Period 4 AP U.S. History 2020-2021 Assignments

Complete a 4-5 paragraph essay in response to the attached prompt. Label each part of your essay.

In your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable.

“The revolutionary moment was neither radical nor a watershed for American women. Those who disregard America’s commitment to patriarchal rule and plead for a historical interpretation that favors enlightened exceptionalism have overlooked the conditions that made large-scale change all but impossible at that time and place.”
Elaine Forman Crane, historian, Ebb Tide in New England: Women, Seaports, and Social Change, 1630–1800, published in 1998


“The coming of the American Revolution . . . created new opportunities for women to participate in politics. Responding to men’s appeals, women engaged in a variety of actions in support of the revolutionary cause, which led women to experience a greater sense of connection to and involvement with the polity. After the war their political contributions were praised, celebrated, and remembered. . . . Women now were seen as political beings who had the capacity to influence the course of war, politics, and history.”
Rosemarie Zagarri, historian, Revolutionary Backlash: Women and Politics in the Early American Republic, published in 2007


Using the excerpts above, answer (a), (b), and (c).
a. Briefly describe ONE major difference between Crane’s and Zagarri’s historical interpretations of the immediate impact of the American Revolution on women.
b. Briefly explain how ONE event, development, or circumstance from the period 1765 to 1800 that is not explicitly mentioned in the excerpts could be used to support Crane’s argument.
c. Briefly explain how ONE event, development, or circumstance from the period 1765 to 1800 that is not explicitly mentioned in the excerpts could be used to support Zagarri’s argument.

Complete a peer review form and submit here.

Using the 1883 image above, answer a,b, and c.

a. Briefly explain the point of view about the economy expressed by the artist.
b. Briefly explain ONE development in the period 1865 to 1910 that could be used to support the point of view expressed by the artist.
c. Briefly explain ONE development in the period 1865 to 1910 that could be used to challenge the point of view expressed by the artist.

Complete a peer review form and submit here.

Sign on to AP Classroom at https://apclassroom.collegeboard.org and complete the questions. Submit your response on AP Classroom by Friday at 11:45PM.

Complete a peer review form and submit here.

Complete the following on a Google Doc and submit here. Label all parts (TS, CD, CM).

a. Briefly describe ONE similarity between New Deal and Great Society programs.

b. Briefly describe ONE difference between New Deal and Great Society programs.

c. Briefly explain ONE reason for a difference between New Deal and Great Society programs.

Sign on to AP Classroom at https://apclassroom.collegeboard.org and complete the questions. Submit your response on AP Classroom by Friday at 11:45PM.

Explain the
various formats used in class for each writing style.  For each style, you should break down each component,
explaining its function.  Write this as
if you were teaching someone how to write a response using the appropriate
format discussed in class.

 

Explain the
following styles (Remember to explain the function of EACH component):

1.    SAQ (Basic)

2.    SAQ (With Stimulus)

3.    SAQ (Opposing Viewpoints)

4.    DBQ

     a.     Introduction

     b.    Body Paragraph

     c.     Conclusion

Read and take notes on Chapter 28. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Read and take notes on Chapter 27. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Sign on to AP Classroom at https://apclassroom.collegeboard.org and complete the questions. Submit your response on AP Classroom by Friday at 11:45PM.

Complete a 4-5 paragraph essay in response to the attached prompt.

Sign on to AP Classroom at https://apclassroom.collegeboard.org and complete the questions. Submit your response on AP Classroom by Friday at 11:45PM.

Read and take notes on Chapter 26. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Complete the attached form. Submit the form that you completed for your partner.

With a partner, demonstrate your understanding of the document by explaining the document’s:

Authorship
Purpose
Format
Audience
Situation

Example sentence: In a written pamphlet titled “Common Sense,” Thomas Paine appeals to the American colonists in order to rally public support for the American Revolution as the two sides collided during the beginning of the war.

