CPS High School Application Process
Lawyers in the Classroom Visits:
- Monday, September 29th: 8th graders will be visited by Mr. Hutchinson and Mr. Dunn, two prominent lawyers who are excited for the visit and the chance to teach. We will learn Lesson 3-6: A Visitor From Outer Space.
- Thursday, October 23rd: 8th graders will be visited by Mr. Hutchinson and Mr. Dunn, two prominent lawyers who are excited for the visit and the chance to teach. We will learn Lesson 3-4: Do Students' Rights end at the Schoolhouse Door? Tinker v. Des Moines
Let's discover Lincoln's vision of Reconstruction from Abe himself. Answer the Reconstructing America questions in the front of your COMP books using the following links:
Time for Change: Let’s find an old military hero like
George Washington, I mean Ulysses S. Grant
Read pages 28-48 in your Reconstructing America mini-book and answer the Time for Change: ...Ulysses S. Grant questions in your COMP books:
1) Who was the leader of the Radical Republicans? What was Thaddeus Stevens opinion of Abraham Lincoln and his enemy Andrew Johnson and their individual plans for Reconstruction?
2) Was Thaddeus Stevens too radical or in other words too far ahead of his time?
Southern perspective of greedy Northerners
3) Who were the carpetbaggers? How did this add to the problems in the South? Give one positive example [HINT: p.36-39}
4) What is sharecropping? [Hint: p.44-48]
5) What economic problems did President Grant inherit upon his election? How did he attempt to solve these problems?
6) Why is it that by President's Grant second term major criticism of his cabinet is wide-spread North and South, East and West?
7) What are some of Grant's lasting impacts?
Take a closer look at the presidency of U.S. Grant:
U.S. Grant a.k.a. Unconditional Surrender Grant Carrying the Weight
BONUS: How does U.S. Grant get that awesome nickname (above)? Read: Civil War Trust-Ulysses S. Grant: The Myth
North or South: Who Killed Reconstruction? Second Civil War?
Some historians have suggested that the time period known as Reconstruction was really the Second Civil War and that it was the fault of the North for their neglect or refusal to solve the problems of slavery and the Black Codes. Check out this website for more information: PBS Reconstruction: The Second Civil War
Document Analysis Homework: KKK Activities Letter-Death of Reconstruction WS.docx (homework)
Compromise of 1877
The war is over and a central element of the Souther economy--slavery--has been abolished. As former slaves demand wages and former masters strive to maintain profits, an inherently unfair system of sharing labor and land develops known as sharecropping (above left). If you think Reconstruction couldn't get any worse under President U.S. Grant, then I am sorry but think again. The election of 1876, the Compromise of 1877, and Presidency of Rutherford B. Hayes will end all Reconstruction efforts of the Radical Republicans. Learn more: Election of 1876 & Compromise of 1877, History.com: Compromise of 1877 (Article & Video), APUSH Review: The Compromise of 1877 (Video)
Hell on Wheels: Stories of the Transcontinental Railroad
To start, select an article from the left side of the following website to read and review:
BE PREPARED TO SHARE WHAT YOU LEARNED IN CLASS!
Read p. 58-67 in your Reconstructing America mini book and then answer Hell on Wheels: Transcontinental Railroad questions in your COMP books:
Hell on Wheels: Stories of the Transcontinental Railroad Resources:
BONUS: The Transcontinental Railroad was cut right through the Sierra Nevada at a point named the Donner Pass. So why is called the Donner Pass? What happened to the Donner Party (image above right)?Try these: OLD WEST LEGENDS: The Donner Party Tragedy or The Donner Party (Full Documentary)
Best (or Worst) of the West
Hollywood has made all of the outlaws/bandits famous or infamous depending on one's perception. Some of these stories became part of the American folklore (see Dime Novels below). Your assignment is to pick an outlaw/bandit or area of your interest (below), answer the following discussion questions, and be willing to share with the class. If there is a Wild West outlaw/bandit that you are interested in researching that doesn't make this list, like the Apache Kid, then just ask or email Mr. Streit and odds are it will be fine!
The End of Native American Uprisings
The Real Question: So when does the U.S. government policy change from moving the Native American tribes to the west, then reservations, and to finally a policy of extinction? I suggest the policy starts (see gravesite image below) here: Grattan Incident/Conquering Bear (select from below).
