US History (Fall 2023)-Period 4 Assignments
- Instructor
- Mr. Gregorio Luna
- Term
- 2023-2024 School Year
- Department
- Social Science
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Notes:
Origins of Progressivism
Theodore Roosevelt
Taft; The Election of 1912
Wilson
Textbook:
Module 5, Lessons 1-7
Module 6, Lesson 4
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Origins of Progressivism
Theodore Roosevelt
Taft; The Election of 1912
Wilson
Textbook:
Module 5, Lessons 1-7
Module 6, Lesson 4
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Due:
Odd periods due Monday Dec. 18
__________________________________
Woman Suffrage; Wilson and Race (Module 5, Lesson 7)
I. Women Win Suffrage
A. Background
1.
a-b.
2.
a-b.
B. Local Suffrage Battles
1.
a-b.
2.
a-b.
C. CATT and the National Movement
1.
a-b.
2.
a-b.
3.
a-b.
II. The Limits of Progressivism
A. Background
1.
a-b.
B. Wilson and Civil Rights
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
6.
a-b.
__________________________________
Woman Suffrage; Wilson and Race (Module 5, Lesson 7)
I. Women Win Suffrage
A. Background
1.
a-b.
2.
a-b.
B. Local Suffrage Battles
1.
a-b.
2.
a-b.
C. CATT and the National Movement
1.
a-b.
2.
a-b.
3.
a-b.
II. The Limits of Progressivism
A. Background
1.
a-b.
B. Wilson and Civil Rights
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
6.
a-b.
Due:
Odd periods due Thursday Dec. 14
Due:
Classwork. Odd periods due Thurs. Dec. 14
Due:
Classwork. Odd periods due Thurs. Dec. 14
Due:
Classwork. Odd periods due Thurs. Dec. 14
Due:
Classwork. Odd periods due Thurs. Dec. 14
Due:
Odd periods due Dec. 12
Due:
Notes:
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Due:
Due:
Notes:
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Due:
Notes:
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Due:
Due:
Due:
Notes:
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Farmers and the Populist Movement
Imperialism and the U.S.
The Spanish-American war
Textbook:
Module 2, Lesson 4
Modules 6, Lessons 1-3
When studying and knowing the content of your notes and textbook, keep the following in mind:
Origins of any events, movements
Characteristics of any events, movements
Significance and effects of events, movements, important people
The results, significance, and effects of events, movements
Due:
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Taft and Progressivism; Foreign Policy (Module 5, Lesson 6)
I. Taft Becomes President
A. Background
1. (Notes for first paragraph)
a-b. (Supporting details in paragraph)
B. Taft Stumbles
1.
a-b.
2.
a-b.
C. The Payne-Aldrich Tariff
1.
a-b.
D. Disputing Public Lands
1.
a-b.
2.
a-b.
II. The Republican Party Splits
A. Background
1.
a-b.
B. Problems Within the Party
1.
a-b.
2.
a-b.
3.
a-b.
III. Foreign Policy (Module 6, Lesson 4)
A. Dollar Diplomacy
1.
a-b.
2.
a-b.
Due:
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Due:
Due:
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Due:
Due:
Follow the format
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Numbers (1, 2, etc.) refer to paragraphs to read and take notes
Include lower case letters (a, b, etc.) for supporting details in the paragraphs
Points deducted after due date
_______________________________
Race Relations in the U.S.: Late 19th to Early 20th Century (Module 5, Lessons 2-3)
I. African American Education
A. Higher Education for African Americans
1.
a-b.
2.
a-b.
3.
a-b.
4.
a-b.
5.
a-b.
II. Legal Discrimination
A. Background
1.
a-b.
B. Voting Restrictions
1.
a-b.
2.
a-b.
C. Jim Crow Laws
1.
a-b.
2.
a-b.
3.
a-b.
D. Plessy v. Ferguson
1.
a-b.
2.
a-b.
III. Turn-of-the-Century Race Relations
A. Background
1.
a-b.
B. Washington vs. Du Bois
1.
a-b.
2.
a-b.
C. Violence
1.
a-b.
2.
a-b.
D. African American Press
1.
a-b.