Documents to explain:
10/23
- (1827) Lyman Beecher

11/20
- (1846) James K. Polk
- (1847) Abraham Lincoln

12/4
- (1861) Abraham Lincoln
- (1862) Abraham Lincoln

Read and take notes on Chapter 25. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. Student Non-Violent Coordinating Committee 1037
2. Freedom Rides 1038
3. March on Washington 1039
4. Bay of Pigs 1041
5. Cuban Missile Crisis 1041
6. Civil Rights Act 1043
7. Sharon Statement 1046
8. Voting Rights Act 1047
9. Hart-Celler Act 1047
10. Great Society 1048
11. Kerner Report 1051
12. Black Power 1052
13. Port Huron Statement 1054
14. Gulf of Tonkin Resolution 1057
15. The Feminine Mystique 1065
16. Mattachine Society 1068
17. Red Power movement 1069
18. Silent Spring 1070
19. Baker v. Carr 1072
20. Tet Offensive 1073

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

In groups of 2-3, create a Google Doc. Then provide a document analysis (DA), commentary (CM), and point of view (POV) for each document based on the attached DBQ prompt.

Your document should have 7 DA, 7 CM, and 7 POV total. Place each sentence on a new line and label all sentences.

In groups of 2-3, create a Google Doc. Then provide 2-3 document groups and a thesis based on the attached DBQ prompt.

Read and take notes on Chapter 24. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. Levittown 993
2. Television 995
3. “standard consumer package” 996
4. women at work 998
5. housing discrimination 999
6. Housing Act of 1949 1000
7. Urban renewal 1000
8. “end of ideology” 1002
9. “Capitalism and Freedom” 1005
10. The New Conservatism 1005
11. Modern Republicanism 1007
12. “Sputnik” 1008
13. “social contract” 1008
14. National Defense Education Act 1008
15. massive retaliation 1009
16. U2 incident 1010-1011
17. Third World 1011
18. Iranian coup 1011
19. Eisenhower Doctrine 1013
20. The Affluent Society 1014
21. The Organization Man 1014
22. juvenile delinquency 1015
23. rock-and-roll music 1015
24. the Beats 1015
25. school segregation 1019
26. League of United Latin American Citizens 1019
27. “Brown v. Board of Education” 1020
28. Rosa Parks 1022
29. Montgomery bus boycott 1022
30. Martin Luther King Jr. 1022-1023
31. Southern Christian Leadership Conference 1024
32. “missile gap” 1028
33. military-industrial complex 1029

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

With a partner, demonstrate your understanding of the document by explaining the document’s:

Authorship
Purpose
Format
Audience
Situation

Example sentence: In a written pamphlet titled “Common Sense,” Thomas Paine appeals to the American colonists in order to rally public support for the American Revolution as the two sides collided during the beginning of the war.

Documents to explain:
8/28
- (1492) Christopher Columbus
- (1547) Juan Gines De Sepulveda

9/11
- (1660) First Navigation Act of 1660
- (1682) William Penn

9/25
- (1776) Thomas Paine
- (1778) Treaty of Alliance Between the United States and France

1. containment 952
2. The Long Telegram 952
3. George Kennan 952
4. Truman Doctrine 954
5. Marshall Plan 953
6. National Security Council 954
7. General Agreement on Tariffs and Trade 955
8. Soviet atomic bomb 956
9. North Atlantic Treaty Organization 956
10. NSC-68 958
11. Korean War 958
12. “hearts and minds” 961
13. “Militant Liberty” 962
14. totalitarianism 963
15. Universal Declaration of Human Rights 964
16. the Fair Deal 966
17. Operation Dixie 967
18. Election of 1946 967
19. Taft-Hartley Act 968
20. Jackie Robinson 968
21. “To Secure These Rights” 969
22. Dixiecrats 970
23. loyalty review system 972
24. Hollywood Ten 973
25. McCarthyism 974-975
26. Army-McCarthy hearings 974
27. conformity 976
28. McCarran-Walter Act 977

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 23. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Write the first two paragraphs:

Analyze the issues of cause and effect in the start of the American Revolution in the 1700s.

Label all parts of the essay.

