Honors Virginia/US History
Notes
Vocabulary Lists
May 16th: Good luck on your SOL!!!!!
DAILY AGENDA:
Sept. 8th/9th: Welcome back! We went over the syllabus and classroom procedures today. Assignment: Students need to read their syllabus and sign the last page. They must also have their parent/guardian read and fill out the last page. Due: 9/16 for Green Day students, 9/17 for White Day students.
Sept 10th/11th: We finished up with classroom procedures, issued lockers, and were quizzed on the syllabus and expectations. We also took the Virginia/US History (abbreviated VUS) Pre-Test and wrote a paragraph of "Advice to Myself" for the school-year. We will continue working on "Advice to Myself" in class. Assignment: Get Syllabus signed and all materials needed for VUS. Signed Syllabus and materials due 9/16 for Green students, 9/17 for White.
Sept. 14th/15th: Students were issued textbooks, finished the Pretest and "Advice to Myself". If you did not turn in the final draft or "Advice" it is homework and due on 16th (Green) and 17th (White). We began Unit 2 notes and students were assigned the Unit 2 Vocabulary List. See below to download. If you were absent, see me for specific directions regarding your Vocab. UNIT 2 VOCAB DUE ON TEST DAY, tbd.
Notes
Vocabulary Lists
May 16th: Good luck on your SOL!!!!!
DAILY AGENDA:
Sept. 8th/9th: Welcome back! We went over the syllabus and classroom procedures today. Assignment: Students need to read their syllabus and sign the last page. They must also have their parent/guardian read and fill out the last page. Due: 9/16 for Green Day students, 9/17 for White Day students.
Sept 10th/11th: We finished up with classroom procedures, issued lockers, and were quizzed on the syllabus and expectations. We also took the Virginia/US History (abbreviated VUS) Pre-Test and wrote a paragraph of "Advice to Myself" for the school-year. We will continue working on "Advice to Myself" in class. Assignment: Get Syllabus signed and all materials needed for VUS. Signed Syllabus and materials due 9/16 for Green students, 9/17 for White.
Sept. 14th/15th: Students were issued textbooks, finished the Pretest and "Advice to Myself". If you did not turn in the final draft or "Advice" it is homework and due on 16th (Green) and 17th (White). We began Unit 2 notes and students were assigned the Unit 2 Vocabulary List. See below to download. If you were absent, see me for specific directions regarding your Vocab. UNIT 2 VOCAB DUE ON TEST DAY, tbd.
Sept. 16th/17th: Signed syllabus and materials due. Students participated in a Bell Ringer, a discussion on Citizenship and the Constitution, and reviewed Unit 2 notes. UNIT 2 VOCAB DUE ON TEST DAY, tbd.
Sept. 18th/21st: Students participated in a Bell Ringer, finished VUS 2 notes, and began VUS 3 notes. If you were absent, see below to download notes.
Homework: Colonial Map
Announcement: VUS 2 QUIZ NEXT CLASS.
Sept. 18th/21st: Students participated in a Bell Ringer, finished VUS 2 notes, and began VUS 3 notes. If you were absent, see below to download notes.
Homework: Colonial Map
Announcement: VUS 2 QUIZ NEXT CLASS.
Sept. 22nd/23rd: Students participated in a Bell Ringer, VUS 3 notes/discussion, and they took the VUS Unit 2 Quiz. If you were absent, see below to download notes.
Homework: Colonial Characteristics Chart due next class.
Announcement: VUS Units 2/3 TEST ON MON (Green) and TUES (WHITE). VOCAB IS DUE ON TEST DAY.
Homework: Colonial Characteristics Chart due next class.
Announcement: VUS Units 2/3 TEST ON MON (Green) and TUES (WHITE). VOCAB IS DUE ON TEST DAY.
Sept. 24th/25th: Students finished VUS 3 notes and worked on a Test Review assignment and their VUS 2/3 Vocabulary.
Homework: VUS 2/3 VOCAB and TEST REVIEW DUE next class. VUS 2/3 TEST will be next class.
Homework: VUS 2/3 VOCAB and TEST REVIEW DUE next class. VUS 2/3 TEST will be next class.
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Sept 28th/29th: VUS 2 Vocab due today. Students completed a Bell Ringer, took the VUS 2/3 Test and were assigned VUS 4 Vocabulary list. The Bell Ringer will be used for our lesson next class.
Announcement: VUS 4 Vocab will be due on test day, tbd. See below to download.
Announcement: VUS 4 Vocab will be due on test day, tbd. See below to download.
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Sept 30th/Oct 1st: Students participated in a Bell Ringer, VUS 4 notes, and an group activity examining Enlightenment Philosophers.
Oct. 2nd/Oct 6th: VUS 4 notes and assigned a Revolutionary Events timeline.
Homework: Rev Timeline
** Early release due to weather**
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Oct 7th/8th: Revolutionary Timeline due. Students played "Partner Pyramid," took Quiz 4ab, and did notes/lecture on VUS 4cd.
Oct 9th/10: Students participated in a Bell Ringer, finished VUS 4 notes/lecture, and were assigned a Test Review.
Announcement: VUS 4 TEST and VOCAB DUE NEXT CLASS. *Due to early release on 10/5, Green 3 has an extension, VOCAB IS DUE ON 9/15*
Oct 9th/10: Students participated in a Bell Ringer, finished VUS 4 notes/lecture, and were assigned a Test Review.
Announcement: VUS 4 TEST and VOCAB DUE NEXT CLASS. *Due to early release on 10/5, Green 3 has an extension, VOCAB IS DUE ON 9/15*
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Oct. 13th-16th: Agenda differs because of College Testing Day on the 14th, if you were absent see me.
QUIZ 5a-b on Mon (G) and Tues (W)
QUIZ 5a-b on Mon (G) and Tues (W)
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Oct. 19th & 20th: Students took VUS 5ab Quiz, participated in a Bell Ringer, finished "Creating the Constitution" video, and participated in 5c-d notes/discussion. No homework. See above to download notes if absent.
Oct 21 & 22: Students participated in Partner Pyramid review, 5e notes/discussion, and took an open-note quiz.
ANNOUNCEMENT: UNIT 5 TEST and VOCAB DUE NEXT CLASS. See above to download missing notes/vocab list.
Oct 23 & 26: Students took their VUS 5 test, were assigned VUS 6 Vocab (DEFINITIONS ONLY), and participated in VUS 6ab Notes. See below to download notes and vocab. list.
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Oct 27th & 28th: Students participated in verbal review, War of 1812 notes, and began reading assignment.
