Welcome to U.S. History!!! The high school United States history course provides students with a survey of major events and themes in United States history. The course begins with English settlement and concludes with significant developments in the early 21st Century.
Georgia Performance Standards: To view a complete listing of these standards for U.S. History, please go to the website http://www.georgiastandards.org. Scroll to the bottom of the page and under the heading listed for Grades 9 – 12, click the World History tab.
Course Readings:
The textbook (McDougal Littell: The Americans, 2009) Also, outside references, videos, activities, journal articles, simulations, and projects may be incorporated.
*Students are expected to have the following items every day: textbook, notebook paper, agenda, assignments, pen, and pencil.
Georgia Performance Standards: To view a complete listing of these standards for U.S. History, please go to the website http://www.georgiastandards.org. Scroll to the bottom of the page and under the heading listed for Grades 9 – 12, click the World History tab.
Course Readings:
The textbook (McDougal Littell: The Americans, 2009) Also, outside references, videos, activities, journal articles, simulations, and projects may be incorporated.
*Students are expected to have the following items every day: textbook, notebook paper, agenda, assignments, pen, and pencil.
Accessing Your U.S. History Online Textbook
To access your online U.S. History textbook use your school-issued chromebook. Locate the DCSD Launchpad (rocketship), scroll down to the McGraw Hill application icon. Scroll over and right click on this icon to activate the "heart" or make this one of your icon favorites. Once in the McGraw-Hill application you will see all of the textbooks assigned to classes you are enrolled this semester. Use this textbook to address all homework questions, class assignments and as a study tool.
Tools for Success in United States History
(Class Expectations)
Readings:
Students MUST stay on top of the reading assignments provided by the teacher. This includes, but is not limited to readings from the textbook, outside articles or other sources. Readings are used as a means of introducing a historical topic. The teacher will assign readings with the understanding that the student will use these to prepare for the upcoming class period.
Warm-up and Cool-down Exercises:
At the start of every class period, students will be expected to pick up their warm-up journals and record and answer the question(s) posed to students. At the end of class, students will use the same journal to complete the cool-down activity. On test days the student will submit their journals for a grade.
Homework:
Historical research is more than simply involvement with content information through the textbook. Homework will consist of readings from the textbook, supplemental scholarly articles, maps and other sources. Homework will be assigned one week prior to the due date, usually scheduled for a Wednesday and Thursday unless otherwise noted by the teacher. It is the student’s responsibility to complete the homework assignments for PRIOR TO attending class.
Map Exercises:
In order to understand not only the developing physical land mass encompassing areas around the globe, special emphasis will be placed on the role of geography. Map assignments, in a variety of forms, may be assigned to the student for completion to assess geographic understanding.
Written Assignments:
Several opportunities will be provided throughout the semester Please make sure to put your name, date and class on ALL assignments. POINTS WILL BE DEDUCTED FOR NO NAMES!
Edit your papers BEFORE turning them in! Use your own words! (Integrity is key) All research materials imported into your papers should be cited (that is, to give credit to that particular piece of information belonging to someone else’s research.)
(Class Expectations)
Readings:
Students MUST stay on top of the reading assignments provided by the teacher. This includes, but is not limited to readings from the textbook, outside articles or other sources. Readings are used as a means of introducing a historical topic. The teacher will assign readings with the understanding that the student will use these to prepare for the upcoming class period.
Warm-up and Cool-down Exercises:
At the start of every class period, students will be expected to pick up their warm-up journals and record and answer the question(s) posed to students. At the end of class, students will use the same journal to complete the cool-down activity. On test days the student will submit their journals for a grade.
Homework:
Historical research is more than simply involvement with content information through the textbook. Homework will consist of readings from the textbook, supplemental scholarly articles, maps and other sources. Homework will be assigned one week prior to the due date, usually scheduled for a Wednesday and Thursday unless otherwise noted by the teacher. It is the student’s responsibility to complete the homework assignments for PRIOR TO attending class.
Map Exercises:
In order to understand not only the developing physical land mass encompassing areas around the globe, special emphasis will be placed on the role of geography. Map assignments, in a variety of forms, may be assigned to the student for completion to assess geographic understanding.
Written Assignments:
Several opportunities will be provided throughout the semester Please make sure to put your name, date and class on ALL assignments. POINTS WILL BE DEDUCTED FOR NO NAMES!
