American History II Honors
The study of American History II is designed as a survey course and a continuation of the American History I curriculum. After the study of American History I, this survey course will begin with the development of the West and industrialization during the Gilded Age. Throughout the competency goals, there will be some overlap of time periods to allow for teacher flexibility and to enrich students on the complexity of the issues and events. The overall curriculum continues to current times.
The focus of this course provides students with a framework for studying in a multidimensional manner and goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations. By analyzing the impact of economic, social and political issues that have faced American society students are able to develop a deeper understanding of how we became who we are today. (NCDPI website, 2005)
The focus of this course provides students with a framework for studying in a multidimensional manner and goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations. By analyzing the impact of economic, social and political issues that have faced American society students are able to develop a deeper understanding of how we became who we are today. (NCDPI website, 2005)
Unit 1 - The Great West, the Gilded Age, Industrialization, Immigration, Urbanization, Rise & Fall of the Farmers
"Hear me, my chiefs! I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever."
-Chief Joseph, Oct. 5, 1877
-Chief Joseph, Oct. 5, 1877
unit_1_study_guide.docx | |
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Assignment for Aug. 29: Watch the Indian Boarding Schools clip from We Shall Remain and the Native American Prisoners of War TEDTalk. After you watch both clips, type a reflection on the clip and TEDTalk using GoogleDocs. In the reflection, include your feelings about the boarding school system, your observation on the images shown in the TEDTalk and whether or not you agree with Aaron Huey's suggested solution for compensating the Sioux for wrongs done to them by the U.S. government. Share your GoogleDoc with me.
the_trans-continental_railroad_reading.doc | |
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2nd Industrial Revolution Inventions Shark Tank
Pasteurization
Alexander Graham Bell/Telephone
http://www.nationalitpa.com/history-of-the-telephone.html
https://www.cnet.com/videos/the-history-of-the-telephone/
http://www.nationalitpa.com/history-of-telephone
Guglielmo Marconi/Radio
https://www.history.com/topics/inventions/guglielmo-marconi
https://eh.net/encyclopedia/the-history-of-the-radio-industry-in-the-united-states-to-1940/
http://discovermagazine.com/2007/jun/tireless-wireless
Thomas Edison/Incandescent Light Bulb
http://www.edisontechcenter.org/incandescent.html
https://energy.gov/articles/history-light-bulb
http://americanhistory.si.edu/lighting/19thcent/consq19.htm
Henry Bessemer/Bessemer Process
https://www.thebalance.com/a-short-history-of-steel-part-ii-2340103
https://www.thechemicalengineer.com/features/cewctw-henry-bessemer-man-of-steel/
https://www.popularmechanics.com/technology/infrastructure/a20722505/history-of-steel/
Edwin Drake/Oil Drill
https://www.pbs.org/wgbh/theymadeamerica/whomade/drake_hi.html
http://aoghs.org/petroleum-pioneers/american-oil-history/
http://www.history.com/topics/oil-industry
Louis Pasteur/Pasteurization
http://science.howstuffworks.com/life/cellular-microscopic/pasteurization1.htm
http://www.historylearningsite.co.uk/a-history-of-medicine/louis-pasteur/
http://www.science20.com/the_conversation/how_pasteur_made_our_modern_food_bonanza_possible-151964
Frank J. Sprague/Electric Street Car
http://ethw.org/Frank_J._Sprague
http://www.edisontechcenter.org/FrankSprague.html
http://americanhistory.oxfordre.com/view/10.1093/acrefore/9780199329175.001.0001/acrefore-9780199329175-e-28
Christopher Sholes/Typewriter
https://todayinsci.com/S/Sholes_Christopher/SholesChristopher-HistoryOfTheTypewriter.htm
http://typewriter.umwblogs.org/about/the-impacts/
http://www.smithsonianeducation.org/idealabs/ap/essays/looking6.htm
http://www.nationalitpa.com/history-of-the-telephone.html
https://www.cnet.com/videos/the-history-of-the-telephone/
