1. Ms. Reed

2. Please have your MP 2 grade sheet signed and returned. Your exam grade is also written in. If you would like to find out your semester grade, follow this formula: (MP1 x 2) + (MP2 x 2) + Mid-Term / 5 = Semester This will be needed in what we are doing next so make sure you fill it out.

3. AP CourseElectives AP U.S History Mrs. Buchanan World History CP/App Mr. Cole or Mr. Tiberi AP World History Mr. Cole Psychology Mr. Howell AP European History Mr. Cole History of Conflict Mr. Howell AP Government Mr. Nabb History of Human Rights Ms. Reed AP Economics Mr. Nabb Criminal Law and Procedures Mrs. Moores

4.  Please fill out the top part of the course selection sheet. Do not fill out the Teacher Recommended Social Studies Course section.  Once this is completed, fill out #1 and #2. Hand this into the basket. I will look over this while you are working and we will conference.  Once we have talked about a course, I will take the papers and make copies. You will take the originals to your course selection time with the counselors and I will hold onto a copy in your file.

5.  U.S History will be moving to the website Blackboard. You will be able to download a FREE app for your phone/tablet to use this as well as the computer.  I’m handing out a Student Information Sheet as well as instructions on how to change your password. Everyone has the same default password. Please change it as soon as you log in.  Assignments and PowerPoints, as well as assessments will not be on this site.

6.  This is the first SLM for the 2 nd Semester. Please make sure you are keeping your notebook organized. You can take everything else out if you would like from the SLM section. Leave anything in course materials.

7.  Complete the imperialism frayer.  What is the definition of imperialism?  The expansion of empire into foreign countries.  What are the characteristics?  Occupation of foreign land by force, imposition of new religion, language, laws, new lands used for profit of mother country.  Give examples/models.  British colonization of North America and Spanish colonization of Central America  What are non-examples?  War without conquest such as the War of 1812, free trade with foreign countries, isolationism  Fact vs. Interpretation Chart  Complete the fact vs. interpretation chart. Are the statements a fact or an interpretation?

8. What is Imperialism? Why do you think the United Stated involved themselves in this process? Hand in your signed grade sheet.

9.  Using the book, complete the graphic organizer.  Check for Understanding  Answer the following on the bottom of the graphic organizer. Did the United States engage in imperialism in the 19 th century? Why or why not? Support your answer with specific evidence. Answer in complete sentences.  Complete the worksheet on “The Causes of Imperialism” on pages 250-252. This needs to be completed and handed in.  During this time, I will call you up to discuss your course selection.

10. Crash Course Imperialism

11.  Why do you think the United States wanted to have power in Cuba? Explain.

12.  Close read Document A and B (highlight main ideas, circle important words and summarize each paragraph).  Complete the graphic organizer on the USS Maine and the questions for each document.  Which newspaper is the better source? Why?

13.  Answer the summary questions on the USS Maine as a group. Make sure all names are on the paper.

14.  Answer the ACES on your own. This will count as an assessment grade so please take it seriously.

15.  Economic: The “Neo-Imperialism” of the 19 th century was the result of capitalism. Colonies provided raw materials for industrial production, markets for manufactured goods, and cheap labor. Lenin called imperialism the “monopoly stage of capitalism.”  Strategic: The Great Powers (Britain, France, Germany, and the U.S) secured colonies in order to protect their interests abroad and enhance their geo- political influence. For example, Egypt was important to the British because the Suez Canal provided the shortest route to India. Other countries scrambled to acquire their own colonies to compete with the British. Colonial adventures might also unify a nation in a common goal.

16.  Social Darwinism: Herbert Spenser adapted Charles Darwin’s theory of natural selection to human social relations. Spenser coined the phrase “survival of the fittest” to describe how “superior” peoples (the fittest) should rule the less powerful, or “inferior” people.  Civilizing Mission: The more “advanced” people had a duty to bring the benefits of their higher culture, including Christianity, education, industry, and modern technology.

18.  As you are completing the gallery walk, you will also need to complete the cartoon analysis worksheet for one of the cartoons. You will be allowed to pick the cartoon.

26.  On the back of the political cartoon gallery walk, answer the following question: How do political cartoonists use symbols to convey their interpretation of an event or person? Use a specific example to support your answer.

27.  Complete the ACES sheet for your summary today. This will be counted as an assessment grade so make sure to answer all the questions and to answer in complete sentences.