Homework: Read pages 182-205 in your textbook. Answer the Critical Thinking questions at the end of each chapter (11 total) due next class. See above to download missing notes.
Oct 29-Nov 2: Mrs. Jaress was out. Students completed a Benchmark Review packet and watched America: Story of Us documentary. I will collect the Critical Thinking Qs next class. Benchmark Exam will be on 11/5 (G) and 11/6 (W)
Nov. 5th/6th: We took the Critical Skills Assessment (CSA, a.k.a. the Benchmark Exam). If you were absent your grade for the first nine weeks will be your CSA score.
ANNOUNCEMENT: Your Crit. Thinking Qs are due no later than 3:15pm on FRIDAY. (Read pgs. 182-205 and answer Crit Thinking Qs end of each section, 11 total).
Nov 9th/10th: Westward expansion Bell Ringer (What factors influenced westward movement 1790-1820?, 5+ sentences), Kahoot review game, 6b notes/discussion cont'd..
ANNOUNCEMENT: 6ab Quiz next class.
Nov. 11th/12th: Westward expansion Bell Ringer II (What factors influenced westward movement 1830-1850?, 5+ sentences), 6ab Quiz, "Trail of Tears" video and questions.
HOMEWORK: Read pgs. 224-229 and answer 2 Critical Thinking Qs at the end of the section. Due next class.
Nov. 13th/16th: Report Cards went home on the 13th. Students participated in Notes/discussion on "Age of the Common Man" and Sectional Tensions: Economic North v. South, played Kahoot, and finished Trail of Tears documentary. Critical Thinking Qs due today.
Nov 17th/18th: Students participated in a Bell Ringer (What economic issue divided North and South in the first half of the nineteenth century, 5+ sentences), finished VUS 6e notes/ discussion, see above to download. HW: Read pgs. 248-258 and answer 2 Crit. Thinking Qs on pg 258, Compromises Wksheet, both due next class.
ANNOUNCEMENT: VUS 6c-e QUIZ next class.
Nov. 19th/20th: Compromises HW due. Students took 6c-e Quiz, played Kahoot review, and were given a test review as HW.
TEST AND VOCAB DUE NEXT CLASS.
Nov. 23rd/24th: VOCAB 6 and TEST REV due today. Students took their VUS 6 Test and participated in an Atlas activity with a partner. Students were assigned their 2nd nine weeks project: Civil War Tissue Box due Dec 15th (Green) and 16th (White). See below to download directions or see me.
Nov. 25th/30th: Students were given time to research project or work on VUS 7 Vocabulary, watched America: The Story of Us. Civil War Project due: 12/15 (G) 12/16 (W).
Dec. 1st/2nd: VUS 6 notes/discussion (7a-part of b), Acrostic Poem in small groups.
If absent, see below for notes:
Causes of the Civil War
· Sectional disagreements and debates over tariffs, extension of slavery into the territories, and the nature of the Union (states’ rights)
· Northern abolitionists versus Southern defenders of slavery
· United States Supreme Court decision in the Dred Scott case
· Publication of Uncle Tom’s Cabin by Harriet Beecher Stowe
· Ineffective presidential leadership in the 1850s
· A series of failed compromises over the expansion of slavery in the territories
President Lincoln’s call for federal troops in 1861
Major events
· Election of Lincoln (1860), followed by the secession of several Southern states that feared Lincoln would try to abolish slavery
· Fort Sumter: Opening confrontation of the Civil War
Dec 3rd/4th: 6b notes: key events and key leaders of the Civil War, Ken Burns documentary, no homework.
Notes: Emancipation Proclamation issued after Battle of Antietam
· Gettysburg: Turning point of the Civil War
· Appomattox: Site of Lee’s surrender to Grant
Key leaders and their roles
· Abraham Lincoln: President of the United States during the Civil War, who insisted that the Union be held together, by force if necessary
· Jefferson Davis: U.S. senator who became president of the Confederate States of America
· Ulysses S. Grant: Union military commander, who won victories over the South after several other Union commanders had failed
· Robert E. Lee: Confederate general of the Army of Northern Virginia (Lee opposed secession, but did not believe the Union should be held together by force), who urged Southerners to accept defeat and unite as Americans again, when some Southerners wanted to fight on after Appomattox
Frederick Douglass: Former enslaved African American who became a prominent abolitionist and who urged Lincoln to recruit former enslaved African Americans to fight in the Union army
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Dec. 7th/8th: Sub on the 8th. Reading assignments and Secession Map, see me for details.
Dec. 9th/10th: VUS 7c-d notes/discussion, Examining the Gettysburg Address partner activity, Kahoot.
7a-c QUIZ NEXT CLASS. PROJECT DUE 12/15 (G), 12/16 (W). See below for notes:
Emancipation Proclamation
· Freed those slaves located in the “rebelling” states (Southern states that had seceded)
· Made the abolition of slavery a Northern war aim
· Discouraged any interference of foreign governments
· Allowed for the enlistment of African American soldiers in the Union Army
Gettysburg Address
· Lincoln described the Civil War as a struggle to preserve a nation that was dedicated to the proposition that “all men are created equal” and that was ruled by a government “of the people, by the people, and for the people.”
Lincoln believed America was “one nation,” not a collection of sovereign states. Southerners believed that states had freely joined the Union and could freely leave.
Political effects
· Lincoln’s view that the United States was one indivisible nation had prevailed.
· Lincoln believed that since secession was illegal, Confederate governments in the Southern states were illegitimate and the states had never really left the Union. He believed that Reconstruction was a matter of quickly restoring legitimate Southern state governments that were loyal to the Union.
· Lincoln also believed that to reunify the nation, the federal government should not punish the South, but act “with malice towards none, with charity for all… to bind up the nation’s wounds….”
Dec.11th/14th: Students took VUS 7a-c Quiz, participated in 7d notes/discussion.
ANNOUNCEMENTS: TISSUE BOX PROJECT IS DUE 12/15 (Green) and 12/16 (White). LATE PROJECTS WILL NOT BE ACCEPTED. VUS 7 TEST and VOCAB DUE on 12/17 (G) and 12/18 (W) Scroll up to download VUS 7 Vocab list, definitions only.
Dec 15th/16th: TISSUE PROJECT DUE TODAY, late projects will not be accepted unless absent. Finish VUS 7e-f Notes/discussion, Kahoot, Test Review.
TEST AND VOCAB DUE NEXT CLASS.
Notes:
African Americans
· The Emancipation Proclamation allowed for the enlistment of African American soldiers.
Common soldiers
· Warfare often involved hand-to-hand combat.
· Wartime diaries and letters home record this harsh reality.
