U.S. History 1st Period Assignments

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Corporate or business power to addict people: liquor, opioids, and social media (old and new History) in Google Classroom

Corporate or business power to addict people: liquor, opioids, and social media (old and new History)

For the long weekend, I want you to read and watch the following (except you don't have to watch the Bo Burnham video, as this may be morally objectionable, and I leave that to you as an individual).

The theme here is for us to get ourselves into why the Progressive movement arose, how Prohibition grew and why, and how the outcry of Populists and concerned citizens that business needed regulation led to the true first corporate regulation laws under Teddy Roosevelt and Woodrow Wilson.  We have lived in an era since 1980, when Reagan was elected president, that regulation of business is either ineffective or repressive to liberty.  

10 Points: Cornell Notes for pages 306-308 (top paragraph and Historical Spotlight on page 808). Do not do notes yet for Creating Economic Reform.
10 Points:  Cornell Notes for 1966 American Pageant pages 560-561 (in three separate uploads below, including cover of textbook). Pay careful attention to and write notes regarding Carry (aka Carrie) Nation description and write notes regarding entire discussion of how temperance movement formed and developed.
20 Points: Cornell Notes and I mean especially careful and long notes for Slate.com article, "Hatchet Nation." Pay careful attention to and write notes regarding Ms. Nation's background, contrasting with American Pageant book, and how other writers over the years, including Daniel Okrent of the NY Times described her physically, as well as the other information that sets forth her activities and others' activities against liquor industry. 
15 Points: Cornell Notes on Mark Lawrence Schrad opinion-editorial in the NY Times, "Why Americans Supported Prohibition 100 Years Ago"
15 Points: Cornell Notes on Pro Publica article on Opioid manufacturer, owned by Sackler family
10 Points: Write a two paragraph summary of the 60 Minutes interview with Facebook whistleblower. What is her background (including education), what is she saying about whether Facebook's structure of social media is affecting people, what FB is doing or not doing, and how many pages she copied, likely illegally, from FB.

10 Points: FOR MONDAY, OCTOBER 18, 2021: EVERY SCHOLAR WILL BE REQUIRED TO BE READY IN CLASS TO ASK A QUESTION OR MAKE A STATEMENT ON MONDAY, OCTOBER 18 IN OUR CLASS, BASED UPON READINGS. SEE BELOW ATTAHCHED INITIAL QUESTIONS TO CONSIDER AND WHICH YOU WILL USE AS A SPRINGBOARD FOR YOUR OWN ORAL RESPONSES ON MONDAY OR ASK ADDITIONAL QUESTIONS. ALL WILL BE CALLED ON IN CLASS.

NOTE: THERE IS NO REQUIREMENT TO WATCH THE BO BURNHAM "WELCOME TO THE INTERNET" as some scholars may find it immoral in some way. Hint: If you don't like Rick & Morty because it is too harsh or even obscene, do not watch the Bo Burnham video. It is not anything visual but in the words he uses. 
 
FINAL STATEMENT: If you have any questions or concerns, please email me.

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The Americans Chapter 8.3 Questions  in Google Classroom

The Americans Chapter 8.3 Questions

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The Americans: Chapter 8.1 Questions in Google Classroom

The Americans: Chapter 8.1 Questions

We will go over this chapter in class and your assignment is to answer the attached questions on a Google Doc and upload the answers you have written or typed.

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Listening to the debates Classwork level. Due at end of each class during debates in Google Classroom

Listening to the debates Classwork level. Due at end of each class during debates

INSTRUCTIONS:  There are to be up to three (3) Points earned for each appropriately answered question.  There are three questions to answer for each topic.  The answers are due at the end of each class debate topic for that topic.  Thus, on the first day of debates, the questions that correspond to the topic debated are due at the end of the class period. Not later. The end of the class period. It is an Exit Ticket.  The debates begin September 30, 2021 and will end October 7, 2021.


As we know, I have assigned five (5) debate topics.  You therefore have to respond to the three (3) questions for four of the five corresponding debate topics, meaning you are not to respond to these questions for the topic you were assigned. 


The total number of points to earn, at Classwork level, is up to 36 Points. The responses to these questions must be in good faith, so answers such as “I don’t know,” “I knew everything already,” “I don’t care,” etc. will not earn points.

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Test level grade: Debates! in Google Classroom

Test level grade: Debates!

The tentative debate topics are listed immediately below. To assist you, I have provided two sources of reading (one for each side).  You will have to find two or three more sources--NOT Wikipedia. 


1. WHAT IS DUE BY SUNDAY NIGHT, SEPTEMBER 26, 2021: WRITTEN LIST IN A GOOGLE DOC THAT CONTAINS LINKS TO THE TWO OR THREE ADDITIONAL SOURCES YOU HAVE RESEARCHED OR FOUND. 


2. WHAT IS DUE BY SUNDAY NIGHT, OCTOBER 3, 2021: WRITTEN DRAFT OR OUTLINE IN GOOGLE DOC OR CLEAR HANDWRITING FOR YOUR CLOSING OR OPENING. IF I DO NOT RECEIVE THE DOCUMENT BY SUNDAY NIGHT, THE INDIVIDUAL GRADE OF THE PERSON NOT SUBMITTING THE DOCUMENT WILL BE REDUCED BY 20%.

1. Immigrants were good for the US economy in the late 19th and early 20th Century;  Jessica and Faith for affirmative statement;, Randi, Daniel oppose.

2. Corporations should mostly be considered the same as
people under the law of the 14th Amendment; Xavier, Seth for affirmative statement; Victor and Sage oppose

3. American republican values were weakened by corporations and wealthy people in a national economy. Devan and Tristan for affirmative statement; James, and Dylan oppose.

4. Political machines and party bosses helped immigrants survive and even thrive in the late 19th Century and start of the 20th Century.  Aralya and Eric affirmative statement; Stephan, Gareth oppose.

5. The agrarian and urban Populists in the late 19th Century were inherently racist and anti-Semitic.  Luke and Matthew for affirmative statement; Zep and Alex R. oppose.

RULES TO FOLLOW:

There will be two people on each side of each debate topic. There are 20 scholars in this class, so there are four people to a topic. The way we will proceed is all four scholars for each debate will initially work together to research all information for both sides of the topic. Then, we will draw lots of sorts to determine who will be on which side. This way, each side understands the topic's opposing sides fairly well. 
 
The Rubric is provided below.  Note there are individual and team categories so that each person will be expected to do his, her, or their part.  There will be the following structure:

* Opening Statement 3 minutes
* Closing Argument 5 minutes
* Rebuttal (person delivering opening statement will respond to the closing of the other side) 2 minutes
* In between Opening and Closing, there will be a required question asked from each person on a side to one person on the other side, so two questions from each side to the other side (this will be about 10 minutes altogether as scholars may want to directly debate each other during these questions)

Also, you may use an encyclopedia for initial understanding, whether it is Wiki or another encyclopedia. HOWEVER, YOU MUST NOT USE THE ENCYCLOPEDIA (WIKI OR OTHERWISE) FOR YOUR SOURCES.

Due:

Henry George: Is homelessness a product of capitalists hoarding land? in Google Classroom

Henry George: Is homelessness a product of capitalists hoarding land?

Henry George (1839-1897) is not mentioned in a chapter we just read about Politics in the Gilded Age. Yet, Henry George was as famous as Mark Twain in that time of 1880-1900, and at one point almost won the mayoral position in NYC--even though he was from San Francisco.  The materials provided help us understand who Henry George was, and why even, if we disagree with him on his single tax on undeveloped land (he means not used directly for people, so that, with Adam Smith, David Ricardo and other classical economists, nobody should own the oil in the ground, water, and other natural resources), he is relevant in a time when we are seeing Millennials having a harder time getting homes at their current ages than Baby Boomers, rise in rents and homelessness, mass evictions beginning, and how the wealth gap among races and ethnicities is being compounded by that age discrepancy.

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The Americans: Chapter 7.3 and Questions in Google Classroom

The Americans: Chapter 7.3 and Questions

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The Americans: Chapter 7.2 questions and reading in Google Classroom

The Americans: Chapter 7.2 questions and reading

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Chapter 7.1 Immigration in Google Classroom

Chapter 7.1 Immigration

I realize we can't begin debates until we get through this Chapter 7.1 through 7.3.  These chapters will ground you in researching for the debates.


We are going over this chapter 7.1 (see attached) on Monday, September 13.  After we go through the chapter together, where you may wish to take notes, I will then assign questions that you will prepare answers for, and these will be due at the end of class on Wednesday, September 15. I want to avoid some just working immediately on the answers instead of fully listening in class. 


You should be able to complete the answers during class time on Tuesday, September 14, and Wednesday, September 15. You may work on the answers Tuesday, September 15 after class at night, too. :)

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Chapter 6.3 and Questions (Quiz) in Google Classroom

Chapter 6.3 and Questions (Quiz)

This chapter 6.3 is a long one, relative to the previous chapters so far.  We are going to work on this chapter all week (Sept 7-9) and have questions to answer, which will be due at the end of next weekend (September 12).  Unlike the past class questions the past two weeks, I will NOT be going over the answers question by question. 


To ensure you are listening and reading, this assignment is marked as a Quiz, though it is not necessary for you to complete this Quiz in class.

PREVIEW: Starting September 13, we will assign and begin preparing for a debate later this month. I will divide the class into sections of three scholars each side.  The tentative debate topics are:

1. Immigrants were good for the US economy in the late 19th and early 20th Century, and are good for the US economy today; 

2. Corporations should mostly be considered as
people; 

3. American republican values were and are weakened by corporations in a
national economy.

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The Americans textbook chapter 6.2 questions in Google Classroom

The Americans textbook chapter 6.2 questions

Please read the chapter, and then answer the questions on the Google Form provided below.

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The Americans US History Ch 6.1 Period 1  in Google Classroom

The Americans US History Ch 6.1 Period 1

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Chapter 5.3 reading and answering questions in Google Classroom

Chapter 5.3 reading and answering questions

Read Chapter 5.3. I plan to go over the chapter in class tomorrow as the chapter is a short read, but contains much information that will help answer the questions at the end of the chapter. I like these questions, but they are, after the identification #1 questions, more thought provoking questions. Points:

#1: 16 points (2 points for each word to be defined)
#2:   5 points 
#3:   4 points (This question requires more than a one line answer, as you must consider and respond to the bullet point questions as part of the answer)
#4:   3 points (This question requires more than a one line answer, as it is asking a why type of question that requires an explanation)

I realize I must be more detailed in the instructions to avoid the one line answers.

Due:

Chapter 5.2 The Americans Questions Quiz in Google Classroom

Chapter 5.2 The Americans Questions Quiz

Read the chapter 5.2 in The Americans and answer/submit the questions that are contained in the Google Drive below.  This will constitute a Quiz level grade.

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The Americans: Chapter 5.1 in Google Classroom

The Americans: Chapter 5.1

I am trying an experiment here.  No Cornell Notes for this chapter 5.1.  Yes, I hear your cheers. :)

Read the chapter and answer the questions at the end of the chapter.  Points total will be thirty-six (36).  WARNING: I will be more vigilant about cheating or plagiarism as part of the reason for Cornell Notes type assignments is to ensure you are reading.


You will have two class days to get used to this text, though my last year's World History class should find it familiar style reading.  I will assign 5.2 reading for the weekend with different questions at least in part from the textbook.

