American History Semester 1 Exam Review

The semester exam schedule is as follows:

Review Sheet Semester 1 Exam - click on this link.  

If you want to answer some practice questions, there are links within the review sheet to a quiz for each topic. Use the code in the review sheet to access it.

Great Migration Project

Tuesday, December 8 - Friday, December 11

• Students will be completing their Great Migration Project with a partner
• Directions and a rubric to this project can be found by clicking here
• The Google Slides presentation is provided in Google Classroom.  
• One student will share the presentation with their partner by clicking on the blue "Share" button in the upper right side.
• To find the presentation that has been shared, students will go to drive.google.com and choose "Shared with me" on the left side of the page.
• Projects must be turned in no later than Thursday, December 17.
• Project is worth 100 points.  20 points also be given based upon a peer and self-evaluation of the project.

Impact of the Automobile

Monday, December 7

• Go to classroom.google.com
• Complete assignment "Impact of the Automobile"

1920s culture activity

Thursday, December 10 - Friday, December 11

Each student was responsible for 4 culture items of the 1920s.  If you were not in class, please see Ms. McCarthy.

Sacco and Vanzetti Trial

Wednesday, December 2

Today in class, we examined the case of Sacco and Vanzetti through primary and secondary sources.  If you did not finish the questions, click here to access the packet.

Red Scare and the Palmer Raids

Tuesday, December 1

Today in class we took notes on communism and the Red Scare following World War I.  Once these were completed, we read 2 documents about the Palmer Raids - one by A. Mitchell Palmer and one by Emma Goldman - and completed the worksheet.  These questions need to be finished for homework - due WEDNESDAY.

Red Scare and Palmer Raid documents

Post-World War I Isolationism

Monday, November 30

In class today, we examined the reasons behind the isolationist policy of the United States after World War I.

The assignment during class is on Google Classroom - World War I to Isolationism.  Students must follow the directions and complete Document 1, Document 5, and one other of their choice.

World War I Learning Stations

Click here for the Learning Stations on World War I.

*****All Learning Station work is due Tuesday, December 1.*****

Causes and Effects of US Involvement in World War I

Monday:

• Discussed the MAIN causes of World War I
• Created a graphic organizer on green paper to explain causes of US entry into World War I.

Tuesday:

• Document analysis: Why did the US enter World War I?  If you did not finish this assignment, click here for a copy of the documents.
• Setup the Treaty of Versailles graphic organizer 

Wednesday:

• Overview of Fourteen Points
• Complete Treaty of Versailles graphic organizer

Thursday 11/19 - Tuesday 11/24: World War I Learning Stations

Imperialism Detective Week

This week we are working on our Imperialism Detective Week activities.  

On Wednesday, we created a "Causes of Imperialism" foldable.  It looks like this:

We then set up our chart for the 7 countries.  Your chart should be set up like this:

On your chart you will include:

• Name of the country
• Draw the symbol(s) (from orange paper) that explains why America was in that country.
• Explain US involvement (bullet the main points - need at least 5)
• List and define the key words (they are bold in the reading and definitions are in the reading)

On a piece of loose-leaf paper, make sure to include:

• Decision question
• Political cartoon questions

You also need to label the 7 places on the maps provided in class.

If you need the readings for the different countries, here they are:

• Hawaii
• China
• Japan
• Cuba
• Philippines
• Puerto Rico
• Panama

Here is your RUBRIC for how you will be graded.  This assignment will be due on FRIDAY, NOVEMBER 13.

Progressivism: Where Will You Put Your Million Dollars?

Between Monday and Friday this week, all 10th grade students were assigned to my class for a 3-hour block.  During this time, 6 activities should have been completed (click on each link to view the papers):

1. Hook Exercise (with a partner)
2. Read Background Essay and answer Background essay questions
3. Answer document questions on a piece of loose-leaf paper
4. Complete Bucketing and Thesis/Road Map Paper

• 1 - $600,000
• 2 - $300,000
• 3 - $100,000
• Make sure to pick which group should get what amount of money (one will not get any)
• Conservation (trees)
• Child Labor
• Women's Suffrage (voting)
• Food Inspections

     5. Complete your outline

     6. Write your letter to Aunt Bessie - should be 5 paragraphs (introduction, 3 body paragraphs, and a conclusion).  Follow your outline as you write!