E. Discrimination in the North
1.
a-b.
IV. Discrimination in the West
A. Background
1.
a-b.
B. Mexican Workers
1.
a-b.
2.
a-b.
3.
a-b.
C. Excluding the Chinese
1.
a-b.
2.
a-b.
D. Native Americans
1.
a-b.
2.
a-b.
3.
a-b.
Due:
Due:
Minimum one full page
Points deducted after due date
Points deducted after due date
Due:
Minimum one full page
Points deducted after due date
Points deducted after due date
Due:
Minimum one full page
Points deducted after due date
Points deducted after due date
Due:
Minimum one full page
Points deducted after due date
Points deducted after due date
Due:
Minimum one page
Due:
Minimum one page
Due:
Minimum one page
Due:
Minimum one page
Due:
Minimum one page
Due:
Minimum one page
Due:
Minimum one page
Due:
Minimum one page
Due:
As you watch the video segments, take notes to compare these two "captains of industry." You may also use the information in the textbook.
Due:
As you watch the video segments, take notes to compare these two "captains of industry." You may also use the information in the textbook.
Due:
As you watch the video segments, take notes to compare these two "captains of industry." You may also use the information in the textbook.
Due:
As you watch the video segments, take notes to compare these two "captains of industry." You may also use the information in the textbook.
Due:
You should complete both of these by the end of class.
Read and take notes from Lesson 2 of the Industrialization unit pages 162-168. You will need to submit these notes on the day of the unit test.
Answer the attached questions and submit here.
Read and take notes from Lesson 2 of the Industrialization unit pages 162-168. You will need to submit these notes on the day of the unit test.
Answer the attached questions and submit here.
Due:
Read and take notes pages 154-159
Due:
Read and take notes pages 154-159
Due:
Read and take notes pages 154-159
Due:
Read and take notes pages 154-159
Due:
Working in small groups you will create and deliver a presentation to our class. Your presentation will require you to use information from your textbook as well as conduct research from other credible sources. Your presentation should focus on the challenges and shortfalls of Reconstruction after the Civil War. You may choose to provide a general overview or focus on a specific topic. Begin with the topics covered in our textbook, select your focus, and conduct appropriate research.
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Due:
Working in small groups you will create and deliver a presentation to our class. Your presentation will require you to use information from your textbook as well as conduct research from other credible sources. Your presentation should focus on the challenges and shortfalls of Reconstruction after the Civil War. You may choose to provide a general overview or focus on a specific topic. Begin with the topics covered in our textbook, select your focus, and conduct appropriate research.
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Due:
Working in small groups you will create and deliver a presentation to our class. Your presentation will require you to use information from your textbook as well as conduct research from other credible sources. Your presentation should focus on the challenges and shortfalls of Reconstruction after the Civil War. You may choose to provide a general overview or focus on a specific topic. Begin with the topics covered in our textbook, select your focus, and conduct appropriate research.
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Due:
Working in small groups you will create and deliver a presentation to our class. Your presentation will require you to use information from your textbook as well as conduct research from other credible sources. Your presentation should focus on the challenges and shortfalls of Reconstruction after the Civil War. You may choose to provide a general overview or focus on a specific topic. Begin with the topics covered in our textbook, select your focus, and conduct appropriate research.
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Your presentation should answer the question: "What obstacles prevented a successful reconstruction?"
Some topics to consider:
Reconstruction Legislation
Radical Republicans
Civil War Amendments
Black Codes and Jim Crow
Freedmen's Bureau
Reconstruction Act 1867
Civil Rights Act 1866
Sharecropping and Tenant Farming
Carpetbaggers
Scalawags
Ku Klux Klan
Presentation Guidelines:
3-5 Slides (Google/Power Point)
Each slide should have an image
Do not read from your slides
5 minutes in length
Bibliography in MLA format with at least 3 sources.
All group members must participate
Due:
Read and take notes. As you read, complete the attached graphic organizer.
Due:
Read and take notes. As you read, complete the attached graphic organizer.
Due:
Read and take notes. As you read, complete the attached graphic organizer.
Due:
Read and take notes. As you read, complete the attached graphic organizer.
