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U.S. History B (Period 2) Assignments

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Assignment

Final Paper and Project (100 points total)

Overview: Over this semester, we have looked and addressed injustices in U.S. History, with the final weeks looking at the Civil Rights Movement. With the Bill of Rights being cited as the basic right for every American, African-Americans have continued to fight for their basic rights in American society including the right to vote and be represented. But they are not alone, we have studied that many Americans, both those born here and those that are immigrants, have fought for their civil rights no matter what their skin color may be. However, many view that African-Americans are still fighting for those basic rights. 

Task: You are to compare and contrast the Civil Rights Movement with today’s events. Events that are current is the situation in Ferguson, MO, Erik Garner in NY, and Walter Scott in SC, just to name a few. Do African-Americans truly have civil rights protection? Are they treated the same as other citizens of our country? Do African-Americans have the same representation in Washington D.C. as other citizens? Is there equity in education that gives African-Americans the same opportunities as other citizens? These are some of the questions that you can address to compare and contrast the Civil Rights Movement of the 60s to today.

Product: There will be 2 parts of the final:

Paper (65 points): Research your comparison and contrast topic. In 2-3 pages, type your findings in 12-point New Times Roman font, double-spaced, with 1-inch margins. DO NOT COPY AND PASTE!!! I will be evaluating your papers to hear YOUR voice, not somebody else. Do your best and you will see a higher grade. Copying and pasting will result in lower grade or a zero. Please do not take this lightly.

Presentation (35 points): From your findings, present to the class what your findings were. Be creative! You can do a poster board, PowerPoint presentation,        Keynote presentation, Debate, discussion, etc. It is open ended, but what will be expected is that you deliver to the class your findings in your research.

If there are any questions, please ask. The following are the due dates per class:

Period 2: Friday, May 29

Period 4 & 8: Tuesday, June 2

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Primary Sources: Eyewitness to History (50 points)
 
Read: pp. 764-765
Do: Historical Analysis Source 1, 2, & 3 and Comparing and Contrasting Sources
       Essay - Consider the statement that the boycotters avoided discussing the 
       larger goal of integrating. If you had been a civil rights organizer, what 
       intermediate goals would you have aimed to achieve first? Write a two-
       page essay explaining your short-term goals and how these would have
       helped achieve full social equality.

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Chapter 16, Sec 3: New Issues 40 points
 
Read: pp. 757 - 763
Do: Reading strategy p. 757
       All reading checks
       # 3, 4, 5, 6, 7, & 8
       Read p. 1001, be prepared for quiz on Thursday

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Chapter 16, Sec 2: Challenging Segregation (30 points)
 
Read pp. 748 - 756
Do 1. Answer all reading checks
      2. Define all vocabulary
      3. Answer # 4, 5, 6, & 7 on page 756
 
This assignment will be collected at the beginning of class. 

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Chapter 16, Sec 1: The Movement Begins (30 points)
 
Read pp. 740 - 747
Do 1. Answer all reading checks
      2. Define all vocabulary
      3. Answer # 4, 5, & 7 on page 747
 
This assignment will be collected at the beginning of class. 

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Please complete the Cold War guiding questions and hypotheses. Below is the readings.

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40 points
 
Ch. 13 Sec 2: The Early Cold War Years (40 points)
 
Read: pp. 632 - 639
Do: # 4, 5, 6, 7 on p. 639
 
Read: pp. 640 - 641
Do: Check for understanding #1 & 2 and Critical Thinking #1 & 2

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Read Preparing to Read Chapter 13, I will be asking questions about these 2 pages (624-625) on Monday and we will have an exam on this concept on Friday 4/24
 
Origins of the Cold War: Chapter 13, Section 1 (30 points)
 
Read: pp. 626-631
Do: Section 1 Assessment (page 631) # 4, 5, 6, & 7
 
Also bring 2 questions about this section that you don't understand that will be shared on Monday when we discuss this section as a group.
 
Remember, DO THE BEST YOU CAN, do not come Monday with no work completed. These next sections will help you do well on the District Assessment that I have to give to you in a couple of weeks.
Good luck, I know you all will do well.

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Japanese Internment (40 points)
  • Complete the worksheet completely
  • Attached are the readings.

