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TopicNotebookEuropean ColonizationLesson 1 Notebook Entry # 1 of 6 Examine the advertisement above and read “Comparing Primary Sources” on page 39 of your textbook. Then answer the following questions. How was Jamestown portrayed to prospective settlers? What words and image were used to make it appear to be an attractive opportunity? Describe the reality of Jamestown in detail. Why do you think the English promoted an image of Jamestown that was different from the reality?Growth of the American ColoniesLesson 1 Notebook Entry # 2 of 6 Imagine that you are an African captured and sent on the Middle Passage. Describe what happens to you from the time you are taken until you arrive in America. When you arrive, you meet another slave who has been in America for many years. You ask what your life will now be like. What does he tell you?The Road to IndependenceLesson 1 Notebook Entry # 3 of 6 Given the actions of the British, widespread revolutionary propaganda and the words of Thomas Paine, why would so many colonists still not be willing to call for a new and independent nation? Give at least three reasons and list supporting examples.The Creation of a NationLesson 1 Notebook Entry # 4 of 6 The framers of the Constitution had to make many compromises to complete the document. Describe two of these compromises. For each: Outline the positions of the two or more sides in disagreement. Discuss whether you think the compromise reached was a fair one and why.Expanding and Defending the New NationLesson 1 Notebook Entry # 5 of 6 How many free states were there in 1821? How many slave states were there? Which type of state would be in the majority in the territories that would presumably become states? Find Washington D.C. Was it within slave or free land? List the problems that you think the U.S. would need to address in the years after the Missouri Compromise. If the Missouri Compromise Line held, would both free and slave states be happy? Why or why not?Political, Economic and Social ChangesLesson 1 Notebook Entry # 6 of 6 What arguments did the abolitionists use against slavery? What were the arguments of those who defended slavery? Outline each argument’s main points and explain whether each argument was economically-, socially- or morally-based. |
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Lesson 2 |
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TopicNotebookAmerica Moves Beyond the MississippiLesson 2 Notebook Entry # 1 of 5 How long would it have taken to cover the Oregon Trail if you traveled 2000 miles at 15 miles per day? What items would you have needed to bring along? What difficulties would you have faced on the trail? Describe the attitudes, ideas and beliefs that many of the pioneers must have had in order to take this huge risk.The Civil WarLesson 2 Notebook Entry # 2 of 5 Describe the scenes you viewed of the aftermath and destruction of the war. Did you see anything that surprised you? What images stand out in your mind as the most compelling? What effect do you think the photographs might have had on people away from the battlefields? What do the photos tell you about the technology, strategies and progress of this war?ReconstructionLesson 2 Notebook Entry # 3 of 5 For the former slaves, amazement at gaining freedom mixed with uncertainty and fear over what life would be like. The first drawing below, from 1876, depicts some of this mood. What symbols did the artist use to illustrate the concept of freedom? Describe the crowd around the statue. How does this crowd represent changes in African-Americans’ lives? Compare and contrast this drawing with the second drawing, which you also saw in Lesson 1. From what you have read, does the first drawing give an accurate portrayal of African American life in 1876?Westward ExpansionLesson 2 Notebook Entry # 4 of 5 Describe the settlement patterns of the western United States. What were some of the reasons that Americans migrated to the West? Identify at least three different things that contributed to this movement. Once they reached the Kansas-Nebraska area, where did people make additional settlements? What area of the nation “filled in” last?The War Against Native AmericansLesson 2 Notebook Entry # 5 of 5 If the U.S. government had desired good relationships with Native American tribes as the nation expanded, what should it have done differently? Remember that Lewis and Clark crossed this area, helped along the way by many of the tribes that would be destroyed within 75 years. How could the nation have built on the relationships that Lewis and Clark began during their journey? What advantages do you think the government might have gained from building better, more equal relationships with the Native American tribes? |
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Lesson 3 |
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TopicNotebookThe Expansion of American IndustryLesson 3 Notebook Entry # 1 of 6 Explain in your own words how Rockefeller and Rogers made their $36 million profit. Was anyone cheated in this deal? Who? How would you judge this business deal? Was it honest or dishonest? Fair or unfair? Legal or illegal? Typical or unusual?ImmigrationLesson 3 Notebook Entry # 2 of 6 Since a majority of immigrants arrived by ship in the 1800s and early 1900s, port cities served as the arrival point to America. In New York, Ellis Island greeted immigrants from Europe. Angel Island in San Francisco Bay was the entry point for immigrants arriving from Asia and others landing in the west. Go to the Next, go to the Now answer these questions: Compare and contrast the immigrant experience at Ellis Island with that at Angel Island. Who made up the groups arriving at each island? What procedures, actions and policies did Angel and Ellis Islands seem to have in common? What differences did you notice between them?Politics, Cities and Reform in the Gilded AgeLesson 3 Notebook Entry # 3 of 6 Describe tenement life at the turn of the century. What factors contributed to such a difficult situation? Why do you think gangs became such a presence in the tenements? Why did Jacob Riis think that young men joined these gangs? What kinds of help were available to tenement dwellers? Was it enough?Life in the Gilded AgeLesson 3 Notebook Entry # 4 of 6 Review the political cartoons regarding suffrage that you have seen, and then respond to these questions. Discuss the male and female images and attitudes demonstrated in the cartoons. Why do you think it took so long for women to receive the vote? Why do you think the states of the West gave the vote to women early? List and explain the reasons.The U.S. Looks OverseasLesson 3 Notebook Entry # 5 of 6 Much has been written about the Spanish-American War being a “press-driven” war. What do you think about this description? Note specific actions by the press, including stories, reporting, photos and images, that contributed to the war. Did the press cause the war to happen or would it have occurred eventually without the press? Why do you this this is true?The ProgressivesLesson 3 Notebook Entry # 6 of 6 Why do you think factory conditions were so terribly unsafe, in the meat packing plants, the Triangle Shirtwaist factory, and other places? How did factory life change because of these events and the muckrakers’ coverage of them? Why do you think some Americans still did not support the reforms of the Progressives, especially after such tragic events? |
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Lesson 4 |
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TopicNotebookThe World at WarLesson 4 Notebook Entry # 1 of 6 Outline the ways in which World War I differed from the other wars the U.S. had entered. In what ways would participation in this war be easier or more difficult than previous wars? Explain in your own words what the U.S. hoped to gain by entering the war.The U.S. Joins the WarLesson 4 Notebook Entry # 2 of 6 Look at the cartoon of Woodrow Wilson on page 591 of your textbook. Think about the questions under “Analyzing Political Cartoons,” and then answer the following questions. What is the meaning of this cartoon? Who do you think is being portrayed positively, who is negatively portrayed? Do you think the Senate should have signed the Versailles Treaty and agreed to join the League of Nations? Why or why not? Did Wilson make mistakes that could have led to a different ending? How could his actions have gotten a different result?The 1920sLesson 4 Notebook Entry # 3 of 6 Thinking about words and phrases from the Jazz Age and the events of the 1920s, describe how these words and phrases reflect the changing morals and manners of that time. What events, people and issues are represented by these new words? What are some slang words today that represent our country’s culture, technology and lifestyles?The Stock Market CrashLesson 4 Notebook Entry # 4 of 6 Imagine that you are an investor in late 1928 or early 1929, looking at a graph of 1925 to 1928 stock prices. What evidence indicates that the stock market was the right place to put your money? Once the market crashed, why do you think the unemployment rate shot up so quickly? What effects of industry and business closures led to the rapid change?The Great DepressionLesson 4 Notebook Entry # 5 of 6 Outline and describe the options for those living in the Dust Bowl. What possibilities existed for them if they left? What do you think local, state or national government should have done to help these citizens? Write your ideas for a plan to prevent a disaster such as the Dust Bowl from happening again.The New DealLesson 4 Notebook Entry # 6 of 6 Explain the concepts of relief, recovery and reform that formed the basis of the New Deal. What were the arguments both for and against the New Deal? Was the New Deal plan of relief, recovery and reform a sound one? Discuss who benefited and who didn’t benefit from it. Do you think the New Deal did too much, just enough, or not enough? Support your answer with examples. |
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Lesson 5 |
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TopicNotebookWorld War II BeginsLesson 5 Notebook Entry # 1 of 6 Considering the events occurring across Asia and the Pacific prior to December 7, was a Japanese attack of some sort unexpected? Why or why not? Why do you think President Roosevelt referred to December 7th as a “date that will live in infamy”? How do you think Americans responded to his words and the pictures of Pearl Harbor? How do you think this compared to the reactions in the U.S. to September 11, 2001?War in Europe and the PacificLesson 5 Notebook Entry #2 of 6 Refer to topics “World War II Begins” and “War in Europe and the Pacific” to answer these questions. Elie Wiesel wrote that Hitler “…posed the century’s greatest threat to democracy and redefined the meaning of evil.” What actions did Hitler take that support Wiesel’s assertion? How did he come to power and then consolidate his power and his plans? What lessons should the world learn from this? What lessons can individuals learn from this?World War II at HomeLesson 5 Notebook Entry #3 of 6 Using the primary source reading, “On Japanese American Internment,” the text and the photos, answer the following questions. What arguments were made to justify internment? What arguments were made against internment? Japanese Americans in the designated war zone of the West