UNIT 5
GO TO LESSON 2 - CHAPTER 27
Lesson 1: Progressive Politics 1901-1945
Chapter 28 AND 29
Student Learning Objective:
I can evaluate the growth of the federal government under presidents Roosevelt, Taft, & Wilson.
Robert La Follette, “Wisconsin Experiment,” Direct Primary, Initiative, Referendum, Recall, Australian Ballot, Theodore Roosevelt, “Bully Pulpit,” Anathracit Coal Strike, Department of Commerce & Labor, Bureau of Corporations, National Securities Company, “Hepburn Act, Trustbuster,” Meat Inspection Act, Pure Food & Drug Act, Gifford Pinchot, Newlands Reclamation Act, Panic of 1907, Election of 1908, William Howard Taft, “Old Guard” Republicans, US v. American Tobacco Company, Payne-Aldrich Tariff, Ballinger-Pinchot Controversy, “New Nationalism,” Election of 1912, “Bull Moose” Party, Woodrow Wilson, “New Freedom, “Triple Wall of Privilege,” Socialist Party, Eugene V. Debs, Industrial Workers of the World, William Haywood, Underwood Tariff Bill, 16th Amendment, Federal Reserve Act, Pujo Committee, Federal Trade Commission Act, Clayton Anti-Trust Act, Workingman’s Compensation Act of 1916, Keating-Owen Act, Adamson Act, 17th Amendment, Women’s Christian Temperance Union, Anti-Sallon League, 18th Amendment, Volstead Act, National American Women’s Suffrage Association Carrie Chapman Catt, “Winning Plan,” Alice Paul, 19th Amendment
Course Resources
Websites & Resources
Lesson 1: Progressive Politics 1901-1945
Chapter 28 AND 29
Student Learning Objective:
I can evaluate the growth of the federal government under presidents Roosevelt, Taft, & Wilson.
Robert La Follette, “Wisconsin Experiment,” Direct Primary, Initiative, Referendum, Recall, Australian Ballot, Theodore Roosevelt, “Bully Pulpit,” Anathracit Coal Strike, Department of Commerce & Labor, Bureau of Corporations, National Securities Company, “Hepburn Act, Trustbuster,” Meat Inspection Act, Pure Food & Drug Act, Gifford Pinchot, Newlands Reclamation Act, Panic of 1907, Election of 1908, William Howard Taft, “Old Guard” Republicans, US v. American Tobacco Company, Payne-Aldrich Tariff, Ballinger-Pinchot Controversy, “New Nationalism,” Election of 1912, “Bull Moose” Party, Woodrow Wilson, “New Freedom, “Triple Wall of Privilege,” Socialist Party, Eugene V. Debs, Industrial Workers of the World, William Haywood, Underwood Tariff Bill, 16th Amendment, Federal Reserve Act, Pujo Committee, Federal Trade Commission Act, Clayton Anti-Trust Act, Workingman’s Compensation Act of 1916, Keating-Owen Act, Adamson Act, 17th Amendment, Women’s Christian Temperance Union, Anti-Sallon League, 18th Amendment, Volstead Act, National American Women’s Suffrage Association Carrie Chapman Catt, “Winning Plan,” Alice Paul, 19th Amendment
Course Resources
Websites & Resources
- TR: The Story of Teddy Roosevelt (PBS Website)
- Woodrow Wilson (PBS Website)
Due: Wed. 2/20
Chapter 28- Guided Notes due -
Work on Progressivism jigsaw in class.
Short Answers on Google Classroom and completed packet on Imperialism - just answer the questions.
Ch. 28 Progressives reading documents in Voices (section #23 p. 371). Look for them on Google Classroom.
In class: JocZ video Ch. 28
Progressivism; Flow of Square Deal, New Deal, Fair Deal to now Green New Deal being proposed - know the vertical flow of Presidential foreign and domestic programs
Due Thurs. 2/21
Progressive Jigsaw of reformers
In Class Ch. 28 quiz
Due Fri. 2/22
Ch. 29 Guided Notes due in class
Readings: Woodrow Wilson and the Rejection of the Founders' Constitution
Packet #24: # 165, 166, 168, 169
Election of 1912 with video www.youtube.com/watch?v=qdl8RzFcArU
GO TO CHAPTER 30 BELOW
Due when we get to the assigned Chapter. Plan accordingly.