http://www.nationalitpa.com/history-of-telephone
Guglielmo Marconi/Radio
https://www.history.com/topics/inventions/guglielmo-marconi
https://eh.net/encyclopedia/the-history-of-the-radio-industry-in-the-united-states-to-1940/
http://discovermagazine.com/2007/jun/tireless-wireless
Thomas Edison/Incandescent Light Bulb
http://www.edisontechcenter.org/incandescent.html
https://energy.gov/articles/history-light-bulb
http://americanhistory.si.edu/lighting/19thcent/consq19.htm
Henry Bessemer/Bessemer Process
https://www.thebalance.com/a-short-history-of-steel-part-ii-2340103
https://www.thechemicalengineer.com/features/cewctw-henry-bessemer-man-of-steel/
https://www.popularmechanics.com/technology/infrastructure/a20722505/history-of-steel/
Edwin Drake/Oil Drill
https://www.pbs.org/wgbh/theymadeamerica/whomade/drake_hi.html
http://aoghs.org/petroleum-pioneers/american-oil-history/
http://www.history.com/topics/oil-industry
Louis Pasteur/Pasteurization
http://science.howstuffworks.com/life/cellular-microscopic/pasteurization1.htm
http://www.historylearningsite.co.uk/a-history-of-medicine/louis-pasteur/
http://www.science20.com/the_conversation/how_pasteur_made_our_modern_food_bonanza_possible-151964
Frank J. Sprague/Electric Street Car
http://ethw.org/Frank_J._Sprague
http://www.edisontechcenter.org/FrankSprague.html
http://americanhistory.oxfordre.com/view/10.1093/acrefore/9780199329175.001.0001/acrefore-9780199329175-e-28
Christopher Sholes/Typewriter
https://todayinsci.com/S/Sholes_Christopher/SholesChristopher-HistoryOfTheTypewriter.htm
http://typewriter.umwblogs.org/about/the-impacts/
http://www.smithsonianeducation.org/idealabs/ap/essays/looking6.htm
andrew_carnegie_bio.docx | |
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cornelius_vanderbilt_bio.docx | |
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jd_rockefeller_bio.docx | |
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jp_morgan_bio.docx | |
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political_machines_article_2012.docx | |
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Unit 2 - Progressivism
unit_2_studyguide-ah2.docx | |
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Muckraker Project Primary Source excerpts:
excerpt_from_jacob_riis-how_the_other_half_lives.doc | |
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riis-how_the_other_half_lives_excerpt-pauperism_in_the_tenements.docx | |
File Size: | 46 kb |
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spargo-bitter_cry_of_children_excerpts.pdf | |
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sinclair-the_jungle_part_1.jpg | |
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sinclair-the_jungle_part_2.jpg | |
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sinclair-the_jungle_part_3.jpg | |
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sinclair-the_jungle-part_4.jpg | |
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sinclair-the_jungle-part_5.jpg | |
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steffens-shame_of_the_cities_excerpt_on_corruption_in_philadelphia.docx | |
File Size: | 28 kb |
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tarbell-excerpt_from_the_rise_of_the_standard_oil_company.docx | |
File Size: | 26 kb |
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excerpts_from_nelly_bly-ten_days_in_a_madhouse.docx | |
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Women's Rights and Civil Rights during the Progressive Era
Assignment for 'Women of Protest' article reflection:
- Start a new GoogleDoc and title it 'Women of Protest' Reflection.
- Before you read the article, start reflection by typing, on a scale of 1-10, how hard do you think it was for women to gain the right to vote (1 being easiest, 10 being hardest) and add 3 reasons you gave it that number;
- Read article ‘Women of Protest: Tactics and Techniques of the National Woman’s Party Suffrage Campaign’ below this assignment.
- Add to your GoogleDoc reflection how the article reinforced or altered your ranking of how hard it was for women to gain suffrage rights; include at least THREE quotes from the article in your reflection (half page).
- Share your GoogelDoc with me.
