Students of the Unit

Congratulations Jeresia (Unit 3 Student of the Unit) and Tia (Unit 7 Student of the Unit)!

Unit 6 Student of the Unit

Congratulations April! Unit 6 Student of the Unit

Unit 2 Student of the Unit

Congratulations Jim! Unit 2 Student of the Unit

Unit 5 Student of the Unit

Congratulations Chitara! Unit 5 Student of the Unit

Unit 1 Student of the Unit

Congratulations Laura! Unit 1 Student of the Unit

Unit 4 Student of the Unit

Congratulations Veronica! Unit 4 Student of the Unit

CIS mock election link

Please go to the link below to participate in the mock election:

http://www.zoomerang.com/Survey/?p=WEB228CSQ2JM9M

User Agreement

Mrs. Siegmund's Web Log User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original.

Once you have created a weblog at Classic City, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own. I also encourage you to post comments to your peers’ work.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next. Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.2. I agree to keep my weblog appropriate for Classic City High School. I understand that if inappropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that references to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this:
I agree to Mrs. Siegmund's Weblog User Agreement.
I will not add your weblog to the class roll until I receive your message.

Unit 3: Student of the Unit

Congratulations Tia! Unit 3 Student of the Unit

Thursday 10/2 Assignments

Thursday's Assignments
Be sure to use your full 120 minutes in class on Thursday 10/2 to complete the following tasks.

Assignment #1:

Create a Tombstone

Directions: It is your job to create a tombstone for a famous person in U.S. History. Try and choose someone that is creepy or spooky! You can use the textbook or Internet to select your person. Your final product needs to meet all the criteria below. This assignment is due by the end of Thursday's class. Turn into substitute* 20 possible points

1. Design the tombstone on the 11X17 piece of paper. Make it look as realistic as possible. Cut out the shape of the tombstone to make it seem even more real.
2. Include their first and last name on the tombstone
3. Include their year of birth and their year of death (ex: 1882-1935)
4. Include an epitaph for the person- A two or three sentence description of the person’s life/ why they should be remembered.
5. Include an additional engraving (drawing) that helps symbolize that person’s life.
6. Be creative and have fun while meeting the criteria above and making your tombstone seem as real as possible!
7. The good examples of tombstones will be added to the Siegmund Graveyard.
   

Assignment #2:
a) Complete assignments 1 and 2 from unit 4. If time allows, work on any assignments from previous units that are still incomplete.

Unit 2: Student of the Unit

Congratulations Quan!
Unit 2: Student of the Unit

Unit 1 Student of the Unit

Congratulations Courtney!

User Agreement

Mrs. Siegmund's Web Log User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original.

Once you have created a weblog at Classic City, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own. I also encourage you to post comments to your peers’ work.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next. Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.2. I agree to keep my weblog appropriate for Classic City High School. I understand that if inappropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that references to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this:
I agree to Mrs. Siegmund's Weblog User Agreement.
I will not add your weblog to the class roll until I receive your message.

Ready, Get Set, Study! EOCT Yipee

It is extremely important that you do well on the U.S. History EOCT. The test is difficult, but if you prepare properly, which means you have to study, you should do fine if not fantastic! Your EOCT score reflects on you, Mrs. Siegmund, our school, and the district. We're counting on you!


In order to score high on the test there are a number of things you should do.

1. Continue coming to class and using your time in class efficiently up until the time of the test.
2. Begin reviewing material (vocab, notes, quizzes, etc) studied earlier in the course (units 1-4).
3. Use this EOCT study guide to review old and newer material (it may take a minute to load)
4. Use USA Test Prep to study your weakest areas of U.S. History. Get log in and password from Mrs. Siegmund. Once logged in select the Social Studies QCC/GPS tab. That will take you to the GHSGT material. From that page click on the U.S. History EOCT GPS link.
5. Participate in all review sessions and activities during class.
6. Study outside of class time.
7. Do not rush when you take the actual test. No one can leave early, so take your time.

Unit Eight-The Nation's Ups and Downs- 1940-Present

Unit 8: The Nation's Ups and Downs- 1940-Present
The final unit for this class is going to be done more as a class than by working mostly off the blog.

The guiding question for this unit is: Has the United States moved in a positive or negative direction since the 1940s?