HW: The Real Question - Use the following links (select one) to answer The Real Question and decide for yourself, but you MUST decide and be prepared to discuss. In other words, when in history does this policy of extinction (genocide) become official?:
American Indian Wars (During the 1600s)
Tragedy of Wounded Knee
The End of Native American Uprisings Questions
“I Will Fight No More, Forever”, Chief Joseph of the Nez Perce
Read p. 80-88 in your Reconstructing America mini-book and answer The End of Native American Uprising questions in your COMP books:
End of Native American Uprisings Resources:
What is My Heritage? Report
Download the What is My Heritage Report - Gilded History.doc (Unit Assessment) Complete packet with individual assignments (below) and grading rubric for final copy of What is My Heritage? Report
What is My Heritage? Report Due Dates:
Gilded Age & Immigration
Gilded Age on the backs of Immigrants?
Introduction: Captains of Industry (plus Ford)
The Transcontinental railroad made this country one, helped industries grow, and ruined the lives of Native Americans. The Transcontinental railroad also gave birth to many different industries, the start of the "Gilded Age", and unimaginable wealth for the Captains of Industry or Robber Barons depending on your perception. So who are these Captains?
Look above! Discover below!
Gilded Age on the Back of Immigrants-The Questions
Read p.80-105 in your Reconstructing America mini-book, but you will need the websites above and below to answer all of the Gilded Age on the Back of Immigrants-The Questions in your COMP books:
Gilded Age & Immigration Resources:
The Antitrust Movement
Taking down the Captains! Was it jealousy of power or the honest protection of the people?
To understand the Captains of Industry's argument against legislation, you must understand the theory of Social Darwinism: All About Science: Social Darwinism. Now read The Antitrust Movement Article WS.docx and then answer The Antitrust Movement questions in your COMP books:
Still confused? Watch this: AP US History Project: The Antitrust Movement
Immigrants Speak Up!
I killed the President because he was the enemy of the good people, the good working people.
I killed President McKinley because I done my duty.
I didn't believe one man should have so much service and another man should have none.
- Leon Czolgosz, Assassin of President McKinley
Read p. 111-122 in your Reconstructing America mini book and answer the Immigrants Speak Up! questions in your COMP books:
Before tackling this debate. Research the life stories and philosophies of these two amazing men:
Download the article, read it, and answer the attached questions in your COMP books:
Background: Collectively, we want everything in a president: a strong leader, a consensus builder, a good manager, a policy expert, a great communicator, an ethical model, a visionary, and a supreme negotiator. Some judge presidents not by their behavior—how they act—but by their values—what they believe. The problem here is that this opens up a can of worms: What values do we evaluate the presidents by? Liberty, equality, justice, community, economy, and quality of life? And how should we rank order such values? And how evenly do we to define these values? There’s a vast confusion here. Can an American president be great without a huge crisis, such as war or depression, which he can exploit politically? Even if a president's’ personal qualities, such as courage or character, were stable and similar from one administration to another, do not ever-changing situations or circumstances make it most difficult to compare the leadership of presidents? These are all tough questions which we attempt to quantify into categories named Roles of Responsibility.
Unit Assessment Project (The Details): You will draft two Presidents, research their term(s) of office and grade them using examples to support your arguments in each category of the Roles of Responsibility. Note during draft day the Lottery pick (Top 10) Presidents will not be duplicated by students. The draft order will be selected by random. Leading up to the draft you will need to have a general idea of 2-5 presidents you're interested in discovering. Once the draft is complete you will then begin your research, remember to cite your sources using APA format. Once you have completed your two report cards, you will be required to answer the two unit questions using examples from your two report cards:
Need help with your draft including draft order and statistics?
Presidential Draft Board with Information on the Presidents.xls
NOTE: Check out each tab at the bottom of the document: UPDATED: 1/23/15 (Completed)
Need help with your decisions and/or research?
