peace.
The Iraqis won the Gulf War because they never had a chance to loose it. It was never the intention of George Bush to destroy Saddam Hussein, or end his rule over Iraq. Bush's goal was to force Iraq out of Kuwait and dismantle Hussein's stockpile of advanced weaponry. While Bush accomplished the first part of his goal, that of forcing Iraq out of Kuwait, he failed miserably in the destruction of Hussein's weapons of mass destruction, or the sanctions imposed on Iraq afterward.
The Allies won WW II because they had both the will and the ability to prosecute the war to the point where they succeeded in destroying the enemy's will and ability to wage war. The Americans out-produced both the Germans and the Japanese in war materiel. The Americans had the economy and the manufacturing ability to sustain the conflict beyond the point where the Germans and the Japanese could replace their men and materiel in the field.
The USSR, the "Evil Empire" as Ronald Regan called it, collapsed for the same reason: America out-spent Russia in the arms race, and actually drove that once great nation into bankruptcy. Russia lost the war in Afghanistan because they could no longer afford to maintain their troops in the field.
War is, and always has been, a very expensive business. Both Russia and the United States have won major conflicts, and both lost conflicts they should have won. Once you enter into a conflict it must be with the intention of destroying the enemy's will and ability to wage war.
If, for any reason, you fail to accomplish both goals, you risk defeat, no matter how large a landmass you control, no matter how numerous your population, no matter how powerful your economy.
Israel finds itself in a similar position today. While the goal of the Palestinian Authority (PA) has been the destruction of Israel, the goal of all Israeli governments since the establishment of the state has been to negotiate a settlement of the conflict. In other words, while the Arabs have fought to defeat Israel, the Israelis have tried to bring about negotiations. Israel cannot ever hope to win this conflict. Israel has fought Arafat and his terror gang since the inception of the PLO in 1964. During all of this time, Israel has not ever considered winning as an option. Even with the successful conclusion of the Lebanese war that saw Arafat and his troops safely off to Tunis, Israel has never set the destruction of the enemy's will and ability to wage war as a goal.
Shimon Peres brought Arafat to Gaza from Tunis, gave him weapons, arranged for a monthly infusion of cash from Israeli tax monies, and even stumped the world to arrange massive loans for the Palestinian Authority. After that, Peres and his associates made one excuse after another for the murderous acts of brutality of his men and the lies and hatred in the speeches of Arafat and his cronies. This was done so that Peres and Rabin could have someone with whom to negotiate a settlement of the Arab Israeli conflict.
But all the while that Peres and Rabin (and after them Netanyahu and Barak), negotiated one concession after another with the PA, Arafat never wavered from his goal - that of the destruction of the State of Israel and its replacement by an Arab State. While successive Israeli governments have seen the conflict as an extension of the political realm, Arafat has been fighting a war.
There is no sense in negotiating with an enemy while he retains the will and the ability to wage war. Opening negotiations before the conflict has been brought to a successful conclusion places the enemy in the position of dictating the terms. Terms, by the way, which stipulate your surrender to him.
The misuse of war as an extension of politics (today called "low-level" war) is a very brutal and cynical affair. While the politicians claim to be working to achieve a lasting peace, men, women and children continue to die, often brutally and in large numbers, as both sides make use of their deaths to improve their bargaining position.
Contrary to the protestations of every politician who involves himself in conflicts of this sort, there is an alternative to negotiation under fire. Put in the plainest words possible, the only solution is to take the initiative out of the hands of the enemy, and kill him. Overwhelming force applied against the enemy in a short, brutal maneuver whose goal is the destruction of the enemy's men and war material, followed up by the capture (or death) of his leadership, will bring an end to the conflict. It is, in fact, far more merciful than allowing the conflict to drag on for years.
Allowing "low-level" conflicts to continue without resolution perpetrates the brutality and horror of war beyond anything required from a military standpoint. The Arab-Israeli conflict exists because the politicians - including the Americans, the British, the French, Germans, Russians, and those of the Arab states, find it to be a very useful tool in negotiations (that often have only a peripheral bearing on the State of Israel) amongst themselves. This conflict serves no military purpose.
Many acts of mercy in time of war have found their way into history, and stand today as shining examples of the greatness to which man can aspire. But there is no mention of a single act of mercy in all the history of politics.
- What does the writer say is the classic reason for going to war? Do you agree? Why?