Edit your papers BEFORE turning them in! Use your own words! (Integrity is key) All research materials imported into your papers should be cited (that is, to give credit to that particular piece of information belonging to someone else’s research.)
Unit 1: Colonization through Revolution
unit_1_studyguide.pdf | |
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standard_1_hw.pdf | |
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standard_2_hw.pdf | |
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standard_3_hw.pdf | |
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Assignment: Watch the Assignment Discovery piece on the progress of the Thirteen Colonies. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
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2.5_vl_assignment_america_video_log.pdf | |
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Colonial Speed Dating Class Activity
Directions: Ahh, speed dating! The thrill of meeting someone with a common interest, finding ways to sweep folks off their feet in such a short amount of time. We will use this concept to understand developing characteristics of the original 13 colonies! First, use the research worksheet provided (Part 1) to record data that you discover concerning your assigned colony. Next, on the day of the date, bring your research to share out loud with students waiting to hear about your colony, while you collect information from the other colonial presenters. Use the Colonial Speed Date sheet (Part 2) to gather information from the 12 other colonies that you will "date" during the class period.
* If you were absent on the day date, please use the info website provided to gather ONE (1) fact on each of the other 12 remaining colonies (not including yours) to submit in lieu of your absence.
Due:
Directions: Ahh, speed dating! The thrill of meeting someone with a common interest, finding ways to sweep folks off their feet in such a short amount of time. We will use this concept to understand developing characteristics of the original 13 colonies! First, use the research worksheet provided (Part 1) to record data that you discover concerning your assigned colony. Next, on the day of the date, bring your research to share out loud with students waiting to hear about your colony, while you collect information from the other colonial presenters. Use the Colonial Speed Date sheet (Part 2) to gather information from the 12 other colonies that you will "date" during the class period.
* If you were absent on the day date, please use the info website provided to gather ONE (1) fact on each of the other 12 remaining colonies (not including yours) to submit in lieu of your absence.
Due:
colonial_speed_date_research_sheet__part_1_.pdf | |
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colonial_speed_date_alternative_book_assignment.pdf | |
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Salem Witch Trials Documents Activity
Directions: Critique the provided primary (first hand) source documents letter A-D provided below on the correlating worksheet (also below) to generate YOUR personal opinion on the prompt question; "What caused the Salem Witch Crisis of 1692?" Be sure to include in your response (located on the BACK of the analysis worksheet) documented proof - or stating which document helped you to narrow down your reason for the witch crisis.
DUE:
Directions: Critique the provided primary (first hand) source documents letter A-D provided below on the correlating worksheet (also below) to generate YOUR personal opinion on the prompt question; "What caused the Salem Witch Crisis of 1692?" Be sure to include in your response (located on the BACK of the analysis worksheet) documented proof - or stating which document helped you to narrow down your reason for the witch crisis.
DUE:
4.5_salem_witch_crisis_primary_docs__a-d_.pdf | |
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4.5_salem_witch_crisis_document_analysis_wks.pdf | |
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Political Pamphleteer!
Besides his work as an artists, Paul Revere used all his talents to influence colonists against the British!
Directions: Using your artistic skills, on a PLAIN sheet of white paper, create your own political propaganda!
1.) Choose a British Parliamentary Act:
Stamp Act (Pg. 44-45) / Townshend Act (Pg. 46) /Tea Act (Pg. 46) / Intolerable Acts (Pg.51)
2.) Create a propaganda slogan to deter Colonists away from following the demands of the British acts. Be
sure your paper contains the following:
- Name of your British Act (In Bold letters = make it stand out!!!)
- Year the act was passed (in parentheses)
- Definition of the act (what are the terms of your act?)
- Catchy slogan to persuade colonists not to follow the British terms of your act!
3.) Provide an illustration to attract colonists to observe your piece of propaganda! Use color!
Besides his work as an artists, Paul Revere used all his talents to influence colonists against the British!
Directions: Using your artistic skills, on a PLAIN sheet of white paper, create your own political propaganda!
1.) Choose a British Parliamentary Act:
Stamp Act (Pg. 44-45) / Townshend Act (Pg. 46) /Tea Act (Pg. 46) / Intolerable Acts (Pg.51)
2.) Create a propaganda slogan to deter Colonists away from following the demands of the British acts. Be
sure your paper contains the following:
- Name of your British Act (In Bold letters = make it stand out!!!)
