Thursday 2-14-19
I can explain how World War I and its aftermath intensified
ongoing debates about the nation’s role in the world and how best
to achieve national security and pursue American interests.
I can explain how participation in a series of global conflicts
propelled the United States into a position of international power
while renewing domestic debates over the nation’s proper role in
the world.
Agenda
Homework
1. Review/Quiz AP 30
2. Making Connections; World War I & the American Civil War
& Progressivism
3. Presentation; Team H
4. Essay Rubrics
1. Prepare for Questions on AMSCO Chapters 4-6
2. Review Terms from the Memory section below
Prompt 103
1. DESCRIBE the context and EXPLAIN the historical significance
of the following source:
CAKE!
For your edification:
Document 2
Artist: James Montgomery Flagg
2. Read the following excerpt from Randolph Bourne’s “The
State.” What is Bourne saying in this passage? How does it apply to
World War I?
Document 3
War is the health of the State. It automatically sets in motion
throughout society those irresistible forces for uniformity, for
passionate cooperation with the Government in coercing into
obedience the minority groups and individuals which lack the larger
herd sense. The machinery of government sets and enforces the
drastic penalties. The minorities are either intimidated into
silence, or brought slowly around by subtle process of persuasion
which may seem to them really to be converting them. Of course, the
ideal of perfect loyalty, perfect uniformity is never really
attained. The classes upon whom the amateur work of coercion falls
are unwearied in their zeal, but often their agitation, instead of
converting merely serves to stiffen their resistance. Minorities
are rendered sullen, and some intellectual opinion bitter and
satirical. But in general, the nation in wartime attains a
uniformity of feeling, a hierarchy of values culminating at the
undisputed apex of the State ideal, which could not possibly be
produced through any other agency than war. Other values such as
artistic creation, knowledge, reason, beauty, the enhancement of
life, are instantly and almost unanimously sacrificed, and the
significant classes who have constituted themselves the amateur
agents of the State, are engaged not only in sacrificing these
values for themselves but in coercing all other persons into
sacrificing them.
3. Explain how Documents 2 & 3 are connected.
Past Essay Prompts for the AP US History Exam – World War I
1. Review each of the following prompts.
2. Identify College Board’s patterns in constructing these
prompts.
A. To what extent did the U.S. achieve the objectives that led
it to enter the First World War?
B. Assess the relative influence of THREE of the following in
the American decision to declare war on Germany in 1917: German
naval policy, American economic interests, Woodrow Wilson's
idealism, Allied propaganda, America's claim to world power.
C. Analyze the ways in which the federal government sought
support on the home front for the war effort during the First World
War.
D. It was the strength of the opposition forces, both liberal
and conservative, rather than the ineptitude and stubbornness of
President Wilson that led to the Senate defeat of the Treaty of
Versailles. Using your knowledge of the period 1917-21, assess the
validity of this statement.
E. Evaluate the extent to which United States participation in
the First World War (1917-1918) marked a turning point in the
nation’s role in world affairs.
F. Compare and contrast the foreign policies of Theodore
Roosevelt and Woodrow Wilson.
APUSH – Memory: American Isolationism
"The past isn't dead. It isn't even past"
1. Describe and explain the concept of “American
Isolationism”.
2. How do each of the following support or undermine the idea of
American Isolationism?
A. Washington’s Neutrality Proclamation, 1793
B. Washington’s Farewell Address, 1797
C. XYZ Affair, 1797 (Adams)
D. Convention of 1800 (Adams)
E. Embargo Act, 1807 (Jefferson)
F. Non-Intercourse Act, 1809 (Madison)
G. Macon’s Bill No. 2 (Madison)
H. Monroe Doctrine, 1823
I. Texas Revolution, 1836
J. Mexican-American War
K. Matthew Perry opens up Japanese markets, Convention of
Kanagawa, 1854
L. US Civil War
APUSH Period 6: 1865-1898
I can explain how
· technological advances,
· large-scale production methods, and
· the opening of new markets
encouraged the rise of industrial capitalism in the United
States.
