U.S. History
  • Home Page
  • APUSH Resources
    • Unit 1 - Pre-Colony Days 1491-1607 >
      • Primary Source HIPPOS Documents KP1
    • Unit 2+3 - From Jamestown to Jefferson 1607-1800 >
      • Primary Source HIPPOS Documents KP2
      • Primary Source HIPPOS Documents KP3
      • Short Movie Project
    • Unit 4- Growth and Conflict 1800-1848 >
      • KP4 Primary Source Docs
    • Unit 5 - Civil War 1844-1877 >
      • KP5 Primary Sources
    • Unit 6 - Gilded Age, Populism and Progressivism 1865 - 1898 >
      • KP6 Primary Source Documents >
        • Who is building America today?
    • Unit 7 - Imperialism through WWII (1890-1945) >
      • KP7 Primary Source Docs
      • Scopes Monkey Trial
      • Zoot Suit Riots
      • Dropping the Atomic Bomb
  • CPUSH
    • Unit 5 - The Great Depression Navigation Page >
      • Great Depression Posters Instructions
    • Unit 6 WWII Navigation Page >
      • Cartoons Go to War
      • Zoot Suit Riots
      • Dropping the Atomic Bomb
  • Distance T/F 2023
    • Roosey XC- 2022 Season >
      • 2021 Season Archive
      • XC Records
      • Legacy
      • Roosey XC Summer 2023
      • New Athletes
  • Contact Mr. C
    • The Fridge
    • Edu Fountain
    • Perspective
Picture
Picture

UNIT 7 OUTLINE

Monday/Tuesday January 30th & 31st
KP6 Exam; & SAQ (x2) 
Explain KP7. Pass out papers

Wednesday February 1st
KP6 Persons Video Projects Due
Begin 7.1 American Imperialism

Thursday/Friday February 2nd & 3rd
KP5 ​DBQ 
Begin 7.1 American Imperialism
Flipped Lecture for 7.3 (take notes at home, come ready w/ ?s)
(Not a very important Lecture, will probably merge it into another lecture).

Monday/Tuesday February 6th & 7th​
7.2 Spanish American War &
7.3 Progressive Presidents (FLIPPED)
Begin 7.4 American in WWI

Wednesday February 8th
40min KP6 Group Exam

Thursday February 9th
2/9 WASC Minimum Day
Finish up all previous lectures 7.1-7.4
​
Friday February 10th
Special Common Day
7.5 War on the Homefront
& FLIPPED Lecture 7.6 Ending WWI

Monday February 13th
No School- Lincoln's B-Day

Tuesday February 14th
Special Common Day
Pick Project Presentations
Flipped (short lecture) 7.7 Politics of the Roaring Twenties
Begin 7.8 Clash of Values

Wednesday February 15th
Go over SAQs, Begin Re-writes in class. Turn papers back in. Plan to re-write in Office Hours either Thursday or Friday this week.
​
Thursday/Friday February 16th & 17th
Finish 7.8 Clash of Values
Begin 7.9 The Jazz Age or Flipped Lecture finish oyo

Monday February 20th
No School - President's Day

Tuesday February 21st
Special Common Day

LEQ Intro Paragraph :)
1 minute Propaganda Posters Presentations Begin

Wednesday February 22nd
Complete FLIPPED Lecture 7.9 The Jazz Age
​
Thursday/Friday February 23rd & 24th
KP7A Quick sheet due
​KP7 Exam A

CCOT American Foreign Policy Packet 1898-1945

Monday/Tuesday February 27th & Feb 28th
7.10 From Boom to Bust
Begin 7.11 Surviving the Great Depression

Wednesday March 1st
Create a political cartoon or a propaganda poster that would be relevant to today's generation. Due: __________
Finish 7.11 Surviving the Great Depression
​
Thursday/Friday March 2nd & 3rd
FLIPPED ​7.12 Happy Days are Here Again
New Deal SAQ Grading Activity
Begin 7.13 Causes of the World War II

Quizizz 7.1 is due __________________

Monday/Tuesday March 6th & 7th
Finish 7.13 Causes of the World War II
New Deal Programs Study Sheet
​
Wednesday March 8th
​KP7 Exam A Group Re-take
​Flipped Lecture 7.14 World War II​ (going over on Friday)

Thursday/Friday March 9th & 10th
​Flipped Lecture 7.14 World War II​
Begin 7.15 War on the Home front

Monday/Tuesday March 14th & 15th
Finish 7.15 War on the Home front

Wednesday March 16th
Begin ​Lecture 7.16 Ending WWII​​

Thursday/Friday March 17th & 18th
​Finish Lecture 7.16 Ending WWII​​
Maybe Jeopardy if all your notes are finished?