Read p. 185-195 in the SOURCEBOOK (during class) and if you don't finish during class use the following links to answer the Before Progress questions in your COMP books:
Imperialism & The Spanish-American War
Read p.152-157 in your Age of Extremes mini-book and answer the Imperialism & Spanish-American War questions in your COMP books:
U.S.S. Maine sinking along the coast of Cuba (right)
The Spanish-American War:
History Channel Movie Guide
Watch the movie, answer the following questions from the "good cop" or "bad cop" persona (example below) discussed in class:
All that Jazz (and the Blues too)
The Roots of Jazz: Though jazz and classic blues are really early twentieth-century black music innovations, certain characteristics found in jazz do have their roots in much earlier musical traditions. Call and response, improvisation, the appropriation and reinvention of elements from Western art music: black music in the twentieth-century has never held a monopoly on these musical practices. For instance, the era American historians call "antebellum" (roughly 1815-1861) holds much of interest to researchers looking for the deep roots of jazz. Read the rest of the article here: PBS: Jazz by Ken Burns (Jim Crow Article) All About Jazz: The Roots of Jazz
World War I: "The Great War"
Read p. 193-196 in your Age of Extremes min-book and answer the World War I: "The Great War" questions in your COMP books:
When Europe erupted into chaos in 1914, World War I, Americans remained divided on the issue by policy of isolationism won out that is until the sinking of two U.S. boats.
World War I Resources / Test Prep:
World War I: "The Great War" CONTINUED
Read p. 9-15 in your new War, Peace, and All That Jazz mini-book and answer the WWI: "The Great War" Continued questions in your COMP books:
World War I Webquest/Test Prep (Also See WWI Resources above):
Historical Context: World War I was supposed to be the war that ended all wars. Instead it set the stage for future conflicts throughout the 20th Century. The people of the time called the conflict the Great War, and they believed that there would never again be another like it. Although the United States tried to remain neutral, it was eventually drawn into the conflict. The war had a profound effect on the nation, and touched upon many aspects of American life. When the war ended, the United States, and the world, was changed forever.
Your Task: Place all of your answers in your COMP notebook for the following questions. Please use the links provided and your textbook to answer the following:
Area 1 : Choosing sides and war plans
Using World War I: Beginnings of Major Players answer and/or define the following:
Area 2 : Weapons of War & Propaganda
Area 4: America enters the War
Area 5: Results of the War
World War I: Primary Source Diaries Discovery
Select any of the Memoirs or Diaries from the bottom of First World War website: Memoirs and Diaries answer the questions below and be able to share what life was really like during the "Great War" in class.
Read p. 16-20 in your War, Peace and All That Jazz mini-book and answer the following W.W. 14 Points questions in your COMP books:
Prohibition & The Women's Suffrage Movement
Whole Country Goes Dry/Nation Will be Bone Dry Within Year From Today
Look over the cover of the newspaper above and answer the following questions:
Handout: Read the article “Nation Will be Bone Dry Within Year From Today.” (Back of newspaper)
1. Annotate the article using the following:
2. Include thumbprint notes (few words or phrases for each section to help you remember what it is about).
3. Using your annotations, what do you think were the concerns of the people at this time? (What did the newspaper feel was important for them to know?)
Analyzing Pro-Prohibition Propaganda Posters (class work) questions:
Organized crime had been in the United States well before the 18th Amendment created the Prohibition Era in the 1920s. By making alcohol illegal, Prohibition, however, did create a new and easily exploited market. Thus, making organized crime, well more organized, more wealthy, more powerful, and hard to police. Even after the Prohibition experiment was over, these gangsters still wheeled extraordinary power and wealth. That power often influenced police, government officials, judges, and politicians. Their power, especially the Mafias, was often too much for even the F.B.I. Director, J. Edgar Hoover. It wasn't until the 1960s, and the Attorney General, Robert F. Kennedy's relentless crusade against the Mafia, often disagreeing with J. Edgar Hoover, that organized crime would face fierce pushback. During President John F. Kennedy's short tenure, convictions against the Mafia and other organized crime members rose 800 percent. Organized crime still exists today, but it often looks very different and well, less organized. The debate on whether it is more or less powerful still persists, but you must decide on how powerful. If you need help deciding, try Moving Forward: Frequently Asked Questions.
Directions: Decide between the Italian, Irish, or Jewish gangsters (below) and then select one individual to research. Each of the names below are links to the Biography Channel with short biographies and videos or articles from various websites. If you need further information, please check the Organized Crime Resources below and search on your own. Then answer all of the discussion questions below in your COMP books. Each student will be presenting their findings in class, so be prepared.
The Italian Mafia (Sicilian: for The Bold Ones)
The Irish Gangsters
The Jewish Gangsters
Discussion Questions: Use the Organized Crime Resources below
Organized Crime Resources:
Organized Crime-Depression Propaganda (MINI-TASK): Take a look at the political cartoon (above left) and answer the following:
The End of Organized Crime?
