Finishing Up

Be sure to submit your brainstorming sheet to turnitin by the end of the day today, Friday, 6/3.
Be sure to submit your final to turnitin by 8:10 A.M on Monday, 6/6. There are two assignments for your submission. The first should be Part I (the four rooms of the museum). Turnitin will currently accept the following file types: 

• Microsoft Word® (.doc / .docx)1
• OpenOffice Text (.odt)2
• Google Docs via Google Drive™ (.gdoc files are NOT acceptable)3
• WordPerfect®  (.wpd)
• PostScript (.ps/.eps)
• Adobe® PDF4
• Microsoft PowerPoint® (.pptx, .ppt, .ppsx, and .pps)5
• Microsoft Excel® (.xls and .xlsx)6
• HTML 
• Rich text format (.rtf)
• Plain text (.txt)
• Hangul Word Processor file (.hwp)

In addition to uploading it to turnitin, if you have a visual presentation, please also email the link to me.

The second assignment to be uploaded to turnitin should be Parts II and III that you need to put into the same document. That means your Preamble Essay (making an argument about one of your rooms) and your Inaugural Address must be part of the same document before you submit. 

Be sure to check out these TIPS FOR SUCCESSFUL FINALS WRITING prior to submitting your work.

Final Exam

2nd Semester Final Exam
2nd Semester Final Brainstorming Sheet
2nd Semester Final Rubric

Harvard Graduate School of Education commencement address-notice the allusions to other documents, events and people in American History.

Getting to the Finish Line

We'll close our gathering of new material with looks at the last two episodes of the Century:
Starting Over (here is the guided viewing sheet)
A New World (take your own notes)

Before we get into the final episode, we'll reflect on how our studies still are impacting the world around us by briefly considering these current events articles:
Here is an article from this morning's New York Times about President Obama visiting Hiroshima.

Here is an opinion piece reflecting on President Obama's visit to Vietnam this week.

Here is an opinion piece on the "new" New Left.

Presidencies in Turmoil

Today, you'll work with a partner to try to make some conclusions about two of the more controversial presidencies of the 20th Century: Lyndon Johnson and Richard Nixon. You'll use the framework of the preamble to make your conclusions. Here is the form that you'll use for your analysis: Presidencies in Turmoil.
Here are your partners for this work:
Eli/Andrew
Jesus/Dani
Seth/Hope
Sarah/Zoe
Charlie/Zach
Alina/Will
Isabel/Meshi
Luke/Allison
Matt/Anthony
Talia/Miles/Gil

Here is a link to the Portfolio checklist.

Great Society Conclusions and Your Final

Today, we'll begin by discussing your Final Exam Portfolio.
After ensuring that everyone is clear on the different elements of the Final, students will spend the rest of the period finishing up their work on the Great Society from Friday. Please note that there an additional question has been added to #6 and copied below.

b) In what ways were the Great Society programs influential to the New Movements and Rights Revolution that you read about for HW today or were Great Society programs responses to the New Movements and Rights Revolution? Explain your answer.

The Great Society

After a continued discussion about the end of the Vietnam War and Dear America we'll backtrack and explore Lyndon Johnson's domestic programs, The Great Society.
Here is a link to our work for the day: Evaluating the Great Society

One Soldier's Story and a Country in Turmoil

Here is our work for today: Country in Turmoil Web Activity

Below are links stemming from Mr. Schaefer's presentation.  If you missed it, last year's version of it is posted below.  Your notes will be included in your portfolio.

Jon Schaefer Presentation (2015)
Part 1
Part 2
Part 3
Part 4

Here are the "9 rules" given to American soldiers in Vietnam.

Here are the pictures that Mr. Schaefer used in his presentation.

Here is the Wikipedia article that he referenced about the battle that he was in. Battle of Suoi Bong Trang.

Here is Mr. Schaefer's list of"Considerations Before Going to War".

Protest Movement

After hearing about the soldiers' perspectives during the Vietnam War by watching the first part of Dear America: Letters Home From Vietnam last Friday, today we'll see how their experience may have been influencing the anti-war movement at home.
Here is your work for today, you'll need headphones as you work:
Protest and Music during the Vietnam War.

Also a reminder to meet in E116 during 1st period on Wednesday for our guest speaker.

Into Vietnam

The question we'll consider today is whether the United States' entrance into the Vietnam War was justified. To do so, here are the materials we'll use.
1) Watch 30:30-35:54 of The Century: Poisoned Dreams
2) Read the letter from Bobbie Lou Pendergrass to President Kennedy and his response. In our notes, we'll write a letter back to President Kennedy from Mrs. Pendergrass.
3) Watch 36:00-End of The Century: Poisoned Dreams. Discuss how Kennedy's assassination impacted the nation.
4) Discuss the Tonkin Gulf Incident. Read Johnson's speeches. Respond in notebooks whether he makes a good argument.
5) Consider the Viet Cong by reading this article: Viet Cong Description. Respond whether this changes your views on entering the war. Note-this article did not come out until 1968 (although the incidents it describes took place in the 50's and early 60's. The American public were aware of Ho Chi Minh murdering thousands who opposed him as early as 1954 but not necessarily with the kind of detail available in 1968.
6) Close with the Ballad of the Green Beret. Here are the lyrics

Kennedy the Cold Warrior

Today in class we'll learn some context about President Kennedy and his election by watching from about 3:00-9:30 of The Century: Poisoned Dreams. Then we'll discuss his First Inaugural that you read for homework, focusing on its most famous line.
We'll then get into the essential question for the day about how successful President Kennedy was as a cold warrior.
With a partner, you'll use this chart to arrive at answers to that question: Kennedy Foreign Policy Chart.
First you'll continue your analysis of the First Inaugural. Then you'll divide the other speeches and share your responses to them while you fill in the first chart.
You'll then use your notes from last night's Foner reading as well as the links on the chart to analyze Kennedy's responses to the key Cold War events during his presidency.

Happy "Daze"?

Here is link to the study guide for The Century: Happy Days which we'll watch in class today. The link to the film is embedded in the study guide.

McCarthyism

Today we'll do some activities to understand McCarthyism and responses to it.
When finished, for your consideration are some articles that use the term in connection to current events.
American Demagogues
Is Donald Trump the New McCarthy?

Containment

Here is the link to the first part of the new assignment sheet- AS Unit 9: America Redefined Part I
Today we'll start by trying to define U.S. and Soviet Cold War goals.
Then we'll read excerpts from the Truman Doctrine and discuss how the events from the film yesterday or in our reading last night were examples of the U.S. acting on that policy. We'll consider how successful it was.
We'll then narrow our focus and look at the Korean War. First, we'll read this short description of the war: Korean War in a Nutshell.
Then we'll spend a little bit of time exploring the images and information found here:
History.Com Korean War Photo Gallery
St. Petersburg Times Special Report on the Korean War
We'll do a brief response about what the images and other information found add to our understanding of the Korean War.

With the remaining time, students will create "Containment" posters, making judgments about the application of the Truman Doctrine.

Post WW2: Intro to the Cold War

After a brief discussion of the issues facing the U.S. after WW2, we watched The Century: Best Years. We'll fill out this STUDY GUIDE as we watch.
HW for tonight is to review and expand on the information from the film by reading and taking notes from pages 708-715 in Foner. The new calendar will be posted tomorrow.

Sample Essays

These aren't perfect by any means but hopefully they help to get an idea of the structure/format. Note that one uses the concessive clause in their thesis and the other doesn't. There are two samples in the link: FDR and the Holocaust Sample Essays.

More Docs

Today in class, we'll continue to work with documents that offer insight into FDR's response to the Holocaust.
Over the weekend, your task is to complete the document chart. In class on Monday, you'll begin work on the essay (posted below) that will answer the essential question we've been considering this week.
FDR and the Holocaust Essay.

America and the Holocaust

Today we'll set the context for the argument made in The Conquerors by watching the first 20 minutes of the documentary, America and the Holocaust: Deceit and Indifference. Then we'll try to trace the additional evidence that influenced the arguments being made about FDR and America's role in the Holocaust by beginning our analysis of these primary sources:(Docs 1 and Docs 2).
We'll keep track of our findings in this chart: America and the Holocaust Document Analysis Chart.

Test Day

The new assignment sheet is posted for a mini addendum unit: America and the Holocaust.
AS: America and The Holocaust.

Intro to the Holocaust and Genocide Awareness

After seeing if there is further commentary about the dropping of the atomic bomb and taking questions about Monday's exam, we'll loop back to the start of the conflict in Europe and examine some details about the Holocaust. We'll use The Century: Civilians at War (4:02-32:45) to do so.  Then, in honor of Genocide Awareness day, we'll spend the last part of class exploring the following websites:
The U.S. says ISIS is committing Genocide
Acts of Genocide Since the Adoption of the Convention on the Prevention and Punishment of Genocide in 1951
Wall St. Journal Runs an Ad Denying the Armenian Genocide
Early Warning Project Map
          Video describing the Early Warning Project
U.S. Holocaust Memorial Museum: A Force for Change
National Geographic Series on Remembering the Rwandan Genocide
10 Stages of Genocide
U.S. Ambassador to the U.N., Samantha Power on Never Again

You should finish class today by leaving a comment to this post about something that you read or saw today and why it seems to be significant or important.

The Atomic Bomb

On Thursday in class, we watched parts of Ken Burns: The War about the Battle of Okinawa and the dropping of the Atomic Bomb. We discussed values and morals in times of war after filling out this activity: Values in Times of War and then had a brief discussion about the morality of dropping the bomb by looking at these Issues Raised by the Dropping of the Atomic Bomb.

Moving Towards the End of the War

After our look at D-Day last week (Band of Brothers and Saving Private Ryan), today we'll move towards the end of the war.  To do so, we'll continue to explore and discuss film clips from Ken Burns' The War.  As you watch today's clips, use the following document to take notes:
Note Taking Guide for The War: 1945.

1941-1944: The Progress of the War

After completing our look at the homefront with your More Perfect Union internment web activity, today we'll turn our attention to the military progress of the war in both the Pacific and European theaters.
We'll start by reviewing a general sense of the War in the Pacific by completing this map activity: Mapping the Pacific
Then we'll use a number of different sources to explore the progression of the war from it's beginnings in early 1942 through the first part of 1944. We'll look at the "Films" section of the material in class and then you're responsible for finishing the "Maps" and "Letters" for homework. Make sure you read the instructions carefully.
1941-1944 History Lab

The Homefront

After our look at Pearl Harbor and FDR's War Message yesterday, today we'll build on what you learned from the Foner text and take a closer look at the homefront.
We'll begin by watching the first 20 minutes of The Century: Homefront. We'll use this study guide to keep track of the stories told in the film.
We'll then take a closer look at some of the war posters that were used to inspire people to take action on the homefront. You'll choose a few to use to answer these questions: What are the strategies? What are the messages? What are people being asked to DO? To THINK? How might different people react to the different images?
We'll finish class by looking at a couple of Disney cartoons that were also used to inspire people on the homefront.

War Aims: The Four Freedoms and Atlantic Charter

Today, we'll take a closer look at FDR's Four Freedoms speech and also examine The Atlantic Charter by working with a partner on this worksheet: Four Freedoms/Atlantic Charter Questions.
Then, if there's time, we'll try to get an alternate perspective by reading Charles Lindbergh's Who Are the War Agitators speech that he gives to an America First Group in Des Moines, Ia in September of 1941. We'll try to make conclusions about who has a better argument based on our timelines.

Here are your partners for today:
Eli/Seth
Jesus/Sarah
Andrew/Hope
Dani/Zoe
Charlie/Isabel/Anthony
Alina/Luke
Zach/Meshi
Allison/Talia
Matt/Miles
Will/Gil

The Road To WW2

Today we continued our look at the road to World War II. First we added the events in these video clips to our timelines that we began prior to spring break:
Germany rearms the Rhineland
(0:07-1:22)
Austrian/German unification (Go to 2:25)
Breaking the Munich Pact (Germany takes Czechoslovakia) (Go to 5:52)
Germany invades Poland (Go to 6:57)

Then we listened to FDR's response to the outbreak of WW2 in Europe as we followed along in our FDR Speeches packet.

Homework due on Wednesday is to read and annotate the Arsenal of Democracy speech in the packet and the Four Freedoms speech that begins on page 488 of The American Reader.

The New Deal

Today you'll be working with partners to more fully explore the New Deal, its critics, and its impact. Day one we'll be focused on continuing to gather and discuss information and tomorrow, you'll work with your group to make some conclusions about the era in a creative fashion. Please follow the instructions in this assignment:

New Deal Web Activity and Collage

Here are your groups:

1. Eli, Seth, Andrew, Hope
2. Charlie, Isabel, Zach, Meshi
3. Allison, Talia, Gil, Anthony
4. Jesus, Sarah, Zoe, Alina
5. Luke, Will, Matt, Miles

FDR's First Inaugural and the New Deal

Today in class we'll start by taking this assessment asking you to do some analysis of the document that you read and annotated for homework today.
FDR First Inaugural Analysis Assessment
We'll finish by continuing our notes from yesterday as we watch the last 15 minutes of The Century: Stormy Weather.

The Great Depression

Today we'll begin by taking a short quiz on Boom to Bust. Then, after a brief discussion, we'll watch the first part of the next episode, Stormy Weather, using this notetaking sheet as we watch. We'll watch approximately the first 31 minutes of the video and pause and discuss as needed.
Your homework for tonight is in the American Reader. Make sure you have it with you for class tomorrow.

1920's-Boom to Bust

After submitting your foreign policy analysis today, we'll turn our attention to the period immediately following WWI, looking to identify the domestic issues that will continue to frame the country's responses as world events continue to unfold. To do so, we'll make use of the Century documentary series by watching the episode, Boom to Bust which is linked and posted below. You'll watch individually on your chromebooks, filling out the study guide that Mr. Kramer handed out in class as you watch. Watching individually will give you the opportunity to stop and go back if you need to relisten to some of the information.
The new assignment sheet is posted and lists your homework for tonight.

Jus in Bello-Soldiers' Stories

Today we're going to focus on how soldiers' stories are told through film and literature. We'll begin by looking at these two clips from the film Sgt. York: Sgt. York. 1st clip (start -6:05) 2nd Clip. As you watch, you'll consider what these clips are saying about the causes of the war and the soldiers' reasons for fighting.

Then, you'll hear a dramatic reading of Ch. X from Dalton Trumbo's Johnny Got His Gun highlighting key lines and phrases as you read along that indicate what this soldiers' perspective is on the causes of the war and reasons for fighting. At the conclusion of the reading, you'll respond in your notebooks by putting each piece into "dialogue" with each other, considering which is more aligned with your point of view and why.

If time at the end of class, we'll also look at at Metallica's video for the song One that is based on Johnny Got His Gun. Here is a link to the lyrics. Again, we'll respond to what we see and hear in our notebooks, considering how this song impacts our thinking.

WWI on the Homefront (Internal Jus in Bello)

Today we'll continue work on our Homefront Web Activities.  When finished, Mr. Kramer will introduce part 2 of the Foreign Policy Writing Assignment which is to be submitted to turnitin by class time on Wednesday, 3/16.

Wilson and Norris Argument.

Today, we'll watch the next section of Shell Shock (6:17-31:05) and take notes as we watch.  We'll then explore the words that Woodrow Wilson used to justify the war and examine how Sen. Norris responded by returning to notions of Just War Theory, specificall jus ad bellum.  We'll use this document to do our analysis: Wilson/Norris and JWT. Make a copy of the document and share it with your partner. You both should have a copy of your completed work in your U.S. History folders.

The Road to World War One

After Mr. Kramer does a quick review of the reading for today, identifying the MAIN causes of WWI, we'll use our best judgment and expertise to determine when (or if) the United States should get involved by filling out this chart: Should the United States Enter WWI?
We'll then watch the first section of The Century: Shell Shock, taking notes as we watch and listening for aspects of Just War Theory. At the end of class, we'll return to our charts and decide if the images or information from the video influenced us to change our selections.

Just War?

Today we'll begin by applying the Just War Theory to the Spanish-American and Philippine-American Wars. We'll reintroduce it by looking at this short video.

Then, we'll fill in this chart with facts and details that help to determine whether the elements of JWT are met: SPAM and PHAM JWT Analysis.
We'll then spend some time interpreting the changes made to American foreign policy by Teddy Roosevelt's Corollary to the Monroe Doctrine.
Tomorrow, our in-class Foreign Policy Writing (Part I,)  will focus on the ideas you've been discussing over the last few days. In order to prepare, here is your HOMEWORK:

Choose your evidence (six pieces total) for your two paragraphs for Foreign Policy Writing (Part I,). You will be able to bring one sheet of paper with a list of that evidence (no analysis or interpretation) to class. Your evidence sheet must be PRINTED as you will not be allowed to access it electronically in class. You will submit your evidence sheet and it will be assessed as part of this assignment. Anything aside from facts or details or quotations from primary sources (the historical record, The Roosevelt Corollary) will result in a grade deduction. You may write the name of the Just War theory element and a definition of that element as well.

Debating America's Role in the World

Today, after a brief meeting with others that prepared the same option, you'll be put into groups and asked to discuss the three different options. To do so, you'll first make a copy of this document and share it amongst the members of your group: Spanish American War Options Analysis. Then, as one person TALKS through their option, another member of the group will take notes in the corresponding row on the chart. You'll take turns until all members have had the opportunity to speak and listen.
When finished, you'll answer the questions at the bottom of the chart and move on to the second part of your task which is to attempt to develop a coherent American foreign policy based on the options given.

Exploring U.S. Options in Cuba and The Philippines

Today, you'll turn in your study guides and have an opportunity to ask questions about the reading packet.
Then, you'll use this chart to begin your preparation for the discussions about the options that will take place tomorrow. Exploring Your Option.
Remember that your homework for Wednesday is to finish this chart (be prepared to present and discuss your option) and read and annotate this essay on Just [justified] War Theory. 

Class Work for Friday 2/26: The Monroe Doctrine

Today in class you will analyze The Monroe Doctrine. Begin by reading the CONTEXT and then, using the version on the first page of your reading packet, complete this worksheet: Monroe Doctrine Close Reading Worksheet. You should work on this task independently. Upload your finished work to turnitin.com.

After finishing your work with the Monroe Doctrine, you may begin work on your homework.

• Read and annotate Choices Packet on Spanish American War, part II
• Complete Study Guide PART II
• Read and Annotate Option Speech as assigned (Option 1, Option 2, OR Option 3)

America Looks Abroad

Today in class we began to examine attitudes towards other nations by completing the America Looks Abroad activity by using this chart with the selections in your reading packet.
The new assignment sheet is linked to the right and in the tab above.  Your homework for tonight is

• Read and annotate: Choices Packet on Spanish American War Intro and part I (pgs 1-11)
• Complete Study Guide PART I

Research Paper Sharing

CONGRATULATIONS on finishing your research papers. This was a long and difficult process and you should be proud of your hard work.

To begin class today, please take this short survey about the research paper/process.  Research Paper Survey.

After everyone has completed the survey, in order to honor your work and to allow people to learn more about topics that they didn't study, we'll share some of the ideas from our papers with different partners by using this sharing sheet: Research Paper Sharing.

There is NO homework for tomorrow. If you want to work ahead on Friday's assignment, it is posted in the new assignment sheet.

Rough Drafts

Today in class you will begin to move from an outline to a rough draft. First we'll go over some tips about writing a rough draft by looking at this article-Writing a Rough Draft: Make it Fast, Make it Easy. Then, after a warmup exercise, students will have time to continue drafting their paper. Students will also be reminded to make use of the Bowdoin Guide to be sure that their introductions, conclusions, topic sentences and body paragraphs are doing what they should.  Finally, Mr. Kramer will introduce the Revision Checklist that students will use to help them revise their essays.
Your rough draft must be submitted to turnitin.com by class time on Monday, Feb. 22.
Your final essay must be submitted to turnitin.com by class time on Wednesday, Feb. 24.

Chicago Style Citations

After spending yesterday working with our outlines and as you get closer to beginning the drafting process, today we will learn how to cite our sources using the Chicago Manual of Style system. The Chicago Manual of Style requires you to cite your sources internally using footnotes and provide a bibliography of all of your sources.
The system is explained with an example in this document: Creating Footnotes in Chicago Style.
Other resources that will be helpful to you (these are also available on the U.S. History Research Paper page):

• The Chicago Manual of Style Online
• Chicago Manual of Style-From the Purdue Online Writing Lab
• Citation Chart
• Citing Indirect Sources
• Sample Paper using Chicago Style
• If you are unclear what kind of source yours is, look at this guide CMS-Categories

Thesis Workshop

Today we'll spend time going over parts of the Bowdoin Guide and introduce Thesis Writing.
We'll then work on this Outlining the Argument form. You should make a copy of the form (with your last name as the first word in the document name) and share it with your partners (see below). We'll do section A and B and then receive feedback from a classmate. We'll continue to work through each section as time permits. Your assignment for Wednesday is to finish sections A-E and then read the Three Parts of a History Paper in the Bowdoin Guide. You may choose to begin the rest of the outline form as well.

Thesis Feedback Groups:

• Eli, Jesus, Seth, Sarah
• Andrew, Dani, Zoe, Charlie
• Alina, Isabel, Luke, Zach
• Will, Meshi, Allison, Matt
• Talia,Miles, Mackenzie, Anthony

Research Days 4 and 5

After registering and continuing our research yesterday, today Ms. Williams taught us how to search for primary sources (don't forget that at least one is required to be used in your paper). She introduced us to Proquest Historical Newspapers and taught us how to search for primary documents in GALE, American History, and Salem. If you missed class, be sure to get notes from a classmate on how to do this.  Tomorrow we'll meet in the classroom to do a workshop on creating our theses.

Research Day 3

Today we continued to research in-depth sources by learning about two new databases: Infobase and Elibrary.  For Wednesday you should identify at least TWO more in-depth sources, and having READ and taken NOTES on both. You also need to submit your Research Question Proposal to turnitin.com. The remainder of the assignment sheet will be posted by Wednesday.

	Topic	Homework Due
M 2/8 (100)	MEET IN Library Day 3 . * Work with in-depth sources to further understanding of the topic	1. Identify and read at least TWO in-depth sources using information from Day 2 in Library using the Bowdoin strategies.  Take notes on your note cards. 2. Continue to read from your entry-level sources and take notes. You will be using ALL colors now. 3. Fill out and submit the Research Question Proposal
T 2/9 (78)	XXXXXXXX
W 2/10 (56)	JUNIOR REGISTRATION DAY- MEET IN LIBRARY AFTER REGISTRATION Question Evaluation Filling Research holes * Primary Sources	1. CONTINUE RESEARCH   2. Complete Section B of  your Initial Research Review for  in-depth sources (Google Form) 3. Read Bowdoin Document: “How to Read a Primary Source”

Research Day 2: Library and In-Depth Sources

Today, we moved into using In-depth (or scholarly) sources.  Ms. Williams walked us through the steps to use the Library Card Catalog and the scholarly database JSTOR.  It is crucial to follow her directions!  If you were not in class, you NEED to get notes from a reliable classmate!

Note that you are to come to class on Monday having identified TWO scholarly resources, and having READ and taken NOTES on both. You also need to submit your Research Question Proposal to turnitin.com. The remainder of the assignment sheet will be posted next week.

You should have a lot of cards by now!

	Topic	Homework Due
M 2/8 (100)	MEET IN Library Day 3 Question Evaluation. * Work with in-depth sources to further understanding of the topic	1. Identify and read at least TWO in-depth sources using information from Day 2 in Library using the Bowdoin strategies.  Take notes on your note cards. 2. Continue to read from your entry-level sources and take notes. You will be using ALL colors now. 3. Fill out and submit the Research Question Proposal
T 2/9 (78)	XXXXXXXX
W 2/10 (56)	JUNIOR REGISTRATION DAY- MEET IN LIBRARY AFTER REGISTRATION Filling Research holes * Primary Sources	1. CONTINUE RESEARCH   2. Complete Section B of  your Initial Research Review for  in-depth sources (Google Form) 3. Read Bowdoin Document: “How to Read a Primary Source”

Research Day 1: Library

Library Day One for the Research Assignment 

Having done a small bit of reading on our topics, it is now time to become an "expert" on the topic. How to do that?
                       1. Read
                       2. Take Notes
                       3. Ask questions
                       4. Use the questions to find more to read
                       5. Review -- look at information from several stances.

You already have a foundation: digital history work last night; crash courses; terms; documents. So, today the idea is BUILD on that foundation by finding and using three different “entry-level” sources.  You will do that by using some of the terms you came across to find another source.

EX. If I was doing research on Lincoln and the Emancipation Proclamation, I might have come across the term “Horace Greeley.” So I might read about Horace Greeley and his letter to Lincoln. That might take me to Lincoln’s response. I might also find reference to “contraband,” which might lead me to information on Colonel Butler, which gets tied back to Lincoln and the Emancipation Proclamation. 

Ms. Williams showed us THREE different data bases (ABC-Clio/American History, Gale, and Salem).  If you were absent, please make sure to talk to a classmate to get notes!  

We are requiring a particular note-taking format. Please make sure that you follow the directions on this powerpoint (also found on the Library Webpage):  Color Coded Notecards  

Don't forget that you are working on your Research Review sheet as you go.  You should make a copy of this document and keep it in your U.S. History Google folder. You should fill it out at the end of each days research adding to it appropriately as you work.  This allows me to see how you are doing at getting sources. 

Assigning Research Topics and Asking Good Questions

Today, we'll begin by watching the Crash Course -- Women’s Suffrage which is the last in our preparations to begin our research.
Next, we'll continue to think about creating research questions by considering How to Ask a Good Question.
We'll finish class today by receiving our research topics and the larger assignment. Mr. Kramer will also explain tonight's homework.

Contd. and Choosing a Research Topic

Because of the LS short period today, we will get right into the next Crash Course during class. Students will watch Crash Course -- The Progressive Era on their own. When finished, students will read one "muckraking" document according to the following:

• Lincoln Steffens--The Shame of the Cities-Eli, Jesus, Seth, Sarah, Andrew, Dani, Hope, Zoe
• Ida Tarbell -- The History of the Standard Oil Company-Charlie, Alina, Isabel, Luke, Zach, Will, Meshi
• Upton Sinclair -- The Jungle-Allison, Matt, Talia, Miles, Gil, Mackenzie, Anthony

Don't forget to continue to annotate according to the guidelines given at the start of the unit and fill in the main ideas of the documents that you read in your primary source organizer.

There has also been a change to the homework/Group Initial Research Doc in that you will only be doing one term tonight, F OR G (your pick). Don't forget to make sure that you are creating a critical question for each topic that you research.

Finally, students who are interesting in requesting a topic for their research papers are asked to look at the list below, and email Mr. Kramer with requests by 9 pm Monday evening. The list of potential topics is below.

Native American Policy, Native American Wars (Wounded Knee, Sand Creek, etc.), Federal Policy and Westward Expansion (Homestead Act, Morrill Act, etc.), Revolution in Agriculture, Populism and the Election of 1896, Development of Labor Unions , Labor Unrest (Strikes and Demonstrations), Railroads, Industry – Steel and Oil, Captains of Industry vs. Robber Barons, Social Darwinism and Eugenics,

The New Immigrants – Southern and Eastern Europe, The New Immigrants – Asia, Challenges of Urbanization and Urban Planning (Olmstead, Burnham, etc.), The Rise of the Political Machine, Muckrakers, Temperance Movement, Women’s Suffrage, Efforts at Election/Government Reform, T. Roosevelt and the Square Deal, Wilson and the New Freedom,