Period 5 US History Assignments

Write a clear thesis sentence and support it with evidence from at least two of the documents

Read textbook Chapter 10, section 4:

 Take notes, using the headings to help you organize the information.
2-3 Main Ideas, vocabulary, and key people, etc. per section.

Answer the Section Assessment questions on the same page.
Be prepared for the quiz!
FINISH ANY INCOMPLETE WORK that was started in class!

Read the document packet and respond to the questions on the paper handout.

Read textbook Chapter 10, section 3:

 Take notes, using the headings to help you organize the information.
2-3 Main Ideas, vocabulary, and key people, etc. per section.

Answer the Section Assessment questions on the same page.
Be prepared for the quiz!
FINISH ANY INCOMPLETE WORK that was started in class!
Begin work on your FINAL PROJECT (Directions are in the "Project Directions" section)

Read the article.  (Look at the questions first and read to find the answers.)
Respond to the three questions on the paper handout.
With a partner, complete the chart of reasons for and against establishing a US overseas empire.

1.  Read textbook Chapter 10, section 2:
Take notes, using the headings to help you organize the information.
2-3 Main Ideas, vocabulary, and key people, etc. per section.
Answer the Section Assessment questions on the same page.
Be prepared for the quiz!
2.  Finish the Hawaii Annexation article started in class.  Respond to the three questions and fill in the chart (bullet points!)

After reading the documents and answering the questions, write your answer to the question: Why did the United States finally enter WW!?

Read both sections in your textbook:


Take notes using the headings to organize the information
2-3 main ideas, define vocabulary, identify key people and events
Answer the Section Assessment questions
Be prepared for a quiz on both sections

Read the Course Material Document: "The Philosophy of Imperialism"
Work with a partner to analyze the seven documents and create a list of possible explanations for the beginning of American imperialism in the 1890s.
You may bullet point, group the documents, or otherwise organize your thoughts.


IF YOU WORK WITH A PARTNER: each of you should turn in a page and both names must be on both papers.

Read Ch. 9, section 2 in the textbook:
Take notes, using the headings to help you organize the information.
2-3 Main Ideas, vocabulary, and key people, etc. per section.
Answer the Section Assessment questions on the same page.
Be prepared for the quiz! NOTE: The quiz will cover 9.3, 9.1, and 9.2

Use your book or other resources to complete the chart about these Guilded Age presidents.

Read each section: 9.3 wraps up the Progressive Era, then 9.1introduces the Progressive presidents.
For each section, take notes using the headings to organize the main ideas, vocabulary, and people.
At the end of each section, complete the Section Assessment questions on the same page as the notes.

Attach each section as a separate document.

1. Chapter 8 Assessment on pgs. 262-263:
Reviewing Key terms (also review the vocabulary in each of the three sections!)
Recalling Facts #1-10 k
Critical Thinking #1-4
Standardized Test Practice 
Geography & History questions #1-4

1.  Read Chapter 8, section 3 in the textbook:
Take notes using the headings to organize the main ideas, vocabulary, key events  people
Answer the Section Assessment questions
2.  Read the Case Study/Turning Point on Woman Suffrage  in the textbook, pg. 258 - 261.  Answer the "Responding to the Case" questions that are posted separately below.

Read the document with the quotes, then respond on the paper handout. The Response page below is for reference only..

Read the attached article and respond on the paper response page.

1.  Read Ch. 8, section 2 in the textbook.
Take notes, using the headings in the book to organize main ideas, vocabulary, key people, etc.

Answer the Section Assessment questions on the same paper.
2.
Watch "Fong See's Dream" (link below) and complete the video viewing guide.
         (This video is based on Lisa See's book, On Gold Mountain, about her family's experience in California and Los Angeles.)

Read each article:
"Jane Addams" and "Educating European Immigrant Children"
Respond in writing

This is NOT another assignment!
I mistakenly put two assignments together and don't have a place to record the textbook assignment

Read Chapter 8, section 1 in the textbook
Take notes; Use the headings and add 2-3 main ideas, vocabulary definitions, key names, events. etc.
Answer the section assessment questions on the same page.
Be prepared for a quiz!

Watch the video carefully!
Use the paper handout to keep track of the important details.

Read the article and respond on the paper handout.

