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Unit 7:Progressivism, Imperialism, and War (1890-1945)

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Dustin Kipp

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Transcript of Unit 7:Progressivism, Imperialism, and War (1890-1945)

Unit 7:Progressivism, Imperialism, and War (1890-1945)
Key Concepts
7.1
Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.
7.2
A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.
7.3
Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.
Progressivism
Do Now:



Objective:


Assign Yourself:

Chapter 20 reading/notes.
1. What is your goal for today's quiz?
2. What makes this a realistic goal for you?
3. What makes this an ambitious goal for you?

SWBAT identify key concepts for Unit 7 by synthesizing from a general description
Page 179-180 - Unit 7 Overview
As we read, pay attention to major themes or trends.

It would be wise to make notes.

With your group, synthesize three key concepts from the overview and the themes or trends you identified.
Day 1
Do Now:


Assign Yourself:
SWBAT explain the origins and goals of the Progressive movements
1. What problems did progressives want to solve?

2. Why did progressives want to solve these problems?

3. How did progressives want to solve these problems?
Ideological Origins
Social Gospel

Rationalism (science applied to society)

Anger at effects of industrialization

Community focus

Active intervention
Progressive Goals
Reform of local, state, and federal government

Government regulation of economy

Social justice

Conservation of natural resources

Improving society
2. Summarize the goals of the progressive movements in 2-3 sentences.
1. Summarize the origins of the progressive movements in 2-3 sentences.
Exit Ticket
Day 2
Do Now:






Assign Yourself:
Exit Ticket
Political Cartoons
Day 3
Do Now:








Assign Yourself:
SWBAT evaluate the impact of Progressive Era reforms, including the 16th, 17th, 18th, and 19th amendments
1. Describe the significance of each of the amendments (16, 17, 18, 19). (1-2 sentences each)

2. What was the purpose of the initiative, referendum, recall, and primary system? (2-3 sentences total)

Exit Ticket
Make notes about each of the amendments.

Also note any questions you have about the amendments or related issues so you can ask them at the end of class.
Create a one-page poster for your assigned amendment.

Posters must include:
-what the amendment does
-who (individuals or groups) helped get it passed
-why it is considered progressive
-how it still affects the U.S. today
Poster Prep
1. Robert M. LaFollette's Wisconsin Idea during the Progressive Era included several reforms to voting practices.

a. Describe THREE reforms to voting practices included in LaFollette's Wisconsin Idea.
b. Explain the effect of ONE of your examples from part A on the relationship between citizens and government.
c. Explain ONE example of how the reform discussed in part B affected state laws in the 20th or 21st century.
Objective:
62 F Needs work.
Day 4
Do Now:
1. Progressive reformers passed several amendments to the Constitution between 1910 and 1920.

a. Describe THREE progressive amendments to the Constitution between 1910 and 1920.
b. Explain the significance of ONE of the amendments described in part a.
c. Explain the significance of another ONE of the amendments described in part a.
Assign Yourself:
Objective:
SWBAT explain the changing relationship between the federal government and private business
More Regulations
Read and answer the questions about anti-trust laws.
Exit Ticket
Source: Washington Post, 1907
Imperialism
Day 1
Do Now:




Assign Yourself:
Objective:
Day 2
Do Now:






Assign Yourself:
SWBAT evaluate the causes and consequences of the Spanish-American War (1898)
Exit Ticket
Day 3
Do Now:






Assign Yourself:
-American Voices questions (p. 680-681) due Thursday
-Perspectives on U.S. Intervention (handout) due Friday

Pretend you have to explain it to a 6th grader:

1. What were the causes of the Spanish-American War? (2-4 sentences)

2. What were the consequences of the Spanish-American War? (2-4 sentences)
Today's Big Questions
How did African Americans react to the Spanish-American War? Why?
How did African Americans react to the Spanish-American War? Why? (3-5 sentences)
Exit Ticket
Document Analysis
Each group will receive a selection of excerpts from black-owned newspapers.
For each excerpt:
1. What are the main values underlying the author's position?
2. What policy or course of action is the author recommending?
3. How are the concerns of the African-American community reflected in the excerpt?
Group Summary
After your group has reviewed and discussed each of the excerpts, write a summary of the views presented. Your goal is to express the general views (including variations) of the African-American community on the particular topic your group has studied.
Be prepared to share with the class.
Writing Practice
Compare and contrast the views of white Americans and black Americans regarding the Spanish-American War.
Tutoring and AP Prep
Tutoring after school today. If you are failing, you should be here at 4:15. Get on track now rather than waiting until the last minute.
APUSH prep session Saturday from 9-12.

This week's topic: writing the DBQ essay.
Day 4
Do Now:





Objective:



Assign Yourself:
1. What is national identity?

2. How did the national identity of the U.S. change (or not change) between 1776 and 1890?
-Perspectives on U.S. Intervention handout due tomorrow
-Quiz tomorrow
SWBAT evaluate the causes and effects of U.S. overseas expansion on defining national identity
1. How did overseas expansion affect U.S. national identity? (3-5 sentences)
Exit Ticket
Document Analysis
During the late 19th century U.S. expansion involved the annexation of nations that were either independent or fighting for their independence. To what extent did these actions cause the U.S. to become an empire?
Discussion
Can a country be both a republic and an empire? Why or why not?
Summarize the changes and continuities in U.S. national identity during and after the War of 1898.
In your notes...
Day 5
Do Now:




Assign Yourself:
-Complete Ch. 22 Reading Guide by Monday.
-Fix failing summative grades. Tutoring today and Thursday.
The Question
How did the foreign policies of Roosevelt, Taft, and Wilson differ?
Exit Ticket
World War I
Day 1
Exit Ticket
Do Now:






Assign Yourself:
So why did the U.S. get involved in Europe's war?
Day 3
Do Now:




Assign Yourself:
Exit Ticket
1920s
Day 1
Do Now:




Assign Yourself:
1. Explain ONE positive change in the 1920s. (2-3 sentences)

2. Explain ONE negative change in the 1920s. (2-3 sentences)
Exit Ticket
Why did the economy grow significantly during the 1920s?