· After the war, especially in the South, soldiers returned home to find destroyed homes and poverty. Soldiers on both sides lived with permanent disabilities.
Women
· Managed homes and families with scarce resources
· Often faced poverty and hunger
Assumed new roles in agriculture, nursing, and war industries
Ulysses S. Grant
· Urged radical Republicans not to be harsh with former Confederates
· Was elected president and served during most of Reconstruction
· Advocated rights for the freedman
· Opposed retribution directed at the defeated South
Robert E. Lee
· Urged Southerners to reconcile and rejoin the United States
· Served as president of Washington College (Washington & Lee University today)
· Emphasized the importance of education to the nation’s future
Frederick Douglass
· Supported full equality for African Americans
· Advocated for the passage of the 14th and 15th Amendments
· Encouraged federal government actions to protect the rights of freedmen in the South
Served as ambassador to Haiti and in the civil service
Dec 17th/18th: Students took VUS 7 Test and watched The Story of Us: Westward/Civil War. No homework over break. If you were absent today you need to make up your test on Tuesday, January 5th or Wednesday, January 6th. Optional: Take a look at the Semester Review.
HAPPY HOLIDAYS!!
Download the First Semester Review below. This is optional, we will work on it together in class. Exams: Jan 22, 25-27
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Jan 4th and 5th: Welcome Back! Students played Kahoot, VUS 8a notes/discussion. See below for notes if absent.
Announcement: Several students need to makeup the VUS 7 Test. Students can come in every day this week before school OR after school on Wed, Thurs to make up the test. I will accept VUS 7 Vocab. until 1/6 and 1/7 for reduced credit.
Notes:
Westward movement
· Following the Civil War, the westward movement of settlers intensified in the vast region between the Mississippi River and the Pacific Ocean.
· The years immediately before and after the Civil War were the era of the American cowboy, marked by long cattle drives for hundreds of miles over unfenced open land in the West, the only way to get cattle to market.
· Many Americans had to rebuild their lives after the Civil War. They responded to the incentive of free public land and moved west to take advantage of the Homestead Act of 1862, which gave free public land in the western territories to settlers who would live on and farm the land.
· Southerners, including African Americans in particular, moved west to seek new opportunities after the Civil War.
· New technologies (for example, railroads and the mechanical reaper), opened new lands in the West for settlement and made farming profitable by increasing the efficiency of production and linking resources and markets. By the turn of the century, the Great Plains and Rocky Mountains regions of the American West were no longer a mostly unsettled frontier, but were fast becoming regions of farms, ranches, and towns.
· The forcible removal of the American Indians from their lands continued throughout the remainder of the nineteenth century as settlers continued to move west following the Civil War.
Immigration
· Prior to 1871, most immigrants to America came from northern and western Europe (Germany, Great Britain, Ireland, Norway, and Sweden). During the half-century from 1871 until 1921, most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia, present-day Hungary, and former Yugoslavia), as well as Asia (China and Japan).
Jan 6th and 7th: Students participated in a Bell Ringer (What factors contributed to westward movement 1870-1920? 5+), 8a notes/discussion.
ANNOUNCEMENT: QUIZ 8a next class
· Immigrants made valuable contributions to the dramatic industrial growth of America during this period. Chinese workers helped to build the Transcontinental Railroad. Immigrants worked in textile and steel mills in the Northeast and the clothing industry in New York City. Slavs, Italians, and Poles worked in the coal mines of the East. They often worked for very low pay and endured dangerous working conditions to help build the nation’s industrial strength.
· During this period, immigrants from Europe entered America through Ellis Island in New York harbor. Their first view of America was often the Statue of Liberty, as their ships arrived following the voyage across the Atlantic.
· Immigrants began the process of assimilation into what was termed the American “melting pot.” While often settling in ethnic neighborhoods in the growing cities, they and their children worked hard to learn English, adopt American customs, and become American citizens. The public schools served an essential role in the process of assimilating immigrants into American society.
· Despite the valuable contributions immigrants made to building America during this period, immigrants often faced hardship and hostility. There was fear and resentment that immigrants would take jobs for lower pay than American workers would accept, and there was prejudice based on religious and cultural differences.
Mounting resentment led Congress to limit immigration through the Chinese Exclusion Act of 1882 and the Immigration Restriction Act of 1921. These laws effectively cut off most immigration to America for the next several decades; however, the immigrants of this period and their descendants continued to contribute immeasurably to American society.Growth of cities
· As the nation’s industrial growth continued, cities such as Chicago, Detroit, Cleveland, Pittsburgh, and New York grew rapidly as manufacturing and transportation centers. Factories in the large cities provided jobs, but workers’ families often lived in harsh conditions, crowded into tenements and slums.
· The rapid growth of cities caused housing shortages and the need for new public services, such as sewage and water systems and public transportation. New York City was the first city to begin construction of a subway system around the turn of the twentieth century, and many cities built trolley or streetcar lines.
Announcement: Several students need to makeup the VUS 7 Test. Students can come in every day this week before school OR after school on Wed, Thurs to make up the test. I will accept VUS 7 Vocab. until 1/6 and 1/7 for reduced credit.
Notes:
Westward movement
· Following the Civil War, the westward movement of settlers intensified in the vast region between the Mississippi River and the Pacific Ocean.
· The years immediately before and after the Civil War were the era of the American cowboy, marked by long cattle drives for hundreds of miles over unfenced open land in the West, the only way to get cattle to market.
· Many Americans had to rebuild their lives after the Civil War. They responded to the incentive of free public land and moved west to take advantage of the Homestead Act of 1862, which gave free public land in the western territories to settlers who would live on and farm the land.
· Southerners, including African Americans in particular, moved west to seek new opportunities after the Civil War.
· New technologies (for example, railroads and the mechanical reaper), opened new lands in the West for settlement and made farming profitable by increasing the efficiency of production and linking resources and markets. By the turn of the century, the Great Plains and Rocky Mountains regions of the American West were no longer a mostly unsettled frontier, but were fast becoming regions of farms, ranches, and towns.
· The forcible removal of the American Indians from their lands continued throughout the remainder of the nineteenth century as settlers continued to move west following the Civil War.
Immigration
· Prior to 1871, most immigrants to America came from northern and western Europe (Germany, Great Britain, Ireland, Norway, and Sweden). During the half-century from 1871 until 1921, most immigrants came from southern and eastern Europe (Italy, Greece, Poland, Russia, present-day Hungary, and former Yugoslavia), as well as Asia (China and Japan).