1. Four Freedoms 904
2. Good Neighbor Policy 906
3. appeasement 906-907
4. isolationism 908
5. Nye committee and Neutrality Acts 908
6. Fall of France 909
7. Lend-Lease Act 909
8. Pearl Harbor 910
9. Bataan “death march” 912
10. Battle of Midway 912
11. Dwight D. Eisenhower 913
12. D-Day 913
13. Battle of Stalingrad 913
14. Holocaust 914
15. Office of Price Administration 915
16. Office of War Information 920
17. War Advertising Council 920
18. Rosie the Riveter 921
19. The American Century 923
20. Economic Bill of Rights 924
21. GI Bill of Rights 925
22. “patriotic assimilation” 926
23. “bracero” program 928
24. zoot suit riots 928
25. Executive Order 9066 930
26. “Korematsu v. US” 930
27. Executive Order 8802 936
28. “double-V” 936
29. An American Dilemma 938
30. Manhattan Project 940
31. Hiroshima 941
32. Yalta conference 942
33. United Nations 943
34. Bretton Woods conference 943
35. Dumbarton Oaks Conference 943
36. Atlantic Charter 944

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 22. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Prompt: Analyze the issues of cause and effect in the start of the U.S. Civil War
between 1844 and 1877.

Write a full LEQ in response to the prompt above. Label all parts of the essay.

1. “public works revolution” 860
2. the Brain Trust 863
3. bank holiday 864
4. Glass-Steagall Act 864
5. the Hundred Days 865
6. National Recovery Administration 865
7. First New Deal 865
8. Public Works Administration 866
9. Tennessee Valley Authority 867
10. Agricultural Adjustment Act 867
11. Dust Bowl 868
12. Schechter v. US 870
13. US v. Butler 871
14. Congress of Industrial Workers 872-873
15. sit-down strike 873
16. Share Our Wealth movement 874
17. Townsend plan 875
18. Second New Deal 875
19. Rural Electrification Agency 876
20. Works Progress Administration 876
21. Wagner Act 876
22. Social Security Act 877
23. fireside chats 879
24. American Liberty League 879
25. New Deal coalition 883
26. court-packing plan 883
27. minimum wage laws 883
28. Fair Labor Standards Act 884
29. recession of 1937
30. Indian New Deal 887
31. the Popular Front 891
32. “Scottsboro boys” 895

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 21. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Analyze the similarities and differences between the American Revolution in the 18th century and the U.S. Civil War in the 19th century.

Label all parts of your essay.

1. Sacco-Vanzetti case 818
2. automobile 820
3. installment plan 821
4. radio 821
5. “the American way of life” 824
6. The Man Nobody Knows 824
7. rise of the stock market 825
8. “welfare capitalism 824
9. Equal Rights Amendment 825
10. the “flapper” 827
11. William H. Taft 829
12. Warren G. Harding 829
13. Teapot Dome scandal 829
14. Calvin Coolidge 832
15. McNary-Haugen farm bill 832
16. Washington Naval Arms Conference 833
17. Fordney-McCumber Tariff 833
18. Hays code 834
19. the Lost Generation 835
20. American Civil Liberties Union 835
21. “clear and present danger” 835
22. Scopes trial 839
23. “100 percent Americanism” 840
24. “illegal alien” 842
25. Immigration law of 1924 842-43
26. Horace Kallen 844
27. Meyer v. Nebraska 845
28. Harlem Renaissance 845-47
29. the “New Negro” 846
30. Herbert Hoover 847-49
31. Black Tuesday 849
32. Hoovervilles 850
33. bonus marchers 851
34. Hawley-Smoot Tariff 853
35. Reconstruction Finance Corporation

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 20. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Read your partner's written response. After you have done so, complete the attached peer review form. The form should have paragraphs 1 and 2 feedback completed in full. In addition, your form should have CL sentences for body paragraphs 2 and 3 completed. Turn in the peer review form that you yourself filled out for your partner.

Prompt: Compare and contrast the North and South's rationale for their involvement in the U.S. Civil War in the 1800s.

Write an introduction paragraph and body paragraph 1 in response to the prompt.

In addition, write corroboration/limitation sentences for body paragraphs 2 and 3.

Label all parts.
Context - C
Thesis - TH
Topic sentence - TS
Concrete detail - CD1/CD2
Commentary - CM1/CM2
Corroboration/limitation - CL