28.  Imperialism Test

29. Think about and be ready to answer: What happens to a nation after war? Try to think of examples.

30.  Please make sure you follow the directions Ms. Reed and Mrs. Hutchinson are giving. This is very important. 1. Fold the piece of blue paper in half (like a hamburger bun). 2. On the front of the blue paper, write the following in the top ¼ of the paper: The 1920’s Essential Question: How did Americans’ desire to return to normalcy after WWI lead to social unrest and a fear of foreigners? Vocabulary:

31. 1. On the small post it notes, write the following words (one per sticky note):  Influenza  Inflation  Red Scare  Creditor Nation 2. Then place them on the front of the blue sheet. 3. Open up your blue sheet and have it flat in front of you.

32. 1. Take the white paper and fold in half then open it back up and fold the two ends into the middle. 2. Now make 3 cuts on the left side for 4 flaps and 2 cuts on the right side for 3 flaps. You should have a total of 7 flaps altogether. 3. Glue to white paper into the blue paper.

33. 1. Write these titles on the outside of each white flap:  Flu Epidemic Grips the Nation  Women & African Americans Confront New Realities  Inflation Leads to Labor Unrest  Fear of Communism Starts the Red Scare  Sacco and Vanzetti Are Executed  A Quiet American Giant  The World Adjusts to a New Order

34.  Now using the book, pages 311- 315, define the vocabulary under the sticky flaps and summarize the sections under each white flap. That is all the room you have so you will need to paraphrase and get to the point.  Please hand it in when you are finished. Put your name on the back.

35.  Write an absent student letter explaining today’s lesson.

36.  What do you know about the 1920s?

37. As you are watching the clip on the 1920s, please fill in the graphic organizer. Our Century Boom to Bust

39.  During the 1920s, African Americans set new goals for themselves as they moved north to the nation’s cities. This migration showed a changing attitude towards themselves – best captured by the phrase – “Black is beautiful.”

40.  The time period between 1910 and 1920 was referred as the Great Migration. Hundreds of thousands of African Americans uprooted from their homes in the South to move to the BIG cities in the North. By the end of the decade, 5.2 million of the nation’s 12 million AA – over 40% - lived in cities.

42.  Founded in 1901, The National Association for the Advancement of Colored People (NAACP) urged AA to protest racial violence. W. E. B. DuBois

43.  James Weldon Johnson a poet, lawyer, & NAACP executive secretary fought for legislation to protect AA rights.  One such legislation was the anti-lynching bills. Though none passed Congress. Gradually the number of lynching dropped. This represented the new, more militant voice of African Americans.

44.  Many AA found their voice in the NAACP. Marcus Garvey, an immigrant from Jamaica, believed that AA should build a separate society. His more radical message of black pride aroused the hopes of many.

45. 1914 –Universal Negro Improvement Association (UNIA) Founded 1918 –He appealed to AA with a combination of public speaking, meetings, parades and message of pride. He encouraged his followers to return to Africa, help native people there throw off white oppressors, and build a mighty nation. This struck a chord in many AA, as well as blacks in the Caribbean and Africa. Declined in the mid-20s when he was convicted of mail fraud and jailed.

48.  Many AA moved to Harlem, a neighborhood on the Upper West Side of New York’s Manhattan Island. By the 1920s, Harlem became the world’s largest black urban community with residents from the South, West Indies, Cuba, Puerto Rico, and Haiti.

49.  Like other neighborhoods, it suffered from the problems of Urbanization such as overcrowding, unemployment, and poverty.  BUT, this was all over shadowed by the flowing of creativity called the Harlem Renaissance, a literary and artistic movement celebrating AA culture.

50.  The Harlem Renaissance was a literary movement led by well-educated, middle-class AA who expressed a NEW pride in the AA experience.  Celebrated their heritage and wrote with defiance and poignancy about being black in a white world.

51.  Explain the Harlem Renaissance.

52.  Claude McKay – a novelist, poet, and Jamaican immigrant urged AA to resist prejudice and discrimination.

53.  Langston Hughes was the movement’s best-known poet. His poems described the difficult lives of working- class AA.

54.  Zora Neale Hurston portrayed the lives of poor, unschooled Southern blacks.

56.  By the 1920s, AA had won a large following in the performing arts.  tenor Roland Hayes as a concert singer  Ethel Waters as a singer and actress on Broadway Musical Africana  Paul Robeson as a dramatic actor

57.  Jazz was born in the early 20 th century in New Orleans when ragtime and vocal blues were joined to form a new sound. Joe “King” Oliver and his Creole Jazz Band carried the sound north.