How did the relationship between the government and the economy change during the 1920s?
Big Questions
Do Now:






Assign Yourself:
-If you are failing or unhappy with your grade, come to tutoring Wednesday to do something about it. Take responsibility for your life.
-Review Ch. 22 reading notes
-Turn in signed parent update
Day 2
1. Why did nativism increase during the 1910s and 1920s? (1-2 sentences)
2. How did increased nativism affect immigrants? (1-2 sentences)
3. What was the Red Scare? (1-2 sentences)
4. Describe TWO major examples of the Red Scare’s impact on Americans. (2-4 sentences)
Exit Ticket
1. How did the United States change its immigration policy in the 1920s? Why?

2. How did Americans react to immigrants during the 1920s? Why?

3. What was the Red Scare?

4. Why did the Red Scare happen right after WWI?


Questions of the Day
Do Now:






Assign Yourself:
Analyze the poem "I, Too" by Langston Hughes (1926)
-Review Ch. 23 reading notes
-Sign up for Saturday
-Make good choices
Day 3
Exit Ticket
1. What was the Harlem Renaissance (1-2 sentences)
2. Describe at least two results or outcomes of the Harlem Renaissance. (3-4 sentences)
3. What characterized the Lost Generation writers? (1-2 sentences)

Analysis and Notes
Analyze each of the documents; make connections between the documents and connections to outside evidence.
What influenced cultural changes such as the Harlem Renaissance, the writers of the Lost Generation, and jazz?

How did these cultural trends affect society?
Questions to Consider
1. Explain ONE connection between two of the documents you analyzed today.
2. Explain ONE connection between two of the documents you analyzed today not already mentioned in your answer to the first question.
3. Explain ONE connection between one of the documents you analyzed today and an outside piece of evidence.
4. Explain ONE connection between one of the documents you analyzed today and an outside piece of evidence (neither the document nor the evidence should be from your answer to the third question).

Writing
"Orchestra" by Miguel Covarrubias, 1927
GD
Day 1
Do Now:



Assign Yourself:
Big Question
What caused the Great Depression?

How did it affect people?
Exit Ticket
Explain the causes of the Great Depression. (5-8 sentences)
Day 2
Do Now:





Assign Yourself:
Vocabulary Quiz
How did the Great Depression affect people?

How did people and the government try to solve the problems of the Great Depression?
Big Questions
•Herbert Hoover mostly relied on voluntary actions to combat the effects of the Great Depression.

•Franklin Roosevelt used the power and resources of the federal government to help those who could not help themselves.
Key Points
1. How did the Great Depression affect people? (2-3 sentences)

2. How did people and the government try to solve the problems of the Great Depression? (3-5 sentences)

3. What was the major difference between the approach to solving the problems of the Great Depression between Hoover and FDR? (1 sentence)
Exit Ticket
Day 3
Do Now:




Assign Yourself:
Read and annotate 7.1.III.C
Write at least one thing you notice and one thing you wonder about in the Do Now space on the front of your packet.
Relief:


Recovery:


Reform:
immediate action to stop the economic slide and deal with emergency concerns (food, housing, work)
temporary programs to restart the flow of consumer demand ("priming the pump")
permanent programs to prevent another depression and insure citizens against economic disasters
FDR's New Deal:
The Three R's
1. Explain the purpose of the CCC.
2. Explain the purpose of the NRA.
3. Explain the purpose of the WPA.
4. Explain the purpose of the FHA.
5. Explain the purpose of the Social Security Administration.
6. Define relief, recovery, and reform in the context of the Great Depression.
Exit Ticket
Dust Bowl
Drought and poor farming practices caused massive soil erosion, destroying farms in the Great Plains region of the United States
Day 4
Do Now:





Assign Yourself:
Critiques from the Left and Right
Liberal
Moderate
Conservative
"Too much government interference."
"Not enough government help."
Opposition from the Supreme Court
U.S. v. Butler

Schecter Poultry Corp. v. U.S.
Two cases to know...
Separation of powers/checks and balances
The U.S. Constitution set up three branches of government and established rules so no single branch would have too much power
FDR's Court Packing Scheme
When the Supreme Court ruled against the New Deal, FDR wanted to gain influence over the Supreme Court.
In 1937, FDR proposed that for every Supreme Court justice over the age of 70, the president should be able to appoint an additional justice. (He wanted to appoint more people who agreed with his political views of the New Deal.)

FDR's proposal was not accepted (it was delayed and defeated in the Senate judiciary committee).
1. How did Huey Long critique the New Deal? Why? (2-3 sentences)
2. How did Father Charles Coughlin critique the New Deal? Why? (2-3 sentences)
3. How did Francis Townsend critique the New Deal? Why? (2-3 sentences)
4. How did FDR attempt to change the balance of power between branches of government? Why wasn't this attempt successful? (3-4 sentences)
Exit Ticket
Day 5
Dust Storms

The Dust Bowl

1. Turn in your homework.
2. Describe what you see in this picture.
3. When and where do you think this picture was taken?
Explain your answer.

Farmer leveling dust hills in Texas, 1938

Migrant family in San Francisco, 1935

Displacement and Migration

What caused the Dust Bowl?