Due:
This is the assignment that we completed in class today.
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
Due:
This is the assignment that we completed in class today.
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
Due:
This is the assignment that we completed in class today.
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
Due:
This is the assignment that we completed in class today.
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
1. Read and annotate the document
2. Respond to the questions
3. On the back (short response). "Did President Lincoln end slavery? Explain."
Due:
After reading and listening to President Lincolns Gettysburg Address answer the attached questions.
Due:
For each question choose the best possible answer.
Due:
After reading and listening to President Lincolns Gettysburg Address answer the attached questions.
Due:
For each question choose the best possible answer.
Due:
After reading and listening to President Lincolns Gettysburg Address answer the attached questions.
Due:
For each question choose the best possible answer.
Due:
Directions: Answer the following questions in paragraph style. Use information and details from your text, videos, or lecture. Submit your completed assignment using Google Classroom.
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Due:
After reading and listening to President Lincolns Gettysburg Address answer the attached questions.
Due:
For each question choose the best possible answer.
Due:
Directions: Answer the following questions in paragraph style. Use information and details from your text, videos, or lecture. Submit your completed assignment using Google Classroom.
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Due:
Directions: Answer the following questions in paragraph style. Use information and details from your text, videos, or lecture. Submit your completed assignment using Google Classroom.
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Due:
Directions: Answer the following questions in paragraph style. Use information and details from your text, videos, or lecture. Submit your completed assignment using Google Classroom.
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Political Cartoon People:
Abraham Lincoln (at far left), the Republican candidate, and Stephen A. Douglas, the Northern Democratic candidate, John C. Breckinridge (at center), the Southern Democratic nominee, and John Bell of the Constitutional Union Party (at right).
Due:
Read and take notes pages (94-103).
Also included is the Guided Reading handout (optional to help you study)
Also included is the Guided Reading handout (optional to help you study)
Due:
Write an analysis of the attached political cartoon. Your analysis must be in paragraph form and should include the elements found in the "Analyze a Political Cartoon" sheet. You may use additional sources to help you with your analysis. (200 words minimum)
Due:
Read and take notes pages (94-103).
Also included is the Guided Reading handout (optional to help you study)
Also included is the Guided Reading handout (optional to help you study)
Due:
Read and take notes pages (94-103).
Also included is the Guided Reading handout (optional to help you study)
Also included is the Guided Reading handout (optional to help you study)
Due:
Write an analysis of the attached political cartoon. Your analysis must be in paragraph form and should include the elements found in the "Analyze a Political Cartoon" sheet. You may use additional sources to help you with your analysis. (200 words minimum)
Due:
Write an analysis of the attached political cartoon. Your analysis must be in paragraph form and should include the elements found in the "Analyze a Political Cartoon" sheet. You may use additional sources to help you with your analysis. (200 words minimum)
Due:
Read and take notes pages (94-103).
Also included is the Guided Reading handout (optional to help you study)
Also included is the Guided Reading handout (optional to help you study)
Due:
Write an analysis of the attached political cartoon. Your analysis must be in paragraph form and should include the elements found in the "Analyze a Political Cartoon" sheet. You may use additional sources to help you with your analysis. (200 words minimum)
Due:
Using a map of the United States you will create a visual which illustrates sectionalism prior to the start of the Civil War. See attached assignment description. You may use the map attached or create your own.
Due:
Attached is the Do Now that we completed in class today.
Due:
Using a map of the United States you will create a visual which illustrates sectionalism prior to the start of the Civil War. See attached assignment description. You may use the map attached or create your own.
Due:
Attached is the Do Now that we completed in class today.
Due:
Using a map of the United States you will create a visual which illustrates sectionalism prior to the start of the Civil War. See attached assignment description. You may use the map attached or create your own.
Due:
Attached is the Do Now that we completed in class today.
Due:
Using a map of the United States you will create a visual which illustrates sectionalism prior to the start of the Civil War. See attached assignment description. You may use the map attached or create your own.
Due:
Attached is the Do Now that we completed in class today.