women_of_protest-tactics_and_techniques_of_the_national_woman’s_party_suffrage_campaign_article.pdf | |
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plessy_v_ferguson_article_from_landmark_cases__qs.pdf | |
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progressivism_-_civil_rights_assignment-bookert-dubois_chart.docx | |
File Size: | 18 kb |
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dubois__booker_t_washington_bios_from_pbs.doc | |
File Size: | 61 kb |
File Type: | doc |
booker_t._washington_and_w.e.b._dubois_document_excerpts_from_atlanta_compromise_and_souls_of_black_folk.docx | |
File Size: | 23 kb |
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booker_t._washington_and_w.e.b._dubois_document_excerpts_from_atlanta_compromise_and_souls_of_black_folk.rtf | |
File Size: | 66 kb |
File Type: | rtf |
Unit 3 - Imperialism and World War I
"Germany has reduced savagery to a science, and this great war for the victorious peace of justice must go on until the German cancer is cut clean out of the world body. " - Teddy Roosevelt
"Germany has reduced savagery to a science, and this great war for the victorious peace of justice must go on until the German cancer is cut clean out of the world body. " - Teddy Roosevelt
Links for de Lome letter and attack on USS Maine:
De Lome Letter:
https://www.loc.gov/rr/hispanic/1898/dupuy.html
Attack on the USS Maine:
http://www.historytoday.com/richard-cavendish/sinking-maine
De Lome Letter:
https://www.loc.gov/rr/hispanic/1898/dupuy.html
Attack on the USS Maine:
http://www.historytoday.com/richard-cavendish/sinking-maine
the_rough_riders_storm_san_juan_hill.docx | |
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American Imperialism Assignment:
- Start a new GoogleDoc titled: Justifying American Imperialism
- Open the Senator Beveridge speech, make a copy, and highlight SIX quotes from it where he provides specific reasons that he uses to justify American imperialism. Copy and paste the quotes you highlighted from the Beveridge speech into your GoogleDoc. Explain why you think each of the quotes makes a compelling/convincing argument. Share that GoogleDoc with me.
- Read Zinn, Empire and the People, and pull SIX specific examples where Zinn provides evidence you could use to support the argument that American imperialism WAS NOT justified. Type the examples (include direct quotes) into your GoogleDoc. Explain why you think each of the quotes makes a compelling/convincing argument.
- Beneath your Beveridge and Zinn examples, type how the Teller Amendment and the Platt Amendment contrasted with each other. Be sure to include the specific requirements of the Platt Amendment.
wwi_wartime_agencies_brochure.doc | |
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Unit 4 - Prosperity of the Roaring 20s, Great Depression, and New Deal
"I pledge you, I pledge myself, to a new deal for the American people.
Let us all here assembled constitute ourselves prophets of a new order
of competence and of courage. This is more than a political campaign;
it is a call to arms. Give me your help, not to win votes alone, but to
win in this crusade to restore America to its own people." - Franklin D. Roosevelt, Nomination Address, Chicago, IL, July 2, 1932
You Decide. The Roaring Twenties?
Go to the link above and click Launch. Work through the activity and, in a GoogleDoc, type 10 things you learned about the Roaring 20s. Also comment on what surprised you about what you learned and what did the activity reinforce about what you already knew. Share the GoogleDoc with me.
Go to the link above and click Launch. Work through the activity and, in a GoogleDoc, type 10 things you learned about the Roaring 20s. Also comment on what surprised you about what you learned and what did the activity reinforce about what you already knew. Share the GoogleDoc with me.
Class work for Monday, Oct. 28
1. You will find links to each group’s 1920s GoogleSlides below. Go through their slides and use the info to fill in your Politics and Culture in the Roaring 20s GoogleDoc (3rd & 4th Pd filled this in for Groups 1 and 2 on Friday). After you finish filling in answers to all of the questions, share your GoogleDoc with me.
2. After you finish, open the link to the Prohibition Video Clips assignment. Make a copy, follow the directions which include a link to a page with videos about Prohibition. Watch the clips on your laptop and complete the assignment. SHARE YOUR GOOGLEDOC with ME.
1. You will find links to each group’s 1920s GoogleSlides below. Go through their slides and use the info to fill in your Politics and Culture in the Roaring 20s GoogleDoc (3rd & 4th Pd filled this in for Groups 1 and 2 on Friday). After you finish filling in answers to all of the questions, share your GoogleDoc with me.
2. After you finish, open the link to the Prohibition Video Clips assignment. Make a copy, follow the directions which include a link to a page with videos about Prohibition. Watch the clips on your laptop and complete the assignment. SHARE YOUR GOOGLEDOC with ME.