What were the effects of the Dust Bowl?
Exit Ticket
1. What did people do in response to the Dust Bowl? (2-3 sentences)

2. How were the Dust Bowl and Great Depression related? (2-3 sentences)
WWII
Day 1
Do Now:





Assign Yourself:
Exit Ticket
Day 2
Do Now:





Assign Yourself:
2. Document Analysis and Organization
Day 3
Do Now:





Assign Yourself:
How did Americans at home aid the war effort?
War Bonds (raising money for war)
Scrap Drives (collecting materials)
Rationing and increasing food production
Enlisting (or being drafted)
Total War
In a total war, nearly every human resource, combatants and non-combatants (civilians) alike, can be considered to be part of the war effort.
In WWII, a nation's economic assets (infrastructure, factories, workers, technology, etc.) were all considered military targets.
The U.S. mobilized its economy and population for World War II on an unprecedented scale.
Thinking Like a Historian
Answer the "Analyzing the Evidence" questions from p. 785 on a blank piece of paper.

Then, write a 4-5 sentence response to the "Putting It All Together" prompt.
Exit Ticket
Day 4
Do Now:




Assign Yourself:
In times of crisis, do people in the United States become more racist and discriminatory or less? Defend your answer with evidence.
The Atlantic Charter
1. In affirming "sovereign rights" and "self-government," the Atlantic Charter created what kind of dilemma for European nations that possessed colonies?
Women in War Industries
2. Why did economic issues play such an important role in the Atlantic Charter?

3. Was the eighth point realistic? Explain your answer.
1. Assess whether factory work for women offered more sacrifices or opportunities. Defend your answer.

2. What racial or gender stereotypes emerged in these accounts? What did such attitudes suggest about the prospects for social progress in the postwar era?

3. How would these women educate their own children about their vocational futures?
Exit Ticket
Document Based Question
Day 5
Do Now:





Assign Yourself:
-Unit 7 Exam Friday - study and review
-Unit 7 Review Guide due Thursday
-Ten review activities due by April 30th (albert.io Unit 7, MtT Ch. 7-10 for this unit exam)
-Saturday Review Session?
1. Read and annotate the Japanese Internment Timeline.
2. Note at least TWO things you have questions about.
Write your final hypothesis with a summary explanation of supporting evidence.
Day 6
Do Now:




Assign Yourself:
-Unit 7 Exam Thursday and Friday
-Bring Period 7 Study Guide to class Thursday
-Read and annotate "Why Truman Dropped the Bomb" for tomorrow
In a total war, what determines the outcome? Explain your answer in 2-4 sentences.
How and why did the Allies win WWII?
Collect information from each source that will help you answer the question.

Make notes quickly.
The question:
Organize
How can you group the information to most effectively answer the question?

Create some organizational structure for the information you collected and consider outside knowledge as well.
Exit Ticket
Write a 50-word summary:

How and why did the Allies win WWII?
Day 7
Do Now:





Assign Yourself:
-Review/study Unit 7 - Exam Monday
-Tutoring today at 4:15
-Last chance to sign up for Saturday

1. Write TWO things you know about the use of atomic weapons in WWII.
2. Write TWO questions about the use of atomic weapons in WWII.
The Question
How should society remember the dropping of atomic bombs?
Japanese Perspective U.S. Perspective
Narratives
Time to Choose
1. Choose an image.
2. Write a caption.
3. Justify your choice in writing.
Discussion Questions
1. Which images were easy to eliminate?

2. Was the use of atomic weapons justified? Why or why not?

3. Why is question 2 difficult to answer?
Do Now:






Assign Yourself:
Recently, Senator (and presidential candidate) Bernie Sanders said that the economic and political system of the United States is rigged “to benefit the wealthiest Americans in this country at the expense of everyone else.” How could you use this information to earn a synthesis point on a DBQ essay? (3-4 sentences)
If you have a failing score on either IA2 or the Unit 6 Exam DBQ, come to tutoring. Now is the time to get on track.
What changed and what stayed the same about assumptions regarding women or women’s roles in society between the 18th century and the 19th century?
Big Question
What smaller questions should we ask ourselves to help answer this bigger question?
1. Based on what you’ve seen so far, what changed and what stayed the same about assumptions regarding women or women’s roles in society between the 18th century and the 19th century? (3-4 sentences)
Exit Ticket
The Story of an Hour
by Kate Chopin (1894)
Other well-known works:
The Awakening
(1899)
Earn More Points
Introduction: Context, Thesis (2 pts)

Body Paragraphs: Evidence from docs, outside evidence, analysis of docs (HAPP), support for thesis (4 pts)

Conclusion: Synthesis (1 pt)
Historical Context

Audience

Purpose

Point of View
Historical Context

Audience

Purpose

Point of View
Do Now:






Assign Yourself:
Come to tutoring on Wednesday if needed.
What is the purpose of a body paragraph in an essay? (2-3 sentences)
What changed and what stayed the same about assumptions regarding women or women’s roles in society between the 18th century and the 19th century?
Write
-Write a thesis statement that addresses the prompt, takes a position, and creates organization (categories or structure)

-Write at least one body paragraph that provides evidence from TWO or more documents, analyzes HAPP for at least ONE document, and supports the thesis
Peer Review
-Trade your paper with a partner
-After you have read your partner's work, write:
-"Feedback provided by _______"
-TWO strengths
-TWO areas for improvement
(your name)
Continuities:
-assumption that women should be nurturing, caregivers, homemakers
-assumption that women are less capable intellectually, physically, and spiritually than men

Changes:
-increased participation in the paid labor force and work outside the home
-increasing demand and achievement of rights and legal recognition of status
Document Analysis
-tutoring today
-albert.io
-Review Ch. 20 notes about progressives
Question
Was Progressivism truly progressive?
-Read the documents
-Identify and explain FOUR pieces of evidence from the documents to support your side
-Identify and explain TWO pieces of outside evidence to support your side.
Side A

Side B
Yes, Progressivism was progressive

No, Progressivism was not progressive
Side A presents (both partners must present)
Side B takes notes
Side B presents (both partners must present)
Side A takes notes
Discussion


Exit Ticket
Exit Ticket
Was Progressivism truly progressive?
In your response, be sure to:
-define terms
-clearly answer the prompt
-provide evidence to support your answer
1. Answer parts A, B, and C.

