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.

Unit 5: The Gilded Age

Unit 5: The Gilded Age
This unit will revolve around the years 1870-1890 following the Civil War and the majority of the years of Reconstruction. During this time there were huge economic, industrial, and population gains. With these gains came greed, waste, and hardships. During these years the Western Frontier was settled at an alarming rate ending the traditional way of life for the Western Native American tribes. The term "Gilded Age"was created by Mark Twain to describe how American society during this time made an effort to be showy(shiny,gilded), but on the inside American society was not beautiful at all during the industrial times of the late 1800's.

The guiding question for this unit is: Is it all about the money?

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

• The period of Industrialization during the mid to late 1800's brought huge changes to the country.
  
• The Gilded Age lead to great wealth for some individuals and hardships for others.
• Hundreds of thousands of immigrants migrated to the United States in search of jobs and wealth.
• Working and living conditions for the industrial worker was not safe.
• Inventors and inventions of this period changed the way people lived and communicated.
• With the progress of this time period came much pain as well.
• Many reforms movements were born out of this time period to try to change living and working conditions for the average American.

Georgia Performance Standards (GPS) addressed in Unit 5 are:
SSUSH11 The student will describe the growth of big business and technological innovations after Reconstruction.
a. Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.
b. Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.
c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies
d. Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

SSUSH12 The student will analyze important consequences of American industrial growth.
a. Describe Ellis Island, the change in immigrants’ origins to southern and eastern Europe and the impact of this change on urban America.
b. Identify the American Federation of Labor and Samuel Gompers.
c. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.
d. Describe the 1894 Pullman strike as an example of industrial unrest.

SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive Era.
a. Explain Upton Sinclair’s The Jungle and federal oversight of the meatpacking industry.
b. Identify Jane Addams and Hull House and describe the role of women in reform movements.
c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
d. Explain Ida Tarbell’s role as a muckraker.
e. Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.

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

Assignment 1: Preview Reflection Blog Post: Is it all about the money?
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 is all about the money? Consider the questions below to get you thinking about this question:

Are people actions driven by money?

Does money lead to happiness?

Are the people that have money any better than those that don't?

How do the wealthy get their money? Was it their work or others work that makes them rich?

Is it the responsibility of those that have money to share with others?

* 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 4- 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: Sitting Bull, Thomas Edison, John Rockefeller, Transcontinental Railroad, Monopoly, American Federation of Labor, Pullman Strike, Ellis Island, Urbanization, Upton Sinclair's The Jungle, Jane Addams, muckraker, Plessy v. Ferguson

* 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.
* 52 possible points for vocabulary assignment and 13 possible points for the quiz.

Assignment 3: Closing the Western Frontier- Video Lesson and Notes Quiz

You will watch this video play list from Ken Burns' The West documentary series to illustrate important concepts, people, and happenings in the American Western Frontier in the late 1800's. It is your job to complete the viewing notes as you view the different segments. After you watch the video and complete your notes, you will have to take a quiz over information presented in the video lesson.

*You can receive up to 20 points for thoroughly completing the viewing notes, and you can earn up to 20 points on the quiz.

Assignment 4: Jeopardy- The Gilded Age Edition

The majority of your understanding of this time period will come from research you do to complete a version of the game Jeopardy. Click here to get the instructions for completing your version of Jeopardy.

You will need to copy the power point from my drop box if your are working at school. 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 Jeopardy-Gilded Age Edition Skeleton power point
5. On the left hand side select copy this file
6. Copy the power point into your My Documents folder
7. Type in the questions and the answers for the different categories until you have finished the entire game.
8. Be sure to save your work as you go.

If you are working from home and can download, click here to download the Jeopardy- Gilded Age Edition skeleton power point.

The best game will be played by the whole class.

* When your game is complete notify Mrs. Siegmund so that she can grade it and award your points. *100 points.

Assignment 5: The Gilded Age- Acrostic Definition Post
Write an acrostic definition for the topic Gilded Age. Come up with a descriptive word for each of the first letters in Gilded Age to form your acrostic definition to describe what the Gilded Age was all about. Make sure that we can tell that the main word is Gilded Age (bold or increase the size of each letter in Gilded Age). Below is an example of an acrostic definition for the word cat.
Crazy

Agile

Tabby

Be sure to give your post an appropriate title. After you post your Gilded Age acrostic definition notify Mrs. Siegmund so that she can grade your post and award your points. *14 possible points.

Monday 10/22 Assignment

Monday's Assignments
Be sure to use your full 120 minutes in class on Monday 10/22 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 at the beginning of class tomorrow. *20 possible points

1. Design the tombstone on the 11X17 piece of paper. Make it look as realistic as possible. You can 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) SSR and Reading Log- How I Found the Strong
b) Any other assignments from unit 4 on the blog that you have not finished.