Read and take notes on Chapter 19. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. “liberal internationalism” 769
2. Panama Canal Zone 772
3. yellow fever 772
4. Roosevelt Corollary 772
5. Dollar Diplomacy 773
6. “moral imperialism” 773
7. alliance system 775
8. Franz Ferdinand 775
9. British naval blockade 777
10. sinking of Lusitania 777
11. unrestricted submarine warfare 777
12. Zimmerman Telegram 778
13. Fourteen Points 778
14. Selective Service Act 780
15. Railroad Administration 780
16. Food Administration 780
17. War Industries Board 780
18. War Labor Board 781
19. Committee on Public Information 781
20. 19th amendment 784
21. 18th amendment 785
22. Espionage Act 786
23. Sedition Act 786
24. American Protective League 787
25. The Melting Pot 792
26. intelligence quotient (IQ) 794
27. Brownsville affair 796
28. National Association for the Advancement of Colored People 796
29. WEB Du Bois 797
30. Great Migration 798
31. Garveyites 800
32. United States in Russia 801
33. Great Steel Strike 802
34. Red Scare 802
35. Versailles Treaty 803-804
36. War reparations 807
37. Henry Cabot Lodge 808

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read your partner's written response. After you have done so, complete the attached peer review form. The form should have the feedback filled in for at least the first 3 paragraphs of the essay. Turn in the peer review form that you yourself filled out for your partner.

1. Triangle Shirtwaist Company 724-725
2. muckrakers 728
3. Upton Sinclair 728
4. child labor 728
5. Ellis Island and Angel Island 730
6. Mexican immigration 730
7. working woman 734
8. assembly-line 735-736
9. Fordism 736
10. American standard of living 737
11. Rerum Novarum 737
12. “scientific management” 738
13. American Federation of Labor 739-743
14. Industrial Workers of the World 743
15. “New Feminism” 746
16. birth-control movement 747
17. Margaret Sanger 747
18. Society of American Indians 748
19. “effective freedom” 749
20. 17th amendment 751
21. initiative, referendum, and recall 751
22. maternalist reform 754
23. Muller v. Oregon 755
24. Louis Brandeis 755-756
25. workmen’s compensation laws 756
26. coal miners’ strike of 1902 757
27. Hepburn Act 758
28. Pure Food and Drug Act 758
29. Roosevelt and conservation 758
30. Payne-Aldritch Tariff
31. New Freedom 760
32. New Nationalism 760
33. Clayton Act 761
34. Adamson Act 761
35. Federal Reserve System 762
36. Federal Trade Commission 762

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 18. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Read and take notes on Chapter 17. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. agricultural expansion and decline 679-80
2. Sp-Am War 679
3. the People’s Party 680
4. Populist Platform 681
5. Coxey’s Army 684
6. In re Debs 685
7. “Free coinage” of silver 686
8. Kansas Exodus 690
9. elimination of black voting 692
10. Civil Rights Cases 694
11. Plessy v. Ferguson 694
12. “separate but equal” 694
13. lynching 695
14. politics of memory 696
15. William Jennings Bryan 686-687
16. Immigration Restriction League 698
17. Chinese Exclusion 698
18. Page law 698
19. Yick Wo v. Hopkins 699
20. US v. Wong Kim Ark 699
21. Booker T. Washington 700
22. Fang Yue Ting 700
23. Alfred T. Mahan 704
24. Our Country 704
25. “yellow press” 705-6
26. U.S.S. Maine 706
27. Platt Amendment 708
28. Open Door Policy 708-10
29. Emilio Aguinaldo 710
30. Foraker Act 714
31. the Insular Cases 714
32. Anti-Imperialist League 717

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Write your introduction paragraph and body paragraph 1 (minus the last sentence which we have not yet learned) in response to the following prompt:

Compare and contrast the notion of liberty between the white and black populations in the 19th century United States.

Label each part your response:

C - Context
TH - Thesis

TS - Topic sentence
CD1 - Concrete detail 1
CM1 - Commentary 1
CD2 - Concrete detail 2
CM2 - Commentary 2

Read and take notes on Chapter 16. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. “great upheaval” of 1886 632
2. standard gauge 635
3. railroad time zones 636
4. Thomas Edison 637
5. pools 638
6. trusts 638
7. Carnegie 639
8. Rockefeller 639-40
9. vertical integration 639
10. Standard Oil Company 640
11. Wealth against Commonwealth 641
12. “captains of industry” v. “robber barons” 641
13. “The Significance of the Frontier in American History” 643
14. Jacob Riis 643
15. bonanza farming 646
16. cowboys 647
17. Dawes Act 654
18. Ghost Dance 655
19. Wounded Knee 655
20. credit mobilier 657-8
21. greenbacks 659
22. Civil Service Act of 1883 659
23. Interstate Commerce Commission 659
24. Patrons of Husbandry 660
25. iron law of supply and demand 661
26. Social Darwinism 662
27. liberty of contract 664
28. “Wabash v. Illinois” 665
29. “US v. E. C. Knight Co”. 665
30. “Lochner v. New York” 666
31. Great Railroad Strike of 1877 666
32. Knights of Labor 666
33. “The Cooperative Commonwealth” 669
34. Edward Bellamy 669
35. Social Gospel 670
36. Haymarket Affair 670-1