Major Assignments for this Unit:
Since we are working more as a class for this unit, only the project instructions can be found on the blog for this unit. All expectations for the projects will be discussed in class. If you cannot be in class to receive the instructions, please contact Mrs. Siegmund.



Projects:

• Assignment 1: GPS Documentary Designer- A group project where your group will work with concepts and events around WWII and the Cold War while creating a movie play list to share with your peers
  
• Assignment 2: Telescoping the Times: Readings and Questions- a whole class daily activity that will have you reading overviews of the major events from the 1940s to present and answer reading comprehension questions and discussion questions based on your understanding of the day's reading.
  
• Assignment 3: Living History Interview Assignment- An individual step by step project that will guide you through the interview process so you can learn about events and happenings first hand from someone who lived through it.
• Assignment 4: Forrest Gump Watch and Find- An individual assignment that will have you compare and contrast the historical references made in the movie Forrest Gump about the 1950s, 1960s, 1970s, and 1980s with the historical facts.
• Assignment 5: Create Your Own Crossword Vocabulary Assignment- Instructions TBA
  

All GHSGT Test Takers

The GHSGT are the week of March 24-27. Start taking advantage of the review opportunities below to help ensure you pass all your tests!

User Agreement

Mrs. Siegmund's Web Log User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original.

Once you have created a weblog at Classic City, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own. I also encourage you to post comments to your peers’ work.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next. Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.2. I agree to keep my weblog appropriate for Classic City High School. I understand that if inappropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that references to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this:
I agree to Mrs. Siegmund's Weblog User Agreement.
I will not add your weblog to the class roll until I receive your message.

Unit One: The 13 Colonies

We will begin our study of our nation's history starting with the settling of the 13 Colonies.

The guiding question for this unit is: What is our country's foundation made of?

By the time you are finished with this unit you will understand the following ideas:

• People came to the colonies for different reasons, such as freedom from religious persecution, economic incentives, or being kidnapped and enslaved.


• The Europeans that settled the 13 colonies dramatically altered the landscape of the territories they settled.


• The Europeans forever changed the lives and cultures of the Native Americans.


• The New England, Middle, and Southern colonies had many differences.

Georgia Performance Standards (GPS) Addressed in Unit 1 are:

SSUSH1 The student will describe European settlement in North America during the 17th century.
a. Explain Virginia’s development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon’s Rebellion, and the development of slavery.
b. Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip’s War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.
c. Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.
d. Explain the reasons for French settlement of Quebec.
SSUSH2 The student will trace the ways that the economy and society of British North America developed.
a. Explain the development of mercantilism and the trans-Atlantic trade.
b. Describe the Middle Passage, growth of the African population, and African-American culture.
c. Identify Benjamin Franklin as a symbol of social mobility and individualism.
d. Explain the significance of the Great Awakening.

Below are your assignments for this unit. Read the directions for the due date, expectations, and method for receiving points for each assignment.

Assignment 1: Should I Stay or Should I Go?

Write a paragraph response to the following questions to get you thinking about this unit. This will be your first blog post

1. What motivates immigrants to come to the United States (today)? Consider what they lose and what they can gain in your argument.

2. Thousands of Europeans chose to move to the British colonies. Some for economic reasons and some for freedoms. If you decided to immigrate somewhere, would you move for economic reasons or for freedom?

* Write your response as a blog post. Be sure that your response addresses both questions above and is a minimum of 6-8 sentences. Use proper grammar, capitalization, etc. Give your post an appropriate title. After you publish your post, notify Mrs. Siegmund so she can grade it and award your points. *20 possible points.

Assignment 2: 4 Part Vocabulary Slides and Vocabulary Quiz

Complete a four part vocabulary slide (1. the definition 2. supporting fact 3. interesting fact 4. visual) for each of the following terms associated with this unit: Virginia Company, Indentured Servant, House of Burgesses, Bacon's Rebellion, Puritan, King Phillip's War, Salem Witch Trials, Benjamin Franklin, Mercantilism, Triangular trade, Middle Passage, Great Awakening

* This should be typed using power point and following Mrs. Siegmund's example. Place finished vocabulary assignment in Mrs. Siegmund's drop box, and notify Mrs. Siegmund after you have completed this task to get points for completing the assignment. Add graded slides to your GPS ring. You will take a vocabulary quiz after you have turned in your vocabulary assignment.

