APUSH HW for Wed. 8/16–At learner.org watch “Biography in America”-#11. Answer the following questions related to it. Seminar tomorrow. Question #1–What was the northern attitude toward the Civil War in 1861? #2–What made the Civil War so bloody? #3–What is the definition of a “total war”? #4-What was so significant about Vicksburg and why was it so hard for Grant to capture? #5-Why was the “Emancipation Proclamation of 1863” so important? #6 What battle do you think was more important Vicksburg or Gettysburg? Why?
APUSH: tonight’s reading was handed out in class. Please answer the questions related to God’s Stone in the Pool of Slavery. We will be using the piece for seminar later in the week. In class, on Tuesday, after a Bellringer, you will be working on the other piece handed out for the seminar. Homework for Tuesday is to watch Biography of America #10 located on the internet at learner.org, it is one of the Annenberg videos and under Social Studies.
AP European History: Everyone uses their textbook to find the answers to the old Chapter 12 fact based test. Start by reading chapter introduction, then go to the back of the chapter and look at the important questions with their answers. Now start reading the chapter to answer the mc questions. Social Studies once again has been approved to collect $5 per student per class. So, one class-$5, two classes-$10. check or cash. Mrs.Becker. Very Important Message for ALL of Mrs.Becker’s AP Students about Summer Reading. After consultation with the principal, I have decided to allow the summer book questions to be submitted by September 30th. It will count as one of the “Major Grades” and satisfy the honors work for 1st semester. The date will still give me time to grade them before report cards are issued the middle of October. This is fair because summer reading was based on schedules given out in June and since that did not happen, I have made an adjustment. If you just found out you are in APUSH, I actually own a number of the books on the list and I can lend them to you. If you knew you were taking a course and have finished the reading, you certainly may turn in your completed questions. After all reading is turned in, we will do one more activity with the books in Oct. Thank you for your patience in this situation. 2017-2018-APUSH supplies–#2 pencils, black or dark blue pens, colored pencils or gel pens of various colors ( can be shared with your other classes-we use for posters, grading), 1 pack of computer paper each semester ( do not bring 2nd pack till January) to donate to class because there are numerous seminar reading pieces to be copied, Binder that is 1 and 1/2 or 2 inches thick–to be used only for this class. THIS YEAR, I am returning to “BINDER CHECKS” worth a test grade to motivate students to keep up with everything needed in their binder. No other size binders will be accepted for a grade. You will just take a zero at binder check. Loose-leaf paper, dividers–for fall–8 needed. AP Euro and AP World–same except no computer paper. But AP Euro and AP World needs to provide 1 box tissues. All classes–check made payable to Haynes for $25–we will order new workbooks or prep books for each class. Due by August 25th. Thank you. Give the check to Mrs.Becker, please, because receipts are given by teacher teaching the class. Enjoy the rest of your summer.
2017-2018–Mrs.Becker’s AP History Classes–All classes choose one book to read from a list on the AP tab on the Haynes website page. If you are taking two classes from me next year, you need to read a book from each list. New additions to the booklist for APUSH are David McCullough’s new book of speeches he gave over the last 50 years, “The American Spirit” and “On Tyranny: Twenty Lessons from the Twentieth Century” by Timothy Snyder. Snyder’s book may also be used by AP World or AP Euro students as their book of choice.
Questions for all summer readers-APUSH, AP European, and AP World ( If you do not understand a word, look it up)–1) Why did you choose this particular book as opposed to another one on the list? 2) In a paragraph explain, what was the author’s “claim”about the topic of history explained in the book? (in other words the thesis) 3) What previously held ideas or beliefs does this particular book debunk or in what ways does this book introduce new ideas to you? 4) Choose 3 quotations (can also be specific pages or even sections) from your book and explain in writing why they are important to understanding the book or representative of what the author is trying to prove in his/her book. What meaning did you gain from them? Optional Question- that can be substituted if a question below in the other sections does not work for your book–What does the author not answer and what question would you like to ask the author related in some way to his/her book?
Additional specific questions to answer depending on the type of book you chose for all history classes:
4) If you chose a biography– A) create a diagram showing the outline of a person on regular printing paper (or a piece of poster board if you choose)—Eyes, Ears, Head, Hands,Feet, Heart–for each of the following on the diagram show who your person was by displaying in some way (words, symbols) that display their personal characteristics, their moral beliefs and their values (you can create a moral compass if you like for this part) , positions on the issues of their times, and their ultimate accomplishments and failures. (skill-Analysis) B) Find at least 5 prominent people who lived at the same time discussed in the book and rank your historic figure in comparison. Use 3 different criteria on which to rank the figures. (skill-Comparison) C) Why do you think your historic figure is one that has persisted in the memory of America or Europe or the World?
5) If your book was one in which a major event was a watershed like the Civil War or the Cold War or the Treaty of Versailles, “Bury My Heart at Wounded Knee”, Revolutionary Era, or “World Lit Only By Fire” etc. answer the following series of questions beyond the general ones. A) Explain the “historic context” that led to your event. (essentially the background to your event) B) What changes occurred as a result of the major event or events that had future historical impacts? C) How has this event impacted us even to this day? question C-Minimum of a page-handwritten.D) Write Identifications–both description and significance-of at least 5 people who appeared in the book.
6) If your book was one in which “diversity” in some way was a main theme or focus in some way answer the following questions. A) What challenges did these groups have in America? Europe? the World? (dependent on your book) B) Draw a mosaic showing the accomplishments of this group. You may use a computer to show this if you are graphically challenged:) C) What government policies helped or hurt this group? D) Write Identifications-both description and significance of at least 5 people who appeared in the book.
7) Focus on “Micro” Events in History–If your book focuses on a specific event or a specific topic,examples being “Devil in the White City” or “Cod” answer the following set of questions. A) Micro events are linked to larger and broader themes like politics, economics, immigration, art, intellectual, social trends. Describe 3 different ways in which your micro event is linked to a larger theme. Each should be a well-written paragraph. B) Using information from your book describe how people interact and change their environment both positively and negatively.C) How have these micro events influenced our world today? Or, why is this micro event no longer relevant in 2017? D) Place your micro event in the historical context in which it occurred. What types of things were happening before and what were happening after? E) Write Identifications that include a description of and a significance for 5 people that appeared in the book.
AP World World Workbook questions : p. 199-Questions 34-36, p. 201-questions 40-41, p. 234 Questions 47-50, p.226-227-Questions 25-28, pages 227-228-Questions 29-34.
APUSH: after Friday’s class discussion and lecture you should be able to write the following LEQ ‘s: How did the “Market Revolution” transform the United States in the first half of the 19th century? And —Compare the results of the “Market Revolution ” during the Antebellum period with the results of the Gilded Age Industrialization during the late nineteenth century.
AP World—bring your workbook every day since we will be using questions and also doing mc and other questions from the two practice exams. 13 of you owe the school for your workbooks. It is a school debt that must be cleared before graduation ASAP–I will post a list in class.
