PLEASE MAKE SURE YOU HAVE WATCHED THE VIDEO INSTRUCTIONS BEFORE BEGINNING WORK ON THE ESSENTIAL TERMS AND QUESTIONS.
Written instructions are found in the assignment. Use our class notes first to find the information, and then if you still need information go to www.history.com and use their search feature. DO NOT USE WIKIPEDIA.
Here is one example of how to do an essential term:
1. Mercantilism
Who and Where: Great Britain and the 13 British Colonies
What: to gain wealth and therefore global power, a mother country (GB) takes raw materials from its colonies -> uses the labor from citizens of the mother country -> sells finished products to other countries and back to its colonies
When: throughout British colonization of North America in the 1600s and 1700s before American independence (see also Salutary Neglect)
SIG: although the colonies benefited in certain ways from mercantilism, they began to resent the Navigation Acts that would force their goods to go through British ports on British ships, earning additional profits through taxation as tensions rose
ETQs are always due on the day of the unit assessment (see pacing guide under "Resources" tab for more information) and must be handwritten.
Written instructions are found in the assignment. Use our class notes first to find the information, and then if you still need information go to www.history.com and use their search feature. DO NOT USE WIKIPEDIA.
Here is one example of how to do an essential term:
1. Mercantilism
Who and Where: Great Britain and the 13 British Colonies
What: to gain wealth and therefore global power, a mother country (GB) takes raw materials from its colonies -> uses the labor from citizens of the mother country -> sells finished products to other countries and back to its colonies
When: throughout British colonization of North America in the 1600s and 1700s before American independence (see also Salutary Neglect)
SIG: although the colonies benefited in certain ways from mercantilism, they began to resent the Navigation Acts that would force their goods to go through British ports on British ships, earning additional profits through taxation as tensions rose
ETQs are always due on the day of the unit assessment (see pacing guide under "Resources" tab for more information) and must be handwritten.
Task I: complete the American Imperialism Map activity found below before watching the video. See assignment for instructions.
Task II: watch the video below, annotate your notes as it takes you through each country where we had an imperial influence on in the late 1800s-early 1900s. We will do a brief Q&A and cover some of the slides together tomorrow after everyone has caught up between completing the Unit 5 Retest, map, and the video on their own.
Task II: watch the video below, annotate your notes as it takes you through each country where we had an imperial influence on in the late 1800s-early 1900s. We will do a brief Q&A and cover some of the slides together tomorrow after everyone has caught up between completing the Unit 5 Retest, map, and the video on their own.
Use the three sources below to take a deeper look at the three "Progressive Presidents" and their diplomacy policies regarding how the U.S. decides when to intervene in issues of foreign countries around the world. Also, these diplomacies can be found in the TR, Taft, and Wilson notes in Unit 5 for final exam purposes.
WWI Homefront Tasks:
Please annotate your "WWI - Homefront" notes by watching the video "Leininger's WWI Playlist". I've put the videos in the order that the notes are in, and you can tell when one clips ends and the next begins. Please write any questions down that you may have, and I will answer them in a brief Q&A before we move on to the 20s notes. I've given you the titles of the video clips and the slides of notes you should be annotating below.
Selling the War - slide 2
Citizenship and WWI - slides 3 & 4
Immigrants and WWI - slide 8
African Americans During WWI - slides 6 & 8
Women During WWI - slides 7 & 8
Coming Home - slides 9 & 10
Palmer Raids and the 1st Red Scare - slides 11-17
Sacco & Vanzetti Trial - slides 17-19
Please annotate your "WWI - Homefront" notes by watching the video "Leininger's WWI Playlist". I've put the videos in the order that the notes are in, and you can tell when one clips ends and the next begins. Please write any questions down that you may have, and I will answer them in a brief Q&A before we move on to the 20s notes. I've given you the titles of the video clips and the slides of notes you should be annotating below.
Selling the War - slide 2
Citizenship and WWI - slides 3 & 4
Immigrants and WWI - slide 8
African Americans During WWI - slides 6 & 8
Women During WWI - slides 7 & 8
Coming Home - slides 9 & 10
Palmer Raids and the 1st Red Scare - slides 11-17
Sacco & Vanzetti Trial - slides 17-19
The 1st Red Scare & Civil Liberties:
By the end of the research from the packet, you will answer the question "How did a war fought to 'make the world safe for democracy' end up threatening civil rights in America?" in essay format, using the documents that have been provided to you in the packet.
Answer the questions on a separate sheet of paper. Use the timeline below for historical context:
By the end of the research from the packet, you will answer the question "How did a war fought to 'make the world safe for democracy' end up threatening civil rights in America?" in essay format, using the documents that have been provided to you in the packet.
Answer the questions on a separate sheet of paper. Use the timeline below for historical context: