APUSH 2023-2024

Student learning objective-  Students will be able to explain the impact of specific progressive movements Directions:  Students will break into groups, explore links and attempt to accomplish the student learning objective before explaining to the whole group. Group 1- YMCA (Love, Hone, Klopotoski) YMCA founding YMCA Growth in USA during the Progressive Era YMCA USA map How is the YMCA Progressive? How has the YMCA changed? What current impact does the YMCA have on the US and MA specifically? Group 2- Salvation Army (Kilroy, Do Carmo, Pierce) History of the Salvation Army How is the Salvation Army Progressive? How has the Salvation Army changed? What resources does the Salvation Army offer locally? What resources does the Salvation Army offer nationally? Group 3- Basketball (Black, Cunningham, Parsons) Invention of basketball What are the important facts regarding the invention of basketball? What impact has basketball had on American history? How could one argue that the invention of

Student learning objective-  Students will explain the point of view, intended audience, purpose and historical situation of an excerpt. Directions-  In the following groups on Friday, October 27, do your best to answer the questions after reading the provided excerpts.  The groups will lead class discussion Monday, October 30. Group 1 - Black, Bren, Buckley- Ida Tarbell- History of the Standard Oil Company What is Ida Tarbell's point of view? Who is the intended audience? What is the purpose? What is the historical situation at the time? How does this connect to other time periods, especially today? Group 2 - Castellucci, Cracchiolo, Cunningham- Upton Sinclair-  The Jungle What are the most shocking details in the Jungle? Despite the excerpt being referred to as fiction by the website due to names, what are multiple historically factual issues pointed out in the Jungle? (Historical situation) What is the solution to the problems? What is the purpose of this book? How does this co

First and foremost-  Students take the  American Pageant Chapter 28 Quiz  on google classroom/forms When finished the quiz- Go to page 663 of The American Pageant Chapter 29 What is unusual/historic about the election of 1912? Essential Question #8-  How is Power acquired and what measures does it take to Protect Itself? 60 Sec Pres- William Taft How would you evaluate Taft? 60 Sec Pres- Woodrow Wilson Essential Question #6-  How have the Political Parties established and transformed their platforms to adapt to changing values in society to appeal to the masses and how have citizens affected the growth and change of political parties and government? Essential Question #4-  Where does the drive for Expansion/Intervention come from and what is its impact on America and the rest of the world? Period 7: 1890-1945, Topic 4- "The Progressives" Student learning objective - Compare attitudes toward the use of natural resources from 1890 to 1945. “Hetch Hetchy Valley, far from bei

Period 7: 1890-1945, Topic 4- The Progressives Student learning objective - Students will be able to identify a Progressive point of view. Review- What was the time period of 1870's-1890's called? Review- What does that mean? The Americans Textbook- Chapter 17- Progressive Era What is Chapter 17 of that textbook called? What is that supposed to mean? What from the timeline is Progressive? What from the timeline is not Progressive? What is harder- studying history or living life?  Why? 60 Second Presidents- McKinley Why was McKinley assassinated? 60 Second Presidents- Theodore Roosevelt Theodore Roosevelt became the ____________ President ever What was TR's attitude toward trusts/monopolies?  Is this Progressive? Is conservation Progressive? Was TR imperialist? Is the Treaty of Portsmouth, NH progressive? The American Pageant Chapter 28 Initiative Referendum Recall 17th Amendment Square Deal

Period 7: 1890-1945, Topic 3- Spanish American War (continued) Student Learning Objective - Students will evaluate the American reasons to join the Spanish American War. https://www.ourdocuments.gov/doc.php?flash=false&doc=53 Discussion Question #1- What is the main idea of the De Lome Letter? Discussion Question #2- If were President McKinley, how do you react to the De Lome letter? Sinking of the USS Maine (Naval report) Discussion Question #3- What does the report conclude about the sinking of the USS Maine in 1898? Sinking of the USS Maine (newspapers) Discussion Question #4- What does the New York Journal conclude about the sinking of the USS Maine? Revisit  Student Learning Objective - Students will evaluate the American reasons to join the Spanish American War. Effects - Platt Amendment - Political cartoons US imperialism satiric political cartoon Uncle Sam and colonies Reading/Quiz Schedule: Thursday, October 26-   American Pageant Chapter 28 Quiz  

Period 7: 1890-1945, Topic 3- Spanish American War Student Learning Objective - Students will be able to explain the causes and effects of the Spanish American War. Causes of Spanish American War : -US imperialist desire -De Lome Letter -Sinking of U.S.S. Maine -Yellow Journalism Effects of Spanish American War : -Popularity of US imperialism policy -Popularity of T.R. -Treaty of Paris (1898) -Platt Amendment " From the Spanish inhabitants of Cuba, the revolution, which neither flatters nor fears, hopes to receive, instead of the dishonorable wrath of the first war, such affectionate neutrality or truthful assistance as to make the war shorter, its disasters lesser, and the peace in which fathers and sons must live together easier and friendlier. We Cubans are starting the war, and Cubans and Spaniards will finish it together. If they do not mistreat us, we will not mistreat them. If they show respect, we will respect them. The blade is answered with the blade, and friendship is a

