Quizlet can be found HERE!
Posted by Mr. Earhart on January 6, 2015
Posted by Mr. Earhart on December 10, 2014
Posted by Mr. Earhart on November 14, 2014
Progressive Era Review
***Points and structure of exam a work in progress***
Matching/Multiple Choice (7pts):
Ids (Define and explain historical significance) Your teacher will select 3 & you will select 3. (18pts)
Pure Food and Drug Act
Ida B. Wells
Plessy v. Ferguson (1896)
initiative, referendum, recall
Compare and contrast Booker T. Washington’s and W.E.B. Dubois’ stances on achieving equality for African Americans. (6 pts)
Explain how the Progressive Era was a response to the conditions of American society during the Gilded Age. (30pts)
Posted by Mr. Earhart on October 13, 2014
Identification terms. Define AND explain the significance of FIVE of the following. (3pts. each; 15pts. total)
To gild means covered in gold, so the Gilded Age was a time period that looked great on the surface, but was really bad underneath. For example…
Posted by Mr. Earhart on September 18, 2014
Sample Exam IDs and Essays:
Westward Expansion and Native Americans
Define AND explain the significance of the following. There are 10; YOU PICK 5!
Homestead Act Manifest Destiny reservation
Transcontinental Railroad Nativism Bureau of Indian Affairs
Great Plains Alice Fletcher “Kill The Indian; Save the Man”
assimilation Chief Joseph
“Kill the Indian; Save the Man” – a phrase and act/program, that made Native Americans get rid of their culture. Like all those NA kids that went to school and had to learn English, dress like “Americans” (whitey). This was significant because it broke the culture of Native American tribes. This slowly corrupted NA tribes, and today they live very poorly, and have little remaining of their culture.
Reservation – when Americans “gave” Indians different land because the Americans needed the land the Indians were originally on. (They were forced to move locations that the US government already reserved for them. The Americans took land that wasn’t theirs to begin with.) The reservation allowed NAs to stay as a family and keep their traditions. Eventually these reservations are taken away with “Kill the Indian; Save the Man” and the Dawes Act.
Assimilation – a policy which forces immigrants to adopt native customs. Significant because NA were forced to adopt English/white people customs instead of keeping their own. An example of assimilation was forced reservations, the Dawes Act, Indian Schools and the English language.
Nativism – a policy of favoring/preferring “native born” peoples over foreign born, during the late 19th Century. Significant in that it was ironic because few prferred actual native born people (Native Americans) and it showed that Americans were not inclusive of all immigrants. Example: The Chinese Exclusion Act.
The Dawes Act gave 160 acres of land to each individual Native American. The US government used the policy to acquire more land, because the US wanted to settle more European immigrants out West. To get this land the government forced Native American reservations to be split up. To further destroy NA tribes, the government established Indian Schools, which destroyed culture by trying to “civilize” the NAs by forcing NA to be more European and to abandon tribal customs like traditional dress, marriage ceremonies, haircuts, LANGUAGE, etc.
The Great Plains were great for farming and it motivated white settlers to expand and take Native American land for economic gain. The transcontinental railroad was complete and it helped “Americans” get out west to more quickly settle. Businesses were getting bigger and more global and made more money for Europeans – who needed more land – and it made racist Europeans force Indians to be more like them “capitalist entrepreneurs”.
Posted by Mr. Earhart on September 5, 2014
First Week Assignments for SATs:
Posted by Mr. Earhart on April 21, 2014
While the US History EOC is a poor measure of our knowledge of history, it’s the reality we face. We have to pass this exam to graduate. Here are some resources to help us study for it.
Quizlet Sets needed for mastery of EOC vocabulary can be found below. We have dedicated class time set aside for review, but students are encouraged to practice these Quizlet sets at home.
Day 1 (Friday 4/17 and Thursday 4/16) Main Library and Distance Learning Lab Booked
Day 2 (Monday 4/20 and Tuesday 4/21) – Multimedia Lab Booked and Distance Learning
Day 3 (Wednesday 4/22 and Thursday 4/23) – Multimedia Lab Booked and Distance Learning
Day 4 (Monday 4/27 and 4/24 Friday) (4/27 Lab and 4/24 Computer in Main Library Area) No Distance Learning Lab on 4/24 good on 4/27
Day 5 (Wednesday 4/29 and Tuesday 4/28) – Multimedia Lab Booked and Distance Learning Booked
Day 6 (Friday 5/1 and Thursday 4/30) – Multimedia Lab Booked and Distance Learning Lab
And there’s more!!!
Posted by Mr. Earhart on February 3, 2014
We spent our last class period investigating to conditions of Germany, Italy, and Japan that led to the rise of fascism in these countries. Today we’ll examine the steps these countries took toward expansion, and how the powerful countries of the world (non)responded to this expansion.
Posted by Mr. Earhart on January 27, 2014
Sample Student Responses to WWII Prompts and IDs
Go to http://andersonIssues.com and practice your vocabulary via Quizlet.
These 3 prompts will appear on the exam. (You pick 2 to answer)
Operation Overlord (D-Day)
Executive Order 9066