DECADES NEWSCAST: Save to Youtube channel Small's APUSH
Create a 10- 15 minute video for the following chapters: (second day of Chapter Lesson)
Chapter 31 American Life in the “Roaring Twenties” Week of 3/5 Yiru and Caitlyn
Chapter 32 The Politics of Boom and Bust -
Chapter 33- The Great Depression and the New Deal- - Week of 3/11 McGovern, Chris, Ian
Chapter 34-Franklin D. Roosevelt and the Shadow of War-
Chapter 35 - America in World War II-
Chapter 36- The Cold War Begins - - Week of 3/18 Jarret and Nick
Chapter 37. - The Eisenhower Era - - Week of 4/1
Chapter 38 The Stormy Sixties -- Week of 4/1
Chapter 39 - The Stalemated Seventies - - Week of 4/8
Chapter 40 - The Resurgence of Conservatism - - Week 4/8
FIRST DO THE GUIDED NOTES FOR THAT CHAPTER then....
1. Organize your feature stories in a series of categories going through your chapter and deciding where you are going to organize the information. Be smart, creative and concise. Category examples might be: local, state, national and federal news, weather, sports, personal interest story, interview, commercial. You are not limited to these but stay within a 10-15 minute video length. Newscast stories get to the point of who, what, when, where and how as well as the significance of the story and why it is important, what could happen, other connections, etc.
2. Determine roles for you and your partner/group: ex: main newscaster, reporter, meteorologist, interviewer and interviewee, etc.
3. Create a storyboard/script in which you type your text with the content and order of your presentation. Essentially, this is your script. This will be collected as part of your final grade with the video presentation.
4. Organize props, music, locations, actual video clips, and film it. Allow enough time for this. It takes longer than you think.
5. Edit your video. Remember: no inappropriate material, sexual or racial or gender innuendos. It may be humorous but be self-disciplined. Remember once you upload it on YouTube it is public and a reflection on you, me and our school.
Have fun doing this and learning about your 20th century.
This Newscast Project is due BEFORE YOUR CHAPTER PRESENTATION - NO EXCEPTIONS!! - Get started early.
---------------------------------------------------------------------
Assignments:
Due Mon.
In class, work on Progressive era bubble brainstorm, review domestic and foreign policies with
monsterinthemaze.wikifoundry.com/page/APUSH+PRESIDENTS%27+LIST
Assign Decades Newscast projects - note changed due dates on Google Classroom
Due Wed. 2/13
- Ch. 27 Spanish-American Documents due and work on comparison chart for last 2 DBQ. Work on Chapter 28 notes.
- 28 Guided Notes due
- Ch. 29 Guided Noted due
Readings due:
GO TO CHAPTER 30 BELOW
|
|
Mon. 2/4 AMSCO Ch. 18 due The Growth of the Cities and Booker T. Washington v. W.E.B. Dubois readings
Wed. 2/6 - Assigned readings - we will review the growth of the cities in class and the readings #138-141
Chapter 27
Student Learning Objective:
I can explain the political, economic, & cultural factors that fueled the growth of American imperialism.
Causes for US Imperialism, Pan-Americanism, Samoan Crisis, Alfred T. Mahan, Josiah Strong, Theodore Roosevelt, Henry Cabot Lodge, Albert Beveridge, Cuba, Reconcentration, “Butcher Weyler,”, Cuban Revolt, de Lome Letter Joseph Pulitzer, William Randolph Hearst, “Yellow Journalism,” USS Maine, Teller Amendment, Philippines, George Dewey, Emilio Aguinaldo, Hawaii, Queen Liliuokalani, Sanford B. Dole, Santiago Harbor, Rough Riders, San Juan Hill, Treaty of Paris, Anti-Imperialist League, Insular Cases, Platt Amendment, “Spheres of Influence,” Open Door Policy, John Hay, Boxer Rebellion, Election of 1900, Theodore Roosevelt, Panama Canal, Clayton-Bulwer Treaty, Hay-Paunceforte Treaty, “Gunboat Diplomacy,” Hay-Bunau-Varilla Treaty, Roosevelt Corollary, Russo-Japanese War, Treaty of Portsmouth, San Francisco School Board Incident, Gentleman’s Agreement, “Great White Fleet,” Root-Takahira Agreement, Lansing-Ishii Agreement, William Howard Taft, “Dollar Diplomacy,” Manchurian Railroad Scheme, Woodrow Wilson, “Moral Diplomacy,” Mexican Revolution, General Huerta, Venustiano Carranza, Tampico Incident, Francisco “Pancho” Villa, John J. Pershing
Course Resources
Websites & Resources
Wed. 2/6 - Assigned readings - we will review the growth of the cities in class and the readings #138-141
Chapter 27
Student Learning Objective:
I can explain the political, economic, & cultural factors that fueled the growth of American imperialism.