With AP World this week, I realize that some of you are taking AP Lit this week, Psychology, Calculus, and adjustments certainly can be made because it is your most important job to pass these APs. Weekend of April 29th-30th–AP World History–Focus is on Industrialization. Use the following Questions in your Workbook. Page 124–Seeking the Main Point-page 738, Change-page 741, Comparison-page 744, Change Question–How did the Industrial Revolution transform British society? page 747. Change. How did Britain’s middle class change during the nineteenth century? Page 747. Comparison: What were the differences between industrialization in the U.S and that in Russia? page 760. Explanation. Why did Marxist socialism not take root in the United States? page 761. Change. What factors contributed to the making of a revolutionary situation in Russia by the beginning of the twentieth century?
AP World Monday Night: May 1st–Imperialism–Questions for Chapter 18–Do the first 6 questions–the last one is Comparison; What was distinctive about European colonial empires of the nineteenth century? Tuesday: How did this new imperialism differ from the early period, The Age of Exploration–write an LEQ answering this question to turn in for a grade (200 pts.)
AP World: Tuesday Night–finish packet on Revolutions, Marx, etc. if you did not finish it in class. Tomorrow, Garrett will be class leader and taking us from the Tokugawa time period, through the Meiji Restoration, and to the rise of Japan as a World Power during World War I.
AP World History–week of April 24th–HW for Monday night/Be sure you read or have read pages 572-580. 1) How was the Russian Empire building similar to that of the Qing Dynasty in China? Were there any differences? What was the impact of both of these empires on Central Asia 2) Describe who the Mughals were-ethnic roots, geographic ancestry. What was their influence on India in terms of political stability?3) How did Akbar, the most famous Mughal emperor aim to accomodate a large Hindu population though the ruling dynasty was Muslim? 4)How did the Islamic ulama’s respond to this? 5) What types of changes did the emperor Aurangzeb make? What was the end result of his policies? read pages 582-588, be sure to include Zooming in: Devshirme. 6)As the Ottomans grew more powerful, what happened to the independent pastoral women that earlier had been instrumental in their culture? How did that compare to other European women of the time? 7) Despite the Muslim tolerance for other religions, why did the Christians fear them? 8) What was the purpose of the devshirme? 9) What’s different about the empire building of the Europeans in the Atlantic world?
APUSH–Homework–week of April 24th–BE AWARE-that quizzes may be thrown out anytime with short answer questions or a timed 35 minute LEQ’s are possible over any material.–Monday–finish writing out questions from class work–Gordon Wood chapter–if not done. Watch on learner.org, A Biography of America: Episode #5-A New System of Government. It reinforces Wood’s points and also provides new information. Before you leave the site for episode #5 pay attention to the following and look them up A. Whiskey Rebellion–why is it significant and how does it compare with earlier rebellions–Bacon’s and Paxton Boys, Defeat of Miami Confederacy at Fallen Timbers, Gabriel’s Rebellion B. Map-this is the U.S. up till 1803 C. Do the Interactive “Jefferson or Hamilton”-good way to review their differences/their individual visions for America. D. Early thoughts of Secession from the Union one needs to know–1) Virginia and Kentucky Resolutions-against Alien and Sedition Act 2) Hartford Convention: New England States during the War of 1812 E. Election of 1800. Why is it significant?
Tuesday–in class–Dr. Nadeau will answer the question: Why didn’t the Revolution end slavery? As a follow-up your homework is to watch Biography of America #9-Slavery-1819-1854 and in your AP Prep book read pages 161-167 and do multiple-choice questions 168-173. Be sure you look at “Southern Defense of Slavery” –The “Mud-sill theory” of slavery is interesting and of course Aristotle is included with his views.
Wednesday in class–Independent reading piece and questions to do on Revolutionary Motherhood. Homework for Wed. Night–Wednesday–AP Prep Book–pages 91-100. Jeffersonian Era and Nationalism–do MC questions 101-105. Watch “A Biography of America” Westward Expansion” # 6–The comments of the late historian Stephen Ambrose are particularly interesting-He wrote the book about the Lewis and Clark Expedition called, “Undaunted Courage” so is the real expert for this segment.
Thursday in class–Read in class–about 5 pages on the “War of 1812” from the textbook with questions to answer. Introducing the 2nd Great Awakening and the subsequent Reform Movements of the 1820-1850 time period. Thursday Homework–A Biography of America, “The Reform Impulse” # 8. And read in prep book pages 135-140 and multiple-choice questions 141-145.
Friday: War of 1812 and if time the “Market Revolution”. Two focuses for Weekend Homework–1)The impact of the Mexican War on the discussion of slavery expansion in the United States. Biography of America—#10, “The Coming of the Civil War”–AP Prep book Manifest Destiny and the Mexican War–read pages 147-154 and MC questions 155-159. 2) Antebellum Era; Economic and Social–AP Prep book–page 121-129, multiple-choice questions–130-134— Also–it would behoove you to watch, Crash Course–“The Market Revolution”, US History #12. 14 minutes long.
Last Week–Week of May 1st–Google, ” AP Study Guide Gilder-Lehman” and start listening to the Gilded Age time period–1865-1898. Also, if you are weak on the DBQ, you listen to their review. Each day work on the sight in an area you are perhaps confused, etc. Bring any questions to class, lunchtime, etc. After school Tuesday the 2nd can be an extended prep afternoon if anyone wants to meet. Stay the course–We are almost there. We will party after.
APUSH#1 Weekend HW- Purpose: Comparing the Articles of Confederation and the U.S. Constitution.textbook pages: 217-223. What did the Articles of Confederation accomplish? What weaknesses did it have? What ideas of the people did it support in terms of how its power was constructed? Constitution: Describe Shayes’ Rebellion and its relationship to the creation of the Constitution. p. 238-239. What did the Anti-Federalists believe and who were some of the prominent ones? p. 244. What did the Federalists believe and who wer some of the prominent ones? p. 243- 244. How did the Constitution fix the articles? SH-Tuesday/HW for April 18th–Your task-using your gray textbook either create a drawing titled, “Road to Revolution” that answers the question below or do an outline that does the same. Start with George III and the Proclamation of 1763. End with the Declaration of Independence, 1776. We will be using in class tomorrow as our background to create a “Liberty Tree”.
Analyze the ways in which British imperial policies between 1763 and 1776 intensified colonial’s resistance to British rule and their commitment to republican values.
AP World-Tuesday–hope many of you are feeling better–somehow we had the flu pretty simultaneously–amazing bad luck. Guess tomorrow is double work:)
APUSH: 1 and 2-Due Tuesday in class/ Finish Seminar #18 if we did not finish on Monday. Be ready to take a quiz on chapter 18 if we have the time. If not, it will be Wednesday. On Wednesday we will look at some documents related to the French and Indian War and I will be explaining some new ways of thinking on how to proceed with the DBQ to help everyone be sure they can score at least a 5/7 on the DBQ on May 5th.On Thursday in class, students will be writing a DBQ on the Colonial Era dealing with slavery-time period from 1607 to 1750. How did the French treat the Indians of Louisiana? Taylor, pages 383-395.