I can explain how large-scale industrial production —
· accompanied by massive technological change,
· expanding international communication networks, and
· pro-growth government policies —
generated rapid economic development AND business
consolidation.
I can explain how a variety of perspectives on the economy AND
labor developed during a time of financial panics and
downturns.
I can explain how new systems of
production AND transportation
enabled consolidation within agriculture, which,
along with periods of instability,
spurred a variety of responses from farmers.
I can explain how the migrations that accompanied
industrialization
transformed both urban AND rural areas of the United States
AND
caused dramatic social AND cultural change.
I can explain how international AND internal migration
increased urban populations
AND
fostered the growth of a new urban culture.
I can explain how larger numbers of migrants
moved to the West in search of land AND economic
opportunity,
frequently provoking competition AND violent conflict.
I can explain how the Gilded Age produced
· new cultural AND intellectual movements,
· public reform efforts, and
· political debates
over economic and social policies.
I can explain how new cultural AND intellectual movements
BOTH
buttressed
AND
challenged
the social order of the Gilded Age.
I can explain how dramatic social changes in the period inspired
political debates over
· citizenship,
· corruption, and
· the proper relationship between business AND government.
APUSH Period 7: 1890-1945
I can explain how growth expanded opportunity, while economic
instability led to new efforts to reform U.S. society AND its
economic system.
I can explain how the United States continued its transition
from a rural, agricultural economy TO an urban, industrial
economy led by large companies.
I can explain how, in the Progressive Era of the early 20th
century, Progressives responded to
· political corruption,
· economic instability, and
· social concerns
by calling for greater government action AND other political and
social measures.
I can explain how, during the 1930s, policymakers responded to
the mass unemployment AND social upheavals of the Great
Depression
by transforming the U.S. into a limited welfare state,
redefining the goals AND ideas of modern American
liberalism.
I can explain how innovations in communications AND technology
contributed to the growth of mass culture,
while significant changes occurred in internal AND international
migration patterns.
I can explain how popular culture grew in influence in U.S.
society,
even as debates increased over the effects of culture on public
values, morals, AND American national identity.
I can explain how
· economic pressures,
· global events, and
· political developments
caused sharp variations in the numbers, sources, AND experiences
of both international AND internal migrants.
I can explain how participation in a series of global
conflicts
propelled the United States into a position of international
power
while renewing domestic debates over the nation’s proper role in
the world.
I can explain how in the late 19th century and early 20th
century,
new U.S. territorial ambitions AND acquisitions in the Western
Hemisphere AND the Pacific accompanied heightened public debates
over America’s role in the world.
I can explain how World War I AND its aftermath intensified
ongoing debates about the nation’s role in the world AND how best
to achieve national security AND pursue American interests.
I can explain how U.S. participation in World War II transformed
American society,
while the victory of the United States AND its allies over the
Axis powers vaulted the U.S. into a position of global, political,
AND military leadership.
Reading Schedule for 2019
2/1 – F
American Pageant 654-665 (Chapter 28)
Essay Team Work
2/4 – M
American Pageant 665-678 (Chapter 28)
GL Reading The Square Deal (8 pages)
2/5 – T
GL Reading Women and the Progressive Movement (12 pages)
GL Reading The Politics of Reform (5 pages)
Essay Prompt Presentations
2/6 – W
American Pageant 679-688 (Chapter 29)
2/7 – Th
American Pageant 688-695 (Chapter 29)
2/8 – F
AMSCO Chapters 1-3
2/11 – M
GL Document : Disfranchisement of African American voters in VA,
1901
GL Reading: The US Banking System
GL Reading : Jim Crow and the Great Migration
2/12 – T
APUSH Test #11 (28-29)
2/13 – W
American Pageant 696-706 (Chapter 30)
2/14 – Th
American Pageant 707-719 (Chapter 30)
2/15 – F
AMSCO Chapters 4-6
2/18 – M
GL Reading: World War I
GL Reading: Modern Women Persuading Modern Men
2/19 – T
Review
2/20 – W
APUSH Test #12 (30)