• AmStu Homework

    Here is the link to the PowerPoint slideshow: Expansion of Slavery with Audio

    Here is the link to the Google Slide presentation, which does not have audio: Expansion of slavery, no audio

    Here is the typed-out audio. This took forever. Transcript

    Once you have finished listening or reading, do the set of questions found here: (copy and paste the address)

    https://docs.google.com/forms/d/e/1FAIpQLSfcyp_ZhfLo5-a5jLUDQKNNL-KmQyVbbjZBH26hxMzdk28Tmw/viewform?usp=sf_link

    Best,

    Jen

    Due 5/13:

    Answer the three questions. Please be aware that the first page has the questions, then there is a blank page, then the reading. 

    Civil Rights in WWII

     

    Due 5/10

    Here is the PDF of the homework. You only need to read pages 810-813.

    WWII Homefront

     

    FDR Articles

    Articles

     

     

    Some suggestions for the Progressivism Options:

    Option A: Gun control (March for Our Lives; Moms Demand Action). Racial issues (Colin Kapaernick, Black Lives Matter)

    Option B: Referendum issues have included property tax caps, gay marriage, and legalization of marijuana

    Option C: Supreme Court attitudes toward women's rights compared to Muller v. Oregon; SC attitudes toward school segregation today versus Plessy v. Ferguson 

    Option D: NFL and concussion issues (workers rights); drug companies and opiod crisis

    Option E: Policing issues such as Broken Windows campaign (Guiliani NYC), Stop n frisk campaigns, police brutality/racism; The effort to reform Times Square

    Option F: Immigration issues include comparing reasons for immigration restriction in the early 1900s with reasons today; Sanctuary Cities

     

     

     

     

     

    Wednesday 2/27

    Here is the assignment to go with the readings Jeanne handed out.

    Pullman Strike Assignment

     

    Monday 2/11:

    I told Jeanne I was going to post a video, but I've rewatched it and decided it has too many inaccuracies and would just confuse people. So never mind. Sorry. 

    500 Nations film link: https://www.youtube.com/watch?v=lTQQOQ3Y6rk

    500 Nations--First Americans--Part 8

    Begins with Chief Joseph, ends with Indian Schools

     

     

     

    Homework for Wednesday 12/13: 

    American Nation pp. 402-405, do the "Reading Check" questions (there are three). 

    Homework for Tuesday 11/27:

    American Nation read p. 351 "The Fugitive Slave Act" and answer the reading check question, and read p. 352 "reactions to Uncle Tom's Cabin" and answer the reading check question (that's two questions in total).

    Enduring Vision pp. 435-437 and take brief notes

     

    For review purposes:

    Expansion of Slavery

     

    Due Tuesday 11/20:

    American Nation 238-239 (do the Reading Check question) AND 316-319 (stop at "The Alamo and Goliad" and do the Read to Discover questions 1-3 on page 316). Note: you should answer four questions in all.

    OR

    Enduring Vision pp. 260-261 and 410-412. Take notes. 

     

    Due Tuesday 10/30

    Watch this powerpoint. Nature of Slavery

    Due Wednesday 10/24

    Changed my mind--we're reading about immigration. American Nation 259-261 (short!) or Enduring Vision pp. 402-405

     

    Due Friday 10/19

    American Nation 202-207, "Foreign and Domestic Conflicts" to "Lewis and Clark"

    Enduring Vision224-227 and 241-243

     

    Due Tuesday 10/16:

    American Nation 197-198 and 200-201

    Enduring Vision 222-224

    Due Wednesday 10/10:

    American Nation (textbook) pages 191 (beginning with "Restoring the Nation's Credit") to 194 (ending at "Domestic Difficulties"). Read to Discover questions (from p. 190) numbers 2 and 3.

     AT textbook Enduring Vision:  209-211

     

     

    Due Tuesday 10/2

    Am Nation Read 142-145, 149-151 and do Reading Check Questions

    AT Kids (Enduring Vision) 191-194 take notes

     

    Due Tuesdsay 9/25

    pp. 134-135 and 136-139, skip section on women

    Answer reading check questions.

    Attached here: Articles of Confederation Reading

     

     

    For people with the AT textbook, the equivalent pages for the women's rights group homework are: 981-983 (which you may have already read) and 1026-1027

     

     For Tuesday 5/1

    Please read the article at

    http://www.pbs.org/thewar/at_home_civil_rights_minorities.htm

    Take notes!

