 HISTORY and SOCIAL SCIENCES
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Homework for Mr. Fayle's AP. US. History class begins here!Please remember to include your name, the assignment code, the due-date, and your period number. Thank you!! Remember that you must type all homework assignments this year, using Times New Roman font
with a size of 12. Remember also to always include your name, due date, period, and
code on the top. For most assignments, please note that as a second step, I want you to
go to the link provided, take the online quiz, and e-mail the results to me. You can
e-mail the results by following the instructions at the bottom of the quiz. You may
take the quiz as often as you like before sending me the results. Thanks!! Interesting and Helpful Links: For a flyer on how AP participation relates to college success click here. **************** Assignments for the week of 2/06/2012 begin here ***************** The following schedule is meant to give you a "rough" idea of how the week will progress. However, remember that the schedule can change for a variety of reasons such as fire drills, lockdowns, discussion, or any number of other things.So..... this week will progress roughly as follows: 02/06 - Day-5 - Resume work on projects.There will be a test on Chapter-27. It will be given at the conclusion of the C27 projects. The projects should conclude on Monday the 13th, so the test would be the 14th or 15th. Here is a complete study guide for the C27 exam. Just click here. Homework for the week is as follows: Chapters 28-31 are the unit in the textbook called "Coming of Age". Here is a complete outline of Chapter-28. As well, I have included some brief information which some of you may find interesting and helpful. Just click here. The Soviet Threat In the years following Word War II, many Americans developed a new kind of interest in geography. Previously, people’s awareness of their world seemed to reflect the nation’s effort to conquer the wilderness, move across the continent, or expand into 
the Pacific. After 1945, however, Americans found themselves studying maps because
of the interests of another world power. It appeared that the Union of Soviet Socialist
Republics (the U.S.S.R.) had global ambitions, and Americans now learned about Europe, Asia, and
Latin America because those places seemed vulnerable to the Soviet threat. In a very
real sense then, the emergence of a bipolar world created a geography of fear.Chapter 28 surveys the history of the bipolar contest for international power between the United States and the Soviet Union, a contest known as the Cold War from 1945 to 1961. The Cold War itself continued on until 1990. Please turn in each homework assignment in seperate packets. C05 should be stapled together, and C06 should be stapled seperately. Code: C05 Due date: 02/28/12 1. How effective was Truman’s “get tough” policy with the Soviet Union? How effective was the policy of containment in Europe? In Asia? How did atomic technology influence this policy? 2. Was United Nations intervention in Korea justified? Did the United States act appropriately when the Chinese entered the war? Why did Truman fire MacArthur? 3. Why was the Dulles policy called “brinkmanship”? What was Eisenhower’s “open skies” proposal? What was the “domino theory”? 4. What is the Third World? How did racial discrimination in the United States hinder American dealings with the Third World? Did the United States end discrimination for security reasons? Code: C06 Due date: 02/28/12 You may have to refer to other chapters for these terms, but please explain each of the following: containment policy
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take the online quiz, and send me an e-mail with the results of the quiz. **************** Assignments, calendar, outline, etc, for the week of 02/06 end here *************** **************** Assignments for the week of 1/30/2012 begin here ***************** The following schedule is meant to give you a "rough" idea of how the week will progress. However, remember that the schedule can change for a variety of reasons such as fire drills, lockdowns, discussion, or any number of other things.So..... this week will progress roughly as follows: 01/30 - Day-3 - Both classes complete debate preperation.For those who may be interested, here is a complete outline of Chapter-27. Just click here. CHAPTER-27 SUMMARY In this chapter, the authors seek to explain the instability of the world order in the 1920s and the coming of world war in the 1930s. Involvement in disarmament talks and arms limitation treaties, acceptance of the Kellogg-Briand Pact outlawing war, and international economic expansion by the United States serve as examples of the independent internationalist approach to foreign policy undertaken by the United States during the 1920s. These examples also illustrate the drawbacks of such an approach. United States acceptance of arms limitations treaties that did not include some of the most dangerous weapons of the age—submarines, destroyers, and cruisers, meant the continuation of rearmament. Acceptance of a treaty that outlawed war but had no enforcement provisions served a useful educational purpose but did not prevent war. International economic expansion, high United States tariff rates, United States policies concerning war debts and reparations, and the onset of the Great Depression caused an upsurge of economic nationalism and destabilized the international economy. Although Secretary of State Cordell Hull’s attempts to move in the direction of economic internationalism were positive, they did not have a dramatic short-term impact. The collapse of the nation’s economic system led to the election of Franklin Roosevelt and to the mobilization of the federal government in a war against joblessness, poverty, and homelessness. The Roosevelt revolution forever changed the relationship between the American people and their government. Then, after the Japanese attack on Pearl Harbor on December 7, 1941, Americans had to face the anxiety of change within a nation whose very survival depended on successful mobilization for war. Since this was total war, not only did troops have to be mobilized, but the homefront had to be mobilized as well to produce the materiel necessary to defeat Japan and the Axis Powers. 