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 15. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. black families 588
2. the Freedmen’s Bureau 588
3. sharecropping 594
4. crop-lien system 598
5. Black Codes 601
6. Civil Rights Bill of 1866 603
7. Fourteenth Amendment 603
8. “swing around the circle” 604
9. “waving the bloody shirt” 605
10. Fifteenth Amendment 605
11. Tenure of Office Act 605
12. literacy tests 606
13. Bradwell v. Illinois 609
14. Reconstruction Act 604-5
15. carpetbaggers and scalawags 614
16. KKK 617-8
17. Enforcement Acts 618
18. Panic of 1873 619-20
19. Civil Rights Act of 1875 620
20. Slaughterhouse Cases 620
21. US v. Cruikshank 620
22. Redeemers 620
23. Bargain of 1877 622

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Submit today's assignment here.

See attached.

Read and take notes on Chapter 14. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. first modern war 539
2. Monitor v. Merrimac 541
3. Army of the Potomac 541
4. Robert E. Lee 544-5
5. Battle of Bull Run 544
6. George B. McClellan 544-5
7. Army of Northern Virginia 545
8. Battle of Antietam 546
9. Ulysses S. Grant 546-8
10. contraband of war 548
11. Radical Republicans 549
12. Confiscation Acts 549
13. Emancipation Proclamation 550
14. black soldiers and sailors 551
15. Second American Revolution 556
16. Gettysburg Address 557
17. Ex parte Milligan 562
18. transcontinental railroad 563
19. national banking system 564
20. Captains of Industry 564-5
21. women and war work 565
22. Clara Barton 565-6
23. Copperheads 567
24. War Democrats 567
25. “King Cotton diplomacy” 568
26. Jefferson Davis 568
27. “twenty-negro” provision 569
28. food riots 570
29. southern desertion 570
30. southern Unionist 571
31. women in the Confederacy 571
32. Vicksburg 472-3
33. Sea Island experiment 574
34. 13th amendment 577

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Use the "Primary Source Graphic Organizer" to analyze the two documents attached to this post. A separate graphic organizer should be used for each document.

Read and take notes on Chapter 13. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. Santa Fe Trail 495
2. Tejanos 496
3. the Texas revolt 496
4. Santa Anna 497
5. Henry Clay 498-9, 508-9
6. “reannexation” of Texas and “reoccupation” of Oregon 499
7. Mexican-American War 499-500
8. Wilmot Proviso 507
9. Free Soil Party 507
10. Lewis Cass 507
11. Compromise of 1850 509-10
12. Fugitive Slave Act of 1850 510
13. Stephen Douglas 511
14. popular sovereignty 511
15. Appeal of the Independent Democrats 511
16. Kansas-Nebraska Act of 1854 511
17. Republicans 513-4
18. “balloon frame” houses 515
19. Know-Nothing Party 515
20. the Slave Power 516
21. “Bleeding Kansas” 517
22. Election of 1856 517-8
23. the caning of Charles Sumner 517
24. Dred Scott decision 519
25. Abraham Lincoln 520-4, 527
26. Lincoln-Douglas debates 521
27. John Brown 524-5
28. Lecompton Constitution 527
29. Democratic Convention of 1860 527
30. Election of 1860 527
31. Harpers Ferry 524
32. “filibustering” expeditions 526
33. “fire-eaters” 527
34. Declaration of the IMmediate Causes of Secession 529
35. Crittenden Compromise 529-30
36. Fort Sumter 531

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Use the "Primary Source Graphic Organizer" to analyze the two documents attached to this post. A separate graphic organizer should be used for each document.

Directions: In your response, be sure to address all parts of the questions you answer. Use complete sentences; an outline or bulleted list alone is not acceptable.