- What did Machiavelli say was the reason? How does this differ from the previous idea?
- Why does the writer say that Vietnam was unwinnable? Do you agree? Why?
- What does he think is the reason problems continue in the Middle East? (Look at the section about negotiating).
- Does this article change your views on our war in Afghanistan? What have we accomplished there? Explain.
Assignment #17- Prohibition DBQ- due Tuesday, Nov 19 A Day, Wed Nov 20 B Day
Read the following PDF and answer all of the questions for each document.
Assignment #16- Visions of the Future 1900- Due Wed, Nov 13 A Day, Thurs Nov 14 A Day
Start with this journal topic:
Journal #4- What technology is going going to have the biggest impact on society in the next 20 years? How and why?
One hundred years ago life in the western world's big cities seemed incredibly modern and hectic. Electricity, the cinema and the telephone were all new inventions and automobiles had been on the roads for a just a few years.
Many people greeted the 20th century with optimism and wondered what it would bring. Some of their predictions were startlingly accurate.
In December 1900, The Brooklyn Daily Eagle reported: "Women will get the vote, and will become the peer of man in education, in literature, in art, in science, in the home, the church and the state."
But other predictions were less insightful - housework did not turn into an enjoyable leisure activity as envisioned at the turn of the century by The Knoxville Journal in its article, The progress of science in 2000.
"Housekeeping which a hundred years ago was regarded as drudgery is now fun - a real joyful picnic."
Other scientific predictions now seem a lot more realistic. The following extract from The 20th Century - the Magazine of the Future, in 1891 appears to be a description of the internet.
"By touching one of the complicated pieces of mechanism forming the furniture of the future, a man will be able to converse with his friends, have any portion of the earth's surface made visible to him and interchange news as easily as we now give orders by means of the telephone."
In Paris the new century opened with the Grand Exhibition of 1900 and the theme was progress. At the end of the year the French newspaper Le Figaro wrote with heady optimism: "How fortunate we are to be living on this first day of the 20th century! Let us make a wish that as the 19th century vanishes into the abyss of time, it takes away all the idiotic hatreds and recriminations that have saddened our days, which are unworthy of the 20th century Frenchman. Have a good century!"
But hatreds did not vanish - instead the 20th century became the century of war, with more than 100 million people killed by ever more inventive methods: trench warfare, aerial bombardment, chemical and atomic weapons.
This terrible future seems to have been predicted by the writer Emile Zola in his book Work, in1901: "One half of Europe rushed upon the other half, and other continents followed them, and fleets of ships battled on all the oceans for dominion over water and earth."
Others imagined that the most important war in the future would be the one fought against sickness and disease. To a large extent they were right - we now live on average 30 years longer than did our ancestors at the beginning of the century.
But not all of the predictions regarding medicine and science were as benign. The ugly spectre of eugenics was on the horizon even as early as 1900 when novelist HG Wells wrote in his Anticipations: "Euthanasia of the weak and sensual is possible and I have little doubt that it will be planned and achieved. The men of the new republic will not be squeamish in inflicting death - killing will be done with an opiate. The next hundred years will see a process of physical and mental improvement in mankind."
- Which predictions came true? Which one did you think was most surprising? Looking at their predictions, what do you think were the major problems of the time?
- What did they predict about the way people would treat each other? How is this idea connected to technology?
- Did the next 100 years improve the physical and mental state of mankind? Explain.
- Write 5 big predictions of how daily life in California will be different in the next 25 years.
Journal #3-Is our country too politically divided? How do divisions heal?
Assignment #15- The Industrial Boom DBQ's-Due Tuesday, Oct 29 A Day, Wed Oct 30 B Day
Read the following PDF and answer all of the questions after each document.
The Industrial Boom
Assignment #14- Child Labor in America-The Hine Report- Due Wed, Oct 23 A Day, Thurs, Oct 24 B Day
Child Labor in America- The Hine Report
We are going Click on this PDF and view the report. (it might take a little while to open because there are links to pictures) Read what Robert Hine did and then answer the following questions:
1. What kind of work did the children do? What were some of the dangers they faced?
2. What kind of life did they have on the farms-was it better or worse than the factories? Explain.
3. Why did Hine keep such accurate records? Are these good documents? Why?
4. How would you describe the John Meishell household? Why did he come to Meridian?
5. Do you think the Meishell story is typical? Why or Why not?
6. What problems did the Kawalski family face? How did the Widow describe their life?
Next, go to the following website: http://www.historyplace.com/unitedstates/childlabor/index.html
And look at the pictures of the children . Choose any 2 children and answer the following questions about each photo. Look closely and write a description of the photo and try and answer some of the questions below.:
- What kind of work is pictured? How old are the kids?