58.  Cab Calloway popularized “scat” or improvised jazz singing using sounds instead of words.

59.  Bessie Smith, a blues singer, was the outstanding vocalist of the decade. She recorded on AA labels produced by major companies. By 1927, she was the highest paid AA artist in the world.

60.  The Harlem Renaissance represented a portion of the great social and cultural changes that swept through America in the ’20s. This period was known for economic prosperity, new ideas, changing values, and personal freedom as well as developments in art, literature, and music.

61.  Most of the social changes were lasting, the economic boom was short lived.

62.  Read from “When the Negro Was in Vogue” by Langston Hughes as well as Louis Armstrong and answer the questions that follow. Please hand in.

63.  Complete the worksheet for 1920s slang.

64. Open Note 1920’s Assessment When you are finished pick up the web on the Booming Economy of the 1920’s. This is the lead in to the Great Depression.

65.  What is an economic depression?

66.  Complete the worksheet on the stock market. Fill out only the chart. Per Share High on 9/3/29Value of 100 Shares Per Share Low on 10/29/29 Value of 100 Shares Auburn Auto4984980012012000 Electric Auto-Lite 15415400505000 Brooklyn Union Gas 2472470010010000 Purity Bakeries 144.3814438555500 Montgomery Ward 137.881378849.54950 Radio Corporation 10110100262600 White Sewing Machine 17.8817881100 Total Value13001440150

67.  How much did you lose? $89,864  Total Cost of the Stock on 9/3/29? $130,014  Balance to Broker 50%? $65,007  Current Value? $40,150  Balance Still Owed? $24,857

68. Complete the questions as you watch the clip. Please make sure you watch all 3 clips. Stormy Weather Hand in the questions when you are finished.

69. Why did the Great Depression happen?

70.  Read the handout on the economic episodes of the Great Depression. As you read, complete the questions. These will need to be handed in when you are finished.

71. How did a mild recession turn into the Great Depression?

72.  Inflation  A general upward movement in price of goods and services in an economy. Prices of individual goods and services rise (and fall) at different rates. Inflation and deflation measure the average or general tendency of price changes. The prices of some things may fall during periods of inflation even though the prices of the majority of goods and services are rising. During a period of inflation, if prices increase at a faster rate than people’s salaries or wages, people aren’t able to buy as many goods and services.

73.  Deflation  A general downward movement in the prices of goods and services in an economy. Although falling prices may seem appealing because people could buy more goods and services with their incomes than they could before, there are reasons to be concerned about deflation. Deflation is often accompanied by falling wages and increasing unemployment. Also, during periods of deflation, debtors have to repay their loans with dollars that are more valuable. So, in essence, debtors have borrowed cheap dollars and are repaying with dollars that will buy more. In addition, consumers and producers who are in debt may suffer; as their incomes drop; their loan payments may remain the same.

75.  Unemployment Rate  Represents the number of unemployed as a percentage of the labor force. Civilian, noninstitutional persons 16 years of age or older are classified as unemployed if they do not have jobs, have actively looked for work in the prior four weeks and are currently available for work.

77.  Depression  A period of severely declining economic activity spread across the economy (not limited to particular sectors or regions) normally visible in a decline in real GDP, real income, employment, industrial production, wholesale retail credit and the loss of overall confidence in the economy.

78.  Bank Reserves  The amount of deposits not loaned out by banks. A bank’s reserves can be calculated by subtracting a bank’s total loans from its total deposits. The United States, along with most of the rest of the world, has a fractional reserve banking system. This means that banks take in deposits and lend most of the money that they take in. The banks keep only a fraction of deposits on reserve. Ordinarily, this system works well, but it does depend on the willingness of people to hold bank deposits.

79.  Bank Failures  Occur when banks are unable to meet depositors’ demand for their money. Throughout history, there have been episodes in which too many people have tried to take their money out of their banks at the same time and as a result, banks have failed or suspended operations. Regardless of whether a bank suspends operations for some time or it fails, customers lost confidence.  Bank Run  This occurs when many depositors run into a bank at the same time to get their money out. When a bank run begins at one bank and spreads to other banks, causing people to lose confidence in banks, it is called a bank panic. Bank panic cause more bank failures and the cycle continues.

86.  Prosperity during the 1920s did not include all groups in society.  Not all Americans were improving economically.  The overall feeling after WWI was that ‘times were getting better’.