Coast were excluded from the area or interned, yet in Hawaii, Japanese Americans were not interned or excluded. Why do you think there was such different treatment? What information would help you answer this question fully? What additional information would you need to help you determine whether or not internment should have occurred in World War II?From Hot to Cold WarLesson 5 Notebook Entry #4 of 6 Using the graphs above, as well as your knowledge of the Korean War, World War II and the Cold War, answer these questions. What do you imagine it was like to be a soldier in the Korean War? What would the death and injuries have been like? Remembering that most the action of the war took place within a year’s time, what would the battlefield have been like? If you entered the war as a U.N. soldier in September of 1950, and survived until the truce in 1953, what would you have seen and where would you have been? How do you think Americans responded to the war, both as it began and as it ended?The Postwar DecadeLesson 5 Notebook Entry #5 of 6 What were the arguments for and against rock and roll? What issues other than the music were part of the controversy? Compare these arguments to current controversies over rap music. How did the development of McDonald’s fast food fit into the mood of the 1950s? How did the suburbs, cars and greater economic freedom intertwine to support this new type of “restaurant”? Do you think fast food would be so prevalent in the U.S. today had these other changes not occurred?The Call for Civil Rights BeginsLesson 5 Notebook Entry # 6 of 6 How did Rosa Parks’ action trigger the Montgomery Bus Boycott? Why was the boycott so effective in achieving change? Why was Rosa Parks the “right woman at the right time”? The author of the essay, Rita Dove, raises questions about the whole flow of the Civil Rights movement and Rosa Parks’ role. What makes Rosa Parks the “mother of the civil rights movement”? What price did she have to pay for taking this role? |
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Lesson 6 |
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TopicNotebookThe Kennedy YearsLesson 6 Notebook Entry # 1 of 6 You have just examined a large range of documents, photos and audio from the time of the Cuban Missile Crisis. Now, imagine that you are a member of ExComm. What issues were of greatest concern at the time? Take into account foreign policy; domestic policy; and the state of the nation, the media and U.S. allies. List the groups that ExComm would need to consider, and then discuss which one issue would be of most concern. Why do you think President Kennedy called in living former presidents? Did he seem to be looking for advice or providing information? How do you think actions during the Cuban Missile Crisis influenced U.S. policy toward Cuba and the Soviet Union in the years following the crisis?The Johnson YearsLesson 6 Notebook Entry # 2 of 6 The Supreme Court made numerous significant rulings during the 1960s that have affected life in the U.S. in many ways. Of the nine cases you read about, which three cases do you think were the most important? Why? Describe the long-term impact of the cases you selected. How does each affect our lives today?The Vietnam WarLesson 6 Notebook Entry # 3 of 6 The Vietnam Veterans Memorial is one of the most-visited sites in Washington, D.C. After reading about the Memorial and looking at photos, why do you think that is? What do visitors do at this memorial that they don’t do at the capitol’s other memorials? After the wall was built, some Americans called for statues that represented human forms to join the symbolism of the wall itself. Why do you think that was? Describe the ways that this Memorial helped to heal the nation.The Civil Rights MovementLesson 6 Notebook Entry # 4 of 6 Describe the differences between the theories of nonviolence and Black Power as they were used during the Civil Rights movement. Who were the leaders and groups that were part of each movement? In what ways was the civil rights movement successful, and where did the movement not achieve its goals?Other Social MovementsLesson 6 Notebook Entry # 5 of 6 While the civil rights movement for African-Americans dominated the 1960s, many other groups of Americans also sought equality. What techniques did the various groups use to protest current problems and bring about change? What tactics from the civil rights and war protest movement did other groups use? How did these groups approach change through the government (the courts, Congress and the president)? How effective were their techniques? How is our society different today because of these efforts?The Nixon Years and WatergateLesson 6 Notebook Entry # 6 of 6 Describe the impact of Watergate and the Nixon resignation. How did Watergate influence the way Americans view government and politicians? At various times during the two years of Watergate, President Nixon refused to turn over information, claiming executive privilege – the right of the president to withhold information from the other branches. Do you think this is an acceptable use of power? What do you think the authors of the Constitution might have said about this? After Watergate, applications to journalism schools increased greatly. Why do you think that was? Describe how you think the public viewed journalists at the time. Are journalists seen in this same light today? Why or why not? |
Notebook #1 Rubric
Grading Scale
Each Entry is worth 6 points
Content = 6 points (Answers entry; Accurate content) = 6 points
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Lesson 2 Entries
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Lesson 3 Entries
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