a. Identify THREE priorities of progressives during the period 1890-1920.

b. For ONE of the priorities identified above, explain how progressives attempted to change the status quo. (Be specific!)

c. For the progressive priority explained in part B, explain the extent to which progressive reform was successful. (Be specific!)
Exit Ticket
Do Now:
On the blank side of your paper, set up a graphic organizer.
Issue/Problem Solution(s) Evidence from Docs Outside Evidence
(Use HAPP)
Explain the varying interests of Progressives and evaluate their effectiveness
Assign Yourself:





Objective:
-Get on track to meet your goals. Tutoring today!
-Review your notes for Ch. 21, we're shifting to imperialism tomorrow.
Exit Ticket
1. Explain ONE justification for U.S. involvement in foreign countries between 1890 and 1914. (2-3 sentences)

2. Explain ONE more justification for U.S. involvement in foreign countries between 1890 and 1914. (2-3 sentences)

3. Explain ONE argument against U.S. involvement in foreign countries between 1890 and 1914. (2-3 sentences)

-Quiz Friday
-albert.io
-Make good choices
Effects
-Answer the questions for each topic based on the posted information and your knowledge from Ch. 21

-Be sure to write answers in your own words

-Be sure you can explain how the effects you describe are related to the SAW
1. Explain the causes of the Spanish-American War. (3-4 sentences)

2. Explain the consequences of the Spanish-American War. (3-4 sentences)
Also, because Texas...
yellow journalism


De Lome letter



USS Maine
- sensationalized newspaper reporting advocated for war
- a letter from the Spanish ambassador which criticized President McKinley as weak
- this ship was sunk by an explosion in Havana Harbor, killing 258 U.S. sailors; the cause of the explosion is uncertain, but the newspapers blamed Spain
List as many causes of the Spanish-American War (War of 1898) as you can remember.
Analysis
Historical Context

Audience

Purpose

Point of View
1. In what way was the Roosevelt Corollary a continuity? In what way was it a change? (2-3 sentences)

2. How did dollar diplomacy allow the U.S. to increase its influence in foreign countries? (2-3 sentences)
Open Door Policy

1899 proposal to keep China open to trade with all countries on an equal basis
1. Why did the United States try to remain neutral when the Great War began? (2 sentences)

2. What caused the United States to change from a position of neutrality to direct involvement in WWI? (3-4 sentences)
Zimmermann
Telegram
Unrestricted Submarine Warfare
Source: Wilson's War Message to Congress, April 2, 1917

We are glad, now that we see the facts with no veil of false pretence about them, to fight thus for the ultimate peace of the world and for the liberation of its peoples, the German peoples included: for the rights of nations great and small and the privilege of men everywhere to choose their way of life and of obedience. The world must be made safe for democracy. Its peace must be planted upon the tested foundations of political liberty. We have no selfish ends to serve. We desire no conquest, no dominion. We seek no indemnities for ourselves, no material compensation for the sacrifices we shall freely make. We are but one of the champions of the rights of mankind.
Economic Ties with Britain
-Tutoring tomorrow
-Review Ch. 21 notes
-Make good choices
Do Now:







Assign Yourself:
-Tutoring today
-albert.io
-Make good choices
1. What was the Great Migration? Why did it happen? (1-2 sentences)

2. What agency did the U.S. create during WWI to spread propaganda? How did it try to achieve its goal? (1-2 sentences)

3. What laws allowed the government to suppress antiwar protests? Why did government leaders think this necessary? (1-2 sentences)

4. How did the economy of the United States change during WWI? Why did these changes occur? (1-2 sentences)
Exit Ticket
Day 2
Do Now:




Assign Yourself:
1. Write your assignments in your planner (5 pts)
2. Write your goal for today's quiz on the back of your answer document (n/20).
3. Turn in Ch. 19 and 21 Reading Guides
-Complete Ch. 22 Reading Guide and Notes
-Ch. 22 vocabulary quiz on Monday
-Make good choices
1. Secret society that was reborn in 1915 to fight against perceived threats posed by African Americans, immigrants, radicals, feminists, Catholics, and Jews
2. Nickname for scandal in which Interior Secretary Albert Fall accepted bribes for leasing oil reserves on public land in Wyoming
3. Cultural, social, and artistic explosion led by African Americans in the 1920s
4. Ban on the manufacture and sale of alcohol put in place by the 18th Amendment
5. A series of sudden attacks on radical organizations that peaked in January 1920, when federal agents arrested 6,000 people
6. Policy emphasizing the connection between America's economic and political interests overseas
7. A 1924 law limiting annual immigration from each country to no more than 2 percent of that nationality's percentage of the U.S. population as it had stood in 1890
8. An organization formed to protect free speech rights
9. Fear of a potential rise in communism or political leftism; led to arrests of alleged subversives and limitations on civil liberties
10. Unique American musical form, developed in the southern United States out of African and European influences
Immigration
1921 Emergency Quota Act

1924 National Origins Act/Asian Exclusion Act
1. Who is the author/artist?
2. When was it created?
3. What is the subject of the cartoon?
4. How might the title of the cartoon help you to understand its meaning?
1. How does the author portray the subject of the cartoon? In other words, what is the author's perspective?
2. Does the author seem to have positive or negative feelings about the subject of the cartoon? How can you tell?
3. How might the author have been attempting to influence the way you, the reader, feel about the subject of the cartoon?
1. What was happening around the time this cartoon was created that might have affected its content?
2. Does this cartoon support or challenge what you have already learned about this subject? If so, how?
3. What can this cartoon teach us about the past?
1. From whose perspective, or point of view, was this cartoon created?
2. What is the message, or thesis, the author is attempting to communicate to the audience?
Complete the analysis of the speech by Leonard Wood. Be sure your answers are complete sentences.
“After all, the chief business of the American people is business. They are profoundly concerned with producing, buying, selling, investing and prospering in the world. I am strongly of the opinion that the great majority of people will always find these the moving impulses of our life.”