Progressive Era Foldable - links to pages to use for "Solutions"

• Living Conditions

• High Railroad Rates

• Monopolies

• Election Fraud

• Political Machines

• Pollution and Environmental...

• Poor Working Conditions

• Tainted Food and Medicine

• Spoils System/Patronage

• Unfair Taxation System

Progressive Era Graphic Organizer- How to Create and Setup

STEP 1: GATHER YOUR SUPPLIES

For this graphic organizer, you will need the following supplies:

• 2 pieces of 8 1/2 x 14 paper 
• ruler
• pen or pencil
• scissors

STEP 2: FOLD YOUR PAPER

Fold both pieces of paper in half, hamburger style.  

STEP 3: CUT FIRST PIECE OF PAPER

On one piece of your paper (purple paper in the picture), use your ruler and measure one inch from the edge of the fold on both sides.  Cut to your mark on both sides.

STEP 4: CUT SECOND PIECE OF PAPER

Then, use your ruler on the other paper (the pink paper in this picture) to measure one inch from the edge of the fold on both sides.  This time CUT THE SECTION IN THE MIDDLE - DO NOT CUT THE EDGE. (It does NOT have to be perfect!)

STEP 5: PUT THE PAPERS TOGETHER

Fold the first piece (purple piece) in half, hot dog style. Insert it CAREFULLY into the other piece (pink piece) of paper.

STEP 6: FOLD YOU BOOKLET IN HALF

STEP 7: COVER

STEP 8: PAGES 2 & 3 

For each person, answer the question, "what problem were they hoping to solve?"  All of the people are in the book.  Use the index to find the pages where they are located.  

STEP 9: PAGES 4 & 5

These solutions can all be found in the book:

• Living Conditions: p. 171
• High Railroad Rates: p. 185-186
• Monopolies: p. 184-186, 191
• Election Fraud: p. 175
• Political Machines and Party Bosses: p. 159-160

STEP 10: PAGES 6 & 7

These solutions can all be found in the book:

• Poor Working Conditions: 172-174
• Tainted Food and Medicine: p. 186
• Spoils System / Patronage: p. 160
• Pollution and Environmental Destruction: p. 187-188
• Unfair Taxation System: p. 190

STEP 11: BACK

Triangle Shirtwaist Factory Fire

MONDAY 10/19:

• Watched video of the Triangle Shirtwaist Factory Fire from PBS "New York" (click on this link to watch the video)
• Worked in groups to analyze 2 documents per group

TUESDAY 10/20:

• Continued working in groups to analyze 2 documents
• Gallery Walk on all 14 documents - create chart in composition notebook
• Responsibility Pie - Who is to blame from your perspective? Turn in when complete.

Immigration to the United States 1865-1915

During class this week, students will be working on an immigration journal, using notes they take in class.  If students are absent, they will need to complete the notes on their own and write their journal entries.
Immigration to the US presentation - click here!

Industrialization Learning Stations

During class on October 6 - 9, we are working on Industrialization Learning Stations.  All stations are due by Tuesday, October 13.

Industrialization Learning Station Page - click here!

Industrial Revolution

As we begin exploring the Industrial Revolution, these assignments need to be completed:

1. Best Parts / Worst Parts of the Industrial Revolution using the reading "The Industrial Revolution in the United  States" - Students should have put their answers in their composition book on facing pages.  Need 6 best parts and 6 worst parts.
2. Chart for document analysis - create the chart in the picture below.  Using the documents in the packet "Industrial Revolution: Beneficial or Harmful?," complete the chart.

Life on the Plains and Native Americans

As we have studied Life on the Plains and the lives of Native Americans in the late 1800s, we completed 2 activities.

1. Graphic Organizer on Google Classroom (assignment #011) using "Whose Land is This?" reading
2. Close Reading of "Whose Land is This?" in Google Classroom (assignment #012)

Where did the founders get the ideas in the Constitution?