In the first section of Chapter 27, “The United States at War,” we look at the earliest stage of the Second World War in both the
Pacific and European theaters. In the Pacific, America was largely on its own to fight the Japanese; and, after initial losses,
successfully broke the momentum of Japan’s offensive at the Battle of Midway. In turning to the European theater we look at America’s
“Europe First” strategy and at the undercurrent of suspicion among the Allies, obvious in the second-front controversy. In November
1942 American and British forces landed in North Africa and were eventually successful in defeating General Erwin Rommel and his
Afrika Korps. Back in Europe, the Soviet army’s successful defense of Stalingrad proved to be a turning point in the European war.The focus of the chapter then shifts to a discussion of the nation’s mobilization for war on the production front. This mobilization brought: (l) renewed government-business cooperation and an acceleration of corporate growth, (2) the growth of scientific research facilities through government incentives, (3) new economic opportunities for African Americans, Mexicans, and women, (4) the growth of labor unions, and (5) the successful conversion of American factories from civilian production to military production. The Second World War, to an even greater extent than the First World War, was a total war, requiring not only military mobilization but mobilization of the civilian population as well. As civilian workers poured into the nation’s defense plants, the primary responsibility for coordinating total mobilization of the home front fell on the federal government. Therefore, the federal bureaucracy mushroomed in size as one can see in the coordinating efforts of the War Production Board, the Office of Price Administration, and the Office of War Information. Furthermore, the government relied primarily on deficit spending to finance the war. This massive influx of money into the economic system brought full employment and prosperity. As more Americans than ever before moved to take advantage of the opportunities afforded by wartime prosperity, communities changed and conflict emerged between war workers and native citizens. Although the war provided opportunities for African Americans, the Detroit riot of 1943 made clear that racism remained a shaping force in blacks’ lives. The zoot-suit riot in Los Angeles in 1943 demonstrated that the same was true for Mexican Americans. For women, the war became a turning point. More women, including more married women and mothers, entered the labor force than ever before. As some of the negative attitudes toward women working in heavy industry began to change, women experienced more geographic and occupational mobility. Although they continued to receive lower pay than men and were still concentrated in sex-segregated occupations, more women than ever were deciding to remain in the labor market. But even with those changes, home and family responsibilities continued to fall on their shoulders. In many cases, the wartime absence of husbands and fathers made women fully responsible for the family. The combination of these factors and experiences meant that many women gained a new sense of independence. In “The Limits of American Ideals” we discuss three significant examples of America’s failure to live up to its ideals. While the authors state that, “for the most part, America handled the issue of civil liberties well,” it is obvious that the treatment of Japanese Americans was an enormous exception to the nation’s generally creditable wartime civil liberties record. Forcibly removed from the West Coast, Japanese Americans were transported to relocation centers and interned chiefly because of their ethnic origin. As a result, many felt betrayed by their government. There was also the paradox of African American soldiers fighting in a segregated American military against racist Nazi ideology. Furthermore, African Americans on the home front continued to face political, social, and economic discrimination. As in the First World War, African Americans saw the war as an opportunity to achieve their goal of equality in American society. Through the NAACP’s “Double V” campaign and through the founding of the Congress of Racial Equality, African Americans became more outspoken in their attempt to realize that goal. We then turn to “America’s most tragic failure to live up to its democratic ideas”—America’s refusal to help European Jews and others attempting to escape Hitler’s Germany. As we saw in Chapter 26, Roosevelt and Congress knew as early as 1938 of Hitler’s anti-Semitic policies and actions, and by 1943 Roosevelt was aware of the existence of the Nazi death camps. Although the administration established the War Refugee Board in early 1944, it was a case of too little too late. Life in the military, life away from family, and the experience of war profoundly affected the men and women who served in the armed forces during the course of the Second World War. The frame of reference of many GIs was broadened by associations with fellow soldiers from backgrounds and cultures different from their own. Many who saw combat endured horrors they could never erase from their memories. As GIs returned to civilian life, they quickly realized that life at home had continued without them; thus, many felt a sense of loss and alienation. In the last section of the chapter, “Winning the War,” the authors turn to the decision to open the second front and to the war’s final years. After a brief discussion of D-Day and the Battle of the Bulge, we look at decisions made at the Yalta and Potsdam conferences. The Yalta Conference is often described as “the high point of the Grand Alliance.” The agreements reached there are explained in the context of the suspicions among the Allies, the goals of each of the Allies, and the positions of each of the Allied armies. Upon Roosevelt’s death in April 1945, Harry S Truman ascended to the presidency, and less than a month later Germany surrendered. As the war continued in the Pacific, allied leaders met once again at the Potsdam Conference. Unlike the Yalta Conference, the Potsdam Conference revealed a crumbling alliance in which any sense of cooperation had given way to suspicions among competitive nation states. These suspicions, so obvious at Potsdam, were a portent concerning the post-war world. Within this context, the authors discuss the final battles in the Pacific theater, the Potsdam Declaration, and President Truman’s decision to use atomic bombs on Hiroshima and Nagasaki. Truman’s rejection of alternatives to the atomic bomb and the strategic, emotional, psychological, and diplomatic reasons for his decision to use it are explained at the chapter’s end. Code: C03 Due date: 02/08/12 1.) How did the Allies propose to defeat Germany? To defeat Japan? What issues led to disagreements between the Allies? Which battles ultimately proved to be turning points in the war? Why? Should Truman have used the atom bomb? Why or why not? 2. What influence did the war have on business, labor, and the economy? On politics and the government? How did the war affect women, children, and families? How did troops respond to the war and the end of the conflict? 3. Did racial minorities make any advances during the war? If so, what? Did minorities suffer as a result of the conflict? How so? What long-term effects did the war have on the place of minorities in American society? 4. What was the Holocaust? What was the Allied response? Why? What might the United States have done differently? What legacy did the Holocaust leave? 5. How did the Allies prepare for peace while still conducting the war? Why was that peace “flawed”? What specific issues arose at Yalta and Potsdam? How did the Allies resolve those concerns? What implications did diplomacy have for the postwar world?