Unit 4: The Civil War and Reconstruction

Unit 4: The Civil War and Reconstruction
This unit will revolve around events leading up to the Civil War, the years of the war, and the era of Reconstruction following the war.

The guiding question for this unit is: What options do you have when faced with a conflict?

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

• There were many steps taken to avoid the Civil War.
• The Civil War was fought for many reasons.
  
• The Union had major advantages over the Confederacy that helped lead to the Union's victory in the war.
  
• The Civil War affected everyone in the country.
• Rebuilding the United States following the Civil War was a great task

The Georgia Performance Standards (GPS) addressed in unit 4 are:
SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion.
a. Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).
b. Explain the Missouri Compromise and the issue of slavery in western states and territories.
c. Describe the Nullification Crisis and the emergence of states’ rights ideology; include the role of John C. Calhoun and development of sectionalism.
d. Describe the war with Mexico and the Wilmot Proviso.
e. Explain the Compromise of 1850.

SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.
a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown’s Raid.
b. Describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.
c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson Davis.
d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.
e. Describe the significance of the Emancipation Proclamation.
f. Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output

SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.
b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen’s Bureau.
c. Describe the significance of the 13th, 14th, and 15th amendments.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

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

Assignment 1: Preview Reflection Blog Post: Fights
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.

Think about a time when you were involved in a fight, either verbal or physical. Write a detailed summary paragraph of this experience that includes the following:

• What led up to the fight
• Whether or not your tried to avoid the fight and how
• The events of the fight
• The outcome of the fight
• Did the fight improve or hurt your relationship with that person?
• Any lesson(s) you learned from the fight
  

* 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: 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: Kansas-Nebraska Act, Dred Scott case, Abraham Lincoln, Robert E. Lee, Ulysses Grant, Fort Sumter, Emancipation Proclamation, Antietam, Gettysburg, Sherman's March to the Sea, Reconstruction, Freedman's Bureau, 13th Amendment, 14th Amendment, 15th Amendment, Black Codes

* 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.

*64 possible points for vocabulary assignment, and 16 possible points for the quiz.

Assignment 3: What caused the Civil War? Lesson

Mrs. Siegmund will lead the class through a thought provoking lesson that provides the background information you will need to understand the causes of the Civil War.

* To receive points for this assignment you will have to complete any notes, activities, and participate in discussions. Lesson date TBA. 25 possible points

Assignment 4: How I Found the Strong Book and Reading Logs
For this unit we are going to read a short novel of historical fiction to help you gain a deeper understanding of what life was like for a southern family living during the Civil War. We will spend 20 minutes each day of SSR, and after each reading you will have to add information from that day's reading into a reading log. Click here to get the reading log template that you will need to complete after each day's reading. The number of days it takes you to read the book will correspond with the number of reading logs you have to complete.

After you complete the book and your reading logs, turn them in to Mrs. Siegmund to receive points. You can lose points for this assignment for not following the simple SSR expectations. *60 possible points.

Assignment 5: Analyzing The Civil War Power Point Case Study
You are going to analyze charts, maps, and other images from the Civil War to gain an understanding of important events, people, and concepts from the Civil War. To do this you are going to complete a power point case study. Many of the slides provide you with background information, but it is your job to complete the power point. Follow the instructions within the power point presentation for completing the case study. You will have to get the power point from my drop box because network restrictions will not allow you to download it from the Internet. If you are working on the assignment at home, click here to download the power point.

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 Analyzing the Civil War power point
5. On the left hand side select copy this file
6. Copy the power point into your My Documents folder
7. Follow the instructions within the power point for completing the slides.
8. Be sure to save your work as you go.

After you've completed the case study power point save your finished work in your My Documents folder. Notify Mrs. Siegmund so that she can grade your work and award your points. 100*possible points

Assignment 6: The Civil War Map Work

Pick up an outline map from Mrs. Siegmund. Click here to get the instructions for completing the map. Be sure to follow all instructions carefully to ensure maximum points and preparedness for the open map quiz that you will take when you are finished with your map.

Show your completed map to Mrs. Siegmund so that she can award your points. Take the quiz and turn it in to be graded. Your finished map and graded quiz should go in your map section. 40*possible points

Assignment 7: Reconstruction Video and Open Note Quiz

"The PBS program, Freedom A History of US: What is Freedom?, explores the aftermath of the Civil War and how Reconstruction began as a time of great hope for the devastated South. Along the way, you will learn why a new era of segregation began when political turmoil continued and the Reconstruction efforts failed and how because of the Supreme Court decision of Plessy v. Ferguson, ''separate but equal'' became the law of the land".

Go to this link to to access the video (you have to be at school to watch this video). After you sign in by selecting the Performance Learning Center and log in using your district user name and password, you will be directed to the video. Watch the video in its entirety. As you watch the video take detailed notes. You will use these notes on an open note quiz.