Jan 6th and 7th: Students participated in a Bell Ringer (What factors contributed to westward movement 1870-1920? 5+), 8a notes/discussion.
ANNOUNCEMENT: QUIZ 8a next class
· Immigrants made valuable contributions to the dramatic industrial growth of America during this period. Chinese workers helped to build the Transcontinental Railroad. Immigrants worked in textile and steel mills in the Northeast and the clothing industry in New York City. Slavs, Italians, and Poles worked in the coal mines of the East. They often worked for very low pay and endured dangerous working conditions to help build the nation’s industrial strength.
· During this period, immigrants from Europe entered America through Ellis Island in New York harbor. Their first view of America was often the Statue of Liberty, as their ships arrived following the voyage across the Atlantic.
· Immigrants began the process of assimilation into what was termed the American “melting pot.” While often settling in ethnic neighborhoods in the growing cities, they and their children worked hard to learn English, adopt American customs, and become American citizens. The public schools served an essential role in the process of assimilating immigrants into American society.
· Despite the valuable contributions immigrants made to building America during this period, immigrants often faced hardship and hostility. There was fear and resentment that immigrants would take jobs for lower pay than American workers would accept, and there was prejudice based on religious and cultural differences.
Mounting resentment led Congress to limit immigration through the Chinese Exclusion Act of 1882 and the Immigration Restriction Act of 1921. These laws effectively cut off most immigration to America for the next several decades; however, the immigrants of this period and their descendants continued to contribute immeasurably to American society.Growth of cities
· As the nation’s industrial growth continued, cities such as Chicago, Detroit, Cleveland, Pittsburgh, and New York grew rapidly as manufacturing and transportation centers. Factories in the large cities provided jobs, but workers’ families often lived in harsh conditions, crowded into tenements and slums.
· The rapid growth of cities caused housing shortages and the need for new public services, such as sewage and water systems and public transportation. New York City was the first city to begin construction of a subway system around the turn of the twentieth century, and many cities built trolley or streetcar lines.
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Jan 8th and 11th: 8a Quiz today, students participated in 8b notes and discussion, watched the Story of Us: Heartland. See below to download missing notes.
Admission of new states
As the population moved westward, many new states in the Great Plains and Rocky Mountains regions were added to the United States. By the early twentieth century, all the states that make up the continental United States today, from the Atlantic to the Pacific, had been admitted.
Technological change spurred growth of industry primarily in northern cities.
Inventions/Innovations
· Corporation (limited liability)
· Bessemer steel process
· Light bulb (Thomas Edison) and electricity as a source of power and light
· Telephone (Alexander Graham Bell)
· Airplane (Wright brothers)
· Assembly-line manufacturing (Henry Ford)
Industrial leaders
· Andrew Carnegie (steel)
· J. P. Morgan (finance)
· John D. Rockefeller (oil)
· Cornelius Vanderbilt (railroads)
Reasons for economic transformation
· Laissez-faire capitalism and special considerations (e.g., land grants to railroad builders)
· The increasing labor supply (from immigration and migration from farms)
America’s possession of a wealth of natural resources and navigable rivers
Jan 12th and 13th: Students were given their Semester Review Packet, due date TBD. Students participated in VUS 8c notes and discussion and played Kahoot. If absent, see below to download notes. HOMEWORK: Acrostic Poem due next class. Choice of words: Industrial, Immigration, or Westward.
Discrimination against and segregation of African Americans
· Laws limited freedoms for African Americans.
· After reconstruction, many Southern state governments passed “Jim Crow” laws forcing separation of the races in public places.
· Intimidation and crimes were directed against African Americans (lynchings).
· African Americans looked to the courts to safeguard their rights.
· In Plessy v. Ferguson, the Supreme Court ruled that “separate but equal” did not violate the 14th Amendment, upholding the “Jim Crow” laws of the era.
· During the early twentieth century, African Americans began the “Great Migration” to Northern cities in search of jobs and to escape poverty and discrimination in the South.
Responses of African Americans
· Ida B. Wells led an anti-lynching crusade and called on the federal government to take action.
· Booker T. Washington believed the way to equality was through vocational education and economic success; he accepted social separation.
· W.E.B. DuBois believed that education was meaningless without equality. He supported political equality for African Americans by helping to form the National Association for the Advancement of Colored People (NAACP).
Jan 14th/15th: Students participated in 8d notes, see below to download, and played "Swatter" test review game.
ANNOUNCEMENT: VUS 8 TEST and VOCAB DUE NEXT CLASS.
SEMESTER REVIEW COMPLETED BY 1/20 (W) AND 1/21 (G).
The Progressive Movement used government to institute reforms for problems created by industrialization. Examples of reform include Theodore Roosevelt’s “Square Deal” and Woodrow Wilson’s “New Freedom.”
Causes of the Progressive Movement
· Excesses of the Gilded Age
– Income disparity, lavish lifestyles
– Practices of robber barons
· Working conditions for labor
– Dangerous working conditions
– Child labor
– Long hours, low wages, no job security, no benefits
– Company towns
– Employment of women
Goals of Progressive Movement
· Government controlled by the people
· Guaranteed economic opportunities through government regulation
· Elimination of social injustices
Progressive accomplishments
· In local governments
– New forms of government (commissioner-style and city-manager-style) to meet needs of increasing urbanization
· In state governments
– Referendum
– Initiative
Recall
· In elections
– Primary elections
– Direct election of U.S. senators (17th Amendment)
– Secret ballot
· In child labor
– Muckraking literature describing abuses of child labor
– Child labor laws
· Impact of labor unions
– Organizations
◦ Knights of Labor
◦ American Federation of Labor (Samuel Gompers)
◦ American Railway Union (Eugene V. Debs)
◦ International Ladies’ Garment Workers’ Union
– Strikes
◦ Haymarket Square Riot
◦ Homestead Strike
◦ Pullman Strike
– Gains
◦ Limited work hours
◦ Regulated working conditions
· Antitrust laws
– Sherman Anti-Trust Act: Prevents any business structure that “restrains trade” (monopolies)
– Clayton Anti-Trust Act: Expands Sherman Anti-Trust Act; outlaws price-fixing; exempts unions from Sherman Act
· Women’s suffrage
– Was a forerunner of modern protest movement
– Benefited from strong leadership (e.g., Susan B. Anthony)
– Encouraged women to enter the labor force during World War I
Resulted in the 19th Amendment to the Constitution
Jan 19th/20th: VUS 8 Vocab due today or exam day, students took the VUS 8 Test and we reviewed for the Semester Exam. Semester Review should be completed by 1/20 (W), 1/21 (G). See below for the exam schedule.