Baseball becomes America's Pastime (For Some)!
"I'm not concerned with your liking or disliking me... All I ask is that you respect me as a human being." - Jackie Robinson
Read p. 47-54 in your War, Peace, and All That Jazz mini-book and answer the Baseball becomes America's Pastime (For Some)! questions below in your COMP books:
The Great Depression
The Great Depression was the worst collapse in the history of American capitalism. Throughout the 1930s, neither the free market nor the federal government was able to get the country working again. The American people endured a full decade of almost unbelievable economic misery. While a much-feared revolution—of either Communist or fascist persuasion—thankfully never materialized, Americans flirted with a number of radical alternatives to the status quo. Some of those radical alternatives faded into memory, while others were incorporated—in watered-down fashion—into the New Deal, where a few remain with us even today. Read more here: Shmoop: Great Depression
What caused the Great Depression? What was life like? Let's find out: DBQ - Great Depression.doc
Read p.78-91 in your War, Peace, and All That Jazz mini-book and answer The Great Depression Questions in your COMP book:
Depression and Dust:
The Dust Bowl
The Dust Bowl, or the "dirty thirties", was a period of severe dust storms causing major ecological and agricultural damage to American and Canadian prairie lands from 1930 to 1936 (in some areas until 1940). Severe drought coupled with decades of intensive farming without crop rotation or other techniques to prevent erosion led to this wide-spread disaster. Read more here: Encyclopedia of the Earth
What caused the Dust Bowl? What was life like? Let's find out: DBQ - The Dust Bowl.doc
Great Depression and Dust Bowl Resources:
President Franklin Delano Roosevelt (FDR)
Read p. 101-110 in your War, Peace, and All That Jazz mini-book and answer the President Franklin Delano Roosevelt (FDR) Questions in your COMP books:
World War II (WWII)
The Rise of Evil and Beginning of The Holocaust
Let's analyze the policy of appeasement: DBQ - World War II- The Road to War (Appeasement).doc (class work/homework)
Read p.111-123 in your War, Peace, and All That Jazz mini-books and answer The Rise of Evil and The Holocaust Questions in your COMP books:
Print friendly version: World War II Webquest (The Battles).doc
Political and economic instability in Europe led to the rise of Adolf Hitler and the Nazi Party in Germany. By the late-1930s Europe was, once again, engulfed in conflict as Germany’s war machine began to overwhelm the entire continent. The following webquest explores various features of the Second World War, from Germany’s expansion in the mid-1930s to the final days of the conflict. You will examine several interactive activities, videos, articles, and images as you complete this Webquest. Follow the instructions and complete each activity or task as you proceed through the Webquest. Have fun and good luck!
Nazi Expansion: History Channel: Interactive WWII
This is an interactive activity that explores WWII in three regions: North America, Europe/Africa, and Asia. Click to explore “Europe and Africa,” then click on the box near the bottom that reads “Nazi Expansion.” Read the first paragraph of the article.
Examine the pictures from the Nazi invasion, then examine the map depicting the Nazi occupation of Europe.
After taking control of France, Hitler turned his attention toward Great Britain. In the interactive activity, zoom out and click on the box that reads “Battle of Britain.” Read the first paragraph of the article.
Click on the box that reads “Churchill rallies the British” and listen to the speech he gives to his citizens.
Click on the box that reads “Battle of Britain” and examine the images and their captions.
Winston Churchill Response: BBC History: Winston Churchill and WWII
Use the link above and listen to the first speech on the page by Churchill:
Lend-Lease Act: History Channel: Interactive WWII
Click to explore “North America,” then click on the box on the left that reads “Lend-Lease Act.” Read the first paragraph of the article.
Click on the icon on the right that reads “Lend Lease Distributions.”
The Battle of the Atlantic: History Channel: Interactive WWII
The Nazis had a devastating underwater strategy they used during the war. Click to explore “North America,” then click on the box in the middle that reads “The U-Boat Peril.” Read the first paragraph of the article.
Battle of Stalingrad: History Channel: Battle of Stalingrad
As the U.S. was joining the war, Germany was attacking Russia and advancing on the capital city of Moscow. Nazi forces met Soviet troops in the pivotal Battle of Stalingrad, a major turning point of the war. Click the link above and watch the video clip about the Battle of Stalingrad.