87.  Consumer consumption increased  Gross National Product (market value of the goods produced in 1 yr) increased  Amount of trading on stock market increased  President Hoover encouraged competition between businesses as well as voluntary cooperation between labor & management  Had been responsible for managing Food Administration during WWI  These were more obvious to the average American

88.  Farmers are hit the hardest:  Expanded productivity to meet demands of WWI (bought more land, equipment, farmed more land) = huge debts  Continued to produce @ WWI rates during the 1920s = overproduction = lower prices New equipment was more productive; had to make payments on debts (mortgages, loans, etc)  Surpluses continued but there were no buyers  Late 1920s – drought/weather/etc = lower production  Results in overproduction  Combined this resulted in rural depression  Lack of cash = dependence on credit

89.  Uneven distribution of wealth  Industrial workers’ wages increased along with disposable income but wages couldn’t keep up with rising prices Were more productive=more goods to sell=more $$ for rich businessmen (1929-wealthiest 1% of population earned same amount as bottom 42%)  60% of Americans earned <$2000/year; wealthiest earned 50% more Wealthiest did not purchase 50% more of all consumer products  Results in overproduction

90.  Credit  Credit was easier to get  More Americans were making purchases on credit=increased debt  Business Cycle  1920s had been the economic expansion portion of cycle Economic peak hit in 1929  Downturns always occur after a peak (not always clear why) & a recession or depression happens

91.  Multiplier effect (multiple waves of spending)  Reverse multiplier: when 1 person reduces spending that impacts the income of others 1929 – people lost jobs; stopped buying cars & homes = mild recession Mild recession = unemployment in affected industries = reduced spending overall Farmers have low productivity + high indebtedness  Still believe to be temporary  “Bank Runs” occurred where citizens tried to get their cash out of banks

92.  Stock prices increased because people ‘speculated’ (gambled) with $ they didn’t have, hoping to catch a winning stock  Prices became unsteady throughout 1929 (normal) & confidence started to disappear & people started to sell  October 24, 1929 (Black Tuesday)  16 million shares sold, mostly at great loss  Billions of dollars lost  Stocks lost value

93.  Does not always mean a depression  When investors expect prosperity=increasing prices & fast recovery  Signals other problems in the economy are pulling it down

94.  Complete the chart regarding economic causes of the Great Depression.  On the back, in 15 words (no more, no less), summarize why the US economy collapsed in 1929.

96. Causes Review What areas of the economy were hit the worst? What areas of the economy were hit first? What is the difference between a recession and a depression? How does consumer confidence impact the way and economy recovers?

97.  We are going to do a budget activity in which you will take on the role of a construction worker, railroad worker, farmer or teacher during 1928 and then again in 1933.  Read the directions at the top of the page and complete the columns on the budget sheet for 1928. Then complete the columns for 1933 and answer the questions that follow on the table.

98. Budget Item Budget Percent Dollar Amount Budget Percent Dollar Amount Food30% $3000 x.30 = $900 Clothing15%$450 Housing30%$900$900/2,200 =41%$900 Medical Care4%$120 Transportation10%$300 Miscellaneous6%$180 Saving5%$150 Total100%$3000$2200

99. Budget Item Budget Percent Dollar Amount Budget Percent Dollar Amount Food30%$3600 x.30=$1080 Clothing15%$540 Housing30%$1080$1080/2600=42%$1080 Medical Care4%$144 Transportation10%$360 Miscellaneous6%$216 Saving5%$180 Total100%$3600$2600

100. Budget Item Budget Percent Dollar Amount Budget Percent Dollar Amount Food25%$3200 x.21=$800 Clothing15%$480 Housing30%$960$960/$2400=40%$960 Medical Care4%$128 Transportation12%$384 Miscellaneous9%$288 Saving5%$160 Total100%$3200$2400

101. Budget Item Budget Percent Dollar Amount Budget Percent Dollar Amount Food30%$2300 x.03=$690 Clothing15%$345 Housing30%$690$690/1800=38%$690 Medical Care4%$92 Transportation10%$230 Miscellaneous6%$138 Saving5%$115 Total100%$2300$1800

102.  In 1933, when your income decreased, why did the percentage of your income spent on housing and perhaps other items increase?  Because income decreased, even if the dollar amount spent on a category remained constant, the percent of income spent on that category increased.  Raise your hand if your group spent the same dollar amount on food in 1928 as you did in 1933.  What tradeoffs did you make in order to feed yourself and/or your family?  How would these spending decisions affect the economy?  Although in your role, you retained your job, one in every four of the workforce was unemployed. What effect did this have on spending?  It decreased spending.  If you were unemployed, what choices might you have had to make?  If you had additional family members come to live with you in 1933, what happened to the income per person-per capita income-for your family?  It decreased.