-Calvin Coolidge, January 1925
"Unemployment in the sense of distress is widely disappearing. . . . We in America today are nearer to the final triumph over poverty than ever before in the history of any land. The poor-house is vanishing from among us. We have not yet reached the goal, but given a chance to go forward with the policies of the last eight years, and we shall soon with the help of God be in sight of the day when poverty will be banished from this nation. There is no guarantee against poverty equal to a job for every man. That is the primary purpose of the economic policies we advocate:

—Herbert Hoover, speech accepting the Republican nomination, Palo Alto, California, August 1928.
Teapot Dome
1. Secret society that was reborn in 1915 to fight against perceived threats posed by African Americans, immigrants, radicals, feminists, Catholics, and Jews
2. Nickname for scandal in which Interior Secretary Albert Fall accepted bribes for leasing oil reserves on public land in Wyoming
3. Cultural, social, and artistic explosion led by African Americans in the 1920s
4. Ban on the manufacture and sale of alcohol put in place by the 18th Amendment
5. A series of sudden attacks on radical organizations that peaked in January 1920, when federal agents arrested 6,000 people
6. Policy emphasizing the connection between America's economic and political interests overseas
7. A 1924 law limiting annual immigration from each country to no more than 2 percent of that nationality's percentage of the U.S. population as it had stood in 1890
8. An organization formed to protect free speech rights
9. Fear of a potential rise in communism or political leftism; led to arrests of alleged subversives and limitations on civil liberties
10. Unique American musical form, developed in the southern United States out of African and European influences
"My best judgment of America’s needs is to steady down, to get squarely on our feet, to make sure of the right path. Let’s get out of the fevered delirium of war, with the hallucination that all the money in the world is to be made in the madness of war and the wildness of its aftermath. Let us stop to consider that tranquillity at home is more precious than peace abroad, and that both our good fortune and our eminence are dependent on the normal forward stride of all the American people."

-Warren G. Harding, May 14, 1920
Ku Klux Klan
Teapot Dome
Harlem Renaissance
prohibition
Palmer Raids
dollar diplomacy
National Origins Act
American Civil Liberties Union
Red Scare
jazz
-Writers of the Lost Generation (Ernest Hemingway, John Steinbeck, F. Scott Fitzgerald, Sinclair Lewis, ee cummings) rejected the materialism of their time and expressed the disillusionment of many young people after the horror of WWI
-The Harlem Renaissance was an artistic and literary movement that emphasized the experience of African Americans (Langston Hughes, Zora Neale Hurston, Claude McKay, Fats Waller, Jelly Roll Morton, Duke Ellington)

Harlem Renaissance
-The Harlem Renaissance increased recognition of the cultural contributions of African Americans, provided a forum for sharing experiences that were often ignored in U.S. culture, and increased African American pride and confidence
Harlem Renaissance
Lost Generation
Do Now:




Assign Yourself:
-Complete Ch. 23 reading guide by Wednesday
-Tutoring today (4:25) and Thursday (4:15)
Prompt
Support, modify, or refute the following claim: "The 1920s were a period of tension between new and changing attitudes on the one hand and traditional values on the other."
Exit Ticket
Write a thesis and one body paragraph.
Using the documents, identify and explain as many causes of the Great Depression as you can.
Cause Explanation Questions
Migrant Mother, 1936, by Dorothea Lange
-overproduction (manufacturing and agriculture)
-uneven distribution of income
-overexpansion of credit
-speculation
-buying on margin
-stock market crash
-unregulated banking practices
-restricted international trade (high tariffs)
-America's History Ch. 23 vocab quiz Thurs.
-Sign up for Saturday Review Session
-Make good choices
1. A term applied to industrial democracies that adopt various government-guaranteed social-welfare programs
2. New Deal legislation passed in 1933 aimed at cutting agricultural production and raising crop prices
3. A series of dust storms from 1930 to 1941, during which a severe drought afflicted the states of Oklahoma, Texas, New Mexico, Colorado, Arkansas, and Kansas
4. A legendary session during the first few months of Franklin D. Roosevelt's administration in which Congress passed 15 major bills intended to address the problems of the Great Depression
5. A series of informal radio addresses Franklin D. Roosevelt made to the nation in which he explained New Deal initiatives
6. A commission established by Congress in 1934 to regulate the stock market
7. A plan proposed by Francis Townsend in 1933 which would give $200 a month to citizens over the age of sixty
8. A group of 15,000 unemployed World War veterans who set up camps near the Capitol building in 1932 to demand immediate payment of pension awards due to be paid in 1945
9. A high tariff enacted in 1930 intended to help American manufacturing; instead, it led to retaliatory tariffs from other countries and a decrease in global trade
10. A 1935 act with three main provisions: old-age pensions for workers; a joint federal-state system of compensation for unemployed workers; and a program of payments to widowed mothers and the blind, deaf, and disabled
Vocabulary Quiz
1. A term applied to industrial democracies that adopt various government-guaranteed social-welfare programs
2. New Deal legislation passed in 1933 aimed at cutting agricultural production and raising crop prices
3. A series of dust storms from 1930 to 1941, during which a severe drought afflicted the states of Oklahoma, Texas, New Mexico, Colorado, Arkansas, and Kansas
4. A legendary session during the first few months of Franklin D. Roosevelt's administration in which Congress passed 15 major bills intended to address the problems of the Great Depression
5. A series of informal radio addresses Franklin D. Roosevelt made to the nation in which he explained New Deal initiatives
6. A commission established by Congress in 1934 to regulate the stock market
7. A plan proposed by Francis Townsend in 1933 which would give $200 a month to citizens over the age of sixty
8. A group of 15,000 unemployed World War veterans who set up camps near the Capitol building in 1932 to demand immediate payment of pension awards due to be paid in 1945
9. A high tariff enacted in 1930 intended to help American manufacturing; instead, it led to retaliatory tariffs from other countries and a decrease in global trade
10. A 1935 act with three main provisions: old-age pensions for workers; a joint federal-state system of compensation for unemployed workers; and a program of payments to widowed mothers and the blind, deaf, and disabled
welfare state
Agricultural Adjustment Act
Dust Bowl
one hundred days
fireside chats
Securities and Exchange Commission
Townsend Plan
Bonus Army
Smoot-Hawley Tariff
Social Security Act
Based on the totality of the evidence in these documents, how did Americans react to FDR’s New Deal? Why did people react in this way? Why did different people react in different ways? (Give specific examples.)
Evaluate the effectiveness of FDR’s New Deal as a response to the problems of the Great Depression. (Did FDR’s New Deal do too much? too little? What problems were effectively addressed? What problems were not effectively addressed?)
Discussion Questions
Do Now:





Assign Yourself:
-Quiz tomorrow (1920s and 1930s)
-Complete Ch. 24 Reading Guide by Monday (vocabulary quiz will be Monday)
1. What was life like for Mexicans and Mexican Americans in the US during the 1920s?

2. What additional information would historians want to have in order to paint a more reliable picture of Mexican American life in the 1920s?
Discussion Questions
Write what you know about workers during the 1910s and 1920s. Consider the impact of WWI, labor unions, new immigration laws, and changing technology and manufacturing methods.
Minnesota sugar beet farmers
Kansas railroad workers
Prediction
The Great Depression began in 1929; what do you predict happened to Mexican and Mexican American workers during this time?
What does this source suggest about workers in California during the Great Depression? How is this information related to other information you know about workers in the early 20th century?

How is the information in this source related to other information you know about the Great Depression and Dust Bowl?
Read and Connect
Evaluate the extent of change and continuity over time for workers from the 1910s to the 1930s.
Exit Ticket
Write an introduction, including historical context and a thesis.
Do Now:



Assign Yourself:
On the back of your answer document, answer these questions:
1. What is your goal for today's quiz?
2. Why is that your goal for today's quiz?
-Complete Ch. 24 Reading Guide by Monday
-Ch. 24 vocabulary quiz on Monday
-Make good choices
Foreign Policy between the World Wars
How did the United States interact with foreign countries during the 1920s and 1930s?
Read and annotate the excerpt from the Kellogg-Briand Pact (1928) and the secondary source about the Nye Committee to find potential answers to the question below.
Like a good neighbor...
Read the background info and excerpt from FDR's Good Neighbor Policy.

Answer the discussion questions on a separate piece of paper.
Complete the short answer question. Be sure your answers are specific and provide explanation.
Question:
How did U.S. foreign policy change leading up to World War II?
1. Native American soldiers trained to use native languages to send messages in battle
2. Legislation in 1941 that enabled Britain to obtain weapons and supplies from the U.S. without cash but with the promise to pay back the U.S. when the war ended
3. Legislation that sought to avoid entanglement in foreign wars while protecting trade; imposed an embargo on selling arms to warring countries
4. An authoritarian system of government characterized by dictatorial rule, disdain for civil society, and a conviction that imperialism and war are principal means by which a nation attains greatness
5. Identified by FDR as the most basic human rights: freedom of speech, freedom of religion, freedom from want, and freedom from fear
6. A naval base in the U.S. territory of Hawaii that was attacked on December 7, 1941
7. Top-secret project authorized by FDR in 1942 to develop an atomic bomb
8. A committee formed by isolationists in 1940 to oppose U.S. entry into WWII
9. Legislation authorizing the U.S. government to provide WWII veterans with funds for education, housing, and health care, as well as loans to start businesses or buy homes
10. Germany's campaign during WWII to exterminate all Jews and other "undesirables" living in German-controlled lands
Vocabulary Quiz
1. Native American soldiers trained to use native languages to send messages in battle
2. Legislation in 1941 that enabled Britain to obtain weapons and supplies from the U.S. without cash but with the promise to pay back the U.S. when the war ended
3. Legislation that sought to avoid entanglement in foreign wars while protecting trade; imposed an embargo on selling arms to warring countries
4. An authoritarian system of government characterized by dictatorial rule, disdain for civil society, and a conviction that imperialism and war are principal means by which a nation attains greatness
5. Identified by FDR as the most basic human rights: freedom of speech, freedom of religion, freedom from want, and freedom from fear
6. A naval base in the U.S. territory of Hawaii that was attacked on December 7, 1941
7. Top-secret project authorized by FDR in 1942 to develop an atomic bomb
8. A committee formed by isolationists in 1940 to oppose U.S. entry into WWII
9. Legislation authorizing the U.S. government to provide WWII veterans with funds for education, housing, and health care, as well as loans to start businesses or buy homes
10. Germany's campaign during WWII to exterminate all Jews and other "undesirables" living in German-controlled lands
Vocabulary Quiz
code talkers
Lend-Lease Act
Neutrality Act (1935)
fascism
Four Freedoms
Pearl Harbor
Manhattan Project
America First Committee
Servicemen's Readjustment Act or GI Bill
Holocaust
Complete the document analysis for "It Takes More Than Waving a Flag to Win a War" by answering each question using complete sentences.
1. Understand the Prompt
What time period must you address in your essay?

What topic(s) must you address in your essay?

What must you do in your essay?
Which documents support the statement?

Which documents refute the statement?

What outside evidence supports or refutes the statement?

Does the majority of the evidence support or refute the statement?
Write
Contextualization - explain how the particular topic of this essay fits into the bigger picture of U.S. history during this time period

Thesis - address all parts of the prompt, make an argument, provide key points/categories for analysis

Body Paragraph - topic sentence, evidence, explanation
Peer Check
1. Author uses a specific noun before using a pronoun.
African American soldiers in WWII were ...
They were...