*48 possible points for vocabulary assignment, and 12 possible points for the quiz.

Assignment 3: Jamestown Adventure

In 1606, some 105 adventurers set off from England to try and establish the first permanent English colony in the New World. They settled in what is now the state of Virginia and called their colony first James Fort, and then James Towne, in honor of James I, the King of England. The early years of the colony were nearly a total disaster. Almost half of the settlers died due to poor choices in settlement location, management of resources, and quarrels with the indigenous Powhatan Indians.

Can you do any better than the real Jamestown colonists? Click here to begin this adventure by following the instructions set for you.

* Type your answers in the chart. Be sure to add your four pieces of advice for part II as well. Place the completed assignment in Mrs. Siegmund's drop box and notify her when you have completed these tasks. * 28 possible points.

Assignment 4: 13 Colonies Map

Get blank map from Mrs. Siegmund and use these directions for completing this activity.

Once you have completed your map, turn it in to Mrs. Siegmund to be graded.

*25 possible points

Assignment 5: 13 Colonies Map Test

Study your completed map and get the test from Mrs. Siegmund when you are ready. In order to be successful on the map test you should be able to

• Identify each of the 13 colonies
• Spell each colony's name correctly
  
• Classify each colony as a New England, Middle, or Southern colony
  
• Explain the main economic activities of each region.

You must pass the test with a 80% or higher to get a grade. If necessary, you can retake the map test.

Assignment 6: The 13 Colonies Compare and Contrast

Complete the The 13 Colonies Compare and Contrast by following all instructions on the document

*Save the completed work in your U.S. History folder, and turn it in by placing it in my drop box. Notify Mrs. Siegmund when you have completed these tasks. 35 possible points

Assignment 7: Primary Source Document Reflection

a) Read one of the following accounts of life and beliefs in the early America.

• Benjamin Wadsworth, A Well-Ordered Family(Boston, 1712). About the duties of husbands and wives
• Incidents in the Life of a Slave Girl- Harriet Jacobs- Choose two chapters to read from her account of slavery
• Alexander Falconbridge's account of the slave trade
• The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African (1789)- traces his life from his capture to the Middle Passage, and his life as a slave.
• Thomas Morton, Description of the Indians in New England (1637)
• The Adventures of Daniel Boone
• Benjamin Franklin, How I Became a Printer in Philadelphia

b)After you've finished your reading create a blog post (be sure to give your post an appropriate title) that addresses the following topics in paragraph format.

- What did you learn about life in the colonies from reading this document?

- What surprised you the most about what you read?

- Compare and contrast the differences between American life today and life for Americans during the colonial era.

* After you've published your post, notify Mrs. Siegmund that you are ready to have it graded. 30 possible points.

Unit 7: Boom, Bust, and Recovery

Boom,






Bust,





Recovery









This unit will revolve around the 1920's through1940's in U.S. History. The 1920's are called the roaring twenties because of all the new technological and cultural advances, but the good times came to a screeching stop when the stock market crashed in 1929. The booming times became a bust as the the country's economy was stifled and millions of Americans were unemployed during the Great Depression. It took the leadership of President Franklin D. Roosevelt and his New Deal to help the the U.S. recover from the depression.

The guiding question for this unit is: Is crisis necessary before change can occur?

By the time you are finished studying this unit you should understand the following ideas:

• The 1920's were a boom time in technological and cultural gains.
• There were multiple causes of the Great Depression.
• The Great Depression was an extremely hard time to live through.
• The U.S. government was slow in responding to the economic hardships faced by American citizens.
• Roosevelt's New Deal was the beginning of the U.S. government's increased involvement in the economy and work sectors.

The Georgia Performance Standards (GPS) Addressed in Unit 7 are:
SSUSH16 The student will identify key developments in the aftermath of WW I.
a. Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.
b. Identify Henry Ford, mass production, and the automobile.
c. Describe the impact of radio and the movies.
d. Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.

