APUSH 2023-2024

How did you evaluate Hoover and Rugged Individualism? Period 7: 1890-1945, Topic 10- The New Deal Student Learning Objective - Explain how the Great Depression and the New Deal impacted American political, social and economic life over time. New Deal Eleanor Roosevelt Brain Trust "Wheelchair President" The 3 R's Relief Recovery Reform American Pageant CH 33, pg 755 American Pageant CH 33, pg 758 FDR's critics Women during the New Deal- Frances Perkins African Americans and the New Deal Dust Bowl- American Pageant CH 33, pg 765 Social Security Act "Court Packing bill" American Pageant CH 33, pg 772- Compare USA to foreign countries How do 1930's democrats compare to Reconstruction Republicans? How do 1930's democrats compare to Progressives? How was the role of the federal government different during the Gilded Age and New Deal? Why did people move to cities in the Gilded Age?  Who were they? Why did people move to cities in the Depression/New Deal? U

Fun Fact- Calvin Coolidge is the only President to be born and inaugurated in the same place! Period 7: 1890-1945, Topic 9- The Great Depression Student Learning Objective - Students will evaluate the philosophies of Herbert Hoover and Franklin D. Roosevelt. 7.9 Daily Video #2 on AP Classroom What are the effects of the Great Depression? Connect the concepts from the Great Depression video to today. 60 Second Presidents- Hoover What was Hoover before being President? What was Hoover's philosophy? What is Hoover remembered for? Bonus Army Connection to another time period? Importance of  Hoover Dam  (Boulder Dam) 60 Second Presidents- FDR What is the context of the 1932 election? Who was FDR before President? What is FDR's legacy? Compare and contrast Hoover and FDR and evaluate. https://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1334 - Hoover believed that Handouts would damage American moral fiber , get in the way of r ugged individualism and create depende

Period 7: 1890-1945, Topic 9- The Great Depression Student learning objective #1 - Students access prior knowledge Discussion Question #1- What do you already know about the Great Depression? Discussion Question #2- What do you want to know about the Great Depression? Student Learning Objective - Explain the causes of the Great Depression and its effects on the US economy. 7.9 Daily Video #1 on AP Classroom (Absent students should watch this!) Discussion Question #3- What are the causes of the Great Depression and how did they cause the Great Depression? Stock Market Crash of 1929-  Disparity of Wealth-  Increasing debt-  Overproduction-  Government role-  Discussion Question #4-   What else happened during the Great Depression that was neither a cause nor an effect of the Great Depression? Effects of the Great Depression (in the US) -Bank failures -Business failures -Unemployment -Drop in average yearly income -Drop in average consumer spending --> Viscous economic cycle? Watch

Student learning objective - Students will connect a specific controversy to the current day 1. Students break into groups and try to answer questions masterfully 2. The whole group discusses all sections 3. Question posed on google classroom! Group 1-  Teapot Dome Scandal 1. Who is to blame directly? 2. Who is to blame indirectly? 3. What personal/social lesson exists here? 4. How do you remain a good friend, family member, etc. but professional also? Group 2-  "Report" by Maurice Willows   1. What is the main idea? 2. What details support the main idea? 3. How does this connect to current politic s? Essential Question #6- Politics in America Group 3-  Emma Goldman- "We Don't believe in Conscription" 1. What is conscription? 2. What is another word you have learned during this course? 3. What is the historical situation at the time? 4. Evaluate this perspective Whole group- What are some consumer products that were introduced in the 1920's? How does this s

First and foremost-  Students take the American Pageant Chapter 31 Quiz on google classroom/forms.  7.8 Daily Video #1 on AP Classroom shared with students for future studying purposes 7.8 Daily Video #2 on AP Classroom   shared with students for future studying purposes 60 second presidents- Harding 1. What happened to give the Harding Presidency a bad reputation? 2. How did the Harding Presidency end? 60 second presidents- Coolidge 1. How did "Silent Cal" become President? 2. How do you evaluate his radio addresses (especially knowing about his personality now)? 3. What did he do consistently with the Harding Presidency? 4. What is positive about lack of government regulation? 5. What could be negative about that during the 1920's and 1930's? Period 7: 1890-1945,  Topic 8- 1920's: Cultural and Political Controversies Student learning objective - Identify cultural movements and political controversies of the 1920's. Historical Developments: -Nativism (covere

Roaring Twenties Timeline What is the 1920's commonly called? What is that supposed to mean? What was roaring in a good way? What was roaring maybe in a negative way? Essential Question #7-  How have advances in Technology impacted the development of the country and the American people? (in the 1920's) Essential Question #2- How has the rise of Mass Media influenced and transformed Culture ? (In the 1920's) Period 7: 1890-1945, Topic 7- 1920's: Innovations in communication and technology Student learning objective - Explain the causes and effects of the innovations in communication and technology in the United States over time. Historical Developments: -Production of consumer goods -Improved standards of living -Greater personal mobility -Better communications systems - Mass media “For Summer Sport. . . . “Down to the beach again–into the water–out on the boats. And every party a [radio] party, with concerts and dance music coming in on the air. “Off to the camps aga

7.6 Daily Video #1 on AP Classroom Fear of immigrants from Triple Alliance/Central Powers Fear of communism/Bolshevism Anti-German sentiment leading to Prohibition Espionage Act (1917) Schenck vs. US Immigration Act of 1917 Sedition Act (1918) Quota systems of 1920's 7.6 Daily Video #2 on AP Classroom What were the pull factors regarding migration during WWI? What were the push factors regarding migration during WWI? What was the Great Migration ? What were the effects of the Great Migration? Period 7: 1890-1945, Topic 6- WWI: The Home Front Student Learning Objective - Explain the causes and effects of international and internal migration patterns over time. “We realize that certain bodies of men, who do not believe in the basic principles of our Republic, having taken advantage of American hospitality to secure residence within our territory, have brought into organization a large number of committees and associations whose avowed purpose it is to destroy our Government (using fo

Period 7: 1890-1945, Topic 5- WWI: Military and Diplomacy (continued) Student learning objective - Explain the consequences of US involvement in WWI. “Who has registered the knowledge or approval of the American people of the course this Congress is called upon in declaring war upon Germany? Submit the question to the people, you who support it. You who support it dare not do it, for you know that by a vote of more than ten to one the American people as a body would register their declaration against it. “I venture to say that the response which the German people have made to the demands of this war shows that it has a degree of popular support which the war upon which we are entering has not and never will have among our people. The espionage bills, the conscription bills, and other forcible military measures . . . [are] proof that those responsible for this war fear that it has no popular support. . . . “It was our absolute right as a neutral [power] to ship food to the people of Ger

Period 7: 1890-1945, Topic 5- WWI: Military and Diplomacy Student learning objective - Explain the causes of US involvement in WWI US isolationism ? " Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government, the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel. Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?

Essential Question #9-   How have the cost and spoils of war affected the development of America? WWI Intro questions Is it right for America to intervene in foreign conflicts? Explain. When American lives are threatened, how should the government respond? Should America go to war to make the world "safe for democracy"? (Song) Student learning objective -  Students will explain the point of view of the song and find evidence in the song to support the position. “One” Lyrics and Reflection Directions: First, listen to the song and follow along with the lyrics.  Think about what does it all mean? Secondly, the class will discuss the inspiration and meaning of the song as well as what they think the point of view is and what evidence could be used to support that position. “One” by Metallica I can't remember anything Can't tell if this is true or dream Deep down inside I feel the scream This terrible silence stops me Now that the war is through with me I'm waking u