- Year the act was passed (in parentheses)
- Definition of the act (what are the terms of your act?)
- Catchy slogan to persuade colonists not to follow the British terms of your act!
3.) Provide an illustration to attract colonists to observe your piece of propaganda! Use color!
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America: America the Story of Us (episode 1 - Rebels)
Assignment: Watch the documentary review provided on the start of America from pre-colonial times to the first battles of the Revolution. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. DUE: |
america_the_story_of_us_episode_1_1607-1775.pdf | |
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Primary Source Study: The Importance of the Stamp Act
Directions: Use the primary source readings (Documents A-C) to answer the questions on the worksheet detailing
the importance of the Stamp Act in inciting the American colonist to rebel against mother England prior to the
American Revolution.
Due:
Directions: Use the primary source readings (Documents A-C) to answer the questions on the worksheet detailing
the importance of the Stamp Act in inciting the American colonist to rebel against mother England prior to the
American Revolution.
Due:
the_importance_of_the_stamp_act_documents.pdf | |
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the_importance_of_the_stamp_act_wks.pdf | |
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Key Battles of the Revolution Paper Plate Timeline
1. Choose which side of the paper plate you would like to construct your timeline.
2. Next, poke a hole in the CENTER of the paper plate with your pen/pencil.
3. Divide out your paper plate into sections (similar to the hour hand numbers on a clock) figure out how many sections you will need to cover each of the key battles during the span of the war. Divide out the same number of sections on the BACK of your paper plate as well.
4. On the FRONT of the plate, place the name of the key battle and year that the battle took place CHRONOLOGICALLY in each section marked on your plate.
5. On the BACK of the plate, place ONE fact AND who won/lost about the key battle in the section that correlates with the front marked of your plate.
Information starts on Page 100 in our textbook. Use reading sections 4.1/4.3 and 4.4 for information to put on your timeline.
1. Choose which side of the paper plate you would like to construct your timeline.
2. Next, poke a hole in the CENTER of the paper plate with your pen/pencil.
3. Divide out your paper plate into sections (similar to the hour hand numbers on a clock) figure out how many sections you will need to cover each of the key battles during the span of the war. Divide out the same number of sections on the BACK of your paper plate as well.
4. On the FRONT of the plate, place the name of the key battle and year that the battle took place CHRONOLOGICALLY in each section marked on your plate.
5. On the BACK of the plate, place ONE fact AND who won/lost about the key battle in the section that correlates with the front marked of your plate.
Information starts on Page 100 in our textbook. Use reading sections 4.1/4.3 and 4.4 for information to put on your timeline.
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Assignment: Watch the documentary presented on the events of the American Revolution. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
DUE: |
1776_video_guide.pdf | |
File Size: | 157 kb |
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Unit 2: Constitutional Government & the Early Republic
unit_2_studyguide.pdf | |
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standard_5_hw.pdf | |
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standard_6_hw.pdf | |
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The Living Constitution: Bill of Rights Match Up
Directions: Use the video clip below to aid in understanding the purpose behind the Bill of Rights, first 10 amendments to the U.S. Constitution. After watching the clip, fill out the worksheet provided using your knowledge of the Bill of Rights amendments.
**Amendment info found on Pages #126-128 of class textbook.
Directions: Use the video clip below to aid in understanding the purpose behind the Bill of Rights, first 10 amendments to the U.S. Constitution. After watching the clip, fill out the worksheet provided using your knowledge of the Bill of Rights amendments.
**Amendment info found on Pages #126-128 of class textbook.
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PBS Documentaries Presents: Constitution U.S.A
Directions: Use the link below to access the LAST episode in a four-part series on the development and resilence of the U.S. Constitution! Answer the questions on the video guide also provided below while watching the documentary episode.
Directions: Use the link below to access the LAST episode in a four-part series on the development and resilence of the U.S. Constitution! Answer the questions on the video guide also provided below while watching the documentary episode.
constituion_usa_ep_4_video_log.pdf | |
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President George Washington's Farewell Address
Directions: Within Washington's Farewell Address to the new nation, he warned the American people about many things. For each warning provided on the record sheet, explain his reasoning for providing these warnings. Use the "Farewell Address" (abridged) reading sheet below or the video clip posted above to aid you in your explanations.
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Reading Like a Historian: The Louisiana Purchase
Directions: Using the primary source documents (A and B) as well as the Louisiana Purchase time line, students will fill in the story of the Louisiana Purchase (1804).