Please see the Hampton City Schools website for updated exam schedule
Feb 1st/2nd: Welcome new students, 9a notes, Panama Canal viedo/Qs. No hw. See below for notes:
Creation of international markets
· Open Door Policy: Secretary of State John Hay proposed a policy that would give all nations equal trading rights in China.
· Dollar diplomacy: President Taft urged American banks and businesses to invest in Latin America. He promised that the United States would step in if unrest threatened their investments.
· Growth in international trade occurred from the late 1800s to World War I—the first era of a true “global economy.”
Latin America
· Spanish American War 1898 (US annexes Puerto Rico, Guam and Philippines)
– The United States asserted her right to intervene in Cuban affairs.
· Panama Canal and the role of Theodore Roosevelt
– The United States encouraged Panama’s independence from Colombia.
– The parties negotiated a treaty to build the canal.
- Took 10 years and cost $380 million
Feb 3rd/4th: (BR: How did US expand its influence on the world 1880-1910?), finished Panama Canal video and went over questions, finished 9a notes.
HW: Read pgs 548-557, answer #4 on pg 551 and #2 on pg 557.
Notes: Asia and the Pacific
Hawaii: U.S. deposes Hawaii’s monarchy Queen Liliuokalani, in 1893 and eventually annexes Hawaii in 1898. (Not a state until 1959)
Roosevelt had met with Lorrin Thurston, architect of the Hawaiian monarchy overthrow, the dominant figure in the annexation strategy. With support of the Philippine effort in mind, Roosevelt arranged for the Hawaii government to quietly buy up all the available coal in Hawaii and stockpile it next to Honolulu harbor. Four square blocks were piled eight feet high with coal to fuel the trans-Pacific voyages of troop ships.
Philippines: Annexed by U.S. after the Spanish American War- The United States had just fought and won a war with Spain, and, as a prize, was awarded "ownership" of the Philippines, which had previously been a Spanish possession.
However, many of the native Philippine people felt that they should have an independent country, and not be ruled by a foreign power (they didn't much care for the changing of their master, just that it was still an overlord).
Feb 5th/8th: Students completed the "Pair-Share," portion of their reading assignment and completed the Span-Am War packet. The Vocab 9 word list was passed out, Vocab is always due on test day. See below to download.
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Feb 9th/10th: Went over 9a packet, Partner Pyramid, 9b notes. See below to download notes
United States involvement in World War I
· The war began in Europe in 1914 when Germany and Austria-Hungary went to war with Britain, France, and Russia.
· For three years, America remained neutral, and there was strong sentiment not to get involved in a European war.
· The decision to enter the war was the result of continuing German submarine warfare (violating freedom of the seas) and American ties to Great Britain.
· Americans wanted to “make the world safe for democracy.” (Woodrow Wilson)
· America’s military resources of soldiers and war materials tipped the balance of the war and led to Germany’s defeat.
Feb 11th/12th: Finished 9b notes, Kahoot, Quiz over 9a-b next class. See below to download missing notes, Kahoot available online to study. My username is bjaress.
Fourteen Points
· Wilson’s plan to eliminate the causes of war
· Key points
– Self-determination
– Freedom of the seas
– League of Nations
– Mandate system
Treaty of Versailles
· The French and English insisted on punishment of Germany.
· A League of Nations was created.
· National boundaries were redrawn, creating many new nations.
League of Nations debate in United States
· Objections to United States foreign policy decisions being made by an international organization, not by U.S. leaders
The Senate fails to approve the Treaty of Versailles, treaty is a direct cause of WWII
Feb 16th/17th: QUIZ 9ab postponed due to early close on Friday. The quiz will be on 2/18 (G) and 2/19 (W). Today students participated in a BR (Explain 3 of Woodrow Wilson's key points in his Fourteen Points speech, 6+ sentences), began VUS 10a notes, played Kahoot and did an Exit Tweet after viewing Prohibition clip. See below for notes.
Mass media and communications
· Radio: Broadcast jazz and President Franklin D. Roosevelt's Fireside Chats
· Movies: Provided escape from Depression-era realities
· Newspapers and magazines: Shaped cultural norms and sparked fads (flappers, short hair, makeup)
Challenges to traditional values
· Traditional religion: Darwin’s Theory, the Scopes Trial
· Traditional role of women: Flappers, 19th Amendment
· Open immigration: Rise of new
Ku Klux Klan (KKK) in 1915
Prohibition: Smuggling alcohol, 18th Amendment, and speakeasies
Feb 18th/19th: Quiz 9ab, Treaty of Versailles group activity.
Feb 22nd/23rd: Bell Ringer, 10b notes/discussion, begin Harlem Renaissance brochure. See below to download missing notes.
Causes of the stock market crash of 1929
· Business was booming, but investments were made with borrowed money (overspeculation).
· There was excessive expansion of credit.
· Business failures led to bankruptcies.
· Bank deposits were invested in the market.
· When the market collapsed, the banks ran out of money.
Consequences of the stock market crash of 1929
· Clients panicked, attempting to withdraw their money from the banks, but there was nothing to give them.
There were no new investments.
Feb 24th/25th: 10b discussion warm-up, finished VUS 10 notes, finished and turned in Harlem Renaissance Leaflet.
HW: 9/10 Test Review and 9 Vocab.
ANNOUNCEMENT: 9/10 TEST, VOCAB 9 and TEST REV DUE NEXT CLASS
· Federal Reserve’s failure to prevent widespread collapse of the nation’s banking system in the late 1920s and early 1930s, leading to severe contraction in the nation’s supply of money in circulation
· High protective tariffs that produced retaliatory tariffs in other countries, strangling world trade (Tariff Act of 1930, popularly called the Hawley-Smoot Act)
Impact of the Great Depression
· Unemployment and homelessness
· Collapse of the financial system (bank closings)
· Decline in demand for goods
· Political unrest (growing militancy of labor unions)
Farm foreclosures and migration
New Deal (Franklin Roosevelt)
· This program changed the role of the government to a more active participant in solving problems.
· Roosevelt rallied a frightened nation in which one in four workers was unemployed. (“We have nothing to fear, but fear itself.”)
· Relief measures provided direct payment to people for immediate help (Works Progress Administration—WPA).
· Recovery programs were designed to bring the nation out of the depression over time (Agricultural Adjustment Administration—AAA).
· Reform measures corrected unsound banking and investment practices (Federal Deposit Insurance Corporation—FDIC).
· Social Security Act offered safeguards for workers.
Feb 26th/29th: Vocab 9 and Test Review due, students took VUS 9/10 Test and watched Story of Us
March 1st/2nd: Mock Primary, Began VUS 11a notes/discussion, "Battle of Britain" video clip. See below to download notes.
