Tag Archives: study guide

Chapter 18 Screencasts

Industrialization is a very topic in American history. Cities grow. Populations change. Technology astounds. Workers protest, and all of it happens in just a few decades. To explore these topics, I’ve created a few (five) screencasts to 1) analyze the text, 2) explore deeper questions raised by individuals, events and issues, and 3) provide study material for the upcoming exam.

Beyond that student/school related stuff, it is just fun to talk about history and explore its different perspectives. Please forgive the minor mistakes I make in the videos. Yup, even history teachers get some facts wrong. Let me know what you think of the screencasts and how I can improve them.

For the first two, I used the text as a base, jumping to other websites, as topics allowed. For the last three, I focus on seminar discussion questions instead of reviewing facts. Some might work better for you than others. Send me a message to let me know. Thanks.

Chapter 12 Study Guide

Andrew Jackson… What else can be said of this era? His boot is all over it, but there’s more. The nation was in a transition from the end of its beginning and the beginning of its end. Your book puts it this way:

In September 1835, the Niles Register commented on some 500 recent incidents of mob violence and social upheaval. “Society seems everywhere unhinged, and the demon of ‘blood and slaughter’ has been let loose upon us. . . . [The] character of our countrymen seems suddenly changed.” How did Americans adapt to these changes? In a world that seemed everywhere “unhinged” and out of control, in which old rules and patterns no longer provided guidance, how did people maintain some sense of control over their lives? How did they seek to shape their altered world? How could they both adopt the benefits of change and reduce the accompanying disruptions? One way was to embrace the changes fully. Thus, some Americans became entrepreneurs in new industries; invested in banks, canals, and railroads; bought more land and slaves; and invented new machines. Others went west or to the new textile mills, enrolled in Common Schools, joined trade unions, specialized their labor in both the workplace and the home, and celebrated modernization’s practical benefits. Many Americans were uncomfortable with the character of the new era. Some worried about the unrestrained power and selfish materialism symbolized by the slave master’s control over his slaves. Others feared that institutions such as the U.S. Bank represented a “monied aristocracy” capable of undermining the country’s honest producers. Seeking positions of leadership and authority, these critics of the new order tried to shape a nation that retained the benefits of economic change without sacrificing humane principles of liberty, equality of opportunity, and community virtue. This chapter examines four ways in which the American people responded to change by attempting to influence their country’s development: religious revivalism, party politics, utopian communitarianism, and social reform.


  1. The social and economic changes of the 1830s were both promising and unsettling.  This chapter explores the question of how people  (both ordinary and prominent) sought to maintain some sense of control over their lives in the 1830s and 1840s.  Some, like the Robinsons, poured their energies into reform.  Others turned to politics, religion, and new communal lifestyles in order to shape their changing world.
  2. Throughout the chapter, social, political, cultural, and economic topics are interrelated and seen as a whole.  The chapter merges two major events—democratic Jacksonian politics and the many forms of  perfectionist social reform. They began from distinctly different points of view but in fact shared more in common than has usually been recognized.
  3. The explanation of politics in the age of Jackson looks at the social and ethnocultural basis of politics, while the analysis of revivalism, religion, and utopian communitarianism stresses the socioeconomic basis of these cultural phenomena.
  4. The timeless dilemmas and problems of reformers, especially of temperance, abolitionist, and feminist reformers, are a sub-theme running through the chapter.


Familiarity with Basic Knowledge
After reading this chapter, you should be able to:

  1. Explain the connection between religious revivalism and reform efforts to erase social evils.
  2. Describe three ways in which political culture changed between the early 1820s and 1840.
  3. Explain the key events and significance of the three major issues in Jackson’s presidency—the tariff, the war against the bank, and Indian removal.
  4. List and explain the leaders, principles, programs, and sources of support of the two major parties, Democrats and Whigs.
  5. List several evils that Americans wanted to reform in the 1830s and 1840s and the major influences that contributed to the reform impulse.
  6. Describe some of the purposes, patterns, and problems that most utopian communities shared.
  7. Describe the major goals, tactics, and problems in the antebellum reform movements for temperance,  abolitionism, and women’s rights.

Practice in Historical Thinking Skills
After reading this chapter, you should be able to:

  1. Analyze how Jacksonian politicians and social reformers both opposed one another and had much in common.
  2. Explain how the changing numbers and composition of voters affected the political  structure.
  3. Explain the development of the second American party system, showing how it evolved from and differed from the first party system.
  4. Understand and explain why people turn to politics, or to religion and revivalism, or to utopian communitarianism, or to specific issue reforms in order to shape their world; and then explain how well these seemed to work.


1824   New Harmony established (Indiana)
1825   John Quincy Adams elected president by the House of Representatives
1826   American Temperance Society founded
1828   Calhoun publishes “Exposition and Protest”, Andrew Jackson defeats John Quincy Adams for the presidency, Tariff of Abominations
1828-1832  Rise of workingmen’s parties
1830   Webster-Hayne debate and Jackson-Calhoun toast, The Book of Mormon published by Joseph Smith, Indian Removal Act
1830-1831  Charles Finney’s religious revivals
1831   William Lloyd Garrison begins publishing The Liberator
1832   Jackson vetoes U.S. Bank charter, Jackson reelected, Worcester v. Georgia
1832-1833  Nullification Crisis
1832-1836  Removal of funds from U.S. Bank to state banks
1833   Force Bill, Compromise tariff, John Calhoun resigns as vice president, American Anti-Slavery Society founded
1834   New York Female Moral Reform Society founded, National Trades Union founded, Whig party established
1835-1836  Increasing incidents of mob violence
1836   Gag rule, Specie circular, Martin Van Buren elected president
1837   Financial panic and depression begin, Sarah Grimké’s Letters on the Equality of the Sexes, Emerson’s “American Scholar” address
1837-1838  Cherokee “Trail of Tears”
1840   William Henry Harrison elected president, American Anti-Slavery Society splits, World Anti-Slavery Convention, Ten-hour day for federal employees
1840-1841  Transcendentalists found Hopedale and Brook Farm in Massachusetts
1843   Dorothea Dix’s report on treatment of the insane, Henry Highland Garnet’s call for slave rebellion
1844   Joseph Smith murdered in Nauvoo, Illinois
1846-1848  Mormon  migration to Great Basin under leadership of Brigham Young
1847   First issue of Frederick Douglass’s abolitionist newspaper North Star
1848   Oneida community (New York) founded, First women’s rights convention at Seneca Falls, New York
1850   Nathaniel Hawthorne’s Scarlet Letter published
1851   Maine prohibition law, Herman Melville’s Moby Dick published
1853   Children’s Aid Society established in New York City
1854   Henry David Thoreau’s Walden is published
1855   Massachusetts bans segregated public schools



Chapter 11 Study Guide

Slavery has many faces. First, let’s begin with your books description and explanation:

Slavery in America was both an intricate web of human relationships and a labor system. Two large themes permeate this chapter. First, after tracing the economic development of the Old South in global context, in which slavery and cotton played vital roles, this chapter will emphasize the dreams, daily lives, and relationships of masters and slaves who lived, loved, learned, worked, and struggled with one another in the years before the Civil War. Perhaps no issue in American history has generated as many interpretations or as much emotional controversy as slavery. Three interpretive schools developed over the years, each adding to our knowledge of “the peculiar institution.” The first saw slavery as a relatively humane institution in which plantation owners took care of helpless, childlike slaves. The second depicted slavery as a harsh and cruel system of exploitation. The third, and most recent, interpretation described slavery from the perspective of the slaves, who, like Douglass, did indeed suffer brutal treatment yet nevertheless survived with integrity, intelligence, and self-esteem supported by community and culture. While the first and second interpretive schools emphasized workaday interactions among powerful masters and seemingly passive, victimized slaves, the third focused on the creative energies, agency, and vibrancy of life in the slave quarters from sundown to sunup. In a unique structure, this chapter follows these masters and slaves through their day, from morning in the Big House through the hot afternoon in the fields to the slave cabins at night. Although slavery crucially defined the Old South, diverse social groups and international trade patterns contributed to the tremendous economic growth of the South from 1820 to 1860. We will look first at these socioeconomic aspects of antebellum southern life and then follow whites and blacks through a southern day from morning to noon to night.

You’ve already seen my previous post titled, Slavery: Then and Now. Now, let’s hear from slaves themselves. One of the best ways to do so is from the HBO series, Unchained Memories. Here’s a student packet from the series. Check it out.