Go to this site,
take the online quiz, and send me an e-mail with the results of the quiz. **************** Assignments for the week of 1/30/2012 end here ***************** **************** Assignments for the week of 1/23/2012 begin here ***************** Hi Kids. I am sorry I missed today. I felt ill, but decided to come in and try to work through it. By about 7:00 in the morning, I was feeling considerably worse and decided to head home and try to recover. I am feeling a bit better now and anticipate returning to school tomorrow (Tuesday). The following schedule is meant to give you a "rough" idea of how the week will progress. However, remember that the schedule can change for a variety of reasons such as fire drills, lockdowns, discussion, or any number of other things.So..... this week will progress roughly as follows: 01/23 - Day-1 - Work on C26 assignment.For those who may be interested, here is a complete outline of Chapter-26. Just click here. CHAPTER-26 SUMMARY In this chapter, the authors seek to explain the instability of the world order in the 1920s and the coming of world war in the 1930s. Involvement in disarmament talks and arms limitation treaties, acceptance of the Kellogg-Briand Pact outlawing war, and international economic expansion by the United States serve as examples of the independent internationalist approach to foreign policy undertaken by the United States during the 1920s. These examples also illustrate the drawbacks of such an approach. United States acceptance of arms limitations treaties that did not include some of the most dangerous weapons of the age—submarines, destroyers, and cruisers, meant the continuation of rearmament. Acceptance of a treaty that outlawed war but had no enforcement provisions served a useful educational purpose but did not prevent war. International economic expansion, high United States tariff rates, United States policies concerning war debts and reparations, and the onset of the Great Depression caused an upsurge of economic nationalism and destabilized the international economy. Although Secretary of State Cordell Hull’s attempts to move in the direction of economic internationalism were positive, they did not have a dramatic short-term impact. Homework for the week is as follows: Code: C01 Due date: 01/30/12 1. What did Americans mean by “isolationism". Was the United States truly isolationist in the 1920s? How did business help define the American position in world affairs? 2. How did the United States work to improve relations with Latin America during this period? Why? Did the United States take positions that hurt relations? What else could America have done? 3. What factors made Americans want to remain neutral when aggression began in Europe in the 1930s? How did the United States try to maintain neutrality? Why did Roosevelt change his position? 4. Why did Japan become so aggressive in the 1930s? What actions did the United States take to counter this aggression? Was the American response effective, or could more have been done? 5. Why did Japan believe it necessary to bomb Pearl Harbor? Why were American forces so unprepared for the attack?
Go to this site,
take the online quiz, and send me an e-mail with the results of the quiz. **************** Assignments for the week of 01/23/2012 end here ***************** **************** Assignments for the week of 1/16/2012 begin here ***************** The following schedule is meant to give you a "rough" idea of how the week will progress. However, remember that the schedule can change for a variety of reasons such as fire drills, lockdowns, discussion, or any number of other things.So..... this week will progress roughly as follows: 01/16 - Holiday - Martin Luther King Day. No School.There is no homework this week. Please prepare for, and do well on your exams. I wish you all well! I want to remind you all to report to your first period exam on Tuesday morning. Do not report to homeroom. Please remember to bring plenty of pencils and pens to your exams. You may bring bottled water to my exam, but it must remain covered unless you are drinking from it. Once you are seated, you may not leave the room until you are finished with the exam. Once you are finished, you may listen to music, read, or study. You must remain quiet. There are no late buses this week. I want to say to all of you, that I am very proud of you for the time and effort you have dedicated to this class so far this year. It is such an honor for me to get to spend two hours a day with people like you, who I know will make this world a better place someday. Try to be good to yourselves by finding some down time over the next three days. Then, come back next Tuesday ready to kick some butt!! As for your labor of the days ahead, I leave you with a thought from an olde friend..... "As a single footstep will not make a path on the earth, so a single thought will not make a pathway in the mind. To make a deep physical path, we walk again and again. To make a deep mental path, we must think over and over the kind of thoughts we wish to dominate our lives.". - Henry David Thoreau For a copy of the study guide for the Mid-term examination, please click here. **************** Assignments for the week of 1/16/2012 end here ***************** **************** Assignments for the week of 01/09 begin here *************** The following schedule is meant to give you a "rough" idea of how the week will progress. However, remember that the schedule can change for a variety of reasons such as fire drills, lockdowns, discussion, or any number of other things. So..... this week will progress roughly as follows: 01/09 - Day-6 - P5 out. P3 work on study guide.For a copy of the outline for C25, please click here. CHAPTER-25 SUMMARY 
For a copy of the study guide for the Mid-term examination, please click here.