SSUSH17 The student will analyze the causes and consequences of the Great Depression.
a. Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.
b. Explain the impact of the drought in the creation of the Dust Bowl.
c. Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

SSUSH18 The student will describe Franklin Roosevelt’s New Deal as a response to the depression and compare the ways governmental programs aided those in need.
a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.
b. Explain the Wagner Act and the rise of industrial unionism.
c. Explain the passage of the Social Security Act as a part of the second New Deal.
d. Identify Eleanor Roosevelt as a symbol of social progress and women’s activism.
e. Identify the political challenges to Roosevelt’s domestic and international leadership; include the role of Huey Long, the “court packing bill,” and the Neutrality Act.

Read each assignment carefully for the expectations for completing, turning in, and earning the maximum points possible.

Assignment 1: Preview Reflection Blog Post: Life Changing Events
Write a blog post that supports or argues against the statement below to get you thinking about this unit.
Base your response to this statement on your own experience.

People only change after something bad happens.

* Write a thorough post that either supports or argues against the statement above. Provide specific examples to defend your argument . Be sure to include an appropriate title for the post. Let Mrs. Siegmund know when you have published your post so that you can get your points for completing the assignment. *20 possible points.

Assignment 2: Unit 7 Four Part Vocabulary and Vocabulary Quiz

Complete a four part definition (1. the definition 2. supporting fact 3. interesting fact 4. visual) for each of the following terms associated with this unit: Prohibition, 19th Amendment, Red Scare, Scopes Trial, Harlem Renaissance, Black Tuesday, Great Depression, Dust Bowl, Hoovervilles, Franklin D. Roosevelt, New Deal, Tennessee Valley Authority

* This should be typed. Put in vocabulary section of your notebook. Must show to Mrs. Siegmund to get points for completing the assignment. You will take a vocabulary quiz after you have turned in your vocabulary assignment. 48 possible points for vocabulary assignment, and 12 points for the quiz.

Assignment 3: Boom, Bust, and Recovery Visual Display

Have you ever heard the saying, "a picture is worth a thousand words"? In this assignment you are going to select pictures from the boom, bust, and recovery periods you will study and create a symbolic display with those pictures. You will also type up a two sentence explanation for each picture you use explaining what the picture is of and why you chose it to represent that period. Click here to get the detailed instructions for this assignment.

*When your display is complete turn it in to Mrs. Siegmund so that she can grade it. 100 possible points.

Assignment 4: Picture Post and Critiques of Boom, Bust, and Recovery Displays

Part I: After you complete your display you need to take pictures of your finished product and make a blog post that contains the pictures of your display. Make sure the pictures are large enough for people to see the contents of your display, and be sure that you have a picture(s) of your typed explanations too. Give your post an appropriate title

Part II. Then it is your responsibility to go to two other class mates blogs and critique their Boom, Bust, and Recovery display by posting a comment on their picture post.

Your critique should include the following:

1. Be a minimum of three sentences

2. Discuss what aspect(s) of the display you think stands out as being particularly good.

3. How effective their display was in showing what life was like in the U.S. during the boom, bust, and recovery periods and why.

After you post your pictures of your display and critique two other class mates' posts, notify Mrs. Siegmund so that she can grade your post and comments and award your points. *30 possible points.

Unit 6: The U.S. as A World Power

Unit 6: The U.S. As A World Power

This unit will revolve around the years 1867-1918 when the United States was claiming new territories and getting involved in other counties affairs. The United States joined in the race with other developed nations to gain colonies and build an empire. You will see that the United States increasingly gained more power and world wide influence during this time, but was the new found power and influence necessarily a good thing?

The guiding question for this unit is: Should the United States mind it's own business?

By the time you are finished studying this unit you should understand the following ideas:

• Technological advances fueled U.S. Imperialism at the turn of the 20th century.
• Global competition caused the United States to expand.
  
• The U.S. gained land all over the world.
• The media plays a huge role in how events are viewed by people around the world.
• The United States assumed a leadership role in the Americas.
• The completion of the Panama Canal increased world wide trade between the Atlantic and Pacific Oceans by cutting the sailing time.
  
• As a result of this time period the United States maintains a strong military and political presence in strategic worldwide locations.
• There were many long term causes of WWI.
• New weapons and technologies introduced during WWI had a devastating effect.
• The U.S. entered the war for many reasons.
• WWI was a total war, and it affected civilians on a daily basis.
• The Treaty of Versailles that ended the war was a "peace built on quicksand".
• Following WWI the United States was viewed as the most technologically advanced nation in the world.