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Dust Bowl Assignment (50 points)
 
Complete all of the guiding questions for the readings. Attached is the PDF of all the readings needed to complete the assignment. Make sure that you create 4 hypotheses as per the instructions of the worksheet. All hypotheses need to be grounded in evidence from the sources you have read. DO NOT COPY AND PASTE YOUR RESPONSE, use your knowledge after reading AND your own words. Your grade depends on your response by using your own words based on evidence from the readings. Do not take this lightly, I will be vetting your responses and copy and pasting will result in a zero.
 
Below is the PDF file that has the readings. You will turn this work in at the beginning of the class, there will be no late work accepted, no exceptions. Good luck!!

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Thesis Statement (40 points)
 
Make: a thesis statement on this topic "What is the state of affairs for Syrian refugees today?" Use a bubble map with the center bubble being your thesis and smaller bubbles showing the support from these sources only:
 
 
 
 
 
Read: pp. 468-473, Causes of the Depression
Do: definitions for all vocabulary words and #6 on p. 473 
 
 
 
 
 
 
 

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A Bloody Conflict: Chapter 6, Section 3 (20 points)
 
Read: pp. 384-389
Do: #1, 4, 5, & 6 on page 389 (Assessments portion)
 
Be prepared for a short quiz (30 points)

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Chapter 6, Section 2: The Home Front (20 points)
 
Read: In your textbook, read pages 375-381
 
Do: -Outline handout & Writing About History
       -Create two new advertising slogans to encourage Americans to conserve 
         food or fuel to buy bonds to support World War I 
       -Define: conscription, draft, random, espionage, & constitute 
        
 
Be ready to discuss the section in class.
 

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Assignment

The United States Enters World War I: Chapter 6, Section 1 (20 points)
 
Read: pp. 366-374
Do: Reading Strategy graph (p. 366), questions 5 & 6 (p. 374)
 
This will be collected at the beginning of the period, please be ready to discuss in class and answer questions I will give you. 
 
 

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Descriptive Writing (20 points)
 
Imagine you worked in the White House during the presidencies of both Teddy Roosevelt and Woodrow Wilson. On a typed-written paper, write a journal entry comparing and contrasting presidential styles. Be specific in describing their personalities and presidential actions. 
 
This is assignment needs to be typed 2 pages minimum.  On this website there is a template, please use it. I will not accept any handwritten papers. Papers need to be double-spaced, 12 pt New Times Roman, 1" margins all around. Remember, there is a template so there is no reason to lose points over incorrect formatting. 

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Chapter 5, Section 3: The Taft Administration (20 points)
 
Please read pp. 348-351 in the textbook and answer all questions and define all terms on the handout. The handout will be collected at the beginning of the period. Be prepared to discuss this section in class. Also read the expectations in Persuasive Writing (p. 78), you will be responding to the prompt in class. 

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Exam: Chapter 5, Section 1 & 2
 
Please study for the exam for the above sections. You have all the material needed with the study guides. The following will be on the exam. 
 
Section 1: #11, 13, 14, 15, 16
Section 2: #4, 5, graphic organizer
 
All vocabulary and one essay question on President Roosevelt. 

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Chapter 5, Section 2: Roosevelt in Office
 
Please read pp. 340-345
 
Do: Reading Strategy on p. 340, Questions 4 & 5 on p. 345
 
This homework will be collected at the beginning of the period. Please try your best and be prepared to discuss on Thursday this chapter. 
 
 

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Create your own -ism

As we have learned,  Progressivism was a movement during the early 19th century to make both political and social change. For this exercise, create your own -ism. What are your beliefs? What do you want people to know how they can follow your -ism? Be creative and and descriptive with your -ism. You will present your -ism to the class to try and convince all of us to follow your beliefs.

-ism: a belief, attitude, style, etc., that is referred to by a word that ends in the suffix -ism

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As you read the section "Social Welfare Progressivism," write a main idea sentence for each paragraph.  
 
This is on pages 333-334 in your textbook. 

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Chapter 4, Section 2: The Spanish-American War
 
Read pp. 300 - 307
Answer questions 4, 5, & 6
 
Know: yellow journalism, jingoism, José Martí, William Randolph Hearst, Platt Amendment.
 
Complete Graphic Organizers and bring to class
 
Below is the section in PDF form for you to use.

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Assignment

**** Extra-Credit Assignment ****
 
Watch the documentary "Klansville, U.S.A." online. Here is the link:
 
 
Once you have viewed the film, write a one-page summary about the documentary and a half-page opinion about how the documentary made you feel after seeing it about American history.
 
The paper needs to be double-spaced using 12pt New Times Roman font. I have a template on the webpage.
 
This is worth 30 extra-credit points.