Monday/Tuesday March 20th & 21st
HWP Due
KP7B Exam
KP5 DBQ

​
Wednesday March 23rd
Go over DBQ (PH- walk through)

Thursday/Friday March 24th
KP5 DBQ
Movie time

Lectures

Exam A
American Imperialism --> 1929

7.1 Imperialism
7.1 GLN
7.2 Spanish American War
7.3 Presidential Progressivism
7.2 GLN
7.3 GLN

Roosevelt/Taft/Wilson Foreign Policy Notes

7.4 America in World War I
7.4 GLN
7.5 War on the Home Front
7.5 GLN
7.6 Flipped- Take Notes at home.
Emphasis on:
slide 3 Wilson's 14 Points. Take note, and look at #14.
Slide 8 Treaty of Versailles
Slide 9 
League of Nations
Slide 10 It's a Treaty. Congress has the power to make treaties. "Irreconcilables" and Article X
Slide 11 Wilson votes no. We don't join the L.O.N.

------------------------------------------------------------------------------------------
​
  • Shellshock=PTSD --> increased mental health awareness and attention/efforts
  • Dawes Plan 1924 Loan to Germany to help economy.
  • Postwar Labor Strikes --> 1st Red Scare
  • Great Migration --> Postwar Race riots and tension. (Chicago)
  • Red Summer 1919
7.6 Ending WWI
7.7 Politics of The Roaring 20s
7.6 GLN
7.7 GLN
7.8 Clash of Values
7.8 GLN
7.9 Lecture
The Lost Generation- writers who lived through WWI and were questioning the world around them.
Examples include: Be familiar with Hemingway and Fitzgerald as famous authors during the time.
Be familiar with famous women from the time period, silent film stars such as Rudolph Valentino, Charlie Chaplin and the "It" girl.
The Jazz Singer as the first talking film. Blackface
A new Comsumer Culture, the Roaring Twenties, the Jazz Age, Tradition v. Modernist, Harlem Renaissance, 1st Red Scare
Henry Ford and the Automotive
Technology: Cars, radio, household appliances, movies, planes, and gas powered farm equipment
Babe Ruth and baseball
Prohibition terminology: speakeasies, bootleggers, moon-shining, gangsters such as Al Capone
Marcus Garvey, Zora Neale Hurston, and Langston Hughes as A.A. figures and authors.


7.9 The Jazz Age

7.9 GLN

Exam B
Great Depression -->1945

7.10 From Boom to Bust
7.11 Surviving the G.D.
7.12 Happy Days are Here Again

7.13 Causes of the War
7.14 World War II
7.10 GLN
7.11 GLN
7.12 GLN

7.13 GLN
7.14 GLN
7.14 WWII FLIPPED LECTURE
​0. European Theater first
(N. Africa into Italy, then France) then the Pacific Theater
D-Day/Operation Overlord
1. Selective Service Act CONTEXT
2. Minorities in the war- (Navajo, A.A., and Women)
[442nd Regiment, Tuskegee Airmen, WASPS/WAVES/WAC]
3. What happened in the Philippines?
4. B - BAGPIPE, How are we different from the Japanese culturally?
5. Bataaan Death March - Where did it happen?
6. Battle of Midway + Coral Sea = Halted Japanese Advancement
7. Island Hopping
8. General Douglas MacArthur
7.15 On the Home Front
7.16 Ending WWII
7.15 GLN
7.16 GLN

Imperialism Cartoons
I, Too Poem Langston Hughs
Changes Lyrics

Dr. Seuss

Dr. Seuss Goes to War
PBS The Dust Bowl

The Century Documentary

Eugenics PBS

1950s party

1950s party
1950s Comparative SAQ Response
(a) New forms of mass culture emerged the US in the 1920s and in the 1950s. Briefly explain ONE important similarity in the reasons why new forms of mass culture emerged in these two periods.

(b) Briefly explain ONE important important similarity in the effects of new forms of mass culture in these two time periods.
(c) Briefly explain ONE way in which some Americans responded critically to new forms of mass culture in either period.

Answers
(a) A new mass culture emerged in the US after the 1920's and 1950's as a result of the World Wars that took place before each period.
At the end of the war, wealth and leisure time increased, allowing people to explore consumerism.

