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)