The North Africa Campaign: BBC History: WWII in North Africa
With much of Europe in the hands of the Axis Powers, Hitler aimed to expand his empire into Africa. Using the link above follow the major battles in North Africa:
The Italian Campaign: BBC History: WWII The Italian Campaign
The Tuskegee Airmen: History Channel: Tuskegee Airmen Exclusive
Before the Allied forces were prepared to launch a second front in France, Allied fighter pilots began bombing German targets. An all-black squadron—known as the Tuskegee Airmen—was a part of the bombing campaign against strategic targets in Germany. Click on the link above to learn about the experience of one Tuskegee Airmen.
The Philippines and the Bataan Death March: History Channel: Interactive WWII
While American troops found early success fighting in North Africa, Americans were not so successful during the early battles in the Pacific. Using the link above, click to explore “Asia,” then click on the box in the top right that reads “Death at Bataan.” Read the article.
The Doolittle Raid: History Channel: Battle 360-The Doolittle Raid
Though American morale was low after Pearl Harbor and the defeat at Bataan, the tide began to turn in the Pacific after the Doolittle Raid. Click and link above and watch a video clip about the Doolittle Raid.
America on the offensive in the Pacific – The U.S.S. Enterprise: History Channel: Interactive WWII
After defeating the Japanese at Midway, U.S. troops go on the offensive in the Pacific. Using the link above, explore “Asia,” then click on the box on the right that reads “USS Enterprise.” Read the first paragraph
Click the box on the right that reads “Inside the USS Enterprise” and watch the video that follows.
Beginning of the End (D-Day)
Read p.158-170 in your War, Peace, and All That Jazz mini-book and answer the Beginning of the End (D-Day) questions in your COMP books:
World War II (WWII) Resources:
Unit Question - Why does perspective matter? What factors can influence people’s perspectives?
America: The Story of US (History Channel Documentary) Rise of a Superpower
The final two episodes of this series look at defining moments in U.S. history from 1945 on and trace them back to their antecedents in earlier American history. Some of the nation's most prominent personalities and leaders share their ideas on the definitive moments in American history, and reflect on what is unique about the U.S.
Mini-Task: Answer the following questions in your COMP books and be able and willing to discuss with the class.
Our Monetary System (lesson designed by Gabe Tavas)
What would happen if the Federal Reserve was shut down permanently? That is a question that CNBC asked recently, but unfortunately most Americans don't really think about the Fed much. Most Americans are content with believing that the Federal Reserve is just another stuffy government agency that sets our interest rates and that is watching out for the best interests of the American people. But that is not the case at all. The truth is that the Federal Reserve is a private banking cartel that has been designed to systematically destroy the value of our currency, drain the wealth of the American public and enslave the federal government to perpetually expanding debt. During this election year, the economy is the number one issue that voters are concerned about. But instead of endlessly blaming both political parties, the truth is that most of the blame should be placed at the feet of the Federal Reserve. The Federal Reserve has more power over the performance of the U.S. economy than anyone else does. The Federal Reserve controls the money supply, the Federal Reserve sets the interest rates and the Federal Reserve hands out bailouts to the big banks that absolutely dwarf anything that Congress ever did. If the American people are ever going to learn what is really going on with our economy, then it is absolutely imperative that they get educated about the Federal Reserve. Read more in Step 1.
Step 1: Read the following articles before class (homework). Be prepared to ask questions and discuss in an open forum: Economic Collapse: 10 Things That Every American Should Know About The Federal Reserve and US Economy - What Was The Great Depression of 1929?
Step 2: Discuss with a peer the top 3 reasons how the privatization of the federal reserve could be highly controversial and destructive to our economic stability and your future as a young adult.
Step 3: Gabe Tavas will present: Prezi: Our Monetary System
Step 4: How many Congressmen are aware of our current monetary system? Do you believe our Congressmen are willing to acknowledge and confront the problems that exist around this monetary system? How does this system connect all of the dots to what we have learned in modern history?
Step 5: What does this mean to our national debt clock? US Debt Clock
BONUS: When did this monetary system start? HINT: Try this A HISTORY OF CENTRAL BANKING IN THE UNITED STATES
Takeaway questions for your parents: What is the difference between currency and money? What do the banks with your personal savings? What impact will this have on your retirement savings? Have you ever tried to refinance your mortgage?
Need more evidence?