Causes for US Imperialism, Pan-Americanism, Samoan Crisis, Alfred T. Mahan, Josiah Strong, Theodore Roosevelt, Henry Cabot Lodge, Albert Beveridge, Cuba, Reconcentration, “Butcher Weyler,”, Cuban Revolt, de Lome Letter Joseph Pulitzer, William Randolph Hearst, “Yellow Journalism,” USS Maine, Teller Amendment, Philippines, George Dewey, Emilio Aguinaldo, Hawaii, Queen Liliuokalani, Sanford B. Dole, Santiago Harbor, Rough Riders, San Juan Hill, Treaty of Paris, Anti-Imperialist League, Insular Cases, Platt Amendment, “Spheres of Influence,” Open Door Policy, John Hay, Boxer Rebellion, Election of 1900, Theodore Roosevelt, Panama Canal, Clayton-Bulwer Treaty, Hay-Paunceforte Treaty, “Gunboat Diplomacy,” Hay-Bunau-Varilla Treaty, Roosevelt Corollary, Russo-Japanese War, Treaty of Portsmouth, San Francisco School Board Incident, Gentleman’s Agreement, “Great White Fleet,” Root-Takahira Agreement, Lansing-Ishii Agreement, William Howard Taft, “Dollar Diplomacy,” Manchurian Railroad Scheme, Woodrow Wilson, “Moral Diplomacy,” Mexican Revolution, General Huerta, Venustiano Carranza, Tampico Incident, Francisco “Pancho” Villa, John J. Pershing
Course Resources
Websites & Resources
- The World of 1898 (Library of Congress Website)
- Crucible of Empire (PBS Website)
Assignments:
Due Wed. 2/6
In class videos: How the Other Half Lives and Pullman Strike of 1894
Discussion on Jacob Riis and the Cities -
Questions due on the following Readings:
Immigration and Migration
The Forgotten Virtues of Tammany Hall
Jane Addams and the Hull House
Thursday 2/7 - Unit Test on the Gilded Age to The Growth of the Cities
Monday 2/11
Back to Ch. 27 American Pageant textbook
Ch. 27 guided notes due
Jocz video- concept map
review guide
Due Thurs. 2/7
Readings from Vol. II - Ch.22 #150, #151, #152, #153, #154 and #157 - Identify at least 1 historical skill for each document- C-A-P-P (context, audience, point of view and purpose )
Class discussion of readings for half the period
Then complete questions on the packet given in class yesterday. Develop your response to the prompt: To what extent was imperialism a proper and legitimate policy for the U.S.? Focus on the arguments of imperialists and the anti-imperialist league.
GO TO LESSON 1 ABOVE.
Due Wed. 2/6
In class videos: How the Other Half Lives and Pullman Strike of 1894
Discussion on Jacob Riis and the Cities -
Questions due on the following Readings:
Immigration and Migration
The Forgotten Virtues of Tammany Hall
Jane Addams and the Hull House
Thursday 2/7 - Unit Test on the Gilded Age to The Growth of the Cities
Monday 2/11
Back to Ch. 27 American Pageant textbook
Ch. 27 guided notes due
Jocz video- concept map
review guide
Due Thurs. 2/7
Readings from Vol. II - Ch.22 #150, #151, #152, #153, #154 and #157 - Identify at least 1 historical skill for each document- C-A-P-P (context, audience, point of view and purpose )
Class discussion of readings for half the period
Then complete questions on the packet given in class yesterday. Develop your response to the prompt: To what extent was imperialism a proper and legitimate policy for the U.S.? Focus on the arguments of imperialists and the anti-imperialist league.
GO TO LESSON 1 ABOVE.
ap_ch._27_student_notes_guide.docx | |
File Size: | 18 kb |
File Type: | docx |
*****************************************************************************************************
Lesson 30: World War I 1917-1918
Chapter 30
Student Learning Objective:
I can describe the causes that led the United States into World War I and I can analyze the conflict’s impact on American society.
I can describe Wilson's vision for world peace, and I can analyze the opposing points of view that emerged in the United States.