the_sacco-vanzetti_case.doc | |
File Size: | 53 kb |
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the_scopes_monkey_trial-_darrow__bryan_bios.doc | |
File Size: | 65 kb |
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langston_hughes_bio.doc | |
File Size: | 64 kb |
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rugged_individualism.doc | |
File Size: | 32 kb |
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rugged_individualism_questions.docx | |
File Size: | 12 kb |
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booms_and_busts_of_the_1920s_graphic_organizer_directions_and_sample.docx | |
File Size: | 14 kb |
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the_business_boom_of_the_1920s_article.docx | |
File Size: | 122 kb |
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new_deal_alphabet_soup_gallery_exhibit_assignment.docx | |
File Size: | 26 kb |
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cinderella_man_movie_review.docx | |
File Size: | 14 kb |
File Type: | docx |
Unit 5 - Foreign Policy During Inter-War Years & World War II
japanese_internment_primary_source_docs.pdf | |
File Size: | 178 kb |
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world_war_ii_storyboards_assignment.pdf | |
File Size: | 82 kb |
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wwii_conferences_primary_source_docs_spring_2011.pdf | |
File Size: | 112 kb |
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the_great_atomic_bomb_debate_article.pdf | |
File Size: | 36 kb |
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Unit 6: Early Cold War, American Culture, & Civil Rights through 1968
trumansletter_to_his_daughter.docx | |
File Size: | 14 kb |
File Type: | docx |
Little Rock Nine article: http://www.nps.gov/chsc/learn/education/upload/crisisof1957-3.pdf
Little Rock Nine Timeline Assignment:
Read Little Rock Nine article (link is above…just read pages 2-7); create timeline of 10 key events from the Little Rock Crisis (1st event should be the Brown v. Board case decision & last event should be 1958 graduation of 1st African-American student at integrated school in Little Rock); make sure to include brief description of each of the 10 events
Little Rock Nine Timeline Assignment:
Read Little Rock Nine article (link is above…just read pages 2-7); create timeline of 10 key events from the Little Rock Crisis (1st event should be the Brown v. Board case decision & last event should be 1958 graduation of 1st African-American student at integrated school in Little Rock); make sure to include brief description of each of the 10 events
Great Society Webquest and Op-Ed
Task: Your task is to write an Op-ed piece for the NY times. The year is 2016 and you have had a chance to research the effectiveness of the Great Society programs put forward by President Johnson. You must choose to decide if the Great Society was good or bad for America. Your piece must draw from the documents below as well as any outside research that you compile on your own.
Your piece must be at least one page single spaced Arial “12” sized font. You are free, however, to exceed this length to support your argument. You will be graded on the following scale:
Great Society Program Resources (these links will be helpful, but you are welcome to use additional resources you find)
War on Poverty & Great Society Primary Sources
Another Primary Source set on Great Society
http://learning.blogs.nytimes.com/2012/01/04/jan-4-1965-lyndon-johnson-outlines-great-society-plans/?_php=true&_&_r=1
http://www.learnnc.org/lp/editions/nchist-postwar/6106 (example of Op-Ed)
Major Great Society Programs to Choose from (it would be wise to analyze effectiveness of no less than 3 programs in your Op-Ed:
Task: Your task is to write an Op-ed piece for the NY times. The year is 2016 and you have had a chance to research the effectiveness of the Great Society programs put forward by President Johnson. You must choose to decide if the Great Society was good or bad for America. Your piece must draw from the documents below as well as any outside research that you compile on your own.
Your piece must be at least one page single spaced Arial “12” sized font. You are free, however, to exceed this length to support your argument. You will be graded on the following scale:
- 10 pts. Persuasion (ability to make a convincing argument)
- 10 pts. Evidence (use of significant quality evidence to support your argument; minimum 3 specific Great Society programs discussed)
- 10 pts. Analysis (clear argument indicating thorough understanding of the program)
Great Society Program Resources (these links will be helpful, but you are welcome to use additional resources you find)
War on Poverty & Great Society Primary Sources
Another Primary Source set on Great Society
http://learning.blogs.nytimes.com/2012/01/04/jan-4-1965-lyndon-johnson-outlines-great-society-plans/?_php=true&_&_r=1
http://www.learnnc.org/lp/editions/nchist-postwar/6106 (example of Op-Ed)
Major Great Society Programs to Choose from (it would be wise to analyze effectiveness of no less than 3 programs in your Op-Ed:
letter_from_a_birmingham_jail.pdf | |
File Size: | 631 kb |
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birmingham_racial_segregation_ordinances.pdf | |
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Media depictions of Birmingham Protests:
http://mlk-kpp01.stanford.edu/kingweb/liberation_curriculum/pdfs/newspapers_birmingham.pdf
http://mlk-kpp01.stanford.edu/kingweb/liberation_curriculum/pdfs/newspapers_birmingham.pdf
Unit 7: 1965-1980
VIETNAM WAR
Tonkin Gulf Resolution Assignment: Go to page 22 of the pdf below and read the assignment. This will be an individual assignment (even though the document mentions it being a group assignment). You are going to read documents (pages 23-31) about the Tonkin Gulf Resolution and use them to prepare an investigative editorial report that answers the following questions:
Tonkin Gulf Resolution Assignment: Go to page 22 of the pdf below and read the assignment. This will be an individual assignment (even though the document mentions it being a group assignment). You are going to read documents (pages 23-31) about the Tonkin Gulf Resolution and use them to prepare an investigative editorial report that answers the following questions:
- Why did the U.S. begin fighting the war in 1964 AND was the fighting justified?