Due Tuesday 4/4 in class. We will be working this DBQ–HOMEWORK: AP WORLD–In class you will receive the 2004 DBQ for AP World History. Do the following with the six documents. 1) Create a timeline of the evolution of Buddhism using the documents. 2) For each document come up with one piece of outside information that supports the information in the document–go to your textbook for this. (write down the textbook page where you found this information, please.) 3) Find a visual source either in your text book or primary resource book that could be the additional document that would help in evaluating the extent of Buddhism’s appeal in China. I expect this to be done even if you are going on the French Fieldtrip. AP World History–Thursday–Choose two of the LEQ’s on the front page of the seminar handout. Do not choose ones that use the same information to build an arguement, choose two different ones. Optional choice–You may write ONE of the DBQ’s we went over in class instead of two FRQ’s.
Please Cut and Paste the links, then they work. Mrs. B
This is the link for the “Muslim Monday” presentations.
^^ google docs to questions
^^ quizlet on islam
google slides link on islam
AP World: Weekend HW–China in the Post Classical Period–Presentation on China was Friday and my purpose is to reinforce some learning related to the chapter. For each of the presentations I will “piggyback” some assignment from the little green book “Thinking Through Sources”. In class on friday, I gave out the questions. Text a friend and ask them to take a picture so you can do the weekend homework. Since this is the last fast quarter, I will not take any late hw–some of you do still have the one HW pass available and tests/quizzes/homework must be made up within the two days you are back or it is a zero. (policy as of 3/23/17) And those of you owing me an honors paper will be given a lunch time study hall with me on Mondays and Tuesdays and Fridays until it is finished. Remember all–to get exempt from the exam as a senior, you need a “B” average and there are fewer grades this quarter. Plus, an F this last quarter and you negate credit for this class. ( Reminder: 3/23/2017)
APUSH weekend homework: Be prepared for seminar on chapter 13, Taylor American Colonies. Monday night is 14 and Tuesday night is 15. Since 13 has a great many questions, it may take a day and a half but we will be going right into 14.
7th- in class: MC Test on chapter’s 8 and 9, American Colonies. Approximately 45 minutes long and then we start chapter 10 in class in seminar-those questions were done in class on the Friday before Mardi Gras and if you were working on missed DBQ in class, you were to finish over the holiday. Chapter 11–Tuesday night’s homework. Wednesday night–study for test on chapters 10 and 11. It should take about 30 minutes maximum and then you will work on chapter 12, the Middle Colonies in class. Since it is one of the VIP chapters, you must write out answers, though if applicable bullet-points are acceptable. Finish for Thursday nights homework. Friday in class you will do a mini q investigation on the Salem witch trials working in groups. You will not write an individual one but collaborate using evidence from the documents to come to an answer to the question. Each group will create their answer on one of the big post – it’s and rank their evidence in terms of importance to receive credit.
APUSH –3/10/ weekend homework–Pbs.org–African Civilizations–part 5–it is the part that explains how the slave trade originated and this links to our study of the Atlantic, chapter 14 that is coming up shortly.it is 52 minutes long and narrated by Harvard’s Dr. Henry Louis Gates Jr. and well worth your time. After viewing write a paragraph answering the following question, ” What were the various factors contributing to the African slave trade and what was its ultimate impact on West Africa?
AP World History–Monday nigh-3/6 HW-answer the following questions in complete sentences. Chapter #7–Test on chapter #7 on Monday, this is a change and even though seminar was not completed if you did all work assigned, you should be fine, if not “c’est la vie”! We move onto China in Monday night’s homework! 1) In what ways did long-distance commerce act as a motor of change in pre-modern world history? p.283. 2) What lay behind the emergence of Silk Road Commerce, and what kept it going for so many centuries? P.284. 3) Why was silk such a highly desired commodity across Eurasia? p. 286 4) What were the major economic, social, and cultural consequences of Silk Road commerce? p. 286. 5) What accounted for the spread of Buddhism along the Silk Roads? p. 288.6) What was the impact of disease along the Silk Roads? p.290 7) What lay behind the flourishing of Indian Ocean commerce in the postclassical millenium? p.284 8) In what ways did Indian influence register in Southeast Asia? p.295. 9) What was the role of Swahili civilization in the world of the Indian Ocean commerce? p.299.10) p.300–To what extent did the Silk Roads and the Sea Roads operate in similar fashion? How did they differ? Create a chart comparing them. On one side Silk and Sea Roads: Similarities and on the other Silk and Sea Roads Differences. If you were in class you have these questions and have Handout 7.4 in your packet.
Both APUSH and AP World: Thursday Night–prepare some kind of rough draft to turn into teacher. If you are really struggling at least give me a concept map with questions you are answering coordinated with your sources. Example: My paper topic is: Maya Civilization–a concept or outline question might be–Why did the Maya prosper? How did the Maya kings use architecture as propaganda? Why did the Maya collapse? –then for each I list my sources, etc. and sub-topics. Do a similar thing for the Outline. Now if you have your paper in “real form” just bring it in that way. Both classes should work on research paper over the weekend. That is your homework.
AP World: Tuesday Night’s Homework–Read 229-241–Textbook-For each of the following –create a descriptive paragraph focusing on the elements of their culture. Meroe, Piye, Axum, Niger-Valley Civilization. In small green source book–Look at Maya Civilization. pages 72-80. What clues to their civilization do the visuals give us?AP World: Monday-HW-Chapter #5-Society and Inequality in Eurasia/North Africa 600B.C.E-600 C.E. Responsible for Reading textbook pages 191-203. In Workbook, page 32–follow the reading and do questions from “Seeking the Main pt” through Practicing AP Historical Thinking. Chapter Review–p.218, do the first six from Wang Mang through “ritual purity”. Then—Tuesday HW–Responsible for reading textbook pages-203-218. Finish Workbook, guided reading questions on page 32-33. And finish on p.218–from Greek and Roman slavery-helots. Wednesday classwork–will be working on teacher created questions from the small green resource book with emphasis on women in the various empires. Thursday–Putting it all together–seminar–first 4 points have to cite evidence from textbook as to where the information was found. We will use some of the questions from the textbook and guided reading questions and green source book work. Friday–An Assessment on chapter #5–Most likely short MC test and then we will watch Mayan King dvd. Weekend Homework is reading from Chapter #6.
APUSH–2/7–Questions were handed out for Taylor chapters 5-8. Chapter #5-due Wednesday. Chapter #6 Thursday–
APUSH–2/6–in class-chapter #4 Taylor and HW is to study chapters 1-4 for test. Emphasis will be on chapters 2-4 and from chapter 1 there will be a short answer response that it would be good to know Anasazi, Hohokam, and Cahokia in terms of where they settled, how their environments were different, and the level of complexity of each before the Europeans. Chapter #2-focus is on Columbus and Columbian Exchange. Be sure you know who Bartolome’ Las Casas is and his viewpoint.