Show your detailed movie notes to Mrs. Siegmund and she will give you a 10 question quiz. You will receive 10 points for taking good notes, and you can receive up to 10 additional points for scoring well on the quiz. *20 points.

Assignment 8: Civil War Perspectives- Blog Post

To access the instructions for completing the Civil War Perspectives project click here
After you have your poem(s) or letter(s) written, create a blog post where you type up your poem(s) or letter(s). In your post upload the pictures that you worked with. The pictures should be next to the poem or letter written about that photo. You'll have to save the pictures you worked with from the class blog into your My Pictures folder(right click on the picture and select save image as). Be sure to give your blog post an appropriate title.

After you have posted this assignment, notify Mrs. Siegmund so she can grade it and award your points.*60 possible points.

Tuesday's Assignment

Hey all. I'm sorry that I'm still out, but I'm not feeling right yet. So that you're not waiting on me to move forward with your unit 3 assignments, I went ahead and assigned you your five topics for the Whole Class Time line- assignment 4 unit 3.

1. Open the chart to see which five topics you've been assigned
2. Review the expectations for the assignment on the Growing Nation Whole Class Time line Instructions.
Be sure to follow this instructions carefully!
3. Your goal for today is to type up your findings for all five topics you've been assigned. Remember that what you type for each topic has to fit on an index card. I will give you the index cards when I return.
4. Everyone needs to have their information for all 5 topics ready to go tomorrow.
5. Thank you for your cooperation. I hope you have a good day.

Unit 3: The Growing Nation

This unit will revolve around the years 1790-1850 when the newly created nation was experiencing much growth

The guiding question for this unit is: How was the era of our nation's growth 1790-1850 both exciting and painful?

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

• There were significant changes ushered in by the first presidential administrations.
  
• The period from 1790-1850 is defined by growth of territory and federal power.
• Not everyone benefited from the nation's growth

Georgia Performance Standards (GPS) Addressed in Unit 3 are:
SSUSH6 The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.
a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.
b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark.
c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity.
d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure.
e. Describe the reasons for and importance of the Monroe Doctrine.

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets.
b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.
c. Describe reform movements, specifically temperance, abolitionism, and public school.
d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

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

Assignment 1: Preview Reflection Blog Post: Growing Up
Write a blog post that addresses the following questions to get you thinking about this unit.
Base your response to this question on your own experiences.

How can growing up be both exciting and painful?

* Write a thorough post that includes many specific examples to defend your argument. Be sure to include an appropriate title for the post and use proper writing rules. Notify 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: 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: John Adams, Alexander Hamilton, Lewis and Clark, Louisiana Purchase, War of 1812, Monroe Doctrine, Eli Whitney, Andrew Jackson, Trail of Tears, Missouri Compromise, Nullification Crisis, Manifest Destiny

* 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.

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

Assignment 3: The Growing Nation Map and Map Quiz

Pick up an outline map from Mrs. Siegmund. Click here to get the power point instructions that you will need to complete your map and notes for this activity. You will also be expected to take a map quiz using your finished map.

* After you have completed you map show it to Mrs. Siegmund so she can award your points. When you are ready for your map quiz pick it up from Mrs. Siegmund and turn it in to be graded. Put your completed map and map quiz in the map section of your notebook.
*70 possible points.

Assignment 4: The Growing Nation- Top 10 Lists

Using this list of 55 topics from this period in U.S. History, it is your job to create two Top 10 Lists. You will have to do some research into these items to help form quality lists. One list will include the Top 10 Most Exciting Topics from this period of U.S. History. The second list will include the Top 10 Most Painful Topics from this period of U.S. History.

Each list should include the following:

• 10 Topics- numbered in order of extremes- 1 being the greatest
• Include the year(s) for each topic
  
• Include at least one sentence for each topic describing why that topic holds a place in that Top 10 list- How was it exciting? How was it painful?
  

Type your lists. Turn your lists into a blog post. Notify Mrs. Siegmund when you've published your lists so she can grade your lists and award your points.
*60 possible points.

Assignment 5: Top 10 List Video

Choose which one of your lists you feel is the best. Video tape yourself presenting the top 10 list. (Mrs. Siegmund will help you with this) You may want to use Use David Letterman's style as a model. Watch example below

Be sure to include the following in your video:

• Include an introduction of who you are, what you’re doing, and the type of Top 10 List you're presenting.
• Present your list and defense for each topic- be sure to start with #10 and go up to one
• Wrap it up- Say good bye, thanks, etc.

After your video has been recorded drop it in Mrs. Siegmund's drop box, notify Mrs. Siegmund so she can award your points. If possible upload your video from home to your blog. *25 possible points.