- What dangers do they face from this job? What safety equipment might they be missing?
- What kind of hours did they work? What conditions?
- Who does this job today? Would you want to do it if you were paid $15 an hour?
Assignment #13- Civil War/Reconstruction DBQ's- Due Wed, Oct 16 A Day, Thurs Oct 17 B Day
Download the following PDF and answer all of the questions after each document.
Civil War/Reconstruction DBQ's
Assignment #12-Civil War/Industrial Revolution Vocab 1850-1915-Due Thurs, Oct 10 A Day, Fri Oct 11 B Day
Please define each term in your own words.
- Compromise of 1850
- Fugitive Slave Act
- Emancipation Proclamation
- Thirteenth Amendment
- Fourteenth Amendment
- Fifteenth Amendment
- Freedmen’s Bureau
- Ku Klux Klan
- Industrial Revolution
- Labor Union
- Laissez-faire Economics
- Social Darwinism
- Holding Company
- Homestead act of 1862
- Iron Ore
- Trust (noun)
Oct 2- Impeachment- what you need to know
Go to this webpage on USA Today
and be prepared to discuss what we have questions about/what we know, what it takes to impeach and the most likely outcome.
Assignment #11- Events leading up to the Civil War Presentation-Present Friday, Oct 4 A Day, Monday Oct 7 B Day
Events leading up to the Civil War Presentation
Each group will research and teach the class about your topic. You will need to explain:
- Basics about the event- What was it? Who was involved? Where and when did it happen? Any other basic information.
- How did it push us or try and keep us from going to war?
- What was the short and long-term significance?
- What is the most important things you want your classmates to understand about this event?
- You need to have a page of sources cited and include pictures to help explain your event.
Here are the topics:
1. 1820 | The Missouri Compromise
2. 1831 | Nat Turner’s Rebellion
3. 1846 - 1850 | The Wilmot Proviso
4. 1850 | The Compromise of 1850
5. 1852 | Uncle Tom’s Cabin
6. 1854 - 1861 | Bleeding Kansas
7. 1857 | Dred Scott v. Sanford
8. 1859 | John Brown’s Raid
9. 1860 | Abraham Lincoln’s Election
Assignment #10-In-class writing-Do violent Video Games Contribute to Youth Violence?
In-class writing- Do Violent Video Games Contribute to Youth Violence?
Go to this website, https://videogames.procon.org research the question, and write your essay. Your essay should be at least 4 paragraphs. You should have an intro paragraph, 2 body paragraphs that support your claim, and a conclusion.
Start with your claim- Do you think that violent video games contribute toward youth violence? What are the best arguments you read- what does the data say?
Once you come up with your claim, then you need to support each main idea, (with each new idea in it’s own paragraph) with data, at least 1 direct quotes in each of the body paragraphs, and other evidence.
Finish off with a conclusion that reflects your research and main points. Your conclusion should analyze 1-2 of your main arguments and add some opinion based on the evidence; it is your chance to make a closing argument.
When you finish, share it with me at firstname.lastname@example.org. You can then work on any other assignments for me or any other teacher you have.
Assignment #9-Slavery Readings- due Monday, Sept 30, A Day, Tues, Oct 1 B Day
Please read the two documents listed below and answer the questions at the end of each reading.
Assignment #8-Trying to Understand Slavery-due Thurs, Sept 26 A Day, Fri Sept 27 B Day.
Trying to understand Slavery in America
We have some ideas on why people held others as slaves, but the truth is probably a little more complicated and varied from person to person. The link below takes you to a PBS web page that has 3 parts- an overview, fictional letters, (using some direct quotes from primary sources) and a postscript. http://www.pbs.org/wnet/slavery/teachers/readings7.html
After reading all 3 sections, answer the questions below.
1. What are the three main reason often cited as a reason for slavery? Are they true? Explain.The Letters
2. In the first two letters between Elkins and Williams, How does Williams explain the “science”behind slavery? What does he say about the bible?