AP World Test covering chapters 3 and 4 from textbook will be on Monday, February 6th. Two short answer questions and 50 multiple-choice questions. Thursday night homework….read at the end of chapter 3. Working with evidence. Pages 137-145. Take notes to answer questions 1-3 on page 145. We will discuss in class. Be prepared. Big Picture questions- 2 and 5–think about to contribute in class. And finally, at the end of chapter 4, read pages 183-189, let’s look at representations of Buddha and why they changed from none to many. Questions through pages to guide your thoughts. Siddhartha Gautama, Great Renunciation, Bohdi, dharmachakera, yakshis, Gandara style, Mahayana Buddhism, bohisattvas, Bodhisatta of Compassion, Buddha of the future ( Maitreya Buddha)
AP World Tuesday Night Homework: Strive for a “5” workbook pages 26-27, Write out the answers to the questions that correlate to pages 149-164 of your textbook that you are responsible for reading. Do the same for Wednesday Night Homework: Strive for a “5” workbook. Finish the questions related to chapter 4 textbook, pages 165-181 on pages 27 and 28. Remember to bring in $12 for workbook. Thank you.
AP World History/Monday class and Homework-For those of you who missed class today–we finished the textbook part of chapter #3 dealing with a first introduction of India during the 2nd wave empires. To catch up read pages 131 to 135. We discussed 124-“Trung Trac” and pages 128-129, ” The KushanEmpire”. We also went over page 136. Please bring 12 dollars cash or check (Haynes Academy) for the workbook that has Tuesday’s homework in it. The Homework for Monday Night is using the small green book titled, “Thinking through Sources”–pages 30-46. The Focus is the Political Authority in Second-Wave Civilizations. By reading the excerpts,3.1–3.6, and actively reading using the question prompts, one should come away having a strong understanding of how the rulers sought to establish or maintain their authority. Remember, these rulers are pushing an “idealized” vision of their rule.
APUSH-Wed in class finish your “Eulogy to the 20th century”. Thursday-20th century test and Friday–Seminar. Over the weekend, start reading Introduction and Chapters #1 and #2 for background. Seminars will start with 3 and 4 together and so on.
AP World–Monday night HW–read new packet handed out and compare Rome and Han China in terms of the rise and fall of each.What led to their expansion and consolidation of their empires. This information will be the main focus of an essay due typed and printed due on Monday, January 30th–new date
APUSH–HW–Monday night–January 23rd–Material-AP prep book-in preparation for Thursday’s full period test, answer the following mc questions and then check your answers with the key. Page 248-questions 5-10, page 251-questions 13-15, p. 295-questions 8-10, 296-questions 11-13, p. 428- questions 12-15, p. 427-9-11, p. 409-1-5, p. 410-6-8, 412- 13-15, p. 448-452, 1-15.
APUSH–HW–Tues. night–January 24th– article handed out in class for short seminar on Wednesday, late-take-in day. And AP prep mc questions–p. 436-5 to 8, p. 439-9-12, p. 485-8-10, p. 399, 13-15, p. 396. 5-6, & 335- 6-8 ……… Wednesday study for Thursday’s Test.
AP World weekend Homework: Finish reading the packet and answer the following: 1) What is a definition for an empire? Take notes from pages 108-114-concentrate on comparing the Persian empire and the Greeks. What led to the rise of Alexander the Great? Does his empire deserve the title “great”? Size/impact-sketch his empire in notes from pages 115-117. As the text suggests–take good notes on the cultural effects of Hellenism.
APUSH weekend HW–Using the AP Prep book that you all own do the following multiple-choice questions and then check your answers with the key. This is in preparation for our TEST on Thursday Jan.26th. The questions start on page 516–Test One-questions 27-29, 34-40, 49-55 then move to TEST TWO-page 544-questions-27-35 and 36-38. Then move to TEST THREE–questions-34-38–starts page 579.
APUSH HW for Wednesday, January 18th, 2016
The link for this article won’t work but instead just google–Did Ronald Reagan win the cold war, it will bring you to the article which is in the gale group and under History in Dispute 2000 from U.S. History in context. If you cannot get to this article, research the question, independently just be sure to write down your sources.
Read the article on line, “Did Ronald Reagan Win the Cold War?” and create a 2 x 4 chart that has the following: “Reagan won the Cold War” and 3 evidence boxes giving the historian’s view for that position and “Reagan did not win the Cold War” and 3 evidence boxes giving the historians view. Using the information, we will start the class with an “agree/disagree” format before we look at a dvd on the Berlin Wall and the fall of the Soviet Union.
AP World-test scheduled for Wednesday has been moved to Thursday. Instead I will return your essays and we will go over them and then look at some practice questions of the type that will appear on the test to get the hang again of AP type multiple-choice. Also be sure you have started reading chapter #3 handed out in class–you should divide it up into thirds and take notes on each part. We will start to move very fast over material and you will be expected to read daily. When the books come we will start short reading quizzes to keep everyone current.
ALL Classes report to the Library on Tuesday, January 17th. We will begin our Honors Research Paper which will be due Thursday February 23rd.
Due Wednesday January 18th in APUSH–The Cuban Missile Crisis and the Mexican article with questions for each. We will be finishing up with, “Who won the Cold War?” and then have a 20th century test on Monday or Tuesday before we start American Colonies by Alan Taylor. Please get that book.
January 11th HW–Wednesday–APUSH–use the following website to answer the questions in complete sentences (unless specifically calling for lists or evidence) to turn in for homework credit. The website is http://www.theatlantic.com/magazine/archive/2013/01/the-real-cuban-missile-crisis/309190
type in if it does not work. questions are: At the beginning, the article is italicized, this is the part that question #1 refers to. Question #1–Write out in complete sentences the point of view of the writer on the following points. A) Who was responsible for the crisis–evidence. B) How did JFK and his advisors respond to the crisis? C) Was there any compromise between the U.S. and the Soviets? evidence
Question #2–What was the truth about the missile gap? Question #3–In what way were the Jupiter missiles in Turkey a destabilizing influence on the Cold War between the U.S and the Soviet Union. Question #4–What do the archives say about the possiblity of a nuclear first strike by the U.S? Question #5–What probable effect did the Jupiter have on the Soviets? Question #6–Did Kennedy’s administration want to destroy the Castro regime? List evidence. Question #7 –Did Kennedy believe that the missiles in Cuba destroyed the fragile nuclear balance? Question #8-What actions did Kennedy take when he learned about the missiles in Cuba? Question #9–Why were the missiles “politically” unacceptable? Question #10–Why were the missile swaps (U.S. Jupiters in Turkey for Soviet missiles in Cuba) not revealed? Question #11–What difference did it make not to reveal the swaps and how was Adlai Stevenson used by Kennedy’s people? Question #12–What happened in terms of foreign policy as a result of the decision to hide from Vice-President Johnson?
January 10th HW-APUSH–Read from “Rosie to Lucy” and answer the questions by hi-lighting in packet. If you missed class today you will write the essay in the hallway during class while others participate in seminar. The essay question is: “why and in what ways have women progressed during the 20th century? Continuity –what stayed the same. You may bring an outline in to help you or a thesis paragraph to get you started.