Due:
Use the information from pages 36-41 to create a graphic organizer that compares & contrasts the political eras of presidents Jefferson and Jackson. Be sure to include significant events, political ideology, and lasting legacy. Your graphic organizer must include at least two relevant images.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
Due:
Use the information from pages 36-41 to create a graphic organizer that compares & contrasts the political eras of presidents Jefferson and Jackson. Be sure to include significant events, political ideology, and lasting legacy. Your graphic organizer must include at least two relevant images.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
Due:
Use the information from pages 36-41 to create a graphic organizer that compares & contrasts the political eras of presidents Jefferson and Jackson. Be sure to include significant events, political ideology, and lasting legacy. Your graphic organizer must include at least two relevant images.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
Due:
Use the information from pages 36-41 to create a graphic organizer that compares & contrasts the political eras of presidents Jefferson and Jackson. Be sure to include significant events, political ideology, and lasting legacy. Your graphic organizer must include at least two relevant images.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
You may choose to create a Venn diagram or another creative format. I encourage you to also use additional resources. Be sure to cite any additional resources using proper MLA format.
Due:
Read and take notes pages 80-89.
I also included the Guided Reading Worksheet to help you organize the most important information. This is optional and will not be collected.
I also included the Guided Reading Worksheet to help you organize the most important information. This is optional and will not be collected.
Due:
Choose the best possible answer for each question.
Due:
Complete the attached Questions.
Due:
Complete the attached Questions.
Due:
Complete the attached Questions.
Due:
Complete the attached Questions.
Due:
Use the attached handouts to complete the Seven Big Ideas in the Constitution. You may work in small groups.
Due:
Use the attached handouts to complete the Seven Big Ideas in the Constitution. You may work in small groups.
Due:
Use the attached handouts to complete the Seven Big Ideas in the Constitution. You may work in small groups.
Due:
Use the attached handouts to complete the Seven Big Ideas in the Constitution. You may work in small groups.
Due:
Read and take notes pages 30-35.
Due:
For each question choose the best possible answer.
Due:
Read and take notes pages 30-35.
Due:
Read and take notes pages 30-35.
Due:
For each question choose the best possible answer.
Due:
For each question choose the best possible answer.
Due:
Read and take notes pages 30-35.
Due:
For each question choose the best possible answer.
Due:
Complete the attached handout.
Due:
Complete the attached handout.
Due:
Complete the attached handout.
Due:
Complete the attached handout.
Due:
Find the best answer for each question.
Due:
Answer the following questions using complete sentences and details from your text, videos, and/or lecture. Submit the completed assignment using Google Classroom.
Due:
Find the best answer for each question.
Due:
Answer the following questions using complete sentences and details from your text, videos, and/or lecture. Submit the completed assignment using Google Classroom.
Due:
Find the best answer for each question.
Due:
Answer the following questions using complete sentences and details from your text, videos, and/or lecture. Submit the completed assignment using Google Classroom.
Due:
Find the best answer for each question.
Due:
Answer the following questions using complete sentences and details from your text, videos, and/or lecture. Submit the completed assignment using Google Classroom.
Due:
Read and take notes. Lesson 2: The American Revolution. (Pg. 15-24)
Due:
Read and take notes. Lesson 2: The American Revolution. (Pg. 15-24)
Due:
Read and take notes. Lesson 2: The American Revolution. (Pg. 15-24)
Due:
Read and take notes. Lesson 2: The American Revolution. (Pg. 15-24)
Due:
Write a narrative that describes and indicates the importance of an event that the U.S. has experienced during the past decade.
Remember:
Be factual
Create an engaging story.
200 words maximum
Must include relevant image
Remember:
Be factual
Create an engaging story.
200 words maximum
Must include relevant image
Due:
Write a narrative that describes and indicates the importance of an event that the U.S. has experienced during the past decade.
Remember:
Be factual
Create an engaging story.
200 words maximum
Must include relevant image
Remember:
Be factual
Create an engaging story.
200 words maximum
Must include relevant image
Due:
Write a narrative that describes and indicates the importance of an event that the U.S. has experienced during the past decade.
Remember:
Be factual
Create an engaging story.
200 words maximum
Must include relevant image
Remember:
Be factual
Create an engaging story.
200 words maximum
Must include relevant image