  1. The tremendous growth of agriculture in the Old South was dependent on cotton and slavery.  But contrary to myth, the South  was an area of great diversity, regionally, socially, and in terms of class and slave ownership.  These differences bred tensions among whites as well as between masters and slaves.
  2. Although slavery was a labor system, the chapter emphasizes the daily life and complex, entangled relationships of white masters and black slaves and points out the difficulties of generalizing about their relationships.  The experiences of the family of rice planter Robert Allston suggests some of the dimensions of white slaveholders’ lives, while the youth of Frederick Douglass illuminates the lives of black slaves.
  3. A unique structure in this chapter discusses slavery in three sections: morning in the Big House, which focuses on white masters; noon in the fields, which looks at daily work and other hardships of the slaves; and nighttime in the quarters, which describes a slave culture and community centered around religion, music, the family, and other adaptive survivals from African culture.
  4. Racism was not confined to the South but existed throughout American society.  Racism as well as slavery limited black freedom.  To a much lesser extent, southern slaveholders also suffered limitations on their freedom from the burdens of the slave system.


Familiarity with Basic Knowledge
After reading this chapter, you should be able to:

  1. Distinguish several geographic regions  and the main crops; then describe the socioeconomic class variations of slaveholding patterns in the Old South.
  2. Explain the distribution of slaveholders and nonslaveholders in the South.
  3. Describe the burdens of slavery from the perspective of the slaveholders and explain five ways in which they justified slavery.
  4. Describe a typical day on the plantation for slave men and women, both in the house and in the fields.
  5. Explain the nature of black family life and culture in the slave quarters, including how religion, music, and folklore gave the slaves a sense of identity and self-esteem.
  6. List five ways in which the slaves protested and resisted their situation.

Practice in Historical Thinking Skills
After reading this chapter, you should be able to:

  1. Develop arguments for and against slavery from the perspective of southern slaveholders, non-slaveholding southerners, northern whites, slaves, and freed  blacks.
  2. Discuss and evaluate the question of who was “free” in southern antebellum society.
  3. Identify the author’s interpretation of slavery and other possible interpretations.


1787   Constitution adopted with proslavery provisions
1793   Eli Whitney invents cotton gin
1794-1800  The Haitian Revolution
1800   Gabriel Prosser conspiracy in Virginia
1808   External slave trade prohibited by Congress
1820   South becomes world’s largest cotton producer
1822   Denmark Vesey’s conspiracy in Charleston, South Carolina
1827    John B. Russwurm and Samuel Cornish publish the first African American newspaper Freedom’s Journal
1829   David Walker’s Appeal
1830s   Southern justification of slavery changes from a necessary evil to a positive good
1831   Nat Turner’s slave revolt in Virginia
1845    Narrative of the Life of Frederick Douglass published
1850s   Cotton boom
1851   Indiana state constitution excludes free blacks
1852   Harriet Beecher Stowe publishes best-selling Uncle Tom’s Cabin
1860   Cotton production and prices peak



Chapter 3 Study Guide

The English are in the game! They’re colonizing! They’re rebelling! They’re escaping religious persecution! They’re causing religious persecution! The Spanish started all of this. They were the ones to fund huge efforts to reshape a significant part of the world. They brought the Columbian Exchange to Europe and brought Europe to the Americas. Now with the smackdown of the Spanish Armada, it’s the English’s turn. The show is about to begin…


  1. A theme running throughout the chapter, illustrated by King Philip’s War and Bacon’s Rebellion, is the confrontation in North America between two cultures: the English colonists (in various kinds of settlements) and the Native American Indians.  The two cultures collided as the colonists sought to realize the goals that had lured them to the New World and the Indians sought to defend their tribal homelands.
  2. A second theme focuses on tensions growing out of the religious and economic motivations regarding settlement.  Many English colonists came to America to create religious utopias–a New World Zion.  Others, even in the same settlement, came for economic opportunity, gold, and land.  Regardless of motive, the colonists experienced impediments upon their aspirations: utopias and economic opportunities proved elusive, the former far more than the latter.
  3. Another recurrent theme of the chapter is the tension between religious idealism and violence.  The colonial world was a violent one, both in contact with the Native Americans and in the social conflicts between European colonists that emerged in the difficult early years of settlement.
  4. The English colonists not only clashed with Native American cultures but also developed different cultures themselves.  This chapter is structured around the reconstruction of the modes of settlement and character of life in five distinctly different societies along the Atlantic Coast: the Chesapeake region of Virginia and Maryland, Puritan New England, New York under the Dutch and English, proprietary Carolina, and Quaker Pennsylvania.  In the account of each society is a picture of daily life as reflected in the architecture of houses, material household belongings, patterns of family life, and the role of women.
  5. Small insurrections against colonial administrators and elites, triggered by the Glorious Revolution of 1688, erupted in several colonies.  Although they were in no way a “dress rehearsal” for the American Revolution, they did reveal some of the social and political tensions growing out of the attempt to plant English society in the New World.