AP World: HW Tuesday and Wednesday–Group project homework assigned by group. AP World—HW Monday–January 9th–You will receive a packet in class to do the work in that includes some maps and a part of the Gilgamesh myth. In class we will watch a show video on the myth from learner.org and then choose groups and the topic area you are interested in helping to create a “gallery walk” for –choices Egypt, Mesopotamia, Indus Valley, and the Yellow River area in China.
AP World–weekend homework due Monday (1/9) in class is the Long Essay on the Neolithic Revolution–typed and printed. Thank you.
APUSH–January 4th–HW–Use DBQ and worksheet and do documents 2, 4, and 6.
APUSH–Answers to the MC test–1) D 2) A 3) A 4) C 5) B 6) C 7)A 8) D 9) D 10) B 11)B OR C 12) B 13) B 14) C 15) B 16) A 17) B 18) A 19) C 20) B 21) C 22) D 23) D 24) C 25) A 26) C 27) B 28) D 29) bad question- B or D 30) D 31) D 32)C 33) C 34) A 35) C 36) D 37) B 38) C 39) A 40) D
APUSH–Pretest Questions: 1)D 2) C 3) A 4) D 5) C 6) C 7) A 8) A 9) C 10) D 11) A 12) C 13) D 14) C 15) A 16) B 17) B 18) A 19) B 20) A 21) C 22) B 23) B 24) A 25) B 26) C 27) C 28) C 29) D 30) C 31) A 32) C 33) D 34) A 35) C 36) A 37) D 38) D 39) D 40) C
AP European: scroll down till you see homework for weekend of December 10th and start to review for exam. Friday, December 16th–exam writing part–worth 60% of the exam grade. 3 Short Answers and 1 Long essay. Then on exam day, 45, multiple-choice questions.
APUSH–Latest hot site for review–Google-Gilder Lehrman APUSH Study Guide. I showed this in class today and it is a terrific source with short videos for each area we studied. Great especially, if you tend to get “Gilded Age”, Populism, and Progressivism mixed up. Those of you testing on Monday–Good Luck– APUSH: Questions–for Model UN students to make sure they can answer and other students. I will post another set for the weekend on a few other obscure things that might come up. What effect did Watergate have on the American people in terms of the level of trust they had for government and politicians?In what war was the domino theory used most as a justification for it? Review–what industry is associated with the Bessemer process?Why was the TVA created during the 1930’s? What book did Betty Friedan write during the 1950’s that pushed for gender equality that was one of the intellectual roots of the “women’s liberation movement”? Review from earlier in the year–what is the actual name of “Obamacare”? What was the importance of the Dawes Severalty Act of 1887 in terms of the Indians–did it help or hurt? Why was the main policy of the U.S. assimilation of Indians in the 19th century after we defeated them? What names are associated with the invasion that liberated northern France starting on June 6, 1944? What similarities are there between the “Red Scare” of the 1920’s and “McCarthyism”? Know your presidents during the Cold War and the policies associated with them. One thing we did not cover was the Cuban Missile crisis–October 1962–Soviet Union puts missiles in Cuba, U.S. finds out. President Kennedy has to decide what to do and we almost go to war but he decides to accept a “back door” communication from Nikita Kruschev and we agree to remove our missiles from Turkey in a year and they agree to take the missiles out of Cuba. Be sure you could recognize this on a map and recognize that the “Bay of Pigs” failed invasion was Cubans and American advisors trying to recapture their homeland. This is prior to the crisis.
AP European: Thursday HW-finish the questions from chapter 27 given out in class. We will go over them in class tomorrow.
AP European: Thursday Afternoon–Quiz-(100 pts.) on World War I. Part Matching and part short answer. Hint–like, “What are the 4 empires that fell as a result of the first World War? How did the role of women change? What are different interpretations of the link between the ww1 and ww2? Who helped Lenin get to Russia and why?
APUSH–complete packet handed out in class.
AP European: Monday night–read pages 852-866 in textbook, Chapter 27, the “Age of Anxiety”. In class tomorrow, we will watch a few sections of Margaret MacMillan discussing her history ideas regarding WWI and the treaty of Versailles.
AP Euro-weekend–read the sheet I handed out in class and if you were not here to get it (Nic W. got it) do the review lesson farther on down the week. Read the information and hi light what you believe are important ideas in the passages which include the homefront, to Russian Revolution, etc. We will finish the last 15 minutes of Paris 1919 to start class and go forward from there.
APUSH/Sheet of questions on the Cold War given out in class will be moved to weekend homework. For Thursday night–take your EOC key concepts and check off things that Dr.Nadeau covered that are on the list. Then find these items in your AP prep books and star, hi-light or circle them.
AP European Thursday night–all were present–finish sheet handed out for homework including work in primary documents in the white book.
These are recommendations on how you should start to review on your own for the exam which will be coming up on December 20th-we will have the written part the week before–probably-Thursday, the 15th or Friday the 16th.
Weekend work for December 10th and 11th–start reviewing for exam. AP European–Save for weekend: Using your green prep book you purchased, Review chapter 8 pages 103-116. On page 117, check off any of the definitions and identifications you have come in contact with either through HW, reading, classwork, etc. Do Multiple-choice questions 1-6.3 on pages 121-126. Then check your answers with your key.
Weekend Work for December 10th and 11th-start reviewing for exam. AP European–Save for weekend. –Using your green prep book, review chapter 9–World Supremacy-pages 128-133–Check off on page 134–check things you have come in contact with already. Do Multiple-choice questions page 135-140. Then check your answer with your key. Write out the answer to the short answer question on page 14o.
Monday HW–APUSH–Assignment is to explore the yearbook sight on the World War II Museum site. The website is
If this does not link correctly just goggle the national ww2 museum and search “Yearbooks”
There are two lessons that I want you to do: click on Lesson plan #1 –“Close to Home” -I should have given you a sheet to fill out using two different yearbooks in class but if you are absent, it is located at the end of the lesson. Then do Lesson plan #2-Society’s Struggles For Society’s Struggle answer the following: What is the date on the yearbook? What is the historic event that is linked to events that are referred to in the yearbook? What can you infer about the student’s lives at the school? How has the war impacted the students who graduated then? ( Until the 1970’s, it was not unusual for high schools to have two graduating classes–January and June.