Two activities in Google Classroom show students where the ideas came from to form our Constitution:

• #009 Origins of the Bill of Rights
• Use the packet to tell which document gave us the idea for which amendment
• Make sure to complete the reflection at the bottom of the page
• #010 Connecting Enlightenment thinkers to the Constitution
• Use your Enlightenment Thinkers chart to find one example of how each of the 5 thinkers influenced our Constitution.
• Highlight the section, press "Comment" and tell which thinker influenced the idea and how

FRIDAY, 9/25 - QUIZ OVER HISTORIC DOCUMENTS

• Declaration of Independence
• Northwest Ordinance
• Articles of Confederation
• Federalists/Anti-Federalists
• Constitution
• Bill of Rights

Federalists / Anti-Federalists debate AND the Bill of Rights

Federalist / Anti-Federalist Debate 

• Federalist / Anti-Federalist chart 
• use pages 47-49 in your textbook to complete the chart - if you do not have a book, you may find the answers online
• Who am I? Look at the 8 people and determine which 4 are Federalists and which 4 are Anti-Federalists
• Bill of Rights
• Create two foldables - 5 amendments on each page  ***DUE THURSDAY 9/24***
• Hamburger fold - 5 tabs on each sheet
• Inside: what right do you have / picture

• Google Classroom - Origins of the Bill of Rights assignment

FRIDAY 9/25: 

• QUIZ OVER HISTORIC DOCUMENTS 
• Declaration of Independence
• Northwest Ordinance
• Articles of Confederation
• Constitution
• Bill of Rights
• COMPOSITION BOOKS DUE - MAKE SURE TO HAVE INSIDE:
• Enlightenment Thinkers Chart
• Constitution Chart (yellow paper) - use your Constitutional Card Sort Google Slides presentation to complete 
• Bill of Rights foldable (2 papers - blue/pink papers)

Constitution Card Sort and Chart

Constitution Card Sort

• On classroom.google.com go to assignment #008.  Use the Constitution (linked to the assignment) to answer the questions in the Google Slides presentation for Constitution Card Sort.
• When you are finished, go back to the assignment in Google Classroom to "Turn In" your assignment.

Constitution Chart

After you complete the 25 questions in Constitutional Card sort, your job is to turn them into a graphic organizer.

1. Pick up a piece of green paper from me.  Fold it in threes and title your page.  The front/top/outside should look like this: 
   
2.  The numbers correspond to the questions that were answered as part of the Constitutional Card sort.  Put the correction information about each branch next to the question number.  
   
3. You are NOT just putting the answers to your questions!  In some cases, you are putting information from the question.  Be careful!

Articles of Confederation activities

Students have two activities that need to be completed covering the Articles on Confederation.

1. Articles of Confederation Analysis - This was a partner assignment and is located on classroom.google.com.  Students should use the document with pictures to complete the grey areas of the chart.  Both of these are located on Google Classroom.
2. Graphic Organizer of the Articles of Confederation - Students should create a graphic organizer in Google Drawing.  The assignment is posted in classroom.google.com.  In your graphic organizer, you must include:

• powers given to the state governments
• powers given to the federal government
• weaknesses in the Articles of Confederation

Be creative!

Northwest Ordinance activity

The Northwest Ordinance allowed the United States to acquire land and gave a set of rules on how parts of this territory would become part of the United States.  Click on the link below and answer the 10 questions on a separate sheet of paper.  Turn it in when complete.

http://mrkash.com/activities/northwest.html

Due: Monday, September 14

Declaration of Independence Close Reading activities

This week, students were completing Close Reading activities on the Declaration of Independence.  The first assignment was completed as an entire class, the second in a group, the third with partners, and the fourth individually.

The assignments are located on classroom.google.com.  Students should use their CPS email address to access these assignments: PowerSchoolUsername@cincinnatips.org.

Apps for both Androids and iPhones are available for Google Classroom.

DBQ on Enlightenment Thinkers

This week we have been working on a identifying the key ideas of Enlightenment thinkers through a variety of activities.

• Enlightenment Thinkers chart
• DBQ Background Essay and questions
• DBQ Document Analysis questions
• DBQ Essay - Enlightenment Thinkers: What was their main idea?

These items need to be completed by the the beginning of class on Monday, August 31.

Student Information Form

Please fill out the following Student Information Form.  If you need to look on your phone for phone numbers, please do!

http://goo.gl/forms/lYxAMTCnia

Primary and Secondary sources activity

To complete the activity, watch the video by clicking here.

When you are finished, complete the questions about primary and secondary sources by clicking on this link: http://goo.gl/forms/recay1Ducz

Welcome to the 2015-2016 school year!

Welcome to Ms. McCarthy's American History class at Woodward Career Technical High School!

I will use this blog to post class assignments, links, videos, directions and more. Please bookmark this page so that you can keep track of what is happening in class.