Familiarity With Basic Knowledge

After reading this chapter, you should be able to:

  1. Locate the various distinct settlements on a map of the Atlantic Coast, in particular Jamestown and the Chesapeake Bay tobacco area, Roanoke Island, Charleston, Plymouth, Boston and Massachusetts Bay, New York, the Hudson River, Delaware, the Connecticut and James Rivers, and Philadelphia and the greater Pennsylvania settlement.
  2. Describe the changing population, social patterns, and daily life of the Chesapeake tobacco coast in the seventeenth century.
  3. Describe the beliefs, social patterns, and character of New England village life of the Puritans in early-seventeenth-century Massachusetts.
  4. Describe the course and consequences of King Philip’s War in New England and Bacon’s Rebellion in Virginia.
  5. Outline the major features of economic and social life in seventeenth-century New York and Carolina.
  6. Describe Quaker beliefs and the efforts to build a peaceable kingdom in William Penn’s settlement in Pennsylvania.
  7. Discuss Spanish missionary activity in Florida and New Mexico and its impact on settlement activity in the United States.
  8. Explain the key ideas England used to organize her empire.  How was control affected by the Glorious Revolution?

Practice in Historical Thinking Skills

After reading this chapter, you should be able to:

  1. Compare and contrast the reasons and motivations for the settlement of each of the five main colonies, and describe the relationship of each of the five settlements with the Native American Indians of that region.
  2. Reconstruct and compare the essentials of daily life, including the lives of women, in each of the six settlements in the seventeenth century.
  3. Discuss whether you think utopian idealism or economic necessity was a more important motivation in the settlement and development of the English colonies.
  4. Show the most important effects of the Glorious Revolution in England and of European national rivalries on the colonies in the late seventeenth and early eighteenth centuries.


Study Guides made for the five themes in the chapter (listed above). The assignment for students was to 1) identify key terms within the theme, 2) create a timeline of important events relevant to the theme, 3) draw a mind map of issues, events and individuals within the theme to demonstrate the relationships between them, and 4) write a brief narrative personalizing the topics discussed. Click on them to make them larger, if you want.

(and there’s supposed to be a song that goes with the map… Maybe someone can post it below.)

Chapter 2 Study Guide

Now that we’ve gone through an entire chapter, you’re beginning to get the swing and routine of studying for quizzes and tests. It’s a process, so don’t worry if there are some bumps in the road along the way. Remember to come and see me or email/Schoology message me if you have questions.


  1. The clash of three cultures from three continents—the Americas, Europe, and Africa—forms the opening chapter of American history and is therefore the opening chapter of the textbook.
  2. The secondary clash within the European white world between Catholic Spain and Protestant England, explains the different development of Spanish America and the English North American Atlantic Seaboard colonies.
  3. By taking readers inside the cultural beliefs and experiences of Native Americans and Africans, as well as Europeans, this chapter serves to counteract the traditional ethnocentric view that sees all developments through the eyes of Europeans.  An example of this is the oft‑repeated phrase “Columbus discovered America,” implying that there was no life or culture in the Americas until a European found it in 1492.


Familiarity With Basic Knowledge

After reading this chapter, you should be able to:

  1. Explain the political, economic, and religious changes in early modern Europe that led to the exploration and eventual settlement of North America.
  2. Locate on a map the names and routes of the most significant Spanish, Portuguese, English, French, and Dutch explorers and conquerors in the fifteenth and sixteenth centuries.
  3. Describe the impact of the European conquest of the Americas on the Native American Indian population.
  4. Explain the economic impact of exploration on the European continent.
  5. Explain African participation in the transatlantic slave trade.
  6. Describe the conditions, conduct, and effects of the Middle Passage.
  7. Locate on a map the areas in which European slave traders carried the majority of enslaved Africans during the fifteenth and sixteenth centuries.

Practice in Historical Thinking Skills

After reading this chapter, you should be able to:

  1. Evaluate the outcomes that resulted from the collision among Europe, the Americas, and Africa.  What do you think and feel about these outcomes?
  2. Compare and contrast the cultures of Spain and England, and their motivations for settling the Americas.
  3. Explain the images that Europeans had of the Native American and African populations. How were the realities different from the perceptions?
  4. Describe and analyze the Islamic and transatlantic slave trades.