Directions: Using the primary source documents (A and B) as well as the Louisiana Purchase time line, students will fill in the story of the Louisiana Purchase (1804).
louisiana_purchase_timeline.pdf | |
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louisiana_purchase_primary_documents_a_and_b.pdf | |
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tjefferson_louisiana_purchase_activity.pdf | |
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James Madison's - War 1812 Comic Strip
Directions: Using any 8x11 piece of plain white paper (copy paper works best) create SIX (6) large boxes either vertically, horizontally or crisscross on your paper. Then, provide THREE (3) boxes for telling the story of War 1812 verbally (words only) containing TWO (2) facts per box about the war, then THREE (3) boxes for illustrating the rest of the war story. This should total SIX different scenes chronologizing the War 1812. **Use Page 202 in our class textbook to reference concerning the War 1812. This reading will be the basis of your comic strip. |
Missouri Compromise of 1820 Map Activity
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Directions: Use the map PDF provided below along with the question worksheet to fill out important decisions made as a result of the 1820 Missouri Compromise concerning slavery and representation in the U.S. union. Be sure to use COLOR PENCILS or CRAYON on your map as markers bleed through the paper making text on the opposite side hard to read. Please submit your map activity by the due date provided.
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Ultimate Guide to the Presidents: Ep#1 (Assume the Position)
Assignment: Watch the video episode on the makings of the American government and political scene. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
DUE:
DUE:
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First Five... Campaign Time!
Ah, the political campaign season! Advertisements flood media airwaves to alert the American public about the best fit for the open seat ahead in government.
Imagine you and your campaign team are managing the political career for one of the first five U.S. presidents during our modern age of technology and media outlets. You are running for the coveted spot of “best and most important president during the years 1789-1825” by creating a 90 second televised commercial and campaign poster!
Follow the checklist below to assure that you have completed all of the task associated with this assignment while making your candidate the best!
Use the worksheet below to fill out (research) AND get your requirements for the 90 sec. commercial and campaign poster. Please see Dr. Davis for presidential assignments.
** Also featured below the warm-up worksheet for EACH of the first five presidents as we will discuss them all in class daily for the duration of the project period. Due:
Ah, the political campaign season! Advertisements flood media airwaves to alert the American public about the best fit for the open seat ahead in government.
Imagine you and your campaign team are managing the political career for one of the first five U.S. presidents during our modern age of technology and media outlets. You are running for the coveted spot of “best and most important president during the years 1789-1825” by creating a 90 second televised commercial and campaign poster!
Follow the checklist below to assure that you have completed all of the task associated with this assignment while making your candidate the best!
Use the worksheet below to fill out (research) AND get your requirements for the 90 sec. commercial and campaign poster. Please see Dr. Davis for presidential assignments.
** Also featured below the warm-up worksheet for EACH of the first five presidents as we will discuss them all in class daily for the duration of the project period. Due:
first_5_presidents_campaign_ad_mini-project.docx | |
File Size: | 42 kb |
File Type: | docx |
first_5_presidents_warm_up_chart.pdf | |
File Size: | 166 kb |
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John Marshall Court
John Marshall became the fourth Chief Justice of the Supreme Court in 1801. He is largely responsible for establishing the Supreme Court's role in federal government. Assignment Directions: Read through the provided supreme court cases. Be sure to locate the specific case your group was assigned in class. This is your expert group. Next, use the worksheet titled "John Marshall jigsaw" provided to write out FIVE (5) facts from the court case you were assigned. Be ready to share those facts out loud with your classmates once we return to class. They will also share their facts with you, completing the jigsaw puzzle pieces on the BACK (page 2) of the worksheet. **Please note if you are absence for either the research or sharing day, you will be responsible for filling out the ENTIRE worksheet (page 1 and 2). You may choose which court case you found the most appealing for the expert group and use the remaining documents to fill out the rest of the sheet. Due: |
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Unit 3: Manifest Destiny, Conflict & Reconstruction
unit_3_study_guide_.pdf | |
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standard_7_hw.pdf | |
File Size: | 81 kb |
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standard_8_hw.pdf | |
File Size: | 85 kb |
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Assignment: Watch the video documentary on the life of President Andrew Jackson. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
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2.5_andrew_jackson_the_good_and_bad_video_guide.pdf | |
File Size: | 75 kb |
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Primary Source Silent Debate:
The Mexican-American War Directions: You have been provided with two opposing viewpoints on the Mexican-American War. Use these viewpoints to answer the questions provided on the primary source readings. Step#1: Choose a side (either for or against the Mexican-American War) by choosing either the Polk or Giddings document to analyze. Step #2: Read the primary source document. Step#3: Answer the questions that correlate with the reading. There are TWO worksheets, so be sure to match the worksheet title with the primary source reading. Due: |