Watch the video carefully!
Use the paper handout to keep track of the important details.

Review for the Chapter 7 test on Monday, 11/8:
Test will only cover sections 1to 3.
Complete pg. 224-5, the Chapter 7 Assessment pages: Key Terms #1,2,4,5; Recalling Facts #1-9; Critical Thinking #1-3; Geography & History #1-4; and Standardized Test Practice #1-2. Turn this in here.

Go back and review the Section Assessment questions you answered for Sections 1-3, especially the vocabulary.

Review the Class Notes as well.
Be sure to complete the readings that have been assigned.  They will also help you study for this test.

Read the article.  
Answer the "For Discussion and Writing" questions on a piece of paper and turn it in to the basket.
MAKE SURE YOU HAVE A TITLE, YOUR NAME, and PERIOD at the top of the page!

Read and take notes on Ch. 7, section 3: Populism and Protest
Use the headings and include 2-3 main ideas, vocabulary definitions, key people, etc.
Answer the Section Assessment questions on the same page
Please also finish the class assignment reading on Social Darwinism. Remember to turn in the "For Discussion and Writing" questions on paper.

1. Finish article and responses for "Rockefeller and the Standard Oil Monopoly"
2. Watch the three video segments on Vanderbilt, Carnegie, and Rockefeller, then complete the response pages and submit.

Watch the three video segments.
Fill out the comparison chart and analyze two cartoons depicting these men. (You may also refer to the other articles you've read.)

Read the article about John D. Rockefeller and answer the questions on the paper response page.
When you turn in the paper copy to the class basket, please mark here that you have turned it in and/or upload a copy of it.

As you listen to each group's presentation, record their decision on the matrix. Then decide if and why you agree or disagree with their decision and enter the information on the matrix as well.

1. Review the Notes about the "Indian Wars" posted in Course Materials
2. Read the Sand Creek Massacre documents (found in Course Materials) and answer the questions on the Response page. (10 pts.)
3. Read the information about Andrew Carnegie (found in Course Materials) and complete the Response page.(10 pts.)

Read the Andrew Carnegie document and answer the questions on the Response Page

Read the selections that describe the massacre at Sand Creek, in eastern Colorado.
Answer the questions on the separate Response page

1.  Finish any unfinished work! (group project?, course material readings? in-class assignment work?)
2.  Read Chapter 7, section 2 "Rise of Industrialism" in the textbook.
Take notes by using the headings and listing 2-3 main ideas, vocabulary definitions, key people and events
Answer the Section Assessment questions on the same paper.
Make sue you have a title, your name, and your class period at the top of your submission, and chek that it is attached correctly.
3.   Be prepared: there will be a quiz on 7.2 at the end of the period, after the group presentations.

Post your completed project slides here.

FORM GROUPS OF 5 PEOPLE (4 is OK)     ***PUT ALL NAMES ON WHAT YOU TURN IN AS A GROUP!***
First:  Read the Ellen Cook Biography and as a group create a list of Push/Pull factors (online) that contributed to the movement of African Americans after the Civil War (10 pts.)
Second:  Review your folder. It contains an identity card, five destination pages, and a Move/Stay page.  
Third: Divide up the destination pages.  Each person needs to read the description, evaluate and write down the reasons to move or not to move based on the group identity.(5 pts each)
Fourth: As a group, decide where you would like to move and complete the Move/Stay page. (10 pts)
Fifth: As a group, create a short presentation using Google Slides that explains your identity, the pros/cons of each destination, and a final slide that explains your choice and the reasons for it. You should have a total of 7 slides [1 identity, 4 rejected destinations, 1 choice with reasons, 1 listing group members]  (25 pts)
Turn in the completed pages in the folder, as a group. Be prepared to briefly share your presentation with the class.

1.  Finish and turn in responses to "The Importance of Getting History Right" that was started in class
2.  What other work needs to be finished and turned in???

3.  Work on your part of the Group Project:  Review your Destination page and note any pros/cons of moving there.
4.  Be prepared to finalize your group's Google Slide presentation on Friday and present it.

1.  Finish any work on the Plessy v Ferguson Court Case that wasn't finished in class.
2.  Read chapter 7, section 1 in the textbook:
Use the headings to organize your notes: 2-3 main ideas, vocabulary definitions, key people & events and why they are important
Answer the Section Assessment questions on the same page/paper
Make sure your work attached correctly!