Tuesday HW-APUSH–EOC–Key concept-4.8-Examine the role of minority groups, including women, on the homefront and in the military and describe how it changed their status in society–Using your green and blue AP Prep book look up and write out the following identifications from 4.8–Rosie the Riveter, Double V Campaign, Executive Order 8802, Congress of Racial Equality, A.Philip Randolph, Tuskegee Airmen, code talkers, 1943 repeal of Chinese Exclusion Act, Zoot-Suit Riots of 1943, Japanese Internment, Korematsu v. United States
Wednesday HW-APUSH–Key Concepts 4.9–Analyze the major events, turning points, and key strategic decisions of World War II and describe how they affected the outcome of the war. Look up the terms in AP prebook or textbook and link them in the following way: Group #1-Battle of the Atlantic/Battle of Stalingrad/North Africa Campaign/ D-Day/Gen.Dwight D.Eisenhower–create a timeline of these events and choose one that you believe was a “turning point” in the war.Group #2–Battle of Okinawa, island hopping, kamikaze pilots, Manhattan Project, dropping of atomic bombs on Japan,Gen.Douglas MacArthur–These all involve the war in the Pacific against Japan-create a paragraph linking them together Group #3–war conferences (Tehran, Yalta, Potsdam), The Big Three (Roosevelt, Churchill, Stalin)–What did these conferences accomplish and did Roosevelt trust Stalin too much–answer in paragraph form. Group #4-Holocaust, Nuremberg Trials,–Why are these linked together? Group #5–Atlantic Charter and founding of the United Nations. (same here)
Monday HW–November 28th–AP European History–Picking up some topics we do not have time to cover in class but you need to be aware of that might come up in a short answer or essay. Write out answers in complete sentence except you may list for the Segei Witte question. A) Ireland and the Great Famine: textbook–pages 704-705-1.Why did population increase in Ireland despite the grinding poverty during the first half of the 19th century?2. What conditions caused the “Great Famine” that occurred between 1845 & 1846 and 1848 & 1851. 3.What was the British government response to the Irish famine? 4.What were short term and long term effects of the famine? B) 1.Chapter #24-While reading pages 759-764, create a timeline (1850-1914) showing the political and economic steps taken by the leaders to modernize Russia.2.Howe were the Russo-Japanese War and “Bloody Sunday” (1905) linked? 3.Sergei Witte-( 1892-1900)–What 4 economic changes did he make? 4. Evaluate how effective the political reforms were in terms of increasing the average Russian’s political rights. C.Decline and Reform in the Ottoman Empire p. 764-765–1. Why did the European powers minus France support the sultan against the aggression of Muhammad Ali, the Ottoman governor of Egypt? What motivated France to not support the sultan? 2. Why didn’t the “Tanzimat” reforms designed to remake the Ottoman empire succeed? 3) Identify the “Young Turks” (describe and give significance.
TuesdayHW-November 29th–Chapter #23–Life in the Emerging Urban Society (1840-1900)A.Read page 716 and on a sheet of paper, show what was changing and what stayed the same during this time period. B. Using pages 718-723- What challenges did people living in the cities face during the Industrial time period? What actions tried to overcome these challenges? What were the medical break throughs that occurred? Identify the following people–Jeremy Bentham, Edwin Chadwick, Louis Pasteur, Joseph Lister, and Baron Georges Haussmann. What was the link between mass transportation and improved housing conditions? B) Rich and Poor and Those in Between–What did the emergence of urban industrial society mean for rich and poor and those in between? read pages 723-732 to understand how classes were separated by income, diversity, education, and different cultural values. What were the “industrial aristocracy” and why was it always under pressure? What attracted women to become domestic servants despite the hard work? What were “sweated industries”? Why did church attendance decline for the working class during this time period?
Over the Thanksgiving Holiday if you did not have time in APUSH–below is the site to look at the new format for the US History EOC-please be sure you are familiar with it.
APUSH: Tuesday Night–Read pages 371-378 in AP Prep book. Do MC pages 379-383.
AP European History-Tuesday Night–Be sure you finish class work if you did not. In Textbook read under “The Revolutions of 1848” pages 707-714. Answer questions under the picture on page 708 and questions on 711 –1-3, dealing with the revolutions.
AP European History: Create a French political time line that starts with the Revolution of 1830 and goes through till 1869, the eve of the Franco-Prussian Revolution. Who was king? Who was emperor? I just want you to have the back round before we start talking about the Italian and German Unification.
APUSH: XXV–in AP Prep Book–Read and review material and do MC Questions–p. 364-370.
APUSH Weekend Homework–Using your blue and green AP prep book –Review Hoover pages 325-332–Do MC questions on pages 333-338 and then Review FDR and the New Deal–339–346 and do MC p.347-351. Pay particular attention to those key concepts on the EOC sheet you have in your binder. Monday-2nd period–we will bring together all this information and go over the FDR homework–which I will return. 3rd period–I will give you answers to the HW and we will finish the FDR seminar.Tuesday-Wed-Thurs–World War II–the play is Friday so we will have to see about class. Cold War and the 1950’s and 1960’s are the week after Thanksgiving. EOC is coming quick so we are going to be jumping fast—During the Thanksgiving break looking at your prebook for the 1970’s and 1980’s would be good if you are not traveling.
AP European Weekend HW–1) Watch Tom Richey’s AP European work on the 2nd Industrial Revolution and create a chart from his video comparing the 1st and 2nd Industrial Revolution. During it he actually pulls up a chart which you can copy. I think it is 8 or 9 minutes long. 2) Using a combination of your textbook and the Internet do the following Identifications. Two men–Thomas Malthus (population) and the Ricardo from “Ricardo’s Law of Iron Wages”–What did each of these men contribute to theoretical thinking in the 19th century and how did each believe the poor should be treated? 3)Terms–Peterloo Massacre, What were “rotten boroughs” in England and why did some want to keep them and why did some want to get rid of them? Corn Laws-1815–Who did the corn laws help?(group) and who wanted to get rid of them? (groups) Chartist Reform Movement (1838-1850)–Who were members? What did they want? Why did the movement die out? Enclosure Movements–we skipped over the earlier one in the 17th century–what were they and how did they change society in England?
APUSH Weekend Homework-Essay- (700-800 words) Skill Periodization. Time Period 1920’s. Question: Analyze the extent to which the 1920’s was a change from the Progressive Era yet maintained some areas of continuity from it. Synthesis paragraph can harken back to the “Gilded Age” time of rapid change when there were great accumulations of wealth. Typed and Printed for 2nd period.
AP European Weekend Reading assignment: information to be used in class for Activity on the “Congress of Vienna”. Textbook-pages 684-693 (to French Utopian Socialism)
TWO CHOICES Of ESSAY Questions for EURO:
Essay/test scheduled for Friday in class when you will choose which question to write.Approximately 700-800 words/more is fine.You may bring in a thesis and a short outline–on only one piece of paper.Turn in with your essay.
ESSAY #1“Was the French Revolution a “turning point”? (which requires evidence about the conditions during the ancien regime before the revolution and then arguing that a change did happen and what change occurred) Synthesis here can be a paragraph about the things that may not have changed or linking to another revolution like the “Glorious Revolution” in England. Write as if your reader knows nothing about the French Revolution.
ESSAY #2 Use at least 3 areas of PERSIA to answer the following question. “Discuss the causes and results of the French Revolution.” Evidence in the form of illustrative examples is required. This is elaboration of statements you make. If you make a statement and I can say, “So what?” you have not answered the question. Write as if your reader knows nothing about the French Revolution.
