Harry S. Truman Library & Museum Teacher Lessons
|
|
- Delphia Dortha Norman
- 5 years ago
- Views:
Transcription
1 Title: George Washington's Farewell Address: Did the U.S. Take His Advice? Author: Jon Bauer Course: American History Time Frame: 2-3 days Subjects: Monroe Doctrine, Marshall Plan, Iraq, Cold War Grade Levels: 8 Classroom/Homework Activity to be performed: This activity incorporates the study of primary sources and cooperative learning. Rationale: The primary goal of this lesson is to teach 8th grade students the ideas Washington presented in his Farewell Address and the Monroe Doctrine. This is material from the 8th grade curriculum. A secondary goal is to expose students to the Roosevelt Corollary, the Truman Doctrine, the Eisenhower Doctrine, and the Bush Doctrine, which is material that is not a part of the 8th grade curriculum. In relation to skills, this activity exposes students to the process of analyzing primary source documents, teaches them to see the context in which those documents were written and the subtext of the person writing the document, and encourages them to use specific information from the primary sources to back up their opinion regarding the central question. Lesson objectives - the student will: Students will analyze primary source documents, pulling out important information that relates to the central question Students will analyze the context in which the primary source was written. What was going on at the time? Students will analyze the subtext in which the primary source was written. Who created this source? For whom was it created? Why was this source produced? District, state, or national performance and knowledge standards/goals/skills met: Missouri Kansas State Standard #4 Societies experience continuity and change over time. 4.1 The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states and nations. 4.2 The student will analyze the context of continuity and change and the vehicles of reform drawing conclusions about past change and potential future change. 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue US History page 1 / 9
2 3aW: Describe and evaluate the evolution of United States domestic and foreign policies including the Cold War. 3aY: Describe the changing character of American society and culture. 6N: Predict the consequences that can occur when institutions fail to meet the needs of individuals and groups. 7A: Distinguish between and analyze primary and secondary sources. Secondary materials (book, article, video documentary, etc.) needed: Video Clip explaining the Bush Doctrine - Primary materials (book, article, video documentary, etc.) needed: Excerpts from Washington s Farewell Address, the Monroe Doctrine, the Roosevelt Corollary, the Truman Doctrine and the Eisenhower Doctrine (provided) Primary sources adapted from Full description of activity or assignment: 1) Show students a picture of George Washington and ask the following question: Do you think of Washington as a general, or as a President? Military French and Indian War, crossed the Delaware and attacked at Trenton, Valley Forge, Battle of Yorktown President Established the National Bank, dealt with the Whisky Rebellion, willingly stepped down from power 2) Hand out copies of Washington s Farewell Address to the class. Before reading the excerpt out loud, tell students to underline the advice that Washington is giving his country in this speech, and be prepared to pick out what you believe is his best advice. Have students share their ideas. Create a list that students can refer back to as the activity progresses. Possible ideas to discuss are: Treat all countries with respect Attempt to get along with all countries Avoid buddying up to countries Avoid constant conflict with countries Concentrate on trading with countries Stay out of Europe s business Use our isolation to our advantage Avoid permanent alliances Discuss the concepts of context and subtext. What was the country like when Washington gave this speech? What was the world like? Is there something about Washington s background that would lead him to giving this advice? page 2 / 9
3 3) Jigsaw Introduce the central question: Did the United States follow George Washington s advice? Create four groups and give each group one of the following primary sources: Monroe Doctrine, Roosevelt Corollary, Truman Doctrine, Eisenhower Doctrine Have each group answer the central question from the perspective of their primary source document. Encourage each group to answer the question by pulling specific material from the primary source that they are looking at. You may want to have each group give a number from 1-10 as a way to quantify their answers (1 meaning they did not follow Washington s advice at all, 10 meaning they followed Washington s advice completely.) As a class, refer to a timeline from Label 1823, 1904, 1947 and 1957 the years of each of the four documents. When groups are done, ask the following question: What are some events we could fill in this timeline around 1823, 1904, 1947, and 1957? (Civil War, WW I, WW II, etc.) Have each group share their answer to the central question. Refer back to your list of ideas from Washington s Farewell Address and the timeline, as needed. You should address the context and subtext of each document. You may have to provide this, since this is material that is typically not a part of 8th grade curriculum. Finish with the following series of questions: How long did the United States follow Washington s advice? Why do you think the U.S. stopped following his advice? Was this a mistake? Was this inevitable? 4) Ask students the following question: Are we following Washington s advice today? After discussing this question, watch the YouTube video and discuss the Bush Doctrine. Was the Bush Doctrine inevitable? 5) Assignment: On butcher paper, have students complete a timeline from 1796-Present Day. In groups of three, the three jobs could be 1) artist 2) writer 3) presenter. Artists draw the pictures on the timeline, writers write the text on the timeline, and presenters are in charge of presenting material to the class. Students must include the following two elements on their timeline: Students must draw a picture for each of the six ideas in the activity (Washington s Farewell Address, the Monroe Doctrine, the Roosevelt Corollary, the Truman Doctrine, the Eisenhower Doctrine, and the Bush Doctrine.) Students must use text to describe how the country s views regarding Washington s advice changed during this time. Have groups present their timelines upon completion. George Washington Farewell Address (1796) Observe good faith and justice towards all nations; cultivate peace and harmony with all.it will be worthy of a page 3 / 9