There are two pages of readings.  Be sure to look at the second page!

Read the Background information, 10th vs. 14th Amendment information, and Summary of Decision.
     Use the links below in order.
Answer the questions for each section on the Question page.  The questions are in the same order as the readings.

As you watch the video in class, please answer the attached questions

Read the article and respond to the questions on the separate page.
Be prepared to discuss your answers in class!

Review for the Ch. 6 test: Complete the Chapter Assessment questions, including the two Practice test questions.

Key Terms
Main Ideas

Read Ch. 6, section 3 in the textbook.
Use the headings to organize your notes: 2-3 main ideas, vocabulary definitions, key people & events and why they are important
Answer the Section Assessment questions on the same page/paper
Be sure to give your page a title (Ch. 6, sec. 3) and put your name and period in the upper left corner as well.

Read Ch. 6, section 3 in the textbook.
Use the headings to organize your notes: 2-3 main ideas, vocabulary definitions, key people & events and why they are important
Answer the Section Assessment questions on the same page/paper
Be sure to give your page a title (Ch. 6, sec. 3) and put your name and period in the upper left corner as well.

Watch video clip (in class) and answer the following questions

In your own words, explain the connection between Mexico and the US Civil War:

Read the quotes and answer the questions on paper
10/20/21 - NOTE: IF YOU DID NOT TURN THIS IN ON PAPER, YOU MAY NOW USE THE ATTACHMENT BELOW AND TURN IT IN ONLINE.

Read Ch. 6, section 2 in the textbook.
Use the headings to organize your notes: 2-3 main ideas, vocabulary definitions, key people & events and why they are important
Answer the Section Assessment questions on the same page/paper

As you watch the video segments, respond to these questions.

Read Ch. 6, section 1.
Take notes: use the headings and for each one list 3-4 main points, define any vocabulary, and identify any key people and key events that are mentioned.
Answer the Section Assessment questions.
Turn them in online in Classroom, even if they are late!

Review Ch 5, Sections 1-3 and prepare for the Chapter Test
A.  Complete the Chaper Assessment Quesitons on pg. 160:
Reviewing Key Terms (but also look back at the sections and make sure you know all the vocabulary!)
Recalling Facts
Critical Thinking #1,3.
B.  Pg. 161: Geography questions #1-5 and Standardized Test Practice questions #1-2

Work in groups of 4 to review and analyze the four documents:
1.  "Indian Removal: the Cherokees, Jackson, and the Trail of Tears" (hard copy)
2.  Worcester v. Georgia Case Study (online, attached below)
3.  Andrew Jackson's 1830 message (online, attached below)
4. Trail of Tears Primary Document (hard copy)
Make sure you can identify for each document:
type of document and the type of information it contains
main ideas in the document
any answers to the questions that are part of the document
AS A GROUP: discuss, write up, and submit one google doc for your whole group that answers the following two questions:
What does each document tell about the US Government view of Native Americans in the mid-1800s?
What does each document tell about the Native American point of view toward the US government?

Read Ch. 5, Sec. 3:

Take notes that define the vocabulary terms, identify the key people and events.
Answer the Section Assessment questions
Be prepared for a quiz on this information.

Read the CRF-BRIA article "The Election of 1824-25: When the House Chose the President."
Use the paper handout to record information about the four candidates.
Use the paper handout to answer the "For Discussion and Writing" questions at the end of the article.
Use the paper handout to define the vocabulary at the bottom of the page.
Be prepared to discuss how this election changes the political status quo in the United States.

Read and take notes on Ch. 5, Section 2. 
Also answer the Section Assessment questions on the same page.
Hint: make sure you know the vocabulary, the key people, and important events!

Read and take notes on Ch. 5, Section 1.
Also answer the Section Assessment questions on the same page.
Hint: make sure you know the vocabulary and the key people!

Read the LA Times article.  
Note the many references to the US Constitution, to State, and to Federal laws. Think about: 
What issue(s) does the court case focus on? 
Where do you see the US Constitution mentioned and why?
How does each side claim the support of the Constitution?
Write down your responses as an answer to the question and be prepared to discuss this in class.

Read the handout "The Supreme Court's Power of Judicial Review: Marbury v Madison, 1803."
Answer the questions in the attached document

Read Ch. 4, Section 3:
Take notes by outline or bullet points to capture the details.
Answer the Section Review questions on the same page.
Be prepared for a quiz on 9/8.

Read Ch. 4, Section 2:
Take notes by outline or bullet points to capture the details.
Answer the Section Review questions on the same page.
Be prepared for a quiz on 9/3.

Review the Articles of the US Constitution and complete the outline on the paper handout.

Read the article on the Articles of Confederation.
Answer the questions on the page provided. Be thorough!
We will discuss this in class.

Read Ch. 4, Section 1.
Take notes on what you read, either by outline or bullet points
Answer the Section Assessment questions on the same page.
Be prepared for a short, 5 question quiz on the content.

Choose the letter of the choice that best completes the statement or answers the question.
The test includes multiple choice, matching, and written response sections.

Review Ch. 3, sections 1 - 3 to prepare for next week's Chapter Test
Answer Chapter Assessment questions on pg. 76:
Key Terms section
Recalling Facts section
Critical Thinking #1,4 only

Read the Declaration of Independence. There is an online copy in Class Materials. 
Focus on the first few paragraphs and the last paragraph.
Work with a partner and complete the attached "For discussion and Writing" document:
Short answers and bullet points are acceptable. 
Be prepared to share your answers with other classmates.
If you don't finish answering the questions in class, submit it by Friday afternoon.

Read the Declaration of Independence. There is an online copy in Class Materials. 
Focus on the first few paragraphs and the last paragraph.
Work with a partner and complete the attached "For discussion and Writing" document:
Short answers and bullet points are acceptable. 
Be prepared to share your answers with other classmates.
If you don't finish answering the questions in class, submit it by Monday afternoon.

Students will be divided into 3 groups and assigned an interpretation to study (A, B, or C).
Each group will read and analyze their assigned interpretation from the handout (A, B, or C). 
Individuals will use the matrix handout to record information about their group's assigned interpretation (Thesis, Reasons, Evidence).
Groups will pick one or two people to share the information with the class.

Students individually will take notes on the other two interpretations as they are presented.

After reviewing all three interpretations, as well as the impact of the Great Awakening religious revivals, students write their own understanding of what caused the American Revolution in the last section of the handout.

NOTE: THIS WILL REQUIRE TWO CLASS PERIODS. If the final individual thesis statement isn't finished in class on the second day, it must be completed and turned in along with the next homework assignment.

Read Ch. 3, Section 3.
Take notes on what you read, either by outline or bullet points
Answer the Section Assessment questions on the same page.
Be prepared for a short, 5 question quiz on the content.

Read Ch. 3, Section 2 in the textbook:

Take notes that record the important details, either outlined or by bullet points
Answer the Section Assessment questions on the same page.
NOTE: There will be a short quiz on this information at the start of class on Tuesday,  August 24.

Work with a partner!
Each of you will read one of the two documents that describes how Native Americans were treated. [France & the New World, Squanto]
Do not write out answers to the worksheet questions, but make sure you know the answers to those questions.
After you finish reading, share what you learned with your partner.
TOGETHER, make a chart that compares how Spain, France, and England treated the indigenous Native American people they found in the New World.  Put your names on the back of the chart.  [You choose how your chart looks.)
You may refer back to the "Columbian Exchange" article for information about Spain.
Turn in your chart at the end of the class.

Read Ch. 3, Section 1 in textbook:
Take notes (outline or bullet points) on main ideas. You will turn these in for credit.
Answer Section Assessment questions. This should be on the same page, and turned in with your notes. 
NOTE:  There will be a short, 5 question (10 point) quiz at the start of class on 8/20 or 8/23 to check your knowledge.

"Columbian Exchange" article
1. READ. This is an in-class copy so don't write on it or take it home without permission.
2. ANSWER the three "For DIscussion and Writing " questions located on the last page of the article.  Support your answers with details from the article.  [Do No do the "Activity"]
3. WRITE a short paragraph to describe how the Spanish treated the Native American (indigenous) people they met in the Americas. Give specific examples from the article.
4. WRITE a short paragraph describing what Europe (the Old World) was like during this time of exploration. Use clues from the article, and think about how Europeans thought of themselves and their societies at this time.