Your mid-year exam will consist of 196 multiple choice questions. You have 12 and 13 days (P3 & P5) to prepare for this. Please do
not wait until the last minute. Work in pairs. Split the work of preparing the study guide. Be efficient. Be smart.Chapter 25 opens with a discussion of the Great Depression’s impact on people’s lives. The human story includes the increase in malnutrition and starvation, altered marital patterns, the sufferings of drought- and debt-ridden farmers, the plight of industrial workers, the desperation of “marginal” workers, and changes to family life. Hoover’s response to appeals from the people that the government extend aid was at first defensive. Hoover was convinced that the nation’s economic problems could be solved by business organizations and professional groups voluntarily working together to find solutions, with the government coordinating their efforts. As the depression deepened, Hoover reluctantly began to energize the government. At the same time, however, he pursued policies that caused further deterioration of the economic situation. In the midst of the depression, few Americans thought in radical, revolutionary terms. However, some did begin to strike out at what they believed to be the cause of their distress. The Farmers’ Holiday Association attempted to drive prices up by withholding agricultural products from the marketplace. Unemployed Councils engaged in protest that sometimes became violent. Racial violence also increased, as some attempted to find scapegoats on whom to blame their problems. The most spectacular public confrontation occurred when the Bonus Army converged on Washington, D.C., in the summer of 1932. However, in the case of the Bonus March, it was the government, not the people, that overreacted. An understanding of Franklin Roosevelt’s background, his perception of himself, his society, and American government is important to an understanding of his approach to the Great Depression. That background and Roosevelt’s frame of reference are outlined as part of the discussion of the presidential election of 1932. In this discussion, we also see that in spite of a deepening crisis Americans did not adopt radical solutions. Instead, they continued to follow tradition by peacefully exchanging one government for another. With the aid of the “Brain Trust,” Roosevelt adopted a theoretical basis for the New Deal he promised to the American people. Roosevelt believed that government could act as a positive force in American society. In deciding how it should act, he was a pragmatist and thus willing to experiment. At first he accepted the idea that government could and should effectively regulate big business. He accepted the idea that centralized economic planning by the federal government could solve some of the problems associated with the depression, and he was willing to have government engage in direct relief to alleviate the distress of the nation’s citizens. Furthermore, the first New Deal was based on the assumption that overproduction was the underlying problem. Roosevelt’s initial actions, outlined in “Franklin D. Roosevelt and the Launching the New Deal,” demonstrate both the conservative nature of his approach and his realization that the psychology of pessimism within the country was as great an enemy as the depression itself. The legislation that was passed, as well as the fireside chats, provided a sense of movement that helped break the mood of pessimism. Kids......... do NOT wait until the last minute to do this homework. If it were me, I would have this completed by Friday the 13th (OH NO!!). Please complete the following assignment: Code: B11 Due date: 01/17/12 1. What led to the worsening economic conditions between 1929 and 1933? How did Hoover respond to the depression? Why? 2. What did Roosevelt hope to achieve with the New Deal? What specific programs were designed to meet specific goals? What degree of success did the New Deal enjoy? What failures did it experience? How did the First and Second New Deals differ? 3. Beyond economics, how did the New Deal affect the United States? What political and social ramifications did Roosevelt’s approach have? Who made up the New Deal coalition? Why?
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take the online quiz, and send me an e-mail with the results of the quiz. **************** Assignments for the week of 1/09/2012 end here ***************** **************** Assignments for the week of 01/02 begin here *************** The following schedule is meant to give you a "rough" idea of how the week will progress. However, remember that the schedule can change for a variety of reasons such as fire drills, lockdowns, discussion, or any number of other things. So..... this week will progress roughly as follows: 01/02 - New Years Day holiday. No school.For a complete outline of C24 just click here. Chapter-24 begins a new, four chapter unit entitled "The Emergence of Modern America". Chapter-24 is entitled "The New Era". It examines a decade in our history that is often referred to as "The Roaring 20's". CHAPTER-24 SUMMARY The 1920s witnessed a boom in consumerism, an explosion in artistic expression, and a growth in leisure time. This change came at the expense of many people and without regard for future problems. The decade of the 1920s began with troubling economic signs but soon became an era of economic prosperity for many Americans. Prosperity was accompanied by pro-business attitudes and unparalleled consumerism. The federal government remained active in its support of business interests, and it became more passive in its regulation of those interests. During this period the Supreme Court handed down antiregulatory decisions and organized labor suffered setbacks. Furthermore, pro-business attitudes reminiscent of the Gilded Age marked the Harding, Coolidge, and Hoover administrations. Most reforms took place at the state and local levels. Interest in reform concerning Indian affairs led to the reorganization of the Bureau of Indian Affairs, but Indian policy matters continued to be characterized by paternalism. Furthermore, while newly enfranchised women lobbied and gained passage of some legislation helpful to them, women generally struggled to find their political voice. Code: B09 Due date: 01/09/11 1. Why did the 1920s experience a sharp rejection of the reform-mindedness of the two previous decades? What role did the war have on this shift? Did Americans just grow tired of reform? If so, why? Did the need for reform no longer exist? Why or why not? 2. Had the United States truly become urban by 1920? Why or why not? How did urbanization affect Americansâ values? What effect did cars, radios, movies, and advertising have on society? 3. Did Marcus Garvey offer a viable solution to the problems of the African American community? How did the move to cities affect African Americans? What role did the Harlem Renaissance play in the 1920s? In the years since then? 4. What led to the Stock Market Crash of 1929? What other factors helped push the United States into the Great Depression? Could anything have been done to stop the failing economy? What about the 1920s should have been dealt with differently? Why? Code: B10 Due date: 01/09/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put B10. Thank you! The chapter is short, and I would like you to plan on a chapter test on Chapter-24 the week of 1/9. This will be about 50 multiple choice questions. Monday the 9th will be to review your study guide. Tuesday the 10th will be the test. For a copy of the study guide for this test, please click here. **************** Assignments for the week of 01/06 end here ***************** **************** Assignments for the week of 12/19 begin here ***************  Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only. This week will progress roughly as follows: 12/19 - Day-1 Both classes begin WWI presentations. Groups 1 & 2.A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. I am happy to say that your only homework assignment over the holiday, is to study for the test on chapters 22 & 23. For a copy of the study guide for the C-22 & C-23 test, just click here. **************** Assignments for the week of 12/19 end here *************** **************** Assignments for the week of 12/12 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 12/12 - Day-6 P5 rotates out. P3 - WWI.A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. CHAPTER 23 - Americans in the Great War, 1914â1920 In Chapter 23, we deal with the causes of the First World War, American entry into the war, and the political, social, and economic impact of the war on the United States and its people. The nationâs entry into the war is discussed in âPrecarious Neutralityâ and âThe Decision for War.â Although President Wilson proclaimed the United States to be a neutral nation in the European conflict, three realities made neutrality practically impossible. Those realities confirm the interrelation of domestic and foreign policy. Furthermore, the discussion of the tenets of Wilsonianism and Wilsonâs strict interpretation of international law reinforces the concept that a nationâs foreign policy is based on its perception of the world community of nations and of its relationship to those nations. Code: B06 Due date: 12/21/11 1. Despite its official policy of neutrality, how did the United States in reality support the Allies? For what reasons would the United States support the Allies? Did the British do anything for the United States that the Germans had not or would not do? If so, why? 2. Did the United States have ample cause to enter World War I? Did Wilson have reasonable attitudes toward freedom of the seas? What role did American business play in Americaâs going to war? 3. What changes did the war provide for women and African Americans? Did these changes prove beneficial? Did they have negative ramifications? Why? What happened after the war? 4. Why did the United States Senate reject the Treaty of Versailles? What might have led to approval? How did rejection reflect attitudes toward the war and American involvement? Code: B07 Due date: 12/21/11 Give an explanation or definition of the following. When doing so, think who, what, where, and when. Also, note the significance. But, keep it as pithy as possible.
Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put B08. Thank you! Please do not be torpid!!!!!! **************** Assignments for the week of 12/12 end here *************** **************** Assignments for the week of 12/05 begin here *************** For a copy of the DBQ rubric I am using for the upcoming DBQ essay just click here.Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only. This week will progress roughly as follows: 12/05 - Day-4 P3 rotates out. P5 Impreialism lecture.The upcoming test will be shorter than previously planned. Since we did, or will have done, an essay on the progressive era, the test will only be on C22 and C23. This will allow for a shorter and more manageable test for you to prepare for. For a copy of the study guide for the C-22 & C-23 test, just click here. For a complete outline of C22 just click here. A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. For homework this week, prepare for the Progressive DBQ, and get your chapter 22 homework done (B03, B04, & B05) We will begin C23 next Monday (12/12), and will have a test on C22 and C23 before Christmas break. Please know that I will never be a bulkateer!!!!!!!! **************** Assignments for the week of 12/05 end here *************** **************** Assignments for the week of 11/28 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only. This week will progress roughly as follows: 11/28 - Day-2 P5 Begin presentations. P3 complete presentations.After November 30th, the next time each class meets for lunch, there will be a timed DBQ on The Progressive Era. A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. Homework for the week is as follows: CHAPTER-22 SUMMARY - The Quest for Empire, 1865âÂÂ1914 Between 1865 and 1914, America grew increasingly expansionist. As expansion became imperialism, the United States became involved in crises and wars around the world. The expansionist and eventually imperialistic orientation of United States foreign policy after 1865 stemmed from the countryâÂÂs domestic situation. Those who led the internal expansion of the United States after the Civil War were also the architects of the nationâÂÂs foreign policy. These national leaders, known collectively as the "foreign policy elite", believed that extending American influence abroad would foster American prosperity, and they sought to use American foreign policy to open and safeguard foreign markets. Code: B03 Due date: 12/09/11 1. Did the anti-imperialistsâ argument that the United States could maintain a strong foreign trade without subjugating foreign people offer a viable option? Why or why not? How much did European imperialism influence American expansionism? 2. American annexation of HawaiâÂÂi justified the actions of the white elite on the island. What do you think constituted the major considerations in this decision? Do you think this action influenced future imperialism by the United States? How so? 3. Did the Open Door policy of the United States protect only American imperial desires? Did this policy have any benefits for China? For any European nation? Did the United States have the right to issue the policy? Why or why not? How did this policy affect American relations with Japan? 4. What effect did the Platt Amendment have on Cuban independence? Why did the United States issue the Platt Amendment? What were the primary concerns of American foreign policy regarding the Caribbean? Why? 5. Why did Theodore Roosevelt believe it necessary to issue his Corollary to the Monroe Doctrine? Did his assumptions have any validity? Why or why not? Who benefited from the Corollary? Code: B04 Due date: 12/09/11 Give an explanation or definition of the following. When doing so, think who, what, where, and when. Also, note the significane.
Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put B05. Thank you! **************** Assignments for the week of 11/28 end here ***************** **************** Assignments for the week of 11/21 begin here *************** Please take note that I moved the due date for the C21 homework from Friday the 18th, to Monday the 21st. I hope this works better for you. Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only. Stay away from this turkey!!  This week will progress roughly as follows: 11/21 - Day-5 P3 present projects. P5 work on projects.A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. Please!!!!!!!! Do not be obstreperous in my class!! **************** Assignments for the week of 11/21 end here *************** **************** Assignments for the week of 11/14 begin here *************** Please take note that I moved the due date for the C21 homework from Friday the 18th, to Monday the 21st. I hope this works better for you.Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only. This week will progress roughly as follows: 11/14 - Day-3 Test on Chapters 19 and 20.A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. A mans man????  Please!!!!!!!! Do not be a popinjay!! **************** Assignments for the week of 11/14 end here *************** **************** Assignments for the week of 11/07 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 11/07 - Day-7 Complete posters.A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. Rachel......... I FOUND NEMO!!!!!  There is much work to do in the Progresssive Era. Approach it bravely and with determination and intelligence. Please, when working on the Progressive Era, do not be nebbish!! Chapter-21 begins a three chapter unit on "The Progressive Era". Please plan your time carefully and do a little each night if possible. I will not be giving a standard chapter exam at the conclusion of this chapter. Instead, you will be writing your first DBQ. CHAPTER 21 - BRIEF. The Progressive Era, 1895 - 1920 In Chapter 21, we focus on the Progressive era and progressivism: a series of movements that brought together reform-minded individuals and groups with differing solutions to the nations problems in the years from 1895 to 1920. The progressives were members of nationwide organizations that attempted to affect government policy. They were people interested in urban issues and urban political and social reform. Although progressives came from all levels of society, new middle-class professionals formed the vanguard of the movement and found expression for their ideas in muckraking journalism. Revolted by corruption and injustice, the new urban middle class called for political reform to make government more efficient, less corrupt, and more accountable. Such government, they believed, could be a force for good in American society. Some business executives argued for a society organized along the lines of the corporate model; women of the elite classes formed the YWCA and the Womans Christian Temperance Union. Working-class reformers pressed for government legislation to aid labor and improve social welfare. Although some reformers turned to the Socialist Party, they were a decided minority and cannot be considered progressives. Progressives generally had far too great a stake in the capitalist system to advocate its destruction and, as a result, were political moderates rather than radicals. As you begin the following assignment, please be reminded that if you are going to include passages from your textbook, put them in quotes. The answers to these questions should, in the main, be in your own words. By putting them in your own words, you are forced to consider more thoroughly the answers to these questions. This in turn will enhance your learning experience, provide you with a better opportunity to understand the topics these questions explore, and help you to perform better on the national exam. Code: B01 Due date: 11/21/11 To answer the following questions, you must first read chapter-21 in your textbook. 1. What differences existed between upper-class reformers, working-class reformers, and socialists? What goals did each group have? Did they share anything in common? Why or why not? 2. How did legislation help reformers advance their causes? Did they enjoy any substantive successes? If so, what? How effective were they at promoting moral reform through legislation? Did this particular approach to morality cause any problems? 3. What inequities did minorities and women face in American society? Did reformers try to solve these problems? If so, how; if not, why not? Were they successful? Why or why not? 4. Did Theodore Roosevelt epitomize the Progressive American? Why or why not? Did he use the presidency in innovative ways? If so, how? How did he influence American society in social terms? 5. How did Woodrow Wilson and Theodore Roosevelt differ in their approach to Progressivism? What similarities did the two approaches have? What were major stumbling blocks for both men in enacting reform? Did they enjoy any successes? 6. Explain the emergence of the Socialist movement, and indicate how it differed from progressivism in ideology, goals, and tactics. 7. Explain and evaluate the reform legislation of the Wilson presidency. Code: B02 Due date: 11/21/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put B02. Thank you! A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Advice of the week........ Remember....... do not be nebbish. **************** Assignments for the week of 11/07 end here *************** **************** Assignments for the week of 10/31 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, snow days, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.Also, as I write this, I do not know for certain if we are having school tomorrow (11/2), or, if we do, if the schedule will remain unchanged. So, I am making some assumptions here. If we lose another day, or if the schedule is different, I MAY have to make some adjustments. It is VERY important that we remain on schedule in the AP courses because even though the year is extended for the rest of the school, the dates of the AP exams are not extended. Therefore, we have now lost three important school days and it is still only the very beginning of November. There is a good chance that we will lose more. With that in mind, I have designed the following schedule. This week will progress roughly as follows: 10/31 - Day-7 Snow Day - NO SCHOOL.Homework for the week is as follows: Code: A09 Due date: 11/08/11 To answer the following questions, you must first read chapter-20 in your textbook. For a copy of the study guide for the Chapter-19-20 test, just click here. CHAPTER-20 BRIEF.... Chapter 20, focuses on the interaction of the political, economic, and social forces within American society during the Gilded Age. This period is characterized by high public interest in local, state, and national elections, political balance between Democrats and Republicans at the national level, and factional and personal feuds within the two parties. Democrats and Republicans in Congress were split on the major national issues: sectional controversies, civil service reform, railroad regulation, tariff policy, and monetary policy. Though Congress debated these issues, factionalism, interest-group politics, and political equilibrium resulted in the passage of vaguely worded, ineffective legislation such as the Pendleton Civil Service Act, the Interstate Commerce Act, and the Sherman Anti-Trust Act. Combined with a conservative Supreme Court, weak presidential leadership, and political campaigns that focused on issues of personality rather than issues of substance, these factors caused the postponement of decisions on major issues affecting the nation and its citizens. 