Wednesday nights Home Work is to review the Long Essay Rubric for European History. That is the rubric that will be used to grade the in-class essays.
HW-APUSH–Using your brand new APUSH prep book–page 591-595
Do document summaries for the following documents–Doc. 3, Doc 4, Doc 5 and Doc 7. The for Doc. 3–give the historic context, for Doc 4–write to Sinclair Lewis’ Point of View, Document 5–give the purpose of the document and Document 7 give the audience.
Graded Seminar: 200 pts. Wednesday in class.
Tuesday HW–AP European: Read in textbook, pages 633–starting with World War and Republican France,1791-1799—and reading and taking notes to top of page 643. Keep in mind this question–Why did the French Revolution move into a new radical stage called the “Reign of Terror”?(Part 2 of the revolution)
Wednesday HW-Part 3 of the revolution–The Thermidorian Reaction and the Directory. pages 643-644. Part 4 of the revolution is “Napoleonic Era, 1799-1815”, pages 644-651.
Thursday night: Study for a test on the projects you did in class and the chapter handout I gave you plus Enlightenment figures and their ideas. Your textbook covers this information in chapter 16–Absolutism and Constitutionalism. Chapter 17–Toward a New Worldview–the Enlightenment part of the chapter–530-549. Compare Catherine the Great to Peter the Great.
APUSH-Tuesday night Homework-due Wednesday 10/26
Create a Venn Diagram that shows the intersection of the Traditional and Modern culture wars of the 1920’s. Use evidence from your Station Walk and your homework. Also pay close attention to the similarities in the middle. Why doesn’t the U.S. fly apart in the face of these culture wars? What is the glue that binds us together during the 1920’s?
WEDNESDAY–HW–DO THE SACCO AND VENZETTI PACKET FOR SEMINAR ON THURSDAY.
THURSDAY–STUDY FOR TEST ON THE PROGRESSIVE ERA AND WORLD WARI–1900-1920. PAY ATTENTION TO KEY CONCEPTS FROM EOC
AP European history. For Monday, 10-17-2016. The year is 1791—Research the French Revolution for jobs that would be available for the bourgeoisie and the lower classes. Bourgeoisie is the middle class. Both groups are members of the third estate which is at the bottom of the social pyramid. Choose a French name, create a person with a personality and views about the revolution that started in 1789. Everyone now lives in Paris. If you were originally from rural areas, why did you move to Paris? Where do you live in Paris? Did you take part in the revolution of 1789? If so , what did you do? If not, what are your observations from the sidelines about 1789? What is your opinion about why the revolution started? Do you have a family? Are you hopeful that things will get better? What do you think about the king and queen? Do you fear foreign invasion? Do you ever think about leaving France? Write out using complete sentences. We will use these in Cafe Liberte that will now take place on Monday, October 24th. Madam Becker welcomes you to her cafe’.
APUSH HW for Tuesday 10/11/16–the focus for reading is chapter 22–WWI-1914-1920–In the Middle of the Progressive Era-War in Europe rears its ugly head which complicates the situation. Read pages 762-763–What are some of the things that show how the war changes Progressive ideas? Read 763-769–ID’s for Roosevelt Corollary (Again!), Russo-Japanese war (What role did Roosevelt play?), Dollar Diplomacy, Why did the “Open Door” close? Why did President Wilson be come involved in Mexico? How did it all end in Mexico for the U.S? Write out answers in complete sentences. I have put out both Wed. and Thurs. since this week is a Thursday football day and some of you may want to work ahead. APUSH HW for Wednesday–10/12/2016–The Great War-Read 769-778. Write out the answers to the following questions: 1) What were the root causes of World War I? 2) In the election of 1916 Wilson campaigned on the slogan–“He kept us out of the war”. Why did his policy of neutrality ultimately fail? (what forces worked against U.S. neutrality and for the U.S entry on the side of the Allies? (also known as the Triple Entente.)3) What people and groups were against going to war in the U.S? Was Wilson a good war president? (evidence for or against) 4) How were African Americans treated in the U.S. army? APUSH HW for Thursday–Over Here–In what way was the energy and ideas of Progressivism applied to the war? Read 778-785 5) Explain how the U.S. government financed WWI, managed the economy, and directed public support for the war effort. 6)What was Samuel Gomper’s role in the war effort? 7) What happened to the IWW or “wobblies” as a result of the war? 8) Why were we happy as a nation to let Mexicans come in to the U.S during the war after cutting them with the immigration act of 1917? 9) How did the war change the lives of women? Did anythings remain constant for them? 110) What is the connection between prohibition and the war? 11)What was the great public health crisis in 1918-1919 and how did the U.S. respond? APUSH HW for the Weekend–due Monday–October 17th. Read pages 786-794. War brings out the best and the worst in civilizations. 12) Describe the purpose and use of the Espionage Act of June 1917 and the Sedition Act of 1918. 13) On what grounds did the Supreme Court declare them constitutional? 14) Why did Eugene Debs go to jail? 15) Think question–Under what circumstances could one be a pacifist during World War I? 16) During the time period from 1910 through 1920, the Great Migration took place. What caused the race riots in St. Louis, Illinois in July 1917 and in Chicago in July 1919? Who was blamed for the riots? 17) How did their experience in the war change many African-Americans who served? 18) Why did strikes in 1919 and 1920 not succeed? 19) Why did the United States not join the League of Nations? 20) What effect did the Russian Revolution have on U.S. politics both foreign and domestic? (ex.Red Scare) 21) What was happening to the Progressive Era by 1920? European Weekend Homework: Due Monday , October 3rd. Research essay: Answer the following questions by integrating them into a short essay of approximately 400-500 words. Please remember to write in Black or Dark Blue ink. What were the differences between the political philosophies of Thomas Hobbes and John Locke? How did each view human nature? In what ways might the historic time period that they grew up in have influenced their work? Would you rather live under a government designed by Hobbes or Locke? Why? Why might someone have preferred the one that you did not pick? Locke in textbook is pages 510, 531 and 534 and Hobbes is page 508. Obviously, you need to go beyond the textbook and use historically sound Internet sources. Please cite correctly these sources at a separate page using MLA format. Thank you and have a great weekend. Homework for APUSH Due Thursday 9/29 APUSH: Do the homework that was due last Thursday from the Progressive chapter. Remember, it was the one that I said not to worry about due to the football game. I know some of you have already done it, but for the rest, now is the time. AP European: Due Thursday–finish textbook reading on Scientific Revolution–pages 518-530–Be prepared to plunge in create a graphic answering the question, “What were the roots of the Scientific Revolution?” AP European: Due Friday– AP European: Secondary source handout–be prepared to discuss –Why was Science backward in the Middle Ages?, Early Modern Europe: Motives for the Scientific Revolution, and No scientific Revolution for Women–For the first article–answer the question-What was missing? Why were scientific incentives lacking in the Middle Ages? How do Galileo’s problems relate to this problem? For Sir George Clark’s article and what you have learned previously-Why would the 17th century be the perfect time for the Scientific Revolution? What events possibly drove this interest and discoveries? For the “No Scientific Revolution for Women” –What special