The war in Europe
· World War II began with Hitler’s invasion of Poland in 1939, followed shortly thereafter by the Soviet Union’s invasion of Poland and the Baltic countries from the east.
· During the first two years of the war, the United States stayed officially neutral while Germany overran France and most of Europe and pounded Britain from the air (the Battle of Britain). In mid-1941, Hitler turned on his former partner and invaded the Soviet Union.
March 3rd/4th: 11a notes and discussion, WWII Europe map.
· Despite strong isolationist sentiment at home, the United States increasingly helped Britain. It gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean. Soon after, the Lend-Lease Act gave the president authority to sell or lend equipment to countries to defend themselves against the Axis powers. Franklin Roosevelt compared it to “lending a garden hose to a next-door neighbor whose house is on fire.”
The war in Asia
· During the 1930s, a militaristic Japan invaded and brutalized Manchuria and China as it sought military and economic domination over Asia. The United States refused to recognize Japanese conquests in Asia and imposed an embargo on exports of oil and steel to Japan. Tensions rose, but both countries negotiated to avoid war.
· While negotiating with the United States and without any warning, Japan carried out an air attack on the American naval base at Pearl Harbor, Hawaii, on December 7, 1941. The attack destroyed much of the American Pacific fleet and killed several thousand Americans. Roosevelt called it “a date that will live in infamy” as he asked Congress to declare war on Japan.
After Pearl Harbor, Hitler honored a pact with Japan and declared war on the United States. The debates over isolationism in the United States were over. World War II was now a true world war, and the United States was fully involved.
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March 7th/8th: (SOL Testing) 11b notes/discussion on Allied and Axis strategies in WWII
Allied strategy
· America and her allies (Britain, and the Soviet Union after being invaded by Germany) followed a “Defeat Hitler First” strategy. Most American military resources were targeted for Europe.
· In the Pacific, American military strategy called for an “island hopping” campaign, seizing islands closer and closer to Japan and using them as bases for air attacks on Japan, and for cutting off Japanese supplies through submarine warfare against Japanese shipping.
Axis strategy
· Germany hoped to defeat the Soviet Union quickly, gain control of Soviet oil fields, and force Britain out of the war through a bombing campaign and submarine warfare before America’s industrial and military strength could turn the tide.
· Following Pearl Harbor, Japan invaded the Philippines and Indonesia and planned to invade both Australia and Hawaii. Her leaders hoped that America would then accept Japanese predominance in Southeast Asia and the Pacific, rather than conduct a bloody and costly war to reverse Japanese gains.
March 9th/10th: 11b notes/discussion on WWII Battles and Turning Points in Europe, completed the Pacific WWII map and turned in.
Major battles and military turning points
· North Africa
– El Alamein: German forces threatening to seize Egypt and the Suez Canal were defeated by the British. This defeat prevented Hitler from gaining access to Middle Eastern oil supplies and attacking the Soviet Union from the south.
· Europe
– Stalingrad: Hundreds of thousands of German soldiers were killed or captured in a months-long siege of the Russian city of Stalingrad. This defeat prevented Germany from seizing the Soviet oil fields and turned the tide against Germany in the east.
- Normandy landings (D-Day): American and Allied troops under Eisenhower landed in German-occupied France on June 6, 1944. Despite intense German opposition and heavy American casualties, the landings succeeded, and the liberation of western Europe from Hitler began.
March 11th/14th: 11b-d (Pacific Battles-Geneva Convention) notes, watched short doc on the Tuskegee Airmen. 11ab QUIZ NEXT CLASS. Notes for "Minority Participation in WWII" are on Fill-ins)
– Midway: In the Battle of Midway (termed the “Miracle at Midway”), American naval forces defeated a much larger Japanese force as it prepared to seize Midway Island. Coming only a few months after Pearl Harbor, a Japanese victory at Midway would have enabled Japan to invade Hawaii. The American victory ended the Japanese threat to Hawaii and began a series of American victories in the “island hopping” campaign, carrying the war closer and closer to Japan.
– Iwo Jima and Okinawa: The American invasions of the islands of Iwo Jima and Okinawa brought American forces closer than ever to Japan, but both invasions cost thousands of American lives and even more Japanese lives, as Japanese soldiers fought fiercely over every square inch of the islands and Japanese soldiers and civilians committed suicide rather than surrender.
Use of the atomic bomb: Facing the prospect of horrendous American and Japanese casualties if American forces were to invade Japan itself, President Harry Truman ordered the use of atomic bombs on the Japanese cities of Hiroshima and Nagasaki to force the Japanese to surrender. Tens of thousands of people were killed in both cities. Shortly after the bombs were used, the Japanese leaders surrendered, avoiding the need for American forces to invade Japan.
The Geneva Convention attempted to ensure the humane treatment of prisoners of war by establishing rules to be followed by all nations.
The treatment of prisoners of war in the Pacific Theater often reflected the savagery of the fighting there.
· In the Bataan Death March, American POWs suffered brutal treatment by the Japanese after surrender of the Philippines.
· Japanese soldiers often committed suicide rather than surrender.
The treatment of prisoners of war in Europe more closely followed the ideas of the Geneva Convention.
March 15th/16th: Warm-up discussion, 11ab QUIZ, 11d notes on the Holocaust and Nuremburg Trials. QUIZ 11c-e NEXT CLASS
Terms to know
· genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group
· final solution: Germany’s decision to exterminate all Jews
Affected groups
· Jews, Poles, Slavs, Gypsies, “Undesirables” (homosexuals, the mentally ill, political dissidents)
Significance
· In the Nuremberg trials, Nazi leaders and others were convicted of war crimes.
· The Nuremberg trials emphasized individual responsibility for actions during a war, regardless of orders received.
The trials led to increased demand for a Jewish homeland.
March 17th/18th: Went over the 11ab Quiz and took the 11c-e Quiz, participated in 12a-b notes/discussion-WWII on the Homefront. HOMEWORK: Read pgs 796-803, answer #3-5 on pg 801, #1 on pg 803, due next class. See below to download notes.
Economic resources
· United States government and industry forged a close working relationship to allocate resources effectively.
· Rationing was used to maintain supply of essential products to the war effort.
· War bonds and income tax were used for financing the war.
· Businesses retooled from peacetime to wartime production (e.g., car manufacturing to tank manufacturing).
Human resources
· More women and minorities entered the labor force.
· Citizens volunteered in support of the war effort.
Military resources
The draft (selective service) was used to provide personnel for the military.
Women on the home front during World War II
· Increasingly participated in the workforce to replace men serving in the military (e.g., Rosie the Riveter)
· Typically participated in noncombat military roles
African Americans on the home front during World War II
· Migrated to cities in search of jobs in war plants
Campaigned for victory in war and equality at home
March 21/22: Finished VUS 12 notes/discussion, watched "Ducktators," a WWII propaganda cartoon, played Kahoot to review for the VUS 11/12 test. You can use Kahoot to study, create an account and search my username: bjaress
ANNOUNCEMENT: VUS 11/12 TEST will be on 3/24 (White) and 3/25 (Green), Vocab is due on the day of the test. Green day kids are testing late because of the Jr. class field trip on Wed, 3/23. The Critical Skills Assessment will be on 3/29 (G) and 3/30 (W). Notes: Reasons for internment of Japanese Americans
· Strong anti-Japanese prejudice on the West Coast
· False belief that Japanese Americans were aiding the enemy
Internment of Japanese Americans
· Japanese Americans were relocated to internment camps.
Internment affected Japanese American populations along the West Coast. The Supreme Court upheld the government’s right to act against Japanese Americans living on the West Coast of the United States. A public apology was eventually issued by the United States government, and financial payment was made to survivors.
Media and communications assistance
· The United States government maintained strict censorship of reporting of the war.
· Public morale and ad campaigns kept Americans focused on the war effort.
The entertainment industry produced movies, plays, and shows that boosted morale and patriotic support for the war effort as well as portrayed the enemy in stereotypical ways.
ANNOUNCEMENT: I am collecting all Bell Ringer notebooks on the day of the Critical Skills Assessment. Make sure you bring your BR notebook on 3/29 (GREEN) or 3/30 (WHITE).
March 23rd: Junior class field trip. Reviewed for the CSA, reviewed for VUS 11/12 Test, I will accept Vocab 11 if you have it.
March 24th: VUS 11/12 Test, Vocab 11 due, review for CSA.
March25th/28th: Green day: took VUS 11/12 Test, Vocab 11 due, reviewed for CSA. White day: reviewed for CSA. Answers for Cold War section are below.
ANNOUNCEMENT: I am collecting all Bell Ringer notebooks on the day of the Critical Skills Assessment. Make sure you bring your BR notebook on 3/29 (GREEN) or 3/30 (WHITE).
March 29th/30th: Critical Skills Assessment.
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4/9: ANNOUNCEMENT: IF YOU NEED TO MAKE UP THE VUS 11/12 TEST (WWII) YOU WILL TAKE IT DURING CLASS ON MONDAY (GREEN) AND TUESDAY (WHITE).
April 11/12: VUS 11/12 Test makeup, 13ab notes (through Korean War), put up Vocab 13 list. See below for vocab and notes.
April 13/14: Finished 13ab notes (Vietnam - Cold War at Home), played Kahoot.
ANNOUNCEMENT: 13AB QUIZ NEXT CLASS
April 14/15: 13ab Quiz, 13c-e notes, worked on Test Review and Vocab 13.
ANNOUNCEMENT: TEST 13 AND VOCAB DUE NEXT CLASS
April 11/12: VUS 11/12 Test makeup, 13ab notes (through Korean War), put up Vocab 13 list. See below for vocab and notes.
April 13/14: Finished 13ab notes (Vietnam - Cold War at Home), played Kahoot.
ANNOUNCEMENT: 13AB QUIZ NEXT CLASS
April 14/15: 13ab Quiz, 13c-e notes, worked on Test Review and Vocab 13.
ANNOUNCEMENT: TEST 13 AND VOCAB DUE NEXT CLASS
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April 19th/20th: Students took the VUS 13 Test on the Cold War and turned in Vocab 13, began VUS 14ab notes on the Civil Rights Movement and were given the VUS 14 Vocab list. See below to download notes/vocab.
Brown v. Board of Education
· Supreme Court decision that segregated schools are unequal and must desegregate
· Included Virginia case
Key people
· Thurgood Marshall: NAACP Legal Defense Team
· Oliver Hill: NAACP Legal Defense Team in Virginia
Virginia’s response
· Massive Resistance: Closing some schools
· Establishment of private academies
White flight from urban school systems
National Association for the Advancement of Colored People (NAACP)
· Challenged segregation in the courts.
1963 March on Washington
· Participants were inspired by the “I Have a Dream” speech given by Dr. Martin Luther King, Jr.
· The march helped influence public opinion to support civil rights legislation.
· The march demonstrated the power of nonviolent, mass protest.
Brown v. Board of Education
· Supreme Court decision that segregated schools are unequal and must desegregate
· Included Virginia case
Key people
· Thurgood Marshall: NAACP Legal Defense Team
· Oliver Hill: NAACP Legal Defense Team in Virginia
Virginia’s response
· Massive Resistance: Closing some schools
· Establishment of private academies
White flight from urban school systems
National Association for the Advancement of Colored People (NAACP)
· Challenged segregation in the courts.
1963 March on Washington
· Participants were inspired by the “I Have a Dream” speech given by Dr. Martin Luther King, Jr.
· The march helped influence public opinion to support civil rights legislation.
· The march demonstrated the power of nonviolent, mass protest.
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April 21st/22nd: Students participated in a Bell Ringer, finished 14b notes on Civil Rights and did a group activity analyzing MLK's "I Have a Dream" speech. See below for notes.
Civil Rights Act of 1964
· The act prohibited discrimination based on race, color, religion, gender, or national origin.
· The act desegregated public accommodations.
· President Lyndon B. Johnson played an important role in the passage of the act.
Voting Rights Act of 1965
· The act outlawed literacy tests.
· Federal registrars were sent to the South to register voters.
· The act resulted in an increase in African American voters.
President Johnson played an important role in the passage of the act.
April 25th/26th: Finished MLK group activity and presented, VUS 15a/c notes and discussion. If absent, see below to download notes.
The membership of the United States Supreme Court has included women and minorities, such as Sandra Day O’Connor, Ruth Bader Ginsburg, and Clarence Thomas. The civil rights movement of the 1940s, 1950s, and 1960s provided a model that other groups have used to extend civil rights and promote equal justice.
The United States Supreme Court protects the individual rights enumerated in the Constitution of the United States.
The United States Supreme Court identifies a constitutional basis for a right to privacy that is protected from government interference.
The United States Supreme Court invalidates legislative acts and executive actions that the justices agree exceed the authority granted to government officials by the Constitution of the United States.
In the early 1960s, President Kennedy pledged increased support for the American space program. The race to the moon continued through the 1960s. U.S. astronaut John Glenn was the first American to orbit the Earth. In 1969, American astronaut Neil Armstrong was the first person to step onto the moon’s surface. He proclaimed, “That’s one small step for a man; one giant leap for mankind.”
Sally Ride was the first female American astronaut.
Over the past three decades, improved technology and media have brought about better access to communication and information for businesses and individuals in both urban and rural areas. As a result, many more Americans have access to global information and viewpoints.
Examples of technological advances
· Space exploration
– Space shuttle
– Mars rover
– Voyager missions
– Hubble telescope
· Communications
– Satellites
– Global positioning system (GPS)
– Personal communications devices
· Robotics
Changes in work, school, and health care in recent decades
· Telecommuting
· Online course work
· Growth of service industries
· Breakthroughs in medical research, including improved medical diagnostic and imaging technologies
Outsourcing and offshoring
April 27/28: 15b notes and research activity "Contributions of Immigrants"
Immigration to the United States has increased from many diverse countries, especially Asian and Latin American countries.
Reasons for immigration
· Political freedom
· Economic opportunity
Issues related to immigration policy
· Strain on government services
· Filling low-paying jobs in the United States
· Border issues
· Pathway to citizenship
· Bilingual education
· Increasing cultural diversity
Contributions of immigrants
· Diversity in music, the visual arts, and literature
· Roles in the labor force
Achievements in science, engineering, and other fields
April 29/May 2: Finished 15 notes, worked on VUS 15 Vocab. We will begin reviewing for the SOL next week. VUS 14/15 Test and Vocab due on May 5th (G) and 6th (W).
President Reagan and conservative Republicans advocated for
· tax cuts
· transfer of responsibilities to state governments
· appointment of judges/justices who exercised “judicial restraint”
· reduction in the number and scope of government programs and regulations
· strengthening of the American military.
The “Reagan Revolution” extended beyond his tenure in office with
· the election of his vice president, George H. W. Bush
· the election of a centrist Democrat, William J. Clinton
· the Republican sweep of congressional elections and statehouses in the 1990s
the election of George W. Bush as president.
Government promotes a healthy economy characterized by full employment and low inflation through the actions of
· the Federal Reserve: Monetary policy decisions control the supply of money and credit to expand or contract economic growth.
the president and Congress: Fiscal policy decisions determine levels of government taxation and spending; government regulates the economy.
May 3rd/4th: Open-note Quiz 14/15, "Swatter" Test Review, SOL Review.
ANNOUNCEMENT: VUS 14/15 TEST AND VOCAB DUE NEXT CLASS.
May 5th/6th: VUS 14/15 Vocab due, VUS 14/15 TEST today, SOL Review.
Civil Rights Act of 1964
· The act prohibited discrimination based on race, color, religion, gender, or national origin.
· The act desegregated public accommodations.
· President Lyndon B. Johnson played an important role in the passage of the act.
Voting Rights Act of 1965
· The act outlawed literacy tests.
· Federal registrars were sent to the South to register voters.
· The act resulted in an increase in African American voters.
President Johnson played an important role in the passage of the act.
April 25th/26th: Finished MLK group activity and presented, VUS 15a/c notes and discussion. If absent, see below to download notes.
The membership of the United States Supreme Court has included women and minorities, such as Sandra Day O’Connor, Ruth Bader Ginsburg, and Clarence Thomas. The civil rights movement of the 1940s, 1950s, and 1960s provided a model that other groups have used to extend civil rights and promote equal justice.
The United States Supreme Court protects the individual rights enumerated in the Constitution of the United States.
The United States Supreme Court identifies a constitutional basis for a right to privacy that is protected from government interference.
The United States Supreme Court invalidates legislative acts and executive actions that the justices agree exceed the authority granted to government officials by the Constitution of the United States.
In the early 1960s, President Kennedy pledged increased support for the American space program. The race to the moon continued through the 1960s. U.S. astronaut John Glenn was the first American to orbit the Earth. In 1969, American astronaut Neil Armstrong was the first person to step onto the moon’s surface. He proclaimed, “That’s one small step for a man; one giant leap for mankind.”
Sally Ride was the first female American astronaut.
Over the past three decades, improved technology and media have brought about better access to communication and information for businesses and individuals in both urban and rural areas. As a result, many more Americans have access to global information and viewpoints.
Examples of technological advances
· Space exploration
– Space shuttle
– Mars rover
– Voyager missions
– Hubble telescope
· Communications
– Satellites
– Global positioning system (GPS)
– Personal communications devices
· Robotics
Changes in work, school, and health care in recent decades
· Telecommuting
· Online course work
· Growth of service industries
· Breakthroughs in medical research, including improved medical diagnostic and imaging technologies
Outsourcing and offshoring
April 27/28: 15b notes and research activity "Contributions of Immigrants"
Immigration to the United States has increased from many diverse countries, especially Asian and Latin American countries.
Reasons for immigration
· Political freedom
· Economic opportunity
Issues related to immigration policy
· Strain on government services
· Filling low-paying jobs in the United States
· Border issues
· Pathway to citizenship
· Bilingual education
· Increasing cultural diversity
Contributions of immigrants
· Diversity in music, the visual arts, and literature
· Roles in the labor force
Achievements in science, engineering, and other fields
April 29/May 2: Finished 15 notes, worked on VUS 15 Vocab. We will begin reviewing for the SOL next week. VUS 14/15 Test and Vocab due on May 5th (G) and 6th (W).
President Reagan and conservative Republicans advocated for
· tax cuts
· transfer of responsibilities to state governments
· appointment of judges/justices who exercised “judicial restraint”
· reduction in the number and scope of government programs and regulations
· strengthening of the American military.
The “Reagan Revolution” extended beyond his tenure in office with
· the election of his vice president, George H. W. Bush
· the election of a centrist Democrat, William J. Clinton
· the Republican sweep of congressional elections and statehouses in the 1990s
the election of George W. Bush as president.
Government promotes a healthy economy characterized by full employment and low inflation through the actions of
· the Federal Reserve: Monetary policy decisions control the supply of money and credit to expand or contract economic growth.
the president and Congress: Fiscal policy decisions determine levels of government taxation and spending; government regulates the economy.
May 3rd/4th: Open-note Quiz 14/15, "Swatter" Test Review, SOL Review.
ANNOUNCEMENT: VUS 14/15 TEST AND VOCAB DUE NEXT CLASS.
May 5th/6th: VUS 14/15 Vocab due, VUS 14/15 TEST today, SOL Review.
vus_15_vocabulary.docx | |
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Good luck on your SOL!!!!!