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 you study for it.
***All Quizlet sets can be found here.***
Daily Review Session Quizlets:
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. 15 pts each: total of 30 points)
Define fascism. How is fascism related to nationalism? What conditions existed during the 1930s that led many countries (like Germany, Italy, and Japan) to embrace fascist leaders? Give examples.
Fascism is an an extreme form of nationalism, having pride for your nation (in this case your German, Italian, Japanese, etc.), in which a dictator controls nearly all aspects of people’s lives.
After the First World War countries were fairly poor, and when the Great Depression happened countries became even poorer – their economies are destroyed, and many people started to look for someone to blame. The Treaty of Versailles blamed Germany for WWI and forced Germany to pay Great Britain and France large sums of money. Adolf Hitler, the leader of the Nazi Party, starts to use these arguments and situations to gain support. Because there was political unrest, a fear of communism and lost pride, Hitler is able to become Chancellor. Mussolini and Hdeki Tojo also take advantage of the economic situations and political unrest in their own countries to take power. These leaders used large amounts of propaganda to develop “Cult(s) of Personality” and turned to militarism, the glorification of the military, to restore a sense of pride in their nation’s identity.
Define appeasement. Why did the United States support a policy of appeasement toward Germany, Italy and Japan? Give examples.
Appeasement is giving into demands in order to avoid conflict. The United States (and countries like great Britain and France) let Germany, Italy, and Japan, basically do whatever they wanted to do, because they did not want a war. The world had just come out of WWI and countries did not want another war. WWI was, in part, caused by the Alliance System in which countries came to each others’ defense – many countries thought that isolationism (staying out of others people’s bizness) was a better policy. The United States even passed something called the Neutrality Acts in 1939 to stay out of the war. The Great Depression caused world wide poverty, forcing many countries to focus on internal struggles rather than the actions of countries like Italy, Germany, and Japan. For example, Germany violated multiple provisions of the Treaty of Versailles, the peace treaty that ended WWI, and the allies did nothing to stop Germany, such as conducting an Anschluss (union) with Austria and rebuilding their military. At the Munich Conference, the Allies give Germany the Sudetenland, an area of Czechoslovakia that contained ethnic Germans, and thought that Hitler was satisfied. Obviously he was not, and the US should have intervened earlier so that there could have been a smaller conflict.
Why did President Truman decide to use the atomic bomb at Hiroshima and Nagasaki? Do you agree or disagree with his decision to do such? Explain your position.
President Truman used the atomic bomb at Hiroshima and Nagasaki to prevent/minimize American casualties. Truman thought the Japanese would fight to the death to defend mainland Japan. The Japanese had increased their use of kamikaze pilots (suicide bombers) as the war continued. The battles at Iwo Jima and Okinawa were evidence of the amount of American forces it would take to win in Japan. The Japanese often refused to surrender, and even faked surrender to draw US soldiers close for a final and fatal attack by drawing the pin on a grenade.
Truman used the atomic bomb to scare the Japanese into surrender, rather than to invade Japan and suffer 500,000 casualties. Some historians believe that Pres. Truman was also trying to send a message to Russia (USSR/Soviet Union), as Stalin and the Soviets were “liberating” Europe from German rule, but the Allies were worried the Soviets would not leave these newly liberated territories.
I would not have dropped the atomic bomb because it killed innocent civilians and ushered in a new era of warfare. The radiation that lingers from a nuclear attack, causes death for many years after, including birth defects and cancer for those in the area. Some US Generals thought the Japanese were ready to surrender, that they were looking to do such, and that the Soviets were progressing through China and would help the US defeat Japan quickly.
IDs: Define and explain the significance of the following terms in relation to WWII. These 10 will be on the exam. You pick 5. (3 pts each: total of 15 pts.)
Okinawa Leapfrogging Lebensraum Militarism
Great Depression Treaty of Versailles Operation Barbarossa
Manhattan Project Rape of Nanjing Dresden
Lebensraum – literally translated as “living space,” served as a major reason for Nazi Germany’s territorial expansion and aggression. Adolf Hitler wrote of the German people’s right to lebensraum in his book, Mein Kampf, and used this concept to justify occupying the Slavic lands to the East.
Dresden – a city in East Germany where the US and British dropped Napalm and bombs, killing thousands of civilians. Significant in that many consider this type of bombing to be a war crime, that killing civilians to achieve a military victory is wrong.
Operation Barbarossa – was Hitler’s plan to invade the Soviet union (Russia). Significant in that this military action was probably the reason that Germany lost the war. The Soviet Union was too strong of a military force and Germany was expanding too far in territory.
Posted by Mr. Earhart on January 17, 2014
For Vocabulary Games via Quizlet click here.