3. Why does Williams say it is a good thing to live away from the slaves you own? How often did he whip them?
4. Why does Elkins conclude that Africans in Africa can’t properly run their own government?
5. How does Elkins describe life in the Northern factories? Is he right about this? Explain.
6. What does Elkins say about whipping slaves? What does he try and do instead?
7. What do you think the main reason people used to justify slavery?
Vocabulary test next class, Wed, Sept 18 a Day, Thurs, Sept 19 B Day.
Assignment #7 Westward Expansion Infographic- Due Friday, Sept, 20 A Day, Monday Sept 23 B Day
Your assignment is to create an infographic about Westward Expansion.
Westward Expansion Infographic
5-7 event’s between 1800-1870 that led to the United States moving westward.
Explain “manifest destiny”.
Explain how the events you chose contributed to Westward expansion.
Cite at least 3 sources for info
Who were the people that moved West??
How did they get there? What obstacles did they face?
What events encouraged people to move out West?
Please use the following rubric when creating your Infographic.
Rubric for Infographic
Assignment #6 Causes of the American Revolution DBQ's-Due Thursday, Sept 12 A Day, Sept 13 B Day
Download and read the following PDF and answer all of the questions after each document.
DBQ Causes of the American Revolution
Assignment #5- America-The Story of Us discussion questions- due today.
First, start with Journal topic #2:
Where would you go to take a chance and “start over” like the colonists? Why?
Next, download the following PDF and answer the discussion questions on both pages.
(Here is a link to the video on YouTube. www.youtube.com/watch?v=t9f7RKjwsV8&list=PLUvgn1rvfmHQ3rCjF_0eqJQfkSAhQTld7)
In Class activity
Inventory of Thomas Holmes-this is a legal document that shows the possession of Thomas Holmes, a colonist, who lived and died during the late 1700's-early 1800's.
Read the following PDF
Inventory of Thomas Holmes
Use this vocabulary sheet to make sure you know what everything is. The British pound (denoted by £ on the inventory) was the basis of this system. Pounds were broken down into smaller values. Twenty shillings (denoted by S on the inventory) made up one pound. Twelve pence (denoted by D on the inventory) made up one shilling.
Next, as a group, complete this graphic organizer and be ready for discussion.
Assignment #4-Colonial Terms- Due Wed, Sept 4 A Day, Thurs, Sept 5 B Day
US History Terms to know- Colonial America to Revolution
Please write the definitions in your own words. For people and events, please explain the importance of the person or event. Do not just copy and paste the definitions- paraphrase in your own words.
3.Boston Tea Party
Start with journal topic #1:
Should we, or should we not celebrate Columbus Day? Give reasons for your answer.
Next, we are going to watch a portion of the documentary, "America Before Columbus". We are going to watch starting at 44:00 minutes Here is the link if you are absent:
discussion questions from the video:
- What were a couple of important crops that were cultivated in the Americas in this time? Why were they important?
- Why was wood so scarce in Europe at this time? What caused the shortage? How did this affect the environment?
- How did Columbus change life for the people already in the Americas and ultimately Europe?
Then go to this website and answer all the questions on the page:
Assignment #3-Age of Exploration DBQ's-Due Wed, Aug 28 A Day, Thurs Aug 29 B Day
Read the following PDF and answer the questions for each document.
Age of Exploration DBQ
Assignment #2-4 Reasons Everyone Should Study History-Due Monday, Aug 26 a Day, Tues Aug 27 B Day
Read the following PDF and answer the questions below.
4 Reasons Everyone Should Study History
Questions for 4 reasons the study History
- Summarize and explain the writer says are the 4 reasons to study history.
- The professor talks about how Native American History may make current Native-American skeptical of “goodwill gestures” and “economic opportunities” with government. What other groups might also be skeptical of interactions with government?
- Why is it important to understand the history of an item, event, person, etc? What is something or someone that you know the history of?
- What are 3-4 important life and job skills that studying history can teach us?
Assignment #1- Application to Areté- Due Thurs, Aug 22 A Day, Wed, Aug 23 B Day
If this is your first year in Areté, answer all the questions in the PDF,
Application to Areté Year 1.
If this is your second year, answer all the questions in the PDF,
Application to Areté Year 2
Extra Credit #1- create an info graphic that highlights career opportunities in California for the Arts, Media, and Education pathways.
Please use the following rubric when creating your Infographic. Only a score of "Advanced" with receive the extra credit.
Rubric for Infographic