#1 20 points
#2 5 points
#3 5 points
#4 3 points
#5 3 points

Due:

American Pageant textbook from 1966: Homework in Google Classroom

American Pageant textbook from 1966: Homework

In class on Monday, August 23, we will go over pages 459-465 of the American Pageant textbook from 1966. I will go over with you the language Bailey uses in this textbook, which was considered perhaps the most progressive textbook among the top textbooks used in the United States in this period. Note that this is 1966, two years after the Civil Rights Act of 1964. Note Bailey would have described himself as moderate to liberal in the parlance of US media presentations. And yet....


After we go over this, and I will ask you to take notes and look at the book at the same time with me, I will provide you, here at Google Classroom, or a physical copy, with your homework. The homework is to answer 10 thought style questions, where you will quote language from the book as part of your stating your explanatory style of answers.

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Exit Ticket: Corporations and the definition of

Exit Ticket: Corporations and the definition of "persons" under the 14th Amendment

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15th Amendment, and voting rights fights in courts and legislatures in Google Classroom

15th Amendment, and voting rights fights in courts and legislatures

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Reconstruction Era and Beyond in Google Classroom

Reconstruction Era and Beyond

This is a combination set of assignments and materials regarding the Reconstruction period in U.S. History, and beyond.  It contains four sections, each corresponding to one hour of the four hour PBS Series from 2019, "Reconstruction."  There are also questions to be answered AS YOU WATCH each hour.  If you try to do the questions after watching, they will be much, much, much harder to answer. The questions are two points each unless otherwise stated.

There are four different assignments, which will count as Homework (10% of grade).  However, there are a lot of points, and so this is fairly significant, especially for Q1 grades.


THE FIRST PART IS DUE SUNDAY NIGHT, 11:59 PM, AUGUST 15, 2021.  The next three parts are due, respectively, Part 2, due August 17, 2021 11:59 PM, Part 3, due August 19, 2021 11:59 PM, and Part 4, due August 22, 2021 at 11:59 PM.


The parts are, broken down, per one hour viewing:

Part 1:  56 Points
Part 2: 67 Points
Part 3: 66 Points
Part 4: 81 Points


Total: 270 points.

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Exit Ticket:  The revolutionary 14th Amendment, before judicial betrayals in Google Classroom

Exit Ticket: The revolutionary 14th Amendment, before judicial betrayals

25 Points: Complete and submit the Exit Ticket after we go over the two articles concerning the 14th Amendment.

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13th Amendment loophole: prison labor Exit Ticket in Google Classroom

13th Amendment loophole: prison labor Exit Ticket

This Exit Ticket follows our reading in class the two articles on the 13th Amendment loophole, specifically prison labor.  I provide for convenience the two articles as well as the Exit Ticket.

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Cornell Notes for the two readings regarding the European Settlers' and US Wars Against Native Americans in Google Classroom

Cornell Notes for the two readings regarding the European Settlers' and US Wars Against Native Americans

Attached are the two readings and the Cornell Notes template in Word for your use.  Unlike last year, I am now being strict about your use of Cornell Notes or the Detailed Bullet Points when we do specific readings.  These are Homework assignments, and worth 10% weighting toward your grades.  This set of Assignments is only going to be formally assigned after (1) The Civil War Review; and (2) Reconstruction.

30 Points for "Indigenous Peoples' History" Chapter 1 and part of Chapter 4.

20 Points for History.com article.

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Answer four questions regarding Adult Version of US History, Part II in Google Classroom

Answer four questions regarding Adult Version of US History, Part II

Answer the four questions in the attached document, though I provided you the hard copy in class--and may use that. You may hand in Monday morning at the start of class or submit via upload here. You may also use Google Docs, which frankly, I prefer if you can. :) 


Five points each questions.

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Four Questions regarding Adult Version of Civil War Part I in Google Classroom

Four Questions regarding Adult Version of Civil War Part I

Answer the four questions (some have already handed this in, in my class).  If you have not, you can hand in written answers tomorrow morning at the start of class or use Google Docs. If you handed in, and want to redo your answers, you can do so, either by Google Docs or handing in.  Five points each questions.