103.  Watch the clip about the Dustbowl as an introduction to the lesson.

104.  Complete the writing prompt. You have been asked by an elementary teacher, Mrs. Sonice to help her students to understand why the Great Depression happened. She will use your response to help her students. Explain how the Recession of 1929 turned into the Great Depression of 1933. What made the economy fail? You will be graded on: understanding of the economics behind the depression, how well you explain the causes and your use of vocabulary. This will be an assessment grade. It will be due as soon as you walk into the room.

105. Hand in your writing prompt to the basket. Why did a mild recession turn into a great depression?

106.  Each of you will receive a letter from the Great Depression. Some of these will be from adults, some will be from children.  Close read the documents.  Highlight the main ideas.  Circle key words  Summarize the meaning of the letter at the bottom.  Complete the guiding questions.  Jigsaw  You will share out with your table and discuss the letters as a group.

107.  What caused the dust bowl?  Background  List the potential causes.

111. The Osteen Family Your Decision: Reasons to StayReason to Leave

112.  Background Essay:  Highlight/underline the main idea  Circle Key Terms  Answer the questions on the back.  Document Analysis:  Document A – Dusters

113. Complete the chart comparing the rural (country) and the urban (city) and how their life was affected by the Great Depression. Use all your notes and worksheets from the last couple of classes and your book to complete it. You have 20 minutes.

114.  Document Analysis:  Document B – Grass  Document C – Fred Folkers and his Tractor (Picture)  Document D – Acreage Under the Plow (Chart)  Document E – Rainfall on the Plains in the 1930s  For each document, answer the questions.

115.  Essay Preparation  After reading and answering the analysis questions, what are the 3 causes of the Dust Bowl that you can see? First: Second: Third:  What documents provide evidence for each of your reasons? First: Second: Third:  How does this evidence EXPLAIN what caused the Dust Bowl? First: Second: Third:

116.  Homework Assessment Prompt Answer the following question: What are 3 causes of the dust bowl and why did they cause the dust bowl. Use the documents to support your answer.

117.  Hand in the Dust Bowl Packet.  Hand in the Dust Bowl Writing Prompt.

118. Herbert Hover – Republican 1928-1932 Franklin D. Roosevelt – Democrat 1932-1945

119.  Born into a family of Quakers in Iowa; orphaned at age 9.  Attended Stanford University in California obtaining a degree in geology to become a mining engineer working in Australia and China  Became head of the US Food Administration during WWI, controlling prices and production of goods to avoid shortages.  Became US Secretary of Commerce from 1920-1928. His goal was to eliminate waste in business and increase efficiency.

120.  Believed the Federal Government should have limited power to regular the US economic system.  Believed ups and downs in the economy as a normal part of the business cycle.  Periodic depressions happened and strong businesses would be able to handle them.  Ran for re-election in 1932 (the worst year of the depression up to that point)  Believed relief for the depression should come from state and local governments and private agencies.

121.  Born into a wealthy NY family; only child.  Attended Harvard and obtained a degree in History, passed the NY bar exam and became a lawyer and traveled extensively.  Became Asst. Secretary of the Navy, unsuccessfully ran for Senate, became Governor of NY  Fought against Tammany Hall political machine (briefly made him unpopular with Democrats)  Contracted polio in 1921 and became paralyzed for the rest of this life.

122.  Believed Americans needed a “new deal” and decided to run for President in 1932.  Supporter of the Progressive government (believed government should always be reforming)  Believed overcoming the Great Depression required strong action and leadership from the federal government.

123. Defeated Hoover by more than 7 million votes. Between elections and inauguration thousands of banks collapsed and unemployment rose. “The only things we have to fear is fear itself.”

124.  Relief  Give immediate help  Recovery  Give long-term help and rebuild the economy  Reform  Change the way things operated to prevent another economic collapse

125.  Use the following pages to answer the questions on the presidents:  Hoover – pages 384-388  FDR – pages 398-401 and 404-409

126.  Complete the test review. The Great Depression and New Deal assessment will be during the next class.

127.  Quarterly Exam Heavy on the Great Depression and New Deal Assessment