    It is a PBS article about minorities during World War II. It discusses the experiences of Black and Hispanic Americans. It adds new details to what you read in the textbook. You should come to class ready to discuss why the events of World War II set the foundation for the Civil Rights Movement. 

    For Wednesday:

    Read the attached articles. Keep a list of FDR pros and cons, or you may underline/highlight points in the articles if you print them out.

    FDR Articles

    For Tuesday 4/17 (tax day!)

    Am Nation 747-753, answer the Read to Discover questions p. 747

    Enduring Vision 821-825 and 830-832

     

    AmNation 740-744 Read to Discover questions 1-3;

    Enduring Vision 815-820

     

    Assignment for Wednesday 3/21 

    Everyone will read pp. 663-665, and then the individual assignment below listed by students' initials. (RF and AW should read EV pp. 765-766 in total, topics Racism and Red Scare)

    AA: Red Scare/Palmer Raids 665-666

    EA: Sacco & Vanzetti 667-668

    PB: Harding 669-671

    NB: Coolidge 673

    SB: Race riots 675-676

    MB: KKK 676-677

    MC: NAACP & Sleeping Car Porters 677-678

    LD: Marcus Garvey 678-679

    FF: Immigration Act 679-680

    NG: Scientific Management/Ford 686-687

    LG: Cars 690-691

    SH: Advertising 692-693

    IL: Prohibition/Capone 694-695

    AL: Flappers 695

    JL: Fads 696

    KiM: Radio and TV 696-697

    KoM: Sports and Books 698

    KN: Celebrities 698-699

    ZR: Fundamentalism and Scopes 699-701

    AR: Jazz and Cotton Club 702-703

    JS: Harlem Renaissance 704-706

    HS: Lost Generation 707

    DS: ERA 671-672

    IS: KKK 676-677

    GV: Harlem Renaissance 704-706

    SW: Sacco & Vanzetti 667-668

     

     

     

    Due Thursday 3/15 Pages 640-642 and 644-646.

     

     

    World War I at home

     

    Due Tuesday 3/13: Read

    https://reason.com/archives/2006/05/05/when-bigots-become-reformers/

    "When Bigots Become Reformers". Note--this is a review of a book entitled The Progressive Era and Race. The book review (which you are reading) is written by Damon Root. 

    Take notes on the following: 

    1. What evidence is presented that many of the Progressives were racist? 

    2. What reasons are suggested for why many reformers were racist?

    3. What did the Supreme Court decide in Buchanan v. Warley? Why does the author of the article believe this decision was so important?  

     

    Due Tuesday 3/6

    On the attachment below, you will find your topic and textbook pages/internet links. You should read and take notes on these pages for tomorrow.

    Progressive Era Assignment

     

    If you have the "environment" group--the assignment includes the PDF below. Unfortunately, some of the text got cut off, so I've included a Word document as well that fills in the missing words. Sorry. 

    Hetch Hetchy Valley

     Missing words on Hetch Hetchy reading

    Due Wednesday 2/7:

    Please read from page 283 from "A new political party had the job. . . " to the paragraph about C. Vann Woodward. Take notes on the following:

    Evidence of racial cooperation in the Populist movement

    Evidence of racial conflict

     

    Populists and Race

     

     

    Due Monday 12/18:

    Read this! Congressional Reconstruction

    Due Friday 12/8: Read the following document. Make a list of the advantages of the North and South as the war begins.

    Fort Sumter

    Due Tuesday 11/28

    American Nation 346-352 or Enduring Vision 432-437

    Please note that these pages do not align with chapter divisions. I'm trying to assign only what you need to know!

    Map if you want it: Map of U.S. Expansion

     

    Due Monday 11/20:

    Third slideshow:

    Nature of Slavery in America 

    Questions: https://docs.google.com/forms/d/e/1FAIpQLSd-EI45JpuTtb_BFsb7lSShf6T07cWIqTiY4GEmvxCCJHz9xQ/viewform?usp=sf_link

     

    Second slideshow: Manifest Destiny

    Questions: https://docs.google.com/forms/d/e/1FAIpQLSd8p_p_OMsW8sAbEw1EfCqYW3Q6RdwFGC-NAC6XC3gaipyE4A/viewform?usp=sf_link

     

    First, view slideshow (with audio): Expansion of Slavery

    Then do "viewing" check: https://docs.google.com/forms/d/e/1FAIpQLSfcyp_ZhfLo5-a5jLUDQKNNL-KmQyVbbjZBH26hxMzdk28Tmw/viewform?usp=sf_link

    Due Friday 11/3:

    291-294 American Nation

    or Enduring Vision 320 (start at "War on Liquor")- 323

     

    Due Tuesday 10/31:

    Industry and immigration pp. 256-261 and reading check questions (this PDF includes extra pages--you only need to read the correct part)

    Industry and Immigrants

    Due Wednesday: Jackson's Policies: pp 241-242 and 246-248

    Jackson's policies

     

     Due Tuesday 10/17

    Jacksonian Democracy

    Take notes, but no more than one note per paragraph. Remember to write the headings down to keep your notes organized.