- In your report, you must refer to ALL FIVE of the documents (clip 1, clip 2, clip 3, Report on the Gulf of Tonkin Incident, Joint Resolution) by name (cite sources) to support your arguments.
- Make sure you type your report into a Google Doc and share it with me. At the top of the Google Doc, put your name, Tonkin Gulf Resolution Editorial Report, and the date
vietnam_war_docs_and_questions.pdf | |
File Size: | 5497 kb |
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The Draft Assignment – As the war dragged on, and more men were drafted from every level of society, popular support for the war began to wane. New president Richard Nixon instituted a random lottery system. Learn more about the impact of the draft lottery during the Vietnam War, how it affected the United States, the war effort, and the lives of young men during that time.
- First, watch this brief film by Ken Burns: https://idahoptv.pbslearningmedia.org/resource/10c8d922-e1bd-4f13-b738-1e42fc80b463/vietnam-the-end-of-the-war-and-the-draft-the-draft/?#.Wt_zLojwY2w
- After watching the above clip, open this link and listen to at least 2 oral histories. https://idahoptv.pbslearningmedia.org/resource/9f9895cb-41c3-4b81-a573-b81a505bb019/a-different-kind-of-lottery-understanding-the-draft-during-the-vietnam-war-media-gallery/? Each interview comes with an overview of the person’s experience which might be helpful in selecting a narrative to work with.
- As you listen to the oral histories, on a GoogleDoc you share with me, answer the following for both interviews.
- What is this person’s perspective on the draft? Provide evidence to support your claim.
- How did the draft influence this person’s perspective / opinion about the war?
kent_state_article_and_qs.doc | |
File Size: | 403 kb |
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Reflection on 'A Secret History of the War in Afghanistan Podcast assignment:
As you listen to the Podcast and/or read the transcript, take some notes on the similarities & differences in U.S. government policy and the government's approach to informing the American public during the wars in Vietnam and Afghanistan. Use your notes to help you type a reflection on the Podcast. How did it make you feel? How does it affect your trust in your government (including politicians & the military) and your trust in the media to keep you an accurately informed citizen.
As you listen to the Podcast and/or read the transcript, take some notes on the similarities & differences in U.S. government policy and the government's approach to informing the American public during the wars in Vietnam and Afghanistan. Use your notes to help you type a reflection on the Podcast. How did it make you feel? How does it affect your trust in your government (including politicians & the military) and your trust in the media to keep you an accurately informed citizen.
civillibertiesmajorsupremecourtcases.docx | |
File Size: | 18 kb |
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presidentsofthe1970s_review.docx | |
File Size: | 12 kb |
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Teacher for a Day Resources
teacher_for_a_day-cold_war_to_1990s_assignment_spring_2017.docx | |
File Size: | 23 kb |
File Type: | docx |
Links for political cartoons:
http://nieonline.com/aaec/cftc.cfm?cftcfeature=history
http://nieonline.com/aaec/cftc.cfm?cftcfeature=history
Final Exam Review
Practice Multiple Choice Questions: http://www.regentsprep.org/Regents/core/questions/topics.cfm?Course=USHG
Writing Resources
Below, you will find documents and links that can be used to improve your writing and enhance your research skills.
introduction_and_thesis_writing-spring_2010.docx | |
File Size: | 15 kb |
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essay_planning_tree.pdf | |
File Size: | 46 kb |
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how_to_paraphrase_and_quote.pdf | |
File Size: | 125 kb |
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mla_format_for_parenthetical_citations.pdf | |
File Size: | 86 kb |
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how_to_evaluate_websites.pdf | |
File Size: | 155 kb |
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Another excellent resource for how to evaluate websites:
http://www.lesley.edu/library/guides/research/evaluating_web.html
http://www.lesley.edu/library/guides/research/evaluating_web.html
General Resources
U.S. and Iran Relations