“Although eighteenth-century America was predominantly a rural, agricultural society, its seaboard commercial cities were the cutting edge of economic, social, and political change. . . . In America, it was in the colonial cities that the transition first occurred from a barter economy to a commercial one. . . . The cities predicted the future.... Urban people, at a certain point in the preindustrial era, upset the equilibrium of an older system of social relations and turned the seaport towns into crucibles of revolutionary agitation.” -Gary B. Nash, historian, The Urban Crucible, 1986

“The colonist’s attitudes toward civil uprising were part of a broader Anglo-American political tradition. In the course of the eighteenth century, colonists became increasingly interested in the ideas of seventeenth-century English revolutionaries . . . and the later writers who carried on and developed this tradition. . . . By the 1760s . . . this . . . tradition provided a strong unifying element between colonists North and South. It offered, too, a corpus of ideas about public authority and popular political responsibilities that shaped the American revolutionary movement. Spokesmen for this English revolutionary tradition were distinguished in the eighteenth century above all by their outspoken defense of the people’s right to rise up against their rulers.” -Pauline Maier, historian, From Resistance to Revolution, 1991

Using the excerpts above, answer (a), (b), and (c).
a) Briefly describe ONE major difference between Nash’s and Maier’s historical interpretations of the origins of the American Revolution.
b) Briefly explain how ONE specific historical event or development from the period 1754 to 1800 that is not explicitly mentioned in the excerpts could be used to support Nash’s argument.
c) Briefly explain how ONE specific historical event or development from the period 1754 to 1800 that is not explicitly mentioned in the excerpts could be used to support Maier’s argument.

1. utopian communities 456
2. polygamy 458
3. Oneida 458
4. secular communitarian 459
5. Robert Owen 459-60
6. New Harmony 469-60
7. “perfectionism” 461
8. temperance movement 461
9. self-discipline 462
10. common school 464
11. public education 464
12. American Colonization Society 465
13. William Lloyd Garrison 467
14. American Anti-Slavery Society 468
15. Theodore Weld 468-9
16. “moral suasion” 469
17. Uncle Tom’s Cabin 471
18. “Am I Not a Man and a Brother?” 473
19. “gentlemen of property and standing” 474
20. gag rule 476
21. Dorothea Dix 476
22. Grimke Sisters 478-9
23. woman suffrage 479
24. Elizabeth Cady Stanton 479
25. Seneca Falls Convention 479
26. Woman in the Nineteenth Century 482
27. Liberty Party 485

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 12. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. Frederick Douglass 416
2. the “peculiar institution” 417
3. “Cotton Is King” 417
4. Lords of the Loom and Lords of the Lash 419
5. “plain folk” 422
6. southern paternalism 423
7. Code Duello 423
8. the proslavery argument 424
9. George Fitzhugh 428
10. Upper South 433-4
11. Lower South 433-4
12. slave families 438-9
13. slave religion 441
14. “silent sabotage” 443
15. Underground Railroad 445
16. runaways 445
17. Harriet Tubman 445
18. Amistad 445
19. Denmark Vesey’s conspiracy 446
20. Nat Turner’s Rebellion 447

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 11. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

In groups of 4, predict who will win the 2020 presidential election. Explain why you made this prediction, referencing electoral votes and specific states.

Your prediction should be a minimum of 2 pages, double spaced, Times New Roman, 12 point font. Complete your assignment on a Google Doc.

Use the attached document to answer a, b, and c.
a. Briefly describe the historical situation in which Common Sense was written.
b. Briefly describe a purpose of Common Sense.
c. Briefly describe Paine’s attitude toward monarchies.

1. the Dorr War 373
2. Democracy in America 374
3. “information revolution” 375
4. “infant industries” 378
5. American System 378
6. internal improvements 379
7. Second Bank of the US 379
8. Panic of 1819 380
9. McCulloch v. Maryland 381
10. Missouri controversy 381
11. Monroe Doctrine 384
12. Election of 1824 388
13. the “corrupt bargain” 388
14. Martin van Buren 389-391
15. Election of 1828 390
16. Second Party System 391
17. Andrew Jackson 391
18. “spoils system” 391
19. Democrats 393
20. Whigs 393
21. Tariff of 1828 (Abomination) 396
22. John C. Calhoun 396
23. Exposition and Protest 396
24. Tariff of 1832 397
25. Nullification Crisis 397
26. Force Act 397
27. Indian Removal Act 398
28. Worcester v. Georgia 399
29. the Bank War 401
30. hard money v. soft money 402-403
31. pet banks 403
32. Panic of 1837


See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 10. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Use the "Primary Source Graphic Organizer" to analyze the document attached to this post.