    Due Tuesday 10/3:

    Read pp 191-194 in American Nation text. Here is a PDF of the pages:

    Hamilton's Plan

    1. Read the article below, from the SHS library database “Issues and Controversies in US History.” Note in writing:
      1. What was the Stamp Act?
      2. Reasons for passing it?
      3. Reasons for opposing it?

    Then read the second passage, copied from the “Tenth Amendment Center: Nullifying the Stamp Act” [http://tenthamendmentcenter.com/2017/02/15/nullifying-the-stamp-act/]

    Answer:

    d.What did the colonists do to protest the Stamp Act?


    Reading One: "No taxation without representation!" During the 1760s, that was a common refrain voiced by many American colonists who protested new tax laws passed by Great Britain, their parent country. One such law aroused particularly passionate opposition—the Stamp Act of 1765. Protests against that law, which placed a tax on printed materials in the colonies, united the colonists for the first time against the British government and put America on an irreversible path toward revolution.

    Before the U.S. became an independent nation in the late 18th century, America was a small collection of 13 colonies situated on the eastern coast of North America. The settlements, primarily populated by European immigrants who had sailed across the Atlantic Ocean in search of religious freedom or economic opportunity, were governed by Great Britain, roughly 3,000 miles away.

    After the European settlement of North America began in the early 17th century, Britain seemed content to let the colonies develop on their own. Indeed, as the colonial population grew throughout the 17th century, and into the 18th century, America's parent nation intervened in colonial affairs sparingly, regulating matters of colonial trade and foreign policy. For the most part, the British in those days allowed the colonists to manage their internal trade, levy local taxes and handle local governance via democratically elected "colonial assemblies" that oversaw intra-colonial affairs.

    During the mid-18th century, however, the dynamics of the relationship between Britain and its North American colonies began to change. For years, British forces had been engaging in a series of inconclusive skirmishes with France, another European power that was vying for influence—and land—in North America. After finally handing the French a convincing defeat in the French and Indian War (1754-63), the British government, in the reign of King George III, found itself broke. But though the British Crown did not have much money, it did find itself in possession of vast new land holdings that France had ceded to Britain at the end of the war.

    In order to safeguard the newly acquired territories—part of a sizeable global empire centered in London, Britain's capital—the British Crown decided that it needed to maintain a permanent troop presence in America. Doing so would not only protect the fledgling colonies from Native American offensives, British officials reasoned, but it would also deter French forces from attempting to reconquer territory in the area. But, with little left in its national treasury, how could Britain fund the estimated 10,000 troops that it wanted to keep in North America?

    In the eyes of many British politicians, the answer seemed clear: tax the colonies. Since the British military had worked hard to safeguard the colonies from both the French and the Native Americans during the French and Indian War, it would only be fair for the colonies to pay for a portion of Britain's continued military presence in the area, they concluded.

    Within five years of the war's official end, Britain's Parliament passed three new laws that taxed commercial goods in the colonies and forced colonists to provide food and lodging for British soldiers. The measures quickly proved unpopular in the colonies, where residents protested the sudden reassertion of British authority in their domestic affairs. At the forefront of the drama between the British Crown and the colonies was the Stamp Act, a new tax law that placed a tariff on paper products in America, such as newspapers, legal contracts and playing cards.

    Unlike most previous taxes levied by the British in America, the revenue from the Stamp Act was not slated to go to the colonies. Instead, the money raised from the tax was to be sent directly to the British Crown. After the law was passed in early 1765, colonists from all around America unified in opposition to the Stamp Act. While many protesters acknowledged the right of Britain to control matters pertaining to colonial trade and foreign policy, they disputed the Crown's right to tax the colonists for its own profit. Furthermore, many colonists disliked the notion that they were being taxed by a political body—the British Parliament—in which they were not represented.