America: The Story of Us
Ep#5 Civil Disunion (Civil War) Directions: Watch the video episode "America: The Story of Us: (ep 5) concerning the toils of civil disunion between the American North and South. Please PRINT the video guide worksheet and hand write the answers to the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. DUE: |
america_story_of_us_civil_war.pdf | |
File Size: | 102 kb |
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Assignment: Watch the video episode "America: The Story of Us" (episode 3 - Westward). Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
DUE:
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Assignment: Watch the video episode "America: The Story of Us" Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
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america_the_story_of_us__ep_4__division.pdf | |
File Size: | 77 kb |
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Key Battles of the Civil War Foldable
In order to understand the specific details concerning the events of the American Civil War we will be working on a Civil War foldable organizing the details behind key battles of the sectional struggle. Follow the instructions provided below. Be sure to also reference the PDF template provided for additional details on the assignment.
1. Using the PDF template below recreate the chart using white paper. Use Pages 338-371 for research information to include in your foldable about the Civil War.
Due:
In order to understand the specific details concerning the events of the American Civil War we will be working on a Civil War foldable organizing the details behind key battles of the sectional struggle. Follow the instructions provided below. Be sure to also reference the PDF template provided for additional details on the assignment.
1. Using the PDF template below recreate the chart using white paper. Use Pages 338-371 for research information to include in your foldable about the Civil War.
Due:
chapter_20.5_civil_war_battles_foldable.pdf | |
File Size: | 237 kb |
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Assignment: Watch the video provided on the events of American Reconstruction. NO TYPED QUESTIONS WILL BE ACCEPTED.
DUE: |
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reconstruction_video_guide.pdf | |
File Size: | 75 kb |
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Unit 4: Growth & Imperialism
standard_11_hw.pdf | |
File Size: | 81 kb |
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standard_12_hw.pdf | |
File Size: | 75 kb |
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standard_13_hw.pdf | |
File Size: | 77 kb |
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standard_14_hw.pdf | |
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Industry of the Gilded Age:
Cause and Effect of Industrialization during the Gilded Age
Directions: View the documents provided detailing either a cause or effect of industrialization in the U.S. during the Gilded Age (1870-1910). Use the documents to fill out the diagram worksheet below.
Cause and Effect of Industrialization during the Gilded Age
Directions: View the documents provided detailing either a cause or effect of industrialization in the U.S. during the Gilded Age (1870-1910). Use the documents to fill out the diagram worksheet below.
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America: Story of US
Episode #6 (Cities) Directions: Watch the video episode pertaining to the development of the modern American city during the Gilded Age. Answer the questions on the video guide provided. Be sure to submit your responses by the due date provided. |
america_story_of_us_ep_6_cities.pdf | |
File Size: | 38 kb |
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Cause & Effect of Industrialization
Directions: View the documents provided detailing aspects of the second wave of industrialization taking place in America during the Gilded Age! Use these details to analyze whether you believe each primary source was a CAUSE of the industrial boom taking place, or a resulting EFFECT of the industrial boom. Use the diagram recording sheet to share your answers.
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gilded_age_political_cartoon_analysis.pdf | |
File Size: | 2015 kb |
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The Wizard of Oz: A Political Allegory
Directions: First, read the political allegory summary provided concerning the link between the famed children's tale. "The Wizard of Oz" and the American Populist movement. Next, use the reading to fill out the allegory graphic organizer. Due: |
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Progressive Reformers Job Fair Class Project
Directions: You have been assigned to assume the character of an early 20th C. Progressive Reformer. Your task is to research your reformer and create a detailed resume to submit on "hiring day" (due date) during our in class job fair simulation. 1. Use the FIRST worksheet (Progressive Reformers Job Fair Info Sheet) to organize your presentation while WORKING on the project. 2. Use the SECOND worksheet (Resume Template) to create your resume to present during "hiring day" (due date) in class. 3. Use the THIRD worksheet (Hiring Rubric ) during the in-class presentations to complete part II of the graded assignment on hiring day. ***PLEASE NOTE if your are ABSENT on hiring day you will need to research THREE (3) Progressives and fill out the hiring sheet on your own. See Dr. Davis for list of Progressive reformers AND a due date. |
U.S. History: Origins to World War II
(The Progressive Movement) Vol.14 Assignment: Watch the video episode from the series "U.S. History: Origins to WWII" on the Progressive Era. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS ACCEPTED.