2. Complete sentences start with a capital letter and end with a period.

3. Thesis addresses the prompt, makes an argument, and has key points or categories for analysis.
Was the internment of Japanese Americans during WWII justified? Why or why not?
Please complete on the blank side of the handout.
Do Now:


Assign Yourself:
-Make good choices
-Unit 7 Exam Monday (25 MC, 2 SAQ)
Answer the STAAR multiple choice questions to the best of your ability.
Last summative grade of Q3 - be prepared.
Timeline Overview
Create a timeline to show the major events, trends, and people from Unit 7 (Progressivism-WWII).

Include:
-all the terms and people on the handout
-dates
-descriptions
-explanations
The Progressive Era solved the problems of the Gilded Age.
Support or refute the claim with evidence.
Support or refute the claim with evidence.
World War I and World War II both led to a larger role for the United States in world affairs.
Support or refute the claim with evidence.
The New Deal solved the problems of the Great Depression.
Support or refute the claim with evidence.
The 1920s were a period of prosperity and calm in the United States.
Support or refute the claim with evidence.
The United States built an empire in the late 19th and early 20th centuries.
Support or refute the claim with evidence.
The New Deal turned the United States into a welfare state.
Do Now:





Assign Yourself:
1. Write assignments in your planner.
2. Take out your key concept outline and Unit 7 Review.
-Exam tomorrow
-Ch. 25 vocabulary quiz next Thursday
-Make good choices
A recent paper from Oxfam International reports that eight men own as much wealth as the poorest 3.74 billion people in the world. Is this wealth gap a problem? Why or why not? (3-4 sentences)
-Read "The Talented Tenth" by W.E.B. Du Bois (p. 501-504)

-Answer questions 1-2 (p. 504-505)
1. What was the purpose of the state-level progressive reforms led by Robert LaFollette (direct primary, initiative, referendum, and recall)? Why were these changes needed at this time? (2-3 sentences)
-Get your grade on track
-albert.io
-Make good choices
"I aimed at the public's heart, and by accident I hit it in the stomach."
-Upton Sinclair
-Pure Food and Drug Act (1906)
-Meat Inspection Act (1906)
1906
evaluate justifications for and against U.S. involvement in foreign countries during the late 19th and early 20th centuries
Evaluate justifications for U.S. involvement in foreign countries during the late 19th and early 20th centuries.
1. Understand the prompt
2. Answer the prompt
3. Support answer with evidence
4. Explain how/why evidence supports answer
5. Explain how different pieces of evidence fit together
1. Understand the prompt.

2. Answer the prompt.
3. Support answer with evidence.
4. Explain how evidence supports answer.

5. Explain connections between various pieces of evidence.
Do Now:

Work:




Excel:
1. What did President Wilson hope to accomplish by entering WWI? (2-3 sentences)

2. Why did Henry Cabot Lodge and other Republican senators reject the Treaty of Versailles and the League of Nations? (2-3 sentences)

3. Did Lodge and the Republicans make the right choice? Why or why not? (2-3 sentences)
-Tutoring today - get yourself on track
-Signed parent update note
-Review Ch. 22 notes
-Make good choices
What was changing in the 1920s?
Support, modify, or refute the following claim: "The 1920s were a period of tension between new and changing attitudes on the one hand and traditional values on the other."
1. What was the issue?

2. What were the different points of view on this issue?

3. What outside evidence could you use in conjunction with this document?

-Tutoring today
-Ch. 23 vocabulary quiz tomorrow
-Sign up for Saturday
1. What problems of the Great Depression does the author discuss? Why did the author focus on these problems? (Why did the author not address other issues?)

2. Did the author think the government was doing too much or too little to solve the problems of the Great Depression? What evidence in the text tells you this? Why did the author have this point of view?
Questions to Consider
-Tutoring today
-Ch. 24 Vocabulary quiz tomorrow
-Unit 7 exam next Friday (March 2nd)
-Complete Unit 7 Document Review by Thursday
-Tutoring Thursday (4:15-5:30)
-Saturday AP Review/Prep Session (breakfast at 8:30, work 9:00-12:00)
1. Understand the prompt
2. Answer the prompt
3. Support answer with evidence
4. Explain how evidence supports answer
5. Explain connections between various pieces of evidence
Write a thesis and one body paragraph.
Do Now:




Assign Yourself:

1. Write new assignments in your planner.
2. Make sure you have a pen or pencil.
3. Put your backpack and phone at the front of the room.
-Complete Ch. 25 reading notes for Thursday
-Tutoring today 4:30-5:30
-Make good choices
1. Write assignments in your planner.
2. Get out Ch. 21-23 notes.
-Sometime today, check your grade
-Saturday 9-12
-Take Unit 6 Exam if you missed it
-Correct Unit 6 Exam and/or IA 2 if needed
-Review Ch. 20 notes about Progressives
-Make good choices
Read and annotate 7.1.II.A. Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
1. What role did muckrakers play during the progressive era? (1-2 sentences)

2. Explain ONE example of a muckraking journalist and his or her impact on economic, social, or political problems. (2-3 sentences)
Read and annotate 7.1.II.B and D.
Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
-Review Ch. 20 notes about Progressive Era
-albert.io

SWBAT evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the primary system
1. What was the purpose of anti-trust legislation during the progressive era? (1-2 sentences)

2. Was anti-trust legislation effective? Why or why not? (1-2 sentences)

3. What role should the government play in regulating businesses? Defend your answer in 4-5 sentences.
Read and annotate 7.3.I.C.
Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
Do Now:






Assign Yourself:
-Get your grade on track to meet your goal
-albert.io
-Make good choices
1. Find your answer doc (alphabetical from south side to north side)
2. Clear your desk of everything except a pen/pencil
3. Make sure you have a test divider
Thesis:



Claims:


Evidence:
-Address all parts of the prompt
-Not too broad or too narrow
-Clear and concise
-Historically defensible
-Specific and detailed

Read and annotate 7.3.I.A and B.
Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
-Tutoring today and Thursday
-Review Ch. 21 notes
-Make good choices
Read and annotate 7.3.II.A and B.
Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
Predict: The U.S. joined WWI in 1917. What impacts would this have on people in the United States? Why? (3-4 sentences)
Read and annotate 7.3.II.C and D.
Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
-Get parent update note signed and return
-Review Ch. 22 notes
-Tutoring today and Wednesday
-Make good choices
1. Answer the two checkpoint questions and have Mr. Kipp check them when you're finished.