4 free, enlightened, and at no distant period, a great nation, to give to mankind the example of a people always guided by an exalted justice. In the execution of such a plan, nothing is more essential than that permanent and inveterate antipathies against particular nations, and passionate attachments for others, should be excluded; and that in place of them, just and amicable feelings towards all should be cultivated. The nation which indulges towards another a habitual hatred or a habitual fondness is in some degree a slave. It is a slave to its animosity or to its affection. The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible.europe has a set of primary interests which to us have none; or a very remote relation. Hence, she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Our detached and distant situation invites and enables us to pursue a different course. Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice? It is our true policy to steer clear of permanent alliances with any portion of the foreign world. Cultivate build Enlightened educated Exalted distinguished Inveterate deep-rooted Antipathies dislike page 4 / 9
5 Amicable friendly Indulges caters Habitual constant Animosity dislike James Monroe Seventh Annual Message to Congress - Monroe Doctrine (1823) the occasion has been judged proper for asserting, as a principle in which the rights and interests of the United States are involved, that the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy to do so. It is only when our rights are invaded or seriously menaced that we make preparation for our defense.we owe it, therefore, to candor and to the amicable relations existing between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. With the existing colonies or dependencies of any European power we have not interfered and shall not interfere. But with the Governments who have declared their independence and maintain it, and whose independence we have, on great consideration and on just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power in any other light than as the manifestation of an unfriendly disposition toward the United States. Our policy in regard to Europe, which was adopted at an early stage of the wars which have so long agitated that quarter of the globe, nevertheless remains the same, which is, not to interfere in the internal concerns of any of its powers It is still the true policy of the United States to leave the parties to themselves, in hope that other powers will pursue the same course. Henceforth hereafter page 5 / 9
6 Comport agree Menaced bothered Candor honesty Amicable friendly Interposition intrusion Manifestation demonstration Disposition attitude Agitated bothered Theodore Roosevelt Annual Message to Congress Roosevelt Corollary (1904) It is not true that the United States feels any land hunger or entertains any projects as regards the other nations of the Western Hemisphere save such as are for their welfare. All that this country desires is to see the neighboring countries stable, orderly, and prosperous. Any country whose people conduct themselves well can count upon our hearty friendship.chronic wrongdoing, or an impotence which results in a general loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power.our interests and those of our southern neighbors are in reality identical.while they thus obey the primary laws of civilized society they may rest assured that they will be treated by us in a spirit of cordial and helpful sympathy. In asserting the Monroe Doctrine, in taking such steps as we have taken in regard to Cuba, Venezuela, and Panama, and in endeavoring to circumscribe the theater of war in the Far East, and to secure the open door in China, we have acted in our own interest as well as in the interest of humanity at large.what form the action shall take must depend upon the circumstances of the case; that is, upon the degree of the atrocity and upon our power page 6 / 9
7 to remedy it. Impotence incompetence Adherence following Harry S. Truman Speech Before a Joint Session of Congress Truman Doctrine (1947) At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one. One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio; fixed elections, and the suppression of personal freedoms. I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free people to work out their own destinies in their own way. I believe that our help should be primarily through economic and financial aid which is essential to economic stability and orderly political processes. I therefore ask the Congress to provide authority for assistance to Greece and Turkey in the amount of $400,000,000 for the period ending June 30, I would not recommend it except that the alternative is much more serious. The United States contributed $341,000,000,000 toward winning World War II. This is an investment in world freedom and world peace. page 7 / 9
8 The assistance I am recommending for Greece and Turkey amount to little more than 1 tenth of 1 percent of this investment. It is only common sense that we should safeguard this investment and make sure that it was not in vain. Oppression harassment Suppression control Subjugation enslavement Dwight D. Eisenhower Speech to Congress Eisenhower Doctrine (1957) It is nothing new for the President and the Congress to join to recognize that the national integrity of other free nations is directly related to our own security. We have joined to create and support the security system of the United Nations. We have reinforced the collective security system of the United Nations by a series of collective defense arrangements. Today we have security treaties with 42 other nations which recognize that our peace and security are intertwined The action which I propose would have the following features. It would, first of all, authorize the United States to cooperate with and assist any nation or group of nations in the general area of the Middle East in the development of economic strength dedicated to the maintenance of national independence. It would, in the second place, authorize the Executive to undertake in the same region programs of military assistance and cooperation with any nation or group of nations with desires such aid. It would, in the third place, authorize such assistance and cooperation to include the employment of the armed page 8 / 9
9 Powered by TCPDF ( Harry S. Truman Library & Museum Teacher Lessons forces of the United States to secure and protect the territorial integrity and political independence of such nations, requesting such aid, against overt armed aggression from any nation controlled by International Communism. In the situation now existing, the greatest risk, as is often the case, is that ambitious despots may miscalculate. If power hungry Communists should either falsely or correctly estimate that the Middle East is inadequately defended, they might be tempted to use open measures of armed attack. If so, that would start a chain of circumstances which would almost surely involve the United States in military action. In am convinced that the best insurance against this dangerous contingency is to make clear now our readiness to cooperate fully and freely with our friends of the Middle East Integrity stability Overt - obvious Despots tyrants Contingency - possibility Full explanation of the assessment method and/or scoring guide: The following rubric will be used to assess the timelines: Events Change Quality Pictures clearly convey the Pictures clearly convey the Pictures clearly convey the Pictures do not c meaning for all six events meaning of at least four meaning of at least two convey the mea events events the events Text clearly and creatively Text clearly describes the Text begins to describe thetext does not de describes the change that change that took place change that took place change that took took place between each between most events between the events between the eve of the events The timeline is easy to understand and obvious care was taken on every detail The timeline is understandable The timeline is difficult to understand The information timeline does no with the informa presented in cla page 9 / 9
Resources for Navigating Successes, Failures, & Consequences
Researching Debate & Diplomacy: Resources for Navigating Successes, Failures, & Consequences History Day @ Your Library 11/10/10 Jennifer Hootman Minitex Reference Services Coordinator hootm001@umn.edu
More informationKey Ideas. Name - Date- Class-
Name - Date- Class- Monroe In His Own Words: From President James Monroe s seventh Annual Message to Congress, read the excerpts that are known as the Monroe Doctrine. As you read the document, underline
More informationMonroe Doctrine - Section 1
Monroe Doctrine - Section 1 At the proposal of the Russian Imperial Government, made through the minister of the Emperor residing here, a full power and instructions have been transmitted to the minister
More informationAmerica Enters the World Stage: The Monroe Doctrine. James Monroe Museum. High School Lesson Plan:
High School Lesson Plan: James Monroe Museum Image credit: Thomas E. Powers, Keep off! Monroe Doctrine, Library of Congress. America Enters the World Stage: The Monroe Doctrine 2 Table of Contents Standards
More informationLesson Description. Essential Questions
Lesson Description left guidelines that he hoped would empower the young nation to grow in strength and remain independent. The students will work in groups to read a section of his address and summarize
More informationPrimary Document #1: The Open Door Notes (Policy) ( )
Primary Document #1: The Open Door Notes (Policy) (1899-1900) By the late 19th century, Japan and the European powers had carved much of China into separate spheres of influence, inside of which each held
More informationWoodrow Wilson: Traditionalist or Innovator? APUSH Mr. McPherson
Woodrow Wilson: Traditionalist or Innovator? APUSH Mr. McPherson Directions: You have been assigned to a group either focused on the traditionalist or innovator category. As you read through your set of
More informationHarry S. Truman Library & Museum Teacher Lessons
Title: Lesson Plans for Conference at Yalta Activity Author: Derek Frieling Course: American History Time Frame: Part of one class period for introduction and one full class period for the debate. Subjects:
More informationEisenhower Doctrine, Excerpts (5 January 1957)
Eisenhower Doctrine, Excerpts (5 January 1957) Eisenhower, Dwight D. "The Eisenhower Doctrine." From Encroachment to Involvement: A documentary study of Soviet Policy in the Middle East, 1945-1973. By
More informationTwo Farewells: Comparing the Farewell Addresses of Washington and Eisenhower
LESSON Two Farewells: Comparing the Farewell Addresses of Washington and Eisenhower Duration One 45-minute period Grades 7 12 Cross-curriculum Application U.S. History, English LESSON: TWO FAREWELLS 1
More informationLESSON OBJECTIVE. 1.) ANALYZE the effectiveness & morality of the British Royal Air Force bombing of German civilians
NAME: BLOCK: - CENTRAL HISTORICAL QUESTION - THE ORIGINS OF THE COLD WAR: WHO IS PRIMARILY RESPONSIBLE FOR STARTING THE COLD WAR: THE U.S. OR S.U.? Pictured: Then-former British Prime Minster Winston Churchill
More informationCold War Lesson Plan. Central Historical Question: Who was primarily responsible for the Cold War: The United States or the Soviet Union?
Lesson Plan Central Historical Question: Who was primarily responsible for the : The United States or the Soviet Union? Materials: Powerpoint Copies of Timeline Copies of Documents A-D Copies of Guiding
More informationAmerican History I Released Form QID: 1 RELEASED
American History I Released Form QID: 1 Decisions that Increased Governmental Authority Necessary and Proper Clause (Article 1, Section 8 of the U.S. Constitution) Supremacy Clause (Article 6 of the U.S.
More informationUNITED STATES HISTORY SECTION I1 Part A (Suggested writing time-45 minutes) Percent of Section I1 score-45
UNITED STATES HISTORY SECTION I1 Part A (Suggested writing time-45 minutes) Percent of Section I1 score-45 Directions: The following question requires you to construct a coherent essay that integrates
More informationHistorical Debates: The Cold War
Historical Debates: The Cold War Central Historical Question: Who was primarily responsible for the Cold War: The United States or the Soviet Union? Directions: Over the past decades historians have disagreed
More informationTimeline of the Early Cold War. 1945: August 6 - United States first used atomic bomb in war. 1945: August 8 - Russia enters war against Japan
Timeline of the Early 1945: February 4-11 - Yalta Conference 1945: August 6 - United States first used atomic bomb in war 1945: August 8 - Russia enters war against Japan 1945: August 14 - Japanese surrender
More informationExtended Common Core Social Studies Lesson Plan Template
Extended Common Core Social Studies Lesson Plan Template Lesson Title: Propaganda in the Cold War Author Name: Kylie Miller Contact Information: Kimiller@washoeschools.net Appropriate for Grade Level(s):
More informationRoosevelt Taft Wilson. Big Stick Diplomacy Dollar Diplomacy Moral Diplomacy
Roosevelt Taft Wilson Big Stick Diplomacy Dollar Diplomacy Moral Diplomacy Definition: The art or practice of conducting international relations, as in negotiating alliances, treaties, and agreements.
More informationUNIT 3 ASSESSMENT Directions ALL CAPS.
UNIT 3 ASSESSMENT Directions: Use the following documents to answer their corresponding questions. Write your answers on a separate piece of paper with the answers in ALL CAPS. The first map outlines the
More informationEssential Question: How did America s role in the world change from 1890 to 1914?
Essential Question: How did America s role in the world change from 1890 to 1914? From 1890 to 1914, the United States expanded its role in world affairs and gained new overseas colonies Class Activity:
More informationGrade 8 Pre AP United States History Learner Objectives BOE approved
Grade 8 Pre AP United States History Learner Objectives BOE approved 2-17-2017 Learner Objective: Develop the ability to make informed decisions for the public good as citizens of a culturally diverse,
More informationHarry S. Truman Inaugural Address Washington, D.C. January 20, 1949
Harry S. Truman Inaugural Address Washington, D.C. January 20, 1949 Mr. Vice President, Mr. Chief Justice, fellow citizens: I accept with humility the honor which the American people have conferred upon
More informationHarry S. Truman. The Truman Doctrine. Delivered 12 March 1947 before a Joint Session of Congress
Harry S. Truman The Truman Doctrine Delivered 12 March 1947 before a Joint Session of Congress AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio Mr. President, Mr. Speaker, Members
More informationMarch 12, 1947 Truman Doctrine, 'Recommendations for Assistance to Greece and Turkey'
Digital Archive International History Declassified digitalarchive.wilsoncenter.org March 12, 1947 Truman Doctrine, 'Recommendations for Assistance to Greece and Turkey' Citation: Truman Doctrine, 'Recommendations
More information8 th grade American Studies sample test questions
8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary
More information5. Washington s Presidency pp
5. Washington s Presidency pp 109-113 Key Concepts & Main Ideas Notes Analysis In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives
More informationU.S. History Practice Test Answer Key
This document contains the answer keys, rubrics, and scoring notes for items on the U.S. History Practice Test. Refer to the Practice Test Library for additional resources, including the Social Studies
More informationAPUSH Exam Review Project
APUSH Exam Review Project Due Monday 4/18: Create a Cumulative PowerPoint/Presentation Review for your assigned theme. Include all of the following: 100 point Test/Project Grade 1. Organization Requirements
More informationKey Constitutional Concepts: Creating a Constitution
Key Constitutional Concepts: Creating a Constitution Author: A Project of: The Annenberg Foundation Trust at Sunnylands About this Lesson The first section of the film Key Constitutional Concepts examines
More informationTable 1 Levels of Technology Skills (Teacher and Student)
Word Processor Table 1 Levels of Technology Skills (Teacher and Student) Application Entry Skill Level Intermediate Skill Level High Skill Level Expert Skill Level Creating Reports, essays, and assignments.
More informationUnit 13: Post War America: The Beginning of the Cold War and the 1950 s
Name: Period: Unit 13: Post War America: The Beginning of the Cold War and the 1950 s Chapters 22 and 23 Pages 760-816 Homework: 1- Vocabulary due on 2-3- Castle Learning due and Test on Essential Questions:
More informationThe Cold War: Why did the United States and the USSR enter into the Cold War after World War II?
The Cold War: Why did the United States and the USSR enter into the Cold War after World War II? INTRODUCTION FOR STUDENTS In this lesson, you will learn about the source of tensions between the United
More informationMr. Curran*AP US History*ERHS*Mr. Saliani, Principal. DBQ Essay. Suggested reading period: 15 minutes Suggested writing period: 40 minutes
DBQ Essay Suggested reading period: 15 minutes Suggested writing period: 40 minutes Directions: This question is based on the accompanying documents. The documents have been edited for the purpose of this
More informationFB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES
FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated
More informationAdvanced Placement United States History Syllabus Rappahannock High School
Page 1 of 6 Advanced Placement United States History Syllabus Rappahannock High School 2011-2012 Course Design and Purpose: The Advance Placement program in United States History is designed to provide
More informationLesson Plan The Decision to Drop the Atomic Bomb. Objectives and Massachusetts Frameworks
L. Horton 1 Lesson Plan The Decision to Drop the Atomic Bomb I feel that one of the most pivotal decisions made during the 20 th century was the decision to drop the atomic bomb. The repercussions of this
More informationFOREIGN POLICY AS A GUARANTEE FOR NATIONAL PROSPERITY. In constructing United States foreign policy in the past century, American
PROMISED LAND OR A CRUSADER STATE: AMERICAN FOREIGN POLICY AS A GUARANTEE FOR NATIONAL PROSPERITY In constructing United States foreign policy in the past century, American politicians have been particularly
More informationUS History, Ms. Brown Need Help? or Call
Course: US History/Ms. Brown Homeroom: 7th Grade US History Standard # Do Now Day #88 Aims: SWBAT explain two conflicts the new government was faced with SWBAT explain Washington s idea of neutrality DO
More informationPrimary Sources: Universal Declaration of Human Rights
Primary Sources: Universal Declaration of Human Rights By United Nations, adapted by Newsela staff on 03.08.17 Word Count 1,434 Former first lady Eleanor Roosevelt holds the United Nations Universal Declaration
More informationMr. President, Mr. Speaker, Members of the Congress of the United States:
Harry S Truman's Address before a Joint Session of Congress (March 12, 1947) On February 21, 1947, Great Britain informed U.S. State Department officials that Britain could no longer provide financial
More informationAP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement
Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.
More informationAP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement
Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.
More informationU.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Honors
Honors traces the nation's history from the pre-colonial period to the present. Students learn about the Native American, European, and African people who lived in America before it became the United States.
More informationUnit 8: Imperialism. February 15th & 16th
Unit 8: Imperialism February 15th & 16th WarmUp - February 15th & 16th Pick up papers from front table Jot down anything that comes to mind when you see the word IMPERIALISM (this is our next topic Unit
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE SOCIAL SCIENCE SUBTEST II Subtest Description This document contains the Social Science subject matter requirements arranged according to the
More informationEOCEP. Release Items by Standard and Indicator. Realigned to 2011 standards in August 2011
EOCEP Release Items by Standard and Indicator Realigned to 2011 standards in August 2011 Indicator 1.1 (Additional release item for this indicator found in Teacher s Guide) Which colonial region had the
More informationRichard Olney, Letter to Thomas Bayard (1895) 1
AMERICAN POLITICAL THOUGHT Keith E. Whittington Supplementary Material Chapter 7: The Gilded Age America and the World Richard Olney, Letter to Thomas Bayard (1895) 1 Richard Olney served as U.S. Attorney
More information5. Base your answer on the map below and on your knowledge of social studies.
Name: 1. To help pay for World War II, the United States government relied heavily on the 1) money borrowed from foreign governments 2) sale of war bonds 3) sale of United States manufactured goods to
More informationAP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: LESSON 1: THINKING LIKE A HISTORIAN
Advanced Placement AP U.S. History In AP* U.S. History, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research,
More informationProgressivism. Definition of Progressivism A movement of the people to curb the powers of the special interests When did it occur?
Progressivism Definition of Progressivism A movement of the people to curb the powers of the special interests When did it occur? Where did Progressivism originate? Who were the Progressives? Middle Class
More informationOBJECTIVE 7.2 IRON CURTAIN DESCENDS THE ANALYZING THE EVENTS THAT BEGAN THE IDEOLOGICAL CONFLICT BETWEEN THE UNITED STATES AND THE SOVIET UNION
Name Period OBJECTIVE 7.2 IRON CURTAIN DESCENDS ANALYZING EVENTS THAT BEGAN IDEOLOGICAL CONFLICT BETWEEN UNITED STATES AND SOVIET UNION Name Period OBJECTIVE 7.2 begins FOLLOWING IS A CHRONOLOGICALLY ORDERED
More informationAnalysis: History - Necessary Revolution
Contextualization 5 Analysis: History - Necessary Revolution Summary/ABSTRACT: The writer skillfully discusses the larger discourse of her argument; however, a lack of background information about the
More informationThe Cold War US vs. Union of Soviet Socialist Republics Democracy vs. Communism Capitalism vs. Socialism
The Cold War 1945-1991 US vs. Union of Soviet Socialist Republics Democracy vs. Communism Capitalism vs. Socialism US/USSR Relationship during WWII 1939: Stalin (USSR) makes a deal with Hitler (Germany).
More informationTexas Assessment of Knowledge and Skills - Answer Key
Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02
More information2. Which of the following most directly resulted from the Progressive Era reform movements?
Set #1 Thematic; based on secondary source Questions 1-3 refer to the following quotation. I believe that progressivism was a radical movement, though not by the common measures of economic and political
More informationConnecting Themes/Enduring Understandings Used in US History
Connecting Themes/Enduring Understandings Used in US History Students should be able to demonstrate understanding of selected themes (depending on the course) using knowledge and skills acquired during
More informationSOCIAL STUDIES Grade 8 Standard: History
Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early
More informationWork Period: Latin America and China Foreign policies Notes President Chart Activity
USHC 5.0 DEMONSTRATE AN UNDERSTANDING OF DOMESTIC AND FOREIGN DEVELOPMENTS THAT CONTRIBUTED TO THE EMERGENCE OF THE UNITED STATES AS A WORLD POWER IN THE 20 TH CENTURY Opening: Complete pages 185-188 in
More informationUNITED STATES HISTORY AND GOVERNMENT
The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION UNITED STATES HISTORY AND GOVERNMENT Tuesday, June 19, 2001 9:15 a.m. to 12:15 p.m., only Student Name School Name Print your name
More informationPPT: Post WWII Tensions
PPT: Post WWII Tensions WWII ends Cold War begins USSR collapses Cold War ends 1945 1991 The Cold War: The U.S. and USSR never directly declare war on each other, but fight by other means and through other
More informationBECOMING A WORLD POWER
BECOMING A WORLD POWER CHAPTER 10 IMPERIALISM THE PRESSURE TO EXPAND Americans had always sought to expand the size of their nation, and throughout the 19th century they extended their control toward the
More informationCompilation of DBQs and FRQs from Italics that are underlined =not 100% aligned with the section it is written in
Compilation of DBQs and FRQs from 2000. Italics that are underlined =not 100% aligned with the section it is written in How to find online: "YEAR FRQs" and "AP US History" and "Scoring Guidelines" Colonial
More informationI. A.P UNITED STATES HISTORY
I. A.P UNITED STATES HISTORY II. Statement of Purpose Advanced Placement United States History is a comprehensive survey course designed to foster analysis of and critical reflection on the significant
More informationFirst Semester Cumulative Standards and Rubric
History Strands understand traditional historical points of reference in U.S. history through 1877 (8.1) understand the causes of exploration and colonization eras (8.2) (A) identify the major eras and
More informationCenter for Educational Testing and Evaluation
Activities Grade 11 Operational Multidisciplinary Performance Task 2016 Activity 1: Reading and Note-Taking Between 1914 and 1917, the Great War raged across Europe, Africa, and the Middle East. The United
More informationTexas Essential Knowledge and Skills (TEKS)
Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States
More informationInformal Empire in the Caribbean. PS 142A.4 and.5
Informal Empire in the Caribbean PS 142A.4 and.5 Informal Empire and the LIO n Nothing inherently liberal about U.S. rule in the Caribbean basin. n Created an exclusive sphere of influence n Promoted reciprocity
More informationAdvanced Placement United States History Curriculum Alignment Tyler George
Advanced Placement United States History Curriculum Alignment Tyler George Unit I: Settlement and Expansion of Colonial America Major Themes: ID, WXT, PEO, WOR, ENV Chapter 1: The Collision of Cultures
More informationTo understand how USA used financial aid to fight Communism in post-war Europe (Marshall Plan) Cold War develops. Aim:
Cold War develops Aim: To understand how USA used financial aid to fight Communism in post-war Europe (Marshall Plan) Imagine you were reading this at the breakfast table, have a conversation with your
More informationMARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce
Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET
More informationEra 1: Establishing an American Republic
1 Era 1: Establishing an American Republic Chapter 2 Defining and Debating America s Founding Ideals What are America s founding ideals and why are they important? 1. I can define an ideal. 2. I can explain
More informationHistory and Social Science Standards of Learning. Grades World History and Geography: 1500 A.D. to the Present
Prentice Hall World History: Connections To Today 2005, The Modern Era Virginia Social Studies Standards of Learning, Secondary Course, World History and Geography: 1500 A.D. to the Present (Grades 9-12)
More informationEssential American History Teaching American History Grant Lessons from the Cold War
Essential American History Teaching American History Grant Lessons from the Cold War Barb Ryan Carrie Steele Parkway South High Was President Truman s decision, to relieve General Douglas MacArthur of
More informationThe New Nationalism. "I hold that while man exists it is his duty to improve not only his own condition, but to assist in ameliorating mankind.
The New Nationalism 02.27.2012 All of Theodore Roosevelt s 1910 New Nationalism Speech is worth reading, but portions of it are explained from a self-evident point of view why so many modern politicians
More informationGeneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies
Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Social Studies Mission Statement It is our belief that Social Studies education is ultimately to prepare students to assume the responsibilities
More informationAP United States History
2018 AP United States History Free-Response Questions College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official
More informationU.S. History 11 th Grade CLASSROOM PRACTICE (DOCUMENT #1)
PROJECT TITLE: AUTHOR: Sandra McLaughlin Reporting the War During World War II SUBJECT & GRADE LEVEL U.S. History 11 th Grade CLASSROOM PRACTICE (DOCUMENT #1) 1. HI Overview & Teaching Thesis: How is war
More informationThe First Five Presidents. Domestic and Foreign Policy
The First Five Presidents Domestic and Foreign Policy 1789-1827 Domestic and Foreign Policy Domestic Policy: Actions that happen within the USA. Foreign Policy: Actions that happen overseas. George Washington:
More informationSOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION
SOCIAL STUDIES U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION GRADE 8 I Can Checklist 2015-2016 Aligned with Ohio s New Learning Standards for Social Studies Office of Teaching and
More informationA Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History
Virginia Standards of Learning United States History, 2018 T = Topic; L = Lesson The standards for Virginia and United States History expand upon the foundational knowledge and skills previously introduced
More informationTimeline of the Early Cold War. 1945: August 6 - United States first used atomic bomb in war
Timeline of the Early Cold War 1945: February 4-11 - Yalta Conference 1945: August 6 - United States first used atomic bomb in war 1945: August 8 - Russia enters war against Japan 1945: August 14 - Japanese
More informationAnalyze the political cartoon by writing:
Bellringer Analyze the political cartoon by writing: 1. Title (make one up of there isn t one): 2. Important Words: 3. Symbols: 4. Action: 5. Message: The Cold War Day 1 Ms. Luco IB Hist Americas Yr 1
More informationHOUSE OF REPRESENTATIVES - FLOOR VERSION
HOUSE OF REPRESENTATIVES - FLOOR VERSION STATE OF OKLAHOMA 1st Session of the th Legislature () COMMITTEE SUBSTITUTE FOR HOUSE BILL NO. 0 By: Fisher, Bennett, Rogers, Kern and Brumbaugh COMMITTEE SUBSTITUTE
More informationAMSCO Guided Reading & Analysis: The Constitution and The New Republic, Chapter 6- The Constitution and New Republic, pp
Name: Due Date: APUSH Mrs. Pate AMSCO Guided Reading & Analysis: The Constitution and The New Republic, 1787-1800 Chapter 6- The Constitution and New Republic, pp 103-129 Reading Assignment: Ch. 6 AMSCO
More informationPrentice Hall US History: Reconstruction to the Present 2010 Correlated to: Minnesota Academic Standards in History and Social Studies, (Grades 9-12)
Minnesota Academic in History and Social Studies, (Grades 9-12) GRADES 9-12 I. U.S. HISTORY A. Indigenous People of North America The student will demonstrate knowledge of indigenous cultures in North
More informationThe Communist Takeover Of America - 45 Declared Goals
The Communist Takeover Of America - 45 Declared Goals You are about to read a list of 45 goals that found their way down the halls of our great Capitol back in 1963. As you read this, 39 years later, you
More informationAdvanced Placement United States History
Advanced Placement United States History Description The United States History course deals with facts, ideas, events, and personalities that have shaped our nation from its Revolutionary Era to the present
More informationUnit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War
8 th Grade History 1 st Nine Weeks TEKS Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8.1) History. The student understands
More informationThe Early Republic
The Early Republic 1789-1828 Essential Questions What challenges faced the new nation under the Constitution? How did the first American political parties emerge? How did the Supreme Court establish its
More informationInternational Influence STEP BY STEP
Teacher s Guide Time Needed: One Class Period Materials Needed: Student worksheets, an overhead transparency, and an overhead or computer projector. Copy Instructions: Students will receive one reading
More informationSOCIAL STUDIES AP American History Standard: History
A. Explain connections between the ideas of Enlightenment and changes in the relationship between citizens and their government. B. Identify the causes of political, economic and social oppression and
More informationIntroduction to the Cold War
Introduction to the Cold War What is the Cold War? The Cold War is the conflict that existed between the United States and Soviet Union from 1945 to 1991. It is called cold because the two sides never
More informationTest - Social Studies US History Unit 09: Onset of the Cold War and the 1950s
Test - Social Studies US History Unit 09: Onset of the Cold War and the 1950s 2014-2015 1. A characteristic of American society in the fifteen years following the Second World War was A. rivalry with the
More informationTimeline of the Early Cold War 1945: February Yalta Conference 1945: August 6 - United States first used atomic bomb in war 1945: August 8 -
Timeline of the Early Cold War 1945: February 4-11 - Yalta Conference 1945: August 6 - United States first used atomic bomb in war 1945: August 8 - Russia enters war against Japan 1945: August 14 - Japanese
More informationUniversal Declaration
Universal Declaration of Human Rights Dignity and justice for all of us Where, after all, do universal human rights begin? In small places, close to home so close and so small that they cannot be seen
More informationU.S. Imperialism Practice Questions
Base your answers to questions 1 and 2 on the map below and on your knowledge of social studies. 1 Which United States foreign policy was most often used to carry out the actions shown on the map? (1)
More informationThe Cold War. 1. What do you think you know about this topic? 2. What questions or puzzles do you have? 3. How can you explore this topic?
The Cold War 1. What do you think you know about this topic? 2. What questions or puzzles do you have? 3. How can you explore this topic? Learning Targets I can explain the global political divisions that
More informationAmerican Revolution Unit Packet. Name Period
American Revolution Unit Packet Name Period 0 Learning Goals and Scales Learning Goal 5: Students will be able to explain the events which led to the start of the American Revolution. - Tea Act (Boston
More informationWorld War II. WORLD WAR II High School
World War II Writer - Stephanie van Hover, Ph.D., Assistant Professor of Social Studies Education, University of Virginia Editor - Kimberly Gilmore, Ph.D., The History Channel Introduction: In the years
More information