Georgia Performance Standards (GPS) Addressed in Unit 6 are:
SSUSH14 The student will explain America’s evolving relationship with the world at the turn of the twentieth century.
a. Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.
b. Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.
c. Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I.
a. Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.
b. Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.
c. Explain Wilson’s Fourteen Points and the proposed League of Nations.
d. Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

Read each assignment carefully for the expectations for completing, turning in, and earning the maximum points possible.

Assignment 1: Preview Reflection Blog Post: When to Get Involved?
Write a blog post that addresses the topic below to get you thinking about this unit.
Base your response to this question on your own experience.

Is it ok to get involved on other people's business? Consider the questions below to get you thinking about this question:

Have you ever jumped into someone else's business? If so, why?

Under what conditions/situations is it ok or even necessary for you to get involved in someone else's business?

When should people mind their own business?

* Write a thorough post that includes all of the elements listed above . Be sure to include an appropriate title for the post. Let Mrs. Siegmund know when you have published your post so that you can get your points for completing the assignment. *20 possible points.

Assignment 2: Unit 6- 4 Part Vocabulary Assignment and Vocabulary Quiz

Complete a four part definition (1. the definition 2. supporting fact 3. interesting fact 4. visual) for each of the following terms associated with this unit: Imperialism, Spanish-American War, Yellow Journalism, Theodore Roosevelt, Panama Canal, Roosevelt Corollary, Zimmerman Note, Propaganda, Great Migration, Espionage Act, Eugene Debs, Fourteen Points

* This should be typed. Put in vocabulary section of your notebook. Must show to Mrs. Siegmund to get points for completing the assignment. You will take a vocabulary quiz after you have turned in your vocabulary assignment. 48 possible points for vocabulary assignment, and 12 points for the quiz.

Assignment 3: Headlining The Times- U.S. Imperialism Feature Story

The United States joined in the race to gain foreign territories in the late 1800's to early 1900's. It is your job to create a feature newspaper story that reports the important people, concepts, and land gains during this time of U.S. imperialism. Click here to get the detailed assignment. When you are ready to glue your feature story's title, paragraph, headlines, and pictures pick up the large paper from Mrs. Siegmund.

*When your newspaper feature story is complete turn it in to Mrs. Siegmund so that she can grade it. 50 possible points.

Assignment 4: WWI Case Study

The United States gradually became a leading world power during this time period, and as you'll see the world powers face off in World War I. To learn about the causes of WWI, the new weapons and warfare during WWI, U.S. involvement in the war, the war's effect of civilians, and the end of the war and the Treaty of Versailles you will complete a power point case study.

You will need to copy the power point from my drop box. To do this complete these steps.
1. Go to siegmundc drop box.
2. Open the Assignments folder
3. Open the U.S. History Folder
4. Click once on the WWI and the United States Case Study power point
5. On the left hand side select copy this file
6. Copy the power point into your My Documents folder
7. Follow all instructions within the power point to complete the case study.
8. Be sure to save your work as you go.

If you are beginning the case study at home, click here to download it.

WWI in the Trenches Video: For slide 17 you will need to watch the video below. You can also access it in my assignments folder if you would like to watch it in full screen.

* When your case study is complete put it in Mrs. Siegmund's drop box and notify Mrs. Siegmund so that she can grade it and award your points. *100 points.

Assignment 5: 50 States Map Test
You are responsible for learning the locations and correct spelling of all 50 states. We will spend time in class preparing for this map test, but it will require you to study outside of class to ensure a good grade.

Use the links below to help you study.
Beginners 50 States Practice Map
Advanced 50 States Practice Map


* Test date TBA. *50 possible points.

Assignment 6: Should the United States Get Involved in Other Countries Affairs? Blog Post
As you saw in this unit the United States became a major world power at the turn of the 20th century. In addition, the United States moved away from an isolationist view on foreign affairs (not getting involved) and became much more involved in other countries affairs. Think of times when the United States has been involved in other countries affairs (ex: Cuba, WWI, WWII, Korea, Vietnam, Iraq, Bosnia etc).

Write a blog post where you explain whether or not you think the United States should or should not get involved in other countries affairs. Be sure to provide at least two specific examples from U.S. history to defend your argument. Give your post an appropriate title.

After you post your paragraph notify Mrs. Siegmund so that she can grade your post and award your points. *20 possible points.