2. Read documents 2-8 regarding the Treaty of Versailles and League of Nations. Answer the questions on the back of the packet.
Work
Read and annotate 7.2.I.C and 7.2.II.A
Write at least one thing you notice (something interesting, surprising, or connected to you what you know) and one thing you wonder (a question) in the Do Now space of your packet.
Work
1. Complete checkpoint questions with explanations.

2. Answer questions based on Document A and B about the Red Scare.
-Opportunity to pass more AP exams

-Saturday (9-12) - sign up
7.1.I.A and B
Complete the checkpoint, have Mr. Kipp check your work, and then you can proceed to the document analysis in the packet.
Checkpoint
Read and annotate 7.2.I.A,B, and D.
In your key concept outline, annotate at least one thing you notice and one thing you wonder.
Read and annotate 7.1.I.C.
Write at least one thing you notice and one thing you wonder on the front page of the packet.
-Ch. 23 vocabulary quiz Thursday
-Tutoring today and Wednesday
-10 weeks to complete 10 online review assignments
Causes of Great Depression
Read and annotate 7.1.III.A
Write at least one thing you noticed and one thing you wonder about in the Do Now space on the front of your packet.
Work
1. Checkpoint Questions

2. New Deal Program notes

3. Read Martha Gellhorn's "Field Report to Harry Hopkins" on p. 584-588 in the red Sources book. Answer questions 1-3 from p. 588 on the blank back page of your packet.
1. Write your assignments in your planner.
2. Clear everything except a pen or pencil off your desk.
-Study AH Ch. 24 vocabulary
-Make good choices
RLAH - New Deal SAC
Was the New Deal a success or a failure?
Side A -





Side B -
Find evidence that the New Deal was successful
Find evidence that the New Deal was a failure
Use evidence from as many sources as possible; consider the source.
Side A presents


Side B presents


Develop a consensus - consider evidence from both sides, address counterarguments, create a complex argument.
Write a summary of your consensus; include evidence and arguments from both sides.
-Everyone on Side A presents
-Side B writes down Side A's arguments
-Side B asks clarifying questions
-Everyone on Side B presents
-Side A writes down Side B's arguments
-Side A asks clarifying questions
Read and annotate 7.3.II.E. Be prepared to ask questions or explain connections to the first world war.
-Complete 10 review assignments by April 30th
-Ch. 24 vocabulary quiz Friday
-Academic Intervention Wednesday (tomorrow) if you are failing
-Make good choices
Questions
Doc. A and B - What were U.S. foreign policy priorities in the early 1920s? Why?

Doc. C and D - Why does the U.S. have influence? Why does the U.S. not use that influence to protect China?

Doc. E - What do the parties agree about? What do they disagree about?

Doc. F and H - Why did people oppose or support the Lend-Lease program?
Do Now:




Assign Yourself:
-Academic Intervention today
-Tutoring tomorrow
-Ch. 24 vocabulary quiz Friday
1. Write assignments in your planner.
2. Clear everything off your desk except for a pen or pencil.
Writing Practice
In the Declaration of Independence (1776), Thomas Jefferson claimed that “all men are created equal” and are entitled to the inalienable rights of “Life, Liberty, and the pursuit of Happiness.” To what extent has the United States lived up to this claim throughout its history? Use specific examples to defend your answer.
Writing Practice
Criteria for Success
Thesis
-Address all parts of the prompt (not a restatement or rephrasing of the prompt)
-Defensible claim based on evidence and details
-Not too broad or too narrow

Evidence
-Specific examples with detailed descriptions
-Relevant to prompt and claim

Explanation
-Clearly articulate how the evidence provided supports claim/thesis
-Follow explanations to logical conclusions

Read and annotate 7.3.III.A.

Be prepared to discuss at least one thing you noticed and one thing you wondered about.
Back to World War II
Read and annotate 7.3.III.B and C.
Be prepared to discuss one thing you noticed and one thing you wonder about.
TELPAS
1. Write assignments in your planner.

2. Clear your desk of everything except a pen or pencil.
-Unit 7 Exam Friday, March 2nd
-Review Unit 7 on albert.io and/or MtT Ch. 7-10
-Make good choices
It is often claimed that the major American wars of the last 150 years have resulted in the most important social and political gains of minorities and women. Evaluate this statement with regard to the experience of minorities and women during World War II. Use evidence from the documents and your knowledge of the period from 1941 to 1945 to compose your answer.

World War II brought significant upheaval of the social, political, and economic systems to the United States between 1941 and 1945. Efforts to mobilize resources, increase production, and safeguard the country shattered the normal order. Some of these changes brought new opportunities for jobs and a sense of unified purpose, but they also created a climate of fear and highlighted inequalities in the U.S. system. The claim that U.S. wars have resulted in the most important social and political gains of minorities and women is true in the long term as these groups built on their work and experiences from World War II, but this war resulted in increased restriction and abuse in the short term.
Why were Japanese Americans interned during World War II?
1. Please place all personal belongings (including electronic devices) at the front of the room.

2. You need a pen or pencil (or both).

3. Find your answer document (alphabetical from south to north).
Full transcript