The Century: America's Time (ep 1) Seeds of Change
Assignment: Watch the video episode from the series "The Century: America's Time" Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. |
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the_century__ep_1__1900-1914.pdf | |
File Size: | 127 kb |
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American Homesteaders Photo Primary Document Activity
Directions: Use the Great Plains Homesteader worksheet provided below to address life for Midwesterners as they move into the plains area of the U.S. in an effort to make for a better life. There are a number of photographs, which is a fairly new technology, that can now capture in real time the strengths and struggles of these American people. Use the photos to analyze their story by answering the prompts provided on the Homesteaders worksheet.
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TOP IMAGE: photo of a Nebraska sod home. BOTTOM IMAGE: government advertisement to garner interest about participating in the Homestead Act.
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Remember the Maine: The U.S.S. Maine & Spanish-American War
Assignment: Watch the documentary provided on the events of the Spanish American War in Cuba/Philippines. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
Assignment: Watch the documentary provided on the events of the Spanish American War in Cuba/Philippines. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED.
spanish_american_war_video_log.pdf | |
File Size: | 77 kb |
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Unit 5: Becoming a World Power
unit_5_study_guide.pdf | |
File Size: | 77 kb |
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standard_15_hw.pdf | |
File Size: | 77 kb |
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standard_16_hw.pdf | |
File Size: | 80 kb |
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standard_17_18_hw.pdf | |
File Size: | 205 kb |
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standard_19_hw.pdf | |
File Size: | 79 kb |
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The Century: America's Time "Shell Shock"
Assignment: Watch the documentary episode on America's role during World War I. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. DUE: |
1.5_world_war_i_video_log.pdf | |
File Size: | 204 kb |
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World War I Webquest
Directions: Use the website provided to complete the questions addressed on the webquest activity. You may have to scroll through each of the sections provided to find your answers. Please attach an additional piece of paper if additional writing space is needed.
Directions: Use the website provided to complete the questions addressed on the webquest activity. You may have to scroll through each of the sections provided to find your answers. Please attach an additional piece of paper if additional writing space is needed.
League of Nations: Fail or Fruition?!?
Directions: Use the packet provided (by addressing a series of "task" on a separate sheet of paper in understanding the end of World War I and the U.S. contribution to global peace. note: for "discuss with class/group" task please write out what your response would be to the group.
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The Century: America's Time "Boom to Bust"
Assignment: Watch the documentary episode on life in America following World War I. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED |
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roaring_1920s_video_log.pdf | |
File Size: | 155 kb |
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Franklin Roosevelt and the New Deal
Alphabet Soup Assignments
Be sure to complete BOTH assignments featured below (worth 50pts a piece) for FULL credit.
Alphabet Soup Assignments
Be sure to complete BOTH assignments featured below (worth 50pts a piece) for FULL credit.
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FDR and the NEW DEAL
Assignment: Watch the documentary episode on President Roosevelt's plan to get the country back on track following the toils of the Great Depression. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. DUE: |
roosevelt_and_the_new_deal_video_log.pdf | |
File Size: | 126 kb |
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New Deal Advertisements
In order to understand specific policies pertaining to FDR's New Deal, students created their own
New Deal advertisements to convince class supporters of past New Deal legislation!
Directions: Choose a New Deal policy (Pg. 706 in our textbook) and design a unique advertisement to reflect the New Deal program you chose. Your ad MUST contain the following:
1.) On the FRONT side of your ad - provide the FULL name of your New Deal Policy/Program, and
accompanying advertisement to "sell" your program. Also include one catchy slogan to summar your program.
2.) On the BACK side of your ad - provide TWO facts about your New Deal program/policy and YOUR NAME!!!
In order to understand specific policies pertaining to FDR's New Deal, students created their own
New Deal advertisements to convince class supporters of past New Deal legislation!