Textbook Resources:

Notes from class…

What are some of the main themes from “The Spanish Conquest of America?”

  • Impact on native populations
  • Impact on Europe
  • Impact on Africa
  • Begins the slave trade
  • Begins the Columbian exchange
  • Split over religion causes conflict in the new world
  • Conquistadors had the advantages of guns, germs, steel and internal divisions.
  • Conquistadors were victorious.

What kinds of colonies were established by the Spanish?

  • High priority on gold/silver
  • Agriculture/food resources/sugar
  • Conversion to Christianity
  • Established a slave system
  • Established a self-sustaining population
  • Established a stratified society

Questions from the Guns, Germs and Steel video segment:

  • Define the relationship between the Spaniard’s advancement in weaponry and culture and their lust for gold and glory.
  • What would have happened if the Spanish arrived without their crafted swords?
  • Did the natives have anything whatsoever that would compete with the swords of the Spanish?
  • If the Incan Emperor knew of the Spanish advantages, why did he invite them and give them gifts?
  • How can you figure out how many people lived in an ancient civilization?
  • What if the Spanish and the Portuguese formed an alliance…
  • What if the Spanish under Pizzarro did not join the Incan Emperor in their initial meeting?
  • Why didn’t the Incans have an advantage in numbers, geography or defense?
  • How many of the Spanish died in the attack on the Incans?
  • How did finding the journals of certain conquistadors help people today understand the Spanish invasion?
  • How were swords made both flexible and sharp?
  • What if the Incans had horses? Would they have survived the Spanish invasion?
  • Did the Incans have any weapons to defend themselves?
  • What if the Spanish weren’t as brutal toward the natives and didn’t exploit natural resources, like silver?
  • If the Incans were not posing a threat to the conquistadors, why were 7000 killed before the Spanish took control?
  • How did the Incans react to their king being kidnapped and killed? Did they fight back?
  • Did the Aztec and the Incan people have contact with each other?
  • Why did the native cultures of South and Central America not have the technology to smelt iron?


Chapter 1 Study Guide

So, you’ve probably gathered that there is a lot of reading and self-directed learning that goes on in APUSH. Well, that’s true – but there’s a lot of support here as well. Each chapter we cover in your text will have a study guide accompanying it. You’re reading it! So, what will be in the study guide? Well, first I will list the themes and highlights and then the chapter’s learning goals. If you have these down, you’re golden. Let’s start there.

Themes and Highlights:

  1. The clash that developed when the people of three continents—North America, Europe, and Africa—began to encounter one another forms the opening chap­ter of American history and is therefore the opening chapter of the textbook.  With the stories of Isabella of Castile, Tecuichpotzin, Elizabeth I of England, and Queen Njinga, we see the intermingling and transformation of three worlds.
  2. The chapter challenges the concept that Africans and Native Americans were passive, primitive bystanders awaiting conquest.  Native American, Africans, and Europeans were all critical participants in the making of the modern world.
  3. The spread of Islam and the rise of great empires in West and Central Africa are also examined.
  4. By absorbing readers into the rich mélange of Native American and African cultures in addition to the European milieu, this chapter serves to counteract the traditional ethnocentric view that sees all developments through the eyes of Europeans.  An example of this is the oft‑repeated phrase “Columbus discovered America,” implying that there was no life or culture in the Americas until Spain had reached San Salvador in 1492.

Chapter 1 Learning Goals:

Familiarity With Basic Knowledge

After reading this chapter, you should be able to:

  1. Locate and briefly describe the Native American Mound Builders of the Ohio and Mississippi River valleys, the Pueblo dwellers of the Southwest, and the Iroquois Indians of the East Coast.
  2. Describe Native American attitudes toward and beliefs about the natural world, wealth, community, kinship, and gender roles.
  3. Name and locate three West African kingdoms between the fifth and fourteenth centuries and describe West African beliefs about kinship, religion, and social organization (including indigenous slavery).
  4. Explain the political, economic, and religious changes in early modern Europe that led to the exploration and eventual settlement of North America.
  5. Explain the navigational and maritime structural improvements that led to European exploration.