(b) Both of the mass cultures led to increased conformity as advertisements promoting products persuaded people into buying popular products.
(c) Americans criticized these forms of mass culture through writing. Writers from the Lost Generation after WWI and the author of the "Catcher In The Rye" used their stories to criticize the culture of the time.

Red Scare/Anti Communism. 
Republican/Conservative Controlled White houses
What else?
Racism?
​Beat Generation + Rock N Roll

UNIT 7 HOMEWORK

Unit 7 HW Coversheet
KP7 A Quicksheet
KP7 B Quicksheet
Scopes Monkey Trial
Zoot Suit Riots
Dropping the Atomic Bombs
White Man's Burden G.O.

PRIMARY SOURCE READINGS

HIPPOS
Link
HIPPOS- 8 Total

Quizizz

Name (period)
​​Deadline: _______________________
Quiz 7.1

Projects

​​Project #1
WWI Propaganda Posters/Political Cartoon Presentations:

1) Re-Draw your Propaganda Poster and Present to the class in less than 1 minute the big idea of the poster. (Join, Support, Finance) If you have a Political Cartoon, make sure you look it up and can explain all the finer details. Analysis! Due: 2/22/22
​

           You are not confined to the piece of paper below.

Project #2
Modern Day Political Cartoon/Propaganda Poster & Explanation.

2) Create a political cartoon or a propaganda poster that would be relevant to today's generation. Include an explanation of why you chose it.
Presentation Optional. If you don't want to present it, you don't have to. Due: 3/2/22
Propaganda Primary Sources
Project #1 Handout

PERIOD 7 (1890-1945)

PERIOD 7: 1890–1945
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.

Key Concept 7.1:
Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, & related social changes such as urbanization & mass migration.

I. The continued growth and consolidation of large corporations transformed American society and the nation’s economy, promoting urbanization and economic growth, even as business cycle fluctuations became increasingly severe. (WOR-3) (ID-7) (WXT-3) (WXT-5) (POL-3)

A. Large corporations came to dominate the U.S. economy as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques.
​

B. The United States continued its transition from a rural, agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants, and international migrants who continued to flock to the United States.

C. Even as economic growth continued, episodes of credit and market instability, most critically the Great Depression, led to calls for the creation of a stronger financial regulatory system.

II. Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources. (WXT-6) (WXT-7) (WXT-8) (POL-3) (ENV-5) (CUL-5)

A. In the late 1890s and the early years of the 20th century, journalists and Progressive reformers — largely urban and middle class, and often female — worked to reform existing social and political institutions at the local, state, and federal levels by creating new organizations aimed at addressing social problems associated with an industrial society.

Key Concept 7.1 B.
Progressives promoted federal legislation to regulate abuses of the economy and the environment, and many sought to expand democracy. Teachers have flexibility to use examples such as the following:
• Clayton Antitrust Act, Florence Kelley, Federal Reserve Bank

III. National, state, and local reformers responded to economic upheavals, laissez-faire capitalism, and the Great Depression by transforming the United States into a limited welfare state. (WXT-8) (POL-2) (POL-4) (ID-3) (CUL-5)

A. The liberalism of President Franklin Roosevelt’s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy. • National Recovery Administration, Tennessee Valley Authority, Federal Writers’ Project

B. Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even as conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope.
• Huey Long, Supreme Court fight

C. Although the New Deal did not completely overcome the Depression, it left a legacy of reforms and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party. • Social Security Act, Federal Deposit Insurance Corporation (FDIC)

Key Concept 7.2:
A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

I. New technologies led to social transformations that improved the standard of living for many while contributing to increased political and cultural conflicts. (ID-6) (ID-8) (WXT-3) (WXT-5) (CUL-3) (CUL-6) (CUL-7)

A. New technologies contributed to improved standards of living, greater personal mobility, and better communications systems.
Teachers have flexibility to use examples such as the following:
• radio, motion pictures, automobiles

B. Technological change, modernization, and changing demographics led to increased political and cultural conflict on several fronts: tradition versus innovation, urban versus rural, fundamentalist Christianity versus scientific modernism, management versus labor, native-born versus new immigrants, white versus black, and idealism versus disillusionment.