1- Happy birthday Harrison McKeen! 2- American Pageant Chapter 27 Quiz Period 7: 1890-1945, Topic 2- "Imperialism" Continued Student Learning Objective - Explain the similarities and differences in attitudes about the nation's proper role in the world. After the quiz-  Open Door Notes 3. What is the main idea of this excerpt of the Open Door Notes? 4. What is the purpose of this? 5. What audience is ignored by these notes? Boxer Rebellion 6. What caused the Boxer Rebellion? 7. What happened during the Boxer Rebellion? 8. What was an effect of the Boxer Rebellion? 9. What would an anti-imperialist say about the Open Door Notes and the Boxer Rebellion? 10. What would an imperialist say about the Open Door Notes and the Boxer Rebellion? Pancho Villa 11. What action did the US take in Mexico in the early 1900's? 12. Why? Panama Canal 13. Why have a Panama Canal? 14. Why did the French construction effort fail despite their experience in Egypt and the Suez Canal? 15. How d

7.2 Daily Video on AP Classroom Period 7: 1890-1945, Topic 2- "Imperialism" Student Learning Objective - Explain the similarities and differences in attitudes about the nation's proper role in the world. What does imperialism mean? How can I remember what it means? Imperialism and Star Wars  and imperial star destroyers Hitler and storm troopers Hunger Games Peace Keepers What are some synonyms for imperialism? Historical background: US was a former British colony 1823- Monroe Doctrine Manifest Destiny? Alaska acquisition Historical developments: "Census of 1890"- West is closed? Anti-Imperialists Pro-Imperialists Hawaii Spanish American War Cuba Teller Amendment Platt Amendment Puerto Rico Guam Philippines Roosevelt Corollary  “Let me insist again . . . upon the fact that our duty is twofold, and that we must raise others while we are benefiting ourselves. In bringing order to the Philippines, our soldiers added a new page to the honor-roll of American history

Period 7: 1890-1945, Topic 1- Contextualization Student learning objective - Students will be able to explain the context in which America grew into its role as a world power. Discussion Question #1- What about pre-1890 explains why 1890-1945 was the way it was? Discussion Question #2- What do you know about that happened 1890-1945 and why is it important? 20th Century timeline Discussion Question #3- What happened after 1945 that shows the importance of 1890-1945?  Explain. 7.1 Daily Video on AP Classroom HW- Read Chapter 27 of the American Pageant and study the ID's.  Chapter 27 Quiz is Friday, 10/20.

Social Studies Department Rubric for Writing to Texts DDMs (aligned with Common Core standards and PARCC “condensed scoring rubric for prose constructed response items”) Criteria 4 3 2 1 0 Understanding of Key Ideas and Details The writing demonstrates thorough, sophisticated understanding of the ideas relevant to prompt that are stated explicitly and implicitly in the text. The writing demonstrates understanding of the ideas in the text that are relevant to the prompt. The writing demonstrates basic or general understanding of the ideas in the text that are relevant to the prompt even though the writing may include some inaccuracy, misunderstanding, and/or omissions. The writing demonstrates limited understanding The writing demonstrates Development of claim with supporting evidence The writing provides convincing and thorough development of a response to the prompt by using clear and persuasive reasoning supported by a command of relevant and accurate textual evidence. The writing pr

AP US History Summative Assessment of Writing about Historical Texts Based on the Dawes Severalty Act and documents provided identify the purposes of the assimilation of the Native Americans. Then, assess the effectiveness of the assimilation of the Native Americans. You MUST use specific passages from the primary source documents and use relevant outside knowledge to support and develop your position. [Three days: first to read documents and second and third to write the essay responding to the prompt using the 2 sources and a source of your choice] On the Use of English in Indian Schools J.D.C. Atkins 1887 Starting in the 1830s, the United States government forced Native Americans into designated territories or reservations. The government saw schools as a prime means of assimilating Native Americans. The number of students enrolled in government schools increased from 3,000 in 1877 to 21,000 in 1900, and government funding soared from $20,000 to almost $3 million

Period 6: 1865-1898, Topic 12- Controversies over the role of government in the Gilded Age Student Learning Objective - Explain the continuities and changes in the role of government in the US economy. Historical developments: Laissez-Faire capitalism supporters ask for no government intervention in the economy Labor strife at times saw government intervention Sherman Anti-Trust Act- government intervention Foreign policy makers look outside US borders for opportunities “The necessities of our altered relationship to the Pacific Ocean [after the late 1840s] found expression in a comprehensive treaty of friendship, commerce, and navigation with the sovereign kingdom of Hawaii. . . . “[The line] from San Francisco to Honolulu [in Hawaii] marks the natural limit of the ocean belt within which our trade with [eastern Asia] must flow. . . . When we survey the stupendous progress made by the western coast during the thirty years of its national life as a part of our dominion, . . . it is not