Practice in Historical Thinking Skills

After reading this chapter, you should be able to:

  1. Compare and contrast the values and lifestyles of the three worlds—Native American, African, and European—that would interact in the Americas in the early sixteenth century.
  2. Evaluate the outcomes of these collisions for each world.  What do you think and feel about these outcomes?
  3. Evaluate the motivations for European exploration.  What do you think about their motivations?

Quiz 1:

Other APUSH Teacher Resources:

  1. Historyaddict.com
  2. PowerPoint from American Pageant – Chapter 1

Text Resources:

  1. Chapter 1 Maps, Charts and Graphs
  2. Chapter 1 PowerPoint

Study Resources:

  1. Giant APUSH Review Guide
  2. APUSH Spark Notes
  3. Course-Notes.org
  4. PowerPoint Palooza
  5. APUSH Review Quizzes

Essential Questions on Ancient Civilizations



The Great Depression

The Great Depression was one of the greatest crises that our nation faced in its history.  Almost 6000 banks failed.  In some places the unemployment rate was as high as 33% (or even 50%).  Tens of millions of people were wandering homeless or starving for food.  The Dust Bowl buried people’s dreams and filled their lungs with death.  In the midst of this was President Franklin Delano Roosevelt.  He brought the nation hope as well as a New Deal.  Whether that in itself was enough to solve the Depression has been a debate ever since for historians and politicians both.  We are still living through similar times.  By learning about this period, we hope to learn how to address our current plight as best we can.

Here’s a quick and easy way to remember the policies of the New Deal: Relief, recovery and reform!

This week’s project will focus on using the board game, Monopoly, as a study tool for the material.

Premise: There are 28 places to land on the game of Monopoly (not counting Community Chest, Chance and the two tax spaces).  For each time you land on property, you will have to earn some money!  All you have to do is answer questions on the Great Depression correctly to earn your wages.  See the attached Critical Thinking Guide for help in creating questions.  Each level will earn you $100 more than the next.  When someone lands on one of the properties, they have to answer a question.  If they answer it correctly, they can buy it and earn wages.  If someone owns it already, they have to answer it correctly or pay double the amount for rent.  Ouch!

Notes this week? Oh yeah, it’s here: See the images below:

Here’s the link to the unit guide for this week, as well as the website reviews (below).

Website Reviews
1.        http://newdeal.feri.org/ This comprehensive website provides students with audio, visual, documents, movies and more on FDR’s New Deal
2.        http://www.pbs.org/wgbh/amex/rails/ This is a documentary website concerning people who travelled the country ‘riding the rails’ for work
3.        http://www.archives.gov/exhibits/new_deal_for_the_arts/ This website provides viewers with a visual account of Great Depression artwork
4.        http://www.weedpatchcamp.com/ This is a website devoted to the Oakies and others real life characters in Steinbeck’s ‘Grapes of Wrath’
5.        http://books.google.com/ then type ‘Dear Mrs. Roosevelt’ This website is a full book concerning thousands of letters written to the First Lady
6.        http://www.npr.org/templates/story/story.php?storyId=3187034 This website has audio and video archives from survivors of the Dust Bowl
7.        http://www.nps.gov/fdrm/home.htm This website offers students a chance to see and learn from the FDR Memorial in Washington DC
8.        http://xroads.virginia.edu/~1930s/front.html This website is an incredibly comprehensive review of culture and lifestyle in the 1930’s
9.        http://www.shmoop.com/did-you-know/history/us/the-great-depression/statistics.html This website offers statistics on the Great Depression
10.     http://www.pbs.org/wgbh/amex/eleanor/ This documentary website offers the complete interactive biography of Eleanor Roosevelt

The Jazz Age

The 1920’s was a decade of enormous change, and it was felt and seen by all Americans.  The Jazz Age, as some historians call it, would be a laundry list of political, economic and cultural change, such as:

  • the Scope Monkey Trial
  • the poetry of Langston Hughes
  • the case (and execution) of Sacco and Vanzetti
  • the world-wide acknowledgment of Charles Lindbergh
  • scandalous flappers
  • the magic of escape artist Harry Houdini
  • Al Capone’s gangsters
  • the ubiquitous power of both radio and automobiles
  • the Harlem Renaissance
  • the birth of jazz
  • the rise of the KKK
  • the boom and bust of the stock market
  • the introduction of electric appliances
  • anti-immigrant hysteria
  • baseball (Babe Ruth, Lou Gehrig, etc. as well as the Negro League)
  • Marcus Garvey and the Back to Africa movement
  • the movies of Charlie Chaplin
  • F. Scott Fitzgerald (and Zelda) and the Great Gatsby
  • Ernest Hemingway’s Lost Generation of writers
  • the failure of Prohibition
  • the Palmer Raids and the Red Scare
  • J. Edgar Hoover and the beginning of the FBI
  • bank robbers like John Dillinger, Pretty Boyd Floyd and others
  • Margaret Sanger and the abortion movement
  • the Boston Police Strike of 1919
  • the New Bedford Textile Strike of 1928
  • the Stock Market Crash of 1929

and much more.  For a great PowerPoint to help you remember the 1920’s click here.