    Public discontent in America over the Stamp Act took many forms. Some protest groups, like the Sons of Liberty, rioted in the colonies' major cities, such as New York and Boston, and harassed colonial officials responsible for enforcing the new law. Other groups, such as the Massachusetts House of Representatives, organized a meeting of delegates from all over the colonies in order to decide how to properly respond to the perceived British encroachment on colonists' rights.

    Punishment for violating the Stamp Act's provisions was harsh. If accused of breaking the law, colonists were not entitled to a trial in which they were judged by a jury of their peers. Rather, a lone judge— appointed by the British Crown—deemed whether the defendant was guilty. Furthermore, that judge also was responsible for deciding how severely to penalize those found guilty.

    But were the British justified in raising money for their military by taxing the colonists? Or did Parliament's attempts to levy taxes on everyday business transactions in America violate colonists' rights?

    Supporters of the Stamp Act included King George III, many members of British Parliament and a number of colonists (known as "Loyalists") who did not want to break ties with the British Crown. They viewed the new law, along with other tax measures passed around the same time, as necessary in order to reduce Britain's massive war debt. Furthermore, backers asserted, the colonists should be responsible for partially funding the continued presence of British troops in North America since the soldiers were stationed there to protect the colonies.

    Many proponents of the Stamp Act also disputed colonists' charges that the colonies were being taxed while simultaneously being denied political representation in the British Parliament. Indeed, according to supporters, many British subjects—even those living in Great Britain itself—were not afforded direct political representation during the mid-18th century. Rather, politicians in Parliament indirectly represented all British subjects by passing legislation that would provide for the general welfare of all residents in Britain and its colonies.

    Critics, on the other hand, vehemently denounced the Stamp Act, and other similar tax legislation, as an abuse of British power in the colonies. Opponents of the Stamp Act included many colonists, as well as some members of Parliament who were sympathetic to the plight of British subjects in America. At the core of critics' objections to the new law was the notion of "taxation without representation." While colonial opponents acknowledged that they could be taxed by colonial assemblies or even by the British Parliament, they disputed that tax laws could be passed without their consent.

    Additionally, many opponents protested the Stamp Act on a symbolic level. If the British Crown was empowered to levy invasive taxes on the colonies and inherit all the profits, they wondered, how could this process ever be stopped? Critics maintained that the Stamp Act set a dangerous precedent for the future relationship between the colonies and their parent country, since it implied that Parliament could tax Americans at will and suffer no political consequences.

     

    Reading Two:

    Ready to defend this [anti-Stamp Act] view, and knowing that they lacked the representation in Parliament to combat the abhorrent act, the colonies employed a variety of tactics to thwart the enforcement of the law. This strategy was most famously employed in Massachusetts by Sam Adams and the “Loyal Nine,” a precursor to the Sons of Liberty. There, a large group of patriot agitators and merchants aligned against Andrew Oliver, the British agent responsible for enforcing the stamp tax in the colony. A massive gathering of people hung Oliver in effigy from a liberty tree. “Liberty, property, and no stamps!” became their rallying cry. The protestors even conducted a mock funeral procession, where they took the corpse to the top of a hill, stamped it, and burned it in a bonfire. The next day, a group of patriots convinced Oliver to resign from his post, and vowed to do the same for any replacement officer sent to enforce the Stamp Act.

    However, the resistance effort against the policy did not end in Massachusetts. In Connecticut, a similar situation transpired when Jared Ingersoll, assigned to enforce the stamp act, offered his resignation after a bombardment of intimidation by patriot protestors. “This cause is not worth dying for,” he confessed. Upon the crowd’s insistence, he was forced to yell “liberty and property!” He then threw his hat into the air and travelled to Hartford to read his resignation to Connecticut’s colonial assembly. Patriot firebrand Christopher Gadsden, who also garners reputation for designing the Gadsden Flag, was instrumental in the Stamp Act resistance movement in South Carolina. There, his efforts motivated South Carolinians to burn the stamp papers, and his supporters persuaded two stamp distributors within the colony to flee.

    The same tactics were utilized by most of the other colonies. Therein, hostile groups seized stamp paper, pressured officers to delay the law’s enforcement, and forced the stamp distributors out of commission. Outside of the campaign to meddle with the enforcement of the Stamp Act, those who resisted the law also convinced their colonial assemblies to pass resolutions that asserted the natural rights of the colonists and the idea that the Stamp Act was unlawful and void.