Directions: Choose a New Deal policy (Pg. 706 in our textbook) and design a unique advertisement to reflect the New Deal program you chose. Your ad MUST contain the following:
1.) On the FRONT side of your ad - provide the FULL name of your New Deal Policy/Program, and
accompanying advertisement to "sell" your program. Also include one catchy slogan to summar your program.
2.) On the BACK side of your ad - provide TWO facts about your New Deal program/policy and YOUR NAME!!!
World War II and the Homefront
Directions: Watch the documentary provided on events leading up to and through World War II from the seat of a U.S. civilian. Answer the questions provided on the video log while watching the documentary. |
MAAIN Causes of World War II
Directions: Complete the packet provided on the events of World War II by using your textbook and your notes from class. Please print the packet or write out on a sheet of notebook paper.
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world_war_ii_video.pdf | |
File Size: | 126 kb |
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Parties and Poverty: Project Based Learning (PBL) on the 1920s and 30s
Directions: While details pertaining to the start and U.S. involvement in World War I as well as World War II, efforts to rid America of the Great Depression and the infamous Stock Market Crash of 1929 are all key events taking place during this unit, they tend to overshadow the vastly changing mood of the eras "Roaring 1920s," "Depression of the 1930s" and "the Three R's of the 1940s" thanks to new political leadership which helped to lock the U.S. in as indeed the global superpower as titled in Unit #6!
Use the Tic Tac Toe Interactive (Live) Choice Board below to choose THREE (3) assignments in a row to complete as an assessment on content information pertaining to various social and cultural events featured in Unit #5: Becoming a World Power. This project hopes to shed additional light on such a unique time period in American History! Read through BOTH documents to garner a full understanding of the scope of the project! The FIRST document is the choice board where you will be making your selections. The SECOND document is a rubric fully explaining the expectations for completing the project.
Due:
Use the Tic Tac Toe Interactive (Live) Choice Board below to choose THREE (3) assignments in a row to complete as an assessment on content information pertaining to various social and cultural events featured in Unit #5: Becoming a World Power. This project hopes to shed additional light on such a unique time period in American History! Read through BOTH documents to garner a full understanding of the scope of the project! The FIRST document is the choice board where you will be making your selections. The SECOND document is a rubric fully explaining the expectations for completing the project.
Due:
parties_and_poverty_unit_5_project_.pdf | |
File Size: | 268 kb |
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Unit 6: A Global Superpower
standard_20-21_hw.pdf | |
File Size: | 77 kb |
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standard_22-23_hw.pdf | |
File Size: | 82 kb |
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The Century: America's Time
(Ep#5: The Best Years (1945-1952) Post WWII Directions: Watch the tv docuseries "The Century: America's Time" highlighting American life during the post-WWII era. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. |
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the_century_americas_time_best_years__1945-1952_.pdf | |
File Size: | 158 kb |
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Civil Rights Timeline of Justice
Directions: The social justice efforts started during the American Civil Rights Era (1954-1968) were a massive, long and tedious struggle which took many hands and hearts to plan and execute. Illustrating this task will also be a massive assignment! On a POSTER BOARD ONLY (chart paper can be received from Dr. Davis or from your own stash) use the template featured on the worksheet below to research the dates in EACH of the empty boxes featured on the sheet. At least ONE (1) Civil Rights must be featured in EACH of the template boxes. Next, cut out and place the boxes on the chart paper / poster board in CHRONOLOGICAL (DATE) ORDER! After creating a "timeline" of the boxes, illustrate the events either above or below the infoboxes to make your timeline pop! **Use pages 677-699 in our class textbook to research facts for your timeline.
civil_rights_timline_template.pdf | |
File Size: | 130 kb |
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the_century_americas_time_poisoned_dreams__1960-64_.pdf | |
File Size: | 154 kb |
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the_century_americas_time_unpinned__1965-70_.pdf | |
File Size: | 154 kb |
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the_century_americas_time_1980-1989.pdf | |
File Size: | 108 kb |
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Ultimate Guide to the Presidents (ep. 10)
The Millennium Assignment: Watch the tv docuseries "Ultimate Guide to the Presidents" highlighting social and economic life from the seat of the White house. Please PRINT the video guide worksheet and hand write the questions. NO TYPED QUESTIONS WILL BE ACCEPTED. |
america_story_of_us_ep_10_millennum.pdf | |
File Size: | 99 kb |
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