Also, complete the attached peer review form using your partner's response from 10/16/20 Writing Practice.

1. Turnpikes (p. 333)
2. Erie Canal (p. 334)
3. Telegraph (p. 335)
4. Squatters (p. 337)
5. Cotton gin (p. 339)
6. Cotton Kingdom (p. 339)
7. Slave coffles (p. 340)
8. John Deere steel plow (p. 342)
9. Cyrus McCormick reaper (p. 342)
10. Factory system (p. 343)
11. “American system of manufactures” (p. 346)
12. Mill girls (p. 348)
13. Nativism (p. 350)
14. Gibbons v. Ogden (p. 351)
15. Charles River Bridge case (p. 351)
16. Manifest destiny (p. 352)
17. Transcendentalists (p. 353)
18. Camp meetings (p. 358)
19. “self-made man” (p. 360)
20. Cult of domesticity (p. 362)

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 9. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Topics:
A new economy
Market society
The free individual
The limits of prosperity

1. Write the 10 most important points from your topic.
2. Take turns explaining your points to your group. As your group members explain, add their points to your list (does not have to be word for word).

You should be turning in a document with 40 points total, 10 for each section.

“When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
“. . . The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. . . .
“He has refused to pass . . . Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. . . .
“He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. . . .
“He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.”
United States Declaration of Independence, 1776

Using the excerpt, answer (a), (b), and (c).
a. Describe one cause of the writing of the Declaration of Independence.
b. Describe a second cause of the writing of the Declaration of Independence.
c. Describe the how the colonists felt about the function of government during the revolutionary period.

1. Alexander Hamilton 295
2. Bank of the United States 295
3. Report on Manufactures 295
4. Assumption of state debts 296
5. “strict constructionism” 297
6. The French Revolution 297
7. The Genet Affair 298
8. Impressment 298
9. Jay’s Treaty 298
10. Federalists 299
11. Whiskey Rebellion 299
12. Republicans 300
13. Democratic-Republican societies 301
14. A Vindication of the Rights of Woman 304
15. Judith Sargent Murray 304
16. Washington’s Farewell Address 305
17. XYZ Affair 306
18. Alien and Sedition Acts 306
19. Matthew Lyon 307
20. Virginia and Kentucky resolutions 307
21. First fugitive slave law 309
22. Gabriel’s Rebellion 310
23. Marbury v. Madison 312
24. Louisiana Purchase 312
25. Embargo Act 317
26. Tecumseh and Tenswatawa 319
27. War of 1812 323
28. Hartford Convention 324

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 8. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Answer (a), (b), and (c). Label your TS, CD, and CM.

Briefly explain how ONE specific historical development represents an accomplishment of the national government under the Articles of Confederation.

Briefly explain ONE specific argument critics used in the 1780s to support revising the Articles of Confederation.

Briefly explain ONE specific way in which the United States Constitution addresses a criticism of the Articles of Confederation.

1. Articles of Confederation 259
2. Land Ordinances of 1784 and 1785 262
3. Northwest Ordinance of 1787 264
4. Shays’s Rebellion 265
5. Economic interests 266
6. Constitutional Convention 267
7. Virginia Plan 268
8. New Jersey Plan 268
9. Separation of powers 269
10. “high crimes and misdemeanors” 270
11. three-fifths clause 270
12. Slave trade clause 271
13. the Federalist 274
14. Anti-Federalists 275
15. Bill of Rights 275-279
16. Tenth Amendment 279
17. First Amendment 279-280
18. Civic nationalism 282
19. Ethnic nationalism 282
20. Miami Confederacy 285
21. Treaty of Greenville 285
22. “annuity” system 285
23. Free blacks 285-286
24. Letters from an American Farmer 286
25. “open immigration” 286
26. Notes on the State of Virginia 287


See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 7. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