1. No party dominated politics through most of the Gilded Age; did this situation have a positive or negative effect on American government? Why? What effect did the differing factions within the parties have? Why? 2. Civil-service reform constituted a significant movement in the Gilded Age. What roadblocks did reformers face in this area? How were these roadblocks overcome? What immediate effect did the reform have? What long-term results came from the change? 3. How did economic issues generate protests during the Gilded Age? Specifically, how did Americans respond to the depression of the 1890s? Why did socialism start to attract a large following? What did CoxeyÃÂâââÂÂìââÂÂâs Army hope to accomplish? What became of those goals? 4. Did black southerners face any unique economic challenges from 1877 to 1892? If so, what? What social conditions did African Americans experience in the postwar South? Why did so much violence occur? What led to the Jim Crow laws? What purpose did those laws serve? What form did political discrimination take? 5. Populism became a major movement in American politics. Where did Populism find its roots? What did the Populists hope to achieve? How much success did they enjoy during the Gilded Age? 6. What concerns helped make free silver such a major issue? How would free silver have affected the American economy? Who supported free silver? Who opposed it? Why? Why did the free-silver issue eventually lose out to the gold supporters? Code: A10 Due date: 11/08/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put A10. Thank you! A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. Do it thoughtfully and carefully. Also, looking forward, there willl be a Chapter 19 & 20 test next Tuesday the 8th. I will be out of the building on Monday the 7th, so you will have that class period to prepare for the test. We are now 4 days behind plan. I will try to get us caught up as efficiently as possible, and with as little additional stress on you as I can. Advice of the week........ When taking my tests, please do not broozle. **************** Assignments for the week of 10/31 end here *************** **************** Assignments for the week of 10/24 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 10/24 - Day-3 Chapter-19 lecture. Both classes.Homework for the week is as follows: Code: None Due date: None Work on assigned homework, and project. A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. You have your homework assignment for this week. Do it thoughtfully and carefully. We will pass through C19 quickly. Advice of the week........ Do not be a crosspatch!! **************** Assignments for the week of 10/24 end here *************** **************** Assignments for the week of 10/17 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 10/17 - Day-1 P5 complete packets. P3 will be assigned packets in class.Homework for the week is as follows: Code: A07 Due date: 10/25/11 To answer the following questions, you must first read chapter-19 in your textbook. In Chapter 19, we examine urban growth, the third major theme (along with natural resource development and industrialization) associated with American expansion in the late nineteenth century. Urban industrial development, combined with mass transportation and urban growth, destroyed the old pedestrian city of the past. The physical expansion of the city attracted industry, capital, and people. By the early 1900s, the modern American city, with its urban sprawl and distinct districts, was clearly taking shape. 1. How did mass transportation affect cities? How did it affect industrialization? What cultural implications did it have? 2. Why did immigrants leave their native countries? Why did they come to America? What influence did the immigrant cultures have on America? What influence did America have on them? 3. Why was poverty so rampant in the inner cities? What types of housing problems did city dwellers encounter? Did reform efforts help? How important were family and ethnic connections? 4. How did the leisure and entertainment industry develop? Why did this industry emerge at this time? Was this an important development for urban life? For rural life? Why or why not? 5. How did political bosses hold on to their constituency? Was the political machine and bossism system helpful or harmful to immigrants? Were reform efforts successful? Why or why not? Code: A08 Due date: 10/25/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put A08. Remember to include your period number. Thank you! A reminder..... when you do your homework, you are not doing it just to get it done. You are doing it to help you learn. Please approach it with this in mind. You have your homework assignment for this week. Do it thoughtfully and carefully. We will pass through C19 quickly. Please do not be a wagpastie!! **************** Assignments for the week of 10/17 end here *************** **************** Assignments for the week of 10/10 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 10/10 - Holiday - No School. Note below that I have moved the due dates for C18 homework backward. Also, there will be a test on Chapter-18 early the week of 10/17. Going further out, I am planning on combining the tests for C19 and C20. For a copy of the study guide for the Chapter-18 test, just click here. Homework for Chapter-19 will be placed on the website this coming Sunday. No popinjays in my classroom please!! **************** Assignments for the week of 10/10 end here *************** **************** Assignments for the week of 10/03 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 10/03 - Day-2 Both classes begin presentations.I am projecting the Chapter-17 test to occur on 10/5. For a copy of the study guide for the Chapter-17 test, just click here. Code: A05 Due date: 10/17/11 To answer the following questions, you must first read chapter-18 in your textbook. 1. Explain the impact of each of the following on American attitudes and lifestyles: a. the indoor toilet,2. Explain the characteristics of modern advertising and comment on it's role in industrial America. 3. What was the corporate consolidation movement of the late nineteenth century, and what were the consequences of this movement. 4. Explain the ideologies of Social Darwinism, laissez-faire capitalism, and the Gospel of Wealth. What was their impact on workers and on the role of government in society? 5. What were the ideas and suggested reforms of those who dissented from the ideologies of the Gospel of Wealth, Social Darwinism, and laissez-faire capitalism. 6. How did the branches of government at the state and national levels respond to the corporate consolidation movement on the one hand and to the grievances of workers on the other hand. Code: A06 Due date: 10/17/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put A06, and include Period number!!!. Thank you! Do not make me look lugubrious, and it will be a good week!! Also bear in mind that if we do not meet, assignments are still on due dates. You can come in and drop it off at any time before homeroom or during the day. Just put the typed assignment in the basket for your period. **************** Assignments for the week of 10/03 end here ***************** **************** Assignments for the week of 09/26 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 09/26 - Day-7 Assign C17 (Development of the West) projects.Your homework this week is to work on your projects. I am projecting the Chapter-17 test to occur on 10/5. For a copy of the study guide for the Chapter-17 test, just click here. There are no mooncalfs in my AP classes!! Also bear in mind that if we do not meet, assignments are still on due dates. You can come in and drop it off at any time before homeroom or during the day. Just put the typed assignment in the basket for your period. **************** Assignments for the week of 09/26 end here ***************** **************** Assignments for the week of 09/19 begin here *************** Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only.This week will progress roughly as follows: 09/19 - Day-5 P5 two more presentations. P3 Reconstruction essay.Code: A03 Due date: 09/30/11 To answer the following questions, you must first read chapter-17 in your textbook. 