Cornell notes for this unit can be found here for the following topics: The End of WW1 (Monday), and Business & Changing Ways in the 1920’s (Tuesday).  Pictures are below.

Click here for the Unit Guide for the 1920’s Jazz Age.  For those of you who are interested in learning and using some (appropriate) 1920’s slang, check out this site and another.

Website Reviews
1.        http://newman.baruch.cuny.edu/DIGITAL/redscare/ This website is an image database related to the Communist witch-hunts of the 1920’s
2.        http://library.duke.edu/digitalcollections/eaa/ This website is  an incredibly complex exhibit of the creation of the advertising industry
3.        http://www.law.umkc.edu/faculty/projects/FTrials/scopes/scopes.htm This is one of the best websites on the Scopes ‘Monkey’ Trial in 1925
4.        http://local.aaca.org/bntc/slang/slang.htm This website should be a lot of fun.  It is a collection of slang that became popular in the 1920’s
5.        http://kclibrary.lonestar.edu/decade20.html This website examines 1920’s culture, architecture, movies. radio, fashion, literature and more
6.        http://www.1919blacksox.com/index2.htm This website explores the scandal of the 1919 Chicago ‘Black Sox’ and its stain on baseball
7.        http://www.pbs.org/jazz/ This is a documentary website for a long film series covering the whole history of Jazz music in American history
8.        http://www.law.umkc.edu/faculty/projects/ftrials/saccov/saccov.htm This website is a comprehensive explanation of the controversial trial
9.        http://www.druglibrary.org/Prohibitionresults.htm This website examines questions related to Prohibition in the US and its effectiveness
10.     http://www.si.umich.edu/CHICO/Harlem/index.html This website explores the Harlem Renaissance through different exhibits and timelines

The Great War

Nothing ushered in the 20th century as much as World War 1, or the Great War, as it was known then. This week we will explore the Great War and America’s involvement in it through a powerful documentary from PBS called, The Great War and the Shaping of the 20th Century.  Included on the website are many powerful lesson plans for teachers to use in their classes.  You can also view over 40 episodes of the Great War on Youtube here.

Click here to read the PDF for the Unit Guide on the Great War.   Just to keep you up to date with our work so far, click here for a copy of the Progressivism/Great War exam.  Below is a list of the options for website reviews to be turned in as homework.  Remember that you can also do vocabulary, RAFT assignments or essay questions as well.

Website Reviews
1.        http://www.pbs.org/greatwar/ This website is one of the best created on the Great War.  It includes accounts, images, timelines, and more.
2.        http://news.bbc.co.uk/2/hi/special_report/1998/10/98/world_war_i/197437.stm This website includes letters from actual soldiers in WW1.
3.        http://www.lusitania.net/ This website is devoted to the world’s largest ocean liner, sunk by the Germans in 1915, killing 128 Americans.
4.        http://www.worldwar1.com/ This website is devoted to comprehensively covering World War I and the trenches specifically from 1914-1918.
5.        http://wwi.lib.byu.edu/index.php/Main_Page This website is a documentary archive for the Great War.  It includes thousands of documents.
6.        http://www.pbs.org/wgbh/amex/influenza/ This website goes along to a PBS documentary on the Influenza epidemic of 1918 killing millions.
7.        http://www.firstworldwar.com/index.htm This website is a very complete site on the Great War.  It contains lots of interactive information.
8.        http://www.woodrowwilson.org/ This website is the official website for the Woodrow Wilson Presidential Library.  It has lots of cool stuff.
9.        http://www.spartacus.schoolnet.co.uk/FWWversailles.htm This website contains information on the Treaty of Versailles ending WW1.
10.     http://www.library.georgetown.edu/dept/speccoll/guac/amposter_99/ This website has hundreds of World War I propaganda posters.