problems did women have in engaging in science? How do these problems reflect cultural norms even more than intellectual ones? Write out answers to questions and we will have a mini-seminar on them. Short quiz after and then on to Absolutism projects next week. AP European Test on Tuesday: 9/27–40 multiple-choice, no writing part. no baroque on this test. For review use Susan Pojer’s site : historyteacher.net There is a nice Powerpoint titled, “The Age of Exploration” AP European Test tomorrow/Friday 9/16–Some multiple-choice format questions with the longer reading passages and a couple of writing prompts–one will definitely deal with the difference and continuities in how women were viewed during the Renaissance through the Reformation. No weekend homework. We will start fresh on Monday with the “Age of Exploration”. AP European History: HW for 9/13 and 9/14–Address the following topic in a short essay of about 500 words. You may hand write or type-due Thursday in class. “Did life in Europe change from the time of the Peace of Augsburg in 1555 and the Treaty of Westphalia in 1648?”This is an argumentative essay and you should take a stand and have evidence to back up your thesis. For example if your thesis says that there was economic and religious change and all you do is write about political change, that will not work. Stay focused on whatever argument you put forth.(Minimum 500–you may go longer APUSH–Tuesday night HW–Handout–Lesson 25–Monetary Policy-Gold vs. Silver 1862-1900. Read and answer questions. That should finish up our money questions for the period so we can push onto immigration on Wednesday. AP European–9/12 Homework—A while ago we worked on a chart that focused on documents and POV on women in the Renaissance. Finish the rest of the documents and fill in the information on women –most refer to Women of the Reformation. Tomorrow in class, we should be able to answer the question, “How were women viewed during the Reformation?” Then we can compare similarities and differences between how women were viewed from both periods. Don’t do documents 11 and 12. 9/12 Homework –APUSH: learner.org –A Biography of America #15—1) What factors made Chicago “the Most American City” in the following areas? –spatially, structurally, transportation-wise, spiritually, “diversity-wise”, technologically. 2)A-In what ways did Chicago Department stores free Victorian women from being homebound? B. Who built the most magnificant one in Chicago? C) How does fashion become an agent of social change? D) How do women become employed as a result of this change? 3)What was the World’s Fair in 1893 in Chicago celebrating?4) How did Frederick Douglas react to the Fair? 5) Who tend to escape the city and move to the suburb? B) Why did they leave the city?C) What made it possible for them to leave? 6) Why are American cities different than European cities? 7) Initially Jane Addams at her settlement house pushed “Americanization” to immigrants. Who changed her focus? What was the new focus?7) How is Theodore Dreiser’s novel, Sister Carrie, suggestive of both the promise of the city and the dangers of the city? MAKEUP HOMEWORK MUST BE TURNED IN MONDAY during your class or YOU RECEIVE a ZERO. AP European: Review Weekend–1)Color the Map, either use your text or find a map on the Internet. 2) Tom Richey’s “Calvinism” (14 minutes) 3) French Wars of Religion (8 minutes)–you are still confused after class on Friday. 4) Martin Luther’s Doctrines (Reformation Theology) 15 minutes APUSH Wed. night-9/8–read handouts on Carnegie and Rockefeller for seminar tomorrow (Thursday) in class. If absent-come by during homeroom to get reading pieces. AP European: Wed. night-9/8–finish reading the handout, “Born with a Silver Spoon, The Origin of World Trade in 1571” by Flynn and Giraldez. Answer all questions to the best of your ability to be ready for Dr. Nadeau”s economic presentation which will use the history in the article as a base. No one will be allowed to leave class to attend any college session on Thursday since we have a guest speaker. AP European History–Handout in class has “How to do a SCAR” and SCARS, PARS, and TARS that relate to the time of the Protestant Reformation. This is due on FRIDAY-9/2 APUSH-Tuesday night HW–Search Wikipedia for “The West as America Act Exhibition”. Answer the following questions related to the website. 1) What were the art curators trying to show in this Smithsonian exhibit? 2) Why did many people at the time become upset about this exhibit? 3) What historic events were occurring at the same time? 4) Choose an art piece we have not discussed and explain why it is reflective of American Identity of the time it was created. APUSH Wednesday night–read and hi-light answers to questions in the packet “Death on the Prairies”: The Murderous blizzard of 1888. Reminder AP European–comprehensive test on Renaissance tomorrow-Tuesday. Both mc and writing. 8/29 HW-APUSH-Read textbook-p.622-top of 630. Answer the following questions related to the reading. 1) What factors led to rapid settlement of the Great Plains? 2) What challenges did the land/climate pose for the settlers? 3) Who were these “new” settlers? 4) Why was the U.S. able to become one of the “breadbaskets of the world so quickly? 5) What environmental costs were there with this settlement? APUSH weekend Homework-Chapter 18-textbook, pages 607-622-Take notes on reading: example-1st two pages discuss the Oklahoma Land Rush-What was it? Why was it symbolically important? read actively and pay attention to questions posed in the text that you should be able to answer after reading. Monday, the first part of class you will take the pretest from the Parish. AP European History: Homework–Thurs. 8/25--Read in textbook pages 396-397–section titled “Gender Roles” and documents 1,2, 3,and 4 in the packet handed out in class titled “Querelle des Femmes” and fill out the worksheet on the 3 documents. Friday/Weekend Homework–AP European History: Politics and the State in Western Europe, ca. 1450-1521. pages 397-403. Answer question #12 with its 4 parts from the handout, “Questions to Consider” which coordinates with the reading. Test AP European on the Renaissance Tuesday-200 pts. Homework–Wed. 8/24 Do the “SOAPS” worksheet on Pico della Mirandella and answer the questions related to the “Point of Views”–documents on Machiavelli and Erasmus. APUSH –Homework 8/24–Homework–Handout in class on Reconstruction–do multiple-choice questions and read over the different Reconstruction plan. 8/25-Page 99–Short Answer Responses from handout. Friday 8/26—Test–10-12 Multiple-choice questions and two short answers–one will definitely have a cartoon and the homework from Thursday is good preparation. Dear Parents and Students, Welcome to a new and challenging school year. I am excited that you have chosen to join me for historical journeys in which we learn, discuss, and work together to master the AP curriculum. This year we are ordering a prep book for each class. The principal has approved this action and fee for each which will belong to the student and used in class assignments and test prep. These are prep sources only available to teachers and not sold to individuals. The AP European workbook will cost $20 The AP United States workbook will cost $26 Please make checks payable to Haynes Academy. A new twist this year is that parents are encouraged to write one check for all subjects at the beginning of the year. Supplies for both classes include the following: a binder of one and a half inches to2 inches. (students receive many handouts and a binder of one inch does not work-they break over time), 8 dividers for AP Euro, and 12 dividers for AP United States History, BLACK pens, a pencil for scantrons, a pack of 3×5 notecards, a composition book–green for Euro and black or blue for APUSH. Thank you for your support this year and I look forward to meeting you soon. Mrs. Becker