1. How were the trans-Mississippi Indians members of subsistence economies? How did their systems differ from a market economy? Did the Native Americans have other cultural traditions that brought about conflict with white Americans? If so, what were they? 2. How did western expansion consist of exploitation? How did corporations fit into the West? What part did individuals play in closing the frontier? Was the West wild? Why or why not? 3. What problems challenged western farmers and ranchers? How did people respond to those difficulties? What innovations helped Americans conquer the western frontier? What attracted folks to move to the Far West or the Great Plains? Code: A04 Due date: 09/28/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. For Course Name, Put A04. Thank you! Remember to include your period number on ALL homework assignments. For a copy of the study guide for the Chapter-17 test, just click here. When taking my AP course, PLEASE do NOT be a jejune!! Also bear in mind that if we do not meet, assignments are still due on the due dates. You can come in and drop it off at any time before homeroom or during the day. Just put the typed assignment in the basket for your period. **************** Assignments for the week of 09/19 end here ***************** **************** Assignments for the week of 09/12 begin here *************** For a copy of the Chapter-16 study guide, just click here!Please keep in mind that the following schedule is provided to give you a rough idea of how the week will unfold. Circumstances can arise that could cause this schedule to change slightly such as fire drills, assemblies, teacher re-direction, or any number of other things. This should be used as a general guide only. This week will progress roughly as follows: 09/12 - Day-3 Continue work on Reconstruction projects.Looking outward.... It is my intention to give you a chapter test on C16 on Monday the 19th. A study guide for that test will appear on this web page early this week Also bear in mind that if we do not meet, assignments are still on due dates. You can come in and drop it off at any time before homeroom or during the day. Just put the typed assignment in the basket for your period. **************** Assignments for the week of 09/12 end here ***************** **************** Assignments for the week of 09/05 begin here *************** Well...... the High School is up and running so we will begin school on Tuesday the 6th of September. It has been a long 8 days since Irene robbed us of our power. At my house, we got it restored on Wednesday evening around ten past nine. To us, living without electricity meant major changes in our day to day lives. Even though it was only 3.5 days, it seemed like a lot longer. Imagine what it was like before electricity and people had to live everyday without it!! The first day of school for you will be Tuesday the 6th day of September. On the first day of school (tomorrow) homeroom will be extended in order to pass out the Student/Parent handbook, various forms, and other important information. Usually lockers are also assigned at that time. Also, all seven periods will be run on the first day. After homeroom, you will go to your Period-7 (G) class. Again, when you come to my classroom on the first day of school, we'll do attendance, and take care of seating assignments. We will also pass out textbooks. I look forward to seeing you all on September 6th!! Also, please be aware of the change in the rotation of the periods this year. This year, they will rotate in reverse order. So, last year Day-A was 1,2,3,4,5,6 and Day-B was 2,3,4,5,6,7. This year Day-A is 1,2,3,4,5,6 but Day-B is 7,1,2,3,4,5. Day-C is 6,7,1,2,3,4. Ask your homeroom teacher if you have any questions. This week will progress roughly as follows: 09/05 - LABOR DAY (No School) Code: A01 Due date: 09/16/11 To answer the following questions, you must first read chapter-16 in your textbook. Remember that you must type all homework assignments this year, using Times New Roman font with a size of 12. Remember also to always include your name, due date, period, and code on the top. For this assignment, please note that as a second step, I want you to go to the link provided, take the online quiz, and e-mail the results to me. You can e-mail the results by following the instructions at the bottom of the quiz. You may take the quiz as often as you like before sending me the results. You should also ALWAYS keep your own copy of the online quizzes and the typed homework you submit. Thanks!! 1. Andrew JohnsonÃÂÃÂÃÂâÃÂâÂÂââÂÂìÃÂâÂÂââÂÂâs Reconstruction plan was harsher than LincolnÃÂÃÂÃÂâÃÂâÂÂââÂÂìÃÂâÂÂââÂÂâs, but he still came under fire from the Radicals. Why? What components of his plan did they deem too lenient? Why? Was any of JohnsonÃÂÃÂÃÂâÃÂâÂÂââÂÂìÃÂâÂÂââÂÂâs plan too harsh? Why or why not? 2. Why did many southerners act as if they had not lost the Civil War? What made these Southerners think they could get away with these actions? What role did the federal government take in fostering this type of behavior? 3. Why could African Americans not retain the political power they held after the war? What nonpolitical factors went into their loss of power? What steps did Congress take to secure the rights of African Americans? What role did the Supreme Court play in the extension of equality to African Americans? What led to great distrust between the races? Was the southern white attitude for these blacks purely racial? 4. How much responsibility do white southerners bear for the ÃÂÃÂÃÂâÃÂâÂÂââÂÂìÃÂâÂÂàâÂÂfailureÃÂÃÂÃÂâÃÂâÂÂââÂÂìÃÂâÂÂÃÂàof Reconstruction? Do white northerners deserve any criticism? How could Reconstruction efforts have been improved? 5. What problems plagued the southern economy during the Civil War and Reconstruction? Why did southern planters concentrate so much on cotton production? What problems did this specialization create? Code: A02 Due date: 09/16/11 Go to this site, take the online quiz, and send me an e-mail with the results of the quiz. The instructions are self explanatory. To send me a copy, click on "e-mail" at the end of the quiz, and fill in the information. In "Subject Line" put the code "A02". Also, please put your period number on the e-mail. Thank you!! **************** Homework assignments for the week of 09/05 end here *************** **************** Assignments for the week of 08/29 begin here *************** You will only be in school for one day this week: Thursday, September 1st. Friday is part of the Labor Day holiday. Traditionally, the first day of school consists of an extended Homeroom period, during which you are given the new Handbook, various forms, and other important information including locker assignments. We also traditionally run all seven periods on the first day of school. This means that after homeroom the periods will be abbreviated. For you this means that you do not need to bring your textbooks to our class. We will do attendance, establish the seating arrangement, and go over some basic information about the course. Your homework will be to prepare for the multiple choice test on The Jungle, which you will have as soon as you return from the Labor Day holiday.As a warning........Please, no flapdoodle in my classroom!! No blatherskites are allowed inside!! **************** Assignments for the week of 08/29 end here ***************** | |
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This site was developed by Doug Fayle in August of 2008, using the Internet Explorer browser, version 7.0.5730.11. It was tested and was meant to be viewed using a screen resolution of1280 X 800 pixels. Portions of the linked content were developed by Mr. Joe Ferreira for which much thanks is given. Last updated on 08/13/2010. |
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