1. Abigail Adams 220
2. One-house legislature 223
3. Thoughts on Government 224
4. Balanced government 224
5. Suffrage 225
6. “wall of separation” 227
7. Bill for Establishing Religious Freedom 228
8. Free labor 231
9. Free trade 232
10. Inflation 232
11. The Wealth of Nations 233
12. Loyalists 233
13. Stockbridge Indians 236
14. General John Sullivan 237
15. Abolition 239
16. Samuel Sewall 240
17. Freedom petitions 241
18. Lemuel Haynes 241
19. Free blacks 248
20. “citizens of color” 248
21. republican motherhood 250
22. “suitable education” 251

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 6. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Answer (a), (b), and (c). Confine your response to the period from 1607 to 1776. Label your TS, CD, and CM for each letter.

a. Briefly describe one difference between the economy of British North American colonies in the Chesapeake region (such as Virginia and Maryland) and the economy of the southern colonies (such as Carolina).

b. Briefly describe one similarity between the economy of the Chesapeake colonies and the economy of the southern colonies.

c. Briefly explain one reason for a difference between the economy of the Chesapeake colonies and the economy of the southern colonies.

1. Loyal Nine 184
2. “virtual representation” 186
3. writs of assistance 186
4. Sugar Act 186
5. The Stamp Act of 1765 187
6. Stamp Act Congress 188
7. Committees of Correspondence 189
8. Sons of Liberty 189
9. Regulators 190
10. Charles Townshend 191
11. Daughters of Liberty 191
12. Boston Massacre 192
13. Crispus Attucks 192
14. “Wilkes and Liberty” 194
15. Boston Tea Party 194
16. Quebec Act 195
17. Intolerable Acts 195
18. Continental Congress 195
19. Suffolk Resolves 195, 196
20. Committees of Safety 196
21. Second Continental Congress 197, 198
22. Lexington and Concord 197
23. Lord Dunmore’s proclamation 198
24. Olive Branch Petition 199
25. Common Sense 199-202
26. Declaration of Independence 202
27. “American exceptionalism” 204
28. the American Crisis 208
29. Battle of Saratoga 210
30. Treaty of Amity and Commerce 210
31. Benedict Arnold 210
32. Treaty of Paris 214

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 5. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Use the "Primary Source Graphic Organizer" to analyze the two documents attached to this post. A separate graphic organizer should be used for each document.

Answer the following on an online document. Type your response.

In your response, be sure to address all parts of the question.

Start a new line for each sentence, and label each sentence with TS, CD, or CM as appropriate. Label A, B, and C as well for each question.


A. Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492 to 1700.

B. Briefly explain a SECOND example of how contact between Native Americans and Europeans brought changes to Native American societies in the same period.

C. Briefly explain ONE example of how Native American societies resisted change brought by contact with Europeans in the same period.

1. The Interesting Narrative of the Life of Olaudah Equiano 136
2. Atlantic slave trade 137
3. Middle Passage 141
4. Chesapeake 141
5. South Carolina 144
6. “task” system 144
7. James Oglethorpe 144
8. African American 147
9. creoles 147
10. Runaways 149
11. Stono Rebellion 149
12. Republicanism 152
13. Virtue 152
14. Liberalism 152
15. Two Treatises of Government 152
16. “deference” 155
17. “salutary neglect” 156
18. Colonial assemblies 156
19. circulating libraries 158
20. Pennsylvania Gazette 158
21. freedom of expression 158
22. freedom of the press 158
23. trial of John Peter Zenger 159
24. American Enlightenment 160
25. Deism 160
26. Great Awakening 161, 162
27. Jonathan Edwards 161
28. George Whitefield 161
29. Father Junipero Serra 164
30. “middle ground” 166
31. The Seven Years' War 167-174
32. Treaty of Paris 169
33. Pontiac’s Rebellion 170
34. Neolin 170
35. Proclamation of 1763 170
36. Albany Plan of Union 174


See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 4. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Use the "Primary Source Graphic Organizer" to analyze the two documents attached to this post. A separate graphic organizer should be used for each document.

1. Metacom 94
2. King Philip’s War 95
3. Mercantilist system 95
4. Navigation Acts 96
5. Covenant chain 98
6. Yamasee uprising 99
7. Carolina 99
8. Society of Friends (Quakers) 100
9. slavery 102
10. Sugar 104
11. Las Siete Partidas 105
12. Bacon’s Rebellion 106
13. Slave code 108
14. Anglicanism 109
15. Glorious Revolution 109
16. English Bill of