C. The rise of an urban, industrial society encouraged the development of a variety of cultural expressions for migrant, regional, and African American artists (expressed most notably in the Harlem Renaissance movement); it also contributed to national culture by making shared experiences more possible through art, cinema, and the mass media.
• Yiddish theater, jazz, Edward Hopper

II. The global ramifications of World War I and wartime patriotism and xenophobia, combined with social tensions created by increased international migration, resulted in legislation restricting immigration from Asia and from southern and eastern Europe.
(ID-6) (WOR-4) (PEO-2) (PEO-6) (PEO-7) (POL-7) (WXT-6)

A. World War I created a repressive atmosphere for civil liberties, resulting in official restrictions on freedom of speech.

Key Concept 7.3
B. As labor strikes and racial strife disrupted society, the immediate postwar period witnessed the first “Red Scare,” which legitimized attacks on radicals and immigrants.

C. Several acts of Congress established highly restrictive immigration quotas, while national policies continued to permit unrestricted immigration from nations in the Western Hemisphere, especially Mexico, in order to guarantee an inexpensive supply of labor.

III. Economic dislocations, social pressures, and the economic growth spurred by World Wars I and II led to a greater degree of migration within the United States, as well as migration to the United States from elsewhere in the Western Hemisphere. (ID-6) (ID-8) (PEO-3) (WOR-4)

A. Although most African Americans remained in the South despite legalized segregation and racial violence, some began a “Great Migration” out of the South to pursue new economic opportunities offered by World War I.

B. Many Americans migrated during the Great Depression, often driven by economic difficulties, and during World Wars I and II, as a result of the need for wartime production labor.

C. Many Mexicans, drawn to the United States by economic opportunities, faced ambivalent government policies in the 1930s and 1940s.
Teachers have flexibility to use examples such as the following:
• Great Depression–era deportations, Bracero program, Luisa Moreno

Key Concept 7.3:
Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

I. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific. (WOR-6) (WOR-7) (ENV-5) (POL-6)

A. The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist

 Key Concept 7.3
ventures of the time, and racial theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe.

B. The American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia.

C. Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and,
later, interventionists and isolationists.
Teachers have flexibility to use examples such as the following:
• dollar diplomacy, Mexican intervention

II. World War I and its aftermath intensified debates about the nation’s role in the world and how best to achieve national security and pursue American interests. (WOR-4) (WOR-7) (ID-3) (POL-6)

A. After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles.

B. Although the American Expeditionary Force played a relatively limited role in the war, Wilson was heavily involved in postwar negotiations, resulting in the Treaty of Versailles and the League of Nations, both of which generated substantial debate within the United States.

C. In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism, which continued to the late 1930s.

 Key Concept 7.3
Teachers have flexibility to use examples such as the following:
• Washington Naval Conference, Stimson Doctrine, Neutrality Acts

III. The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence and transformed both American society and the relationship between the United States and the rest of the world. (WOR-4) (WOR-7) (ID-3) (ID-6) (POL-5)

A. The mass mobilization of American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to improve their socioeconomic positions.

B. Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation,
​and the decision to drop the atomic bomb raised questions about American values.

C. The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals.
• Atlantic Charter, development of sonar, Manhattan Project

D. The dominant American role in the Allied victory and postwar peace settlements, combined with the war-ravaged condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth. 
KP7 Timeline

group 7a exam re-take

Group 1- Abby, Blahut, Sun, Rameen, Mariam
Group 2- Nehemiah, Kevin, Joanne, Moises, Hugo
Group 3- Danny, Karylle, Aubrey, Annie, Krish
Group 4- Leona, Turner, Kat, Andres,
Group 5- Fernanda, Thacker, Dimitri, Reegan
Group 6- Ringo, Zhao, Lebron, Christina
Group 1- Anita, Evan, Ava, Ameli, Sarah
Group 2- Abdelmalak, Alyssa, Zain, Brian
Group 3- Araceli, Vivica, Mia, Ryan
Group 4-  Nim, Angelina, Julianna, Ruben
Group 5- Okpala, Brooke, Rios, Orchid
Group 6- Winzlet, Orlando, Josh, Jeremy
Picture
Picture
Picture
Picture
Picture
Guided Lecture Notes 7.1
Guided Lecture Notes 7.2
Guided Lecture Notes 7.3
"I hate Indians. They are a beastly people with a beastly religion." - Winston Churchill
"This hatred killed. To give just one, major, example, in 1943 a famine broke out in Bengal, caused – as the Nobel Prize-winning economist Amartya Sen has proved – by the imperial policies of the British. Up to 3 million people starved to death while British officials begged Churchill to direct food supplies to the region. He bluntly refused. He raged that it was their own fault for "breeding like rabbits". At other times, he said the plague was "merrily" culling the population."
Proudly powered by Weebly