Causes of World War I, Archduke Ferdinand, Central Powers, Allies, Proclamation of Neutrality, Lusitania,
Sussex Ultimatum, Election of 1916, “Peace without Victory” Speech, Unrestricted Submarine Warfare, Zimmerman Note, “Make the World Safe for Democracy,” “A War to End War,” Fourteen Points, Committee on Public Information, George Creel, Liberty Leagues, Espionage Act of 1917, Sedition Act of 1918, IWW, Eugene V. Debs, William Hayward, Schenck v. US, Oliver Wendell Holmes, Jr., “Clear & Present Danger”: Doctrine, War Industries Board, Bernard Baruch, “Labor Will Win the War,” “Work or Fight,” National War Labor Board, Food Administration, Herbert Hoover, Liberty Bonds, Selective Service Act, “Doughboys,” American Expeditionary Force, Battle of Chateau-Thierry, Second Battle of the Mare, John J. Pershing, Meuse-Argonne Offensive, Versailles Peace Conference, Big Four, League of Nations, League Covenant, Mandates, “War Guilt” Clause, Self-Determination, Henry Cabot Lodge, “Irreconcilables,” Lodge Reservations, Isolationism
Course Resources
Websites & Resources
Lesson 30: World War I 1917-1918
Chapter 30
Student Learning Objective:
I can describe the causes that led the United States into World War I and I can analyze the conflict’s impact on American society.
I can describe Wilson's vision for world peace, and I can analyze the opposing points of view that emerged in the United States.
Causes of World War I, Archduke Ferdinand, Central Powers, Allies, Proclamation of Neutrality, Lusitania,
Sussex Ultimatum, Election of 1916, “Peace without Victory” Speech, Unrestricted Submarine Warfare, Zimmerman Note, “Make the World Safe for Democracy,” “A War to End War,” Fourteen Points, Committee on Public Information, George Creel, Liberty Leagues, Espionage Act of 1917, Sedition Act of 1918, IWW, Eugene V. Debs, William Hayward, Schenck v. US, Oliver Wendell Holmes, Jr., “Clear & Present Danger”: Doctrine, War Industries Board, Bernard Baruch, “Labor Will Win the War,” “Work or Fight,” National War Labor Board, Food Administration, Herbert Hoover, Liberty Bonds, Selective Service Act, “Doughboys,” American Expeditionary Force, Battle of Chateau-Thierry, Second Battle of the Mare, John J. Pershing, Meuse-Argonne Offensive, Versailles Peace Conference, Big Four, League of Nations, League Covenant, Mandates, “War Guilt” Clause, Self-Determination, Henry Cabot Lodge, “Irreconcilables,” Lodge Reservations, Isolationism
Course Resources
Websites & Resources
- The Great War (PBS Site)
- World War I Posters (Library of Congress Collection)
- World War One (BBC Site)
,
Assignments:
Due Mon.2/25 - Ch. 30 Guided Notes -below ( they are below just mislabeled as 31)
These are on Google Classroom as well.
Complete LEQ outlines as a shared group, putting your initials after your 3 contributions for each LEQ. This will prepare for the class on Monday.
Review the short answers from the Stimulus packet from Friday's class.
GO TO NEXT UNIT 6
Assignments:
Due Mon.2/25 - Ch. 30 Guided Notes -below ( they are below just mislabeled as 31)
These are on Google Classroom as well.
Complete LEQ outlines as a shared group, putting your initials after your 3 contributions for each LEQ. This will prepare for the class on Monday.
Review the short answers from the Stimulus packet from Friday's class.
GO TO NEXT UNIT 6
31_the_war_to_end_war.doc | |
File Size: | 27 kb |
File Type: | doc |
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Assessments:
Chapter quizzes
Multiple-choice unit test
Essays:
2010b FRQ: Effectiveness of Progressive Era reformers
1986 DBQ: Comparison between Mexican and Spanish-American War
2003 DBQ: Success of Progressive reforms
2001 FRQ: Nativism from 1900 to 1930
2008b FRQ: Spanish-American War as a turning point in US foreign policy
Chapter quizzes
Multiple-choice unit test
Essays:
2010b FRQ: Effectiveness of Progressive Era reformers
1986 DBQ: Comparison between Mexican and Spanish-American War
2003 DBQ: Success of Progressive reforms
2001 FRQ: Nativism from 1900 to 1930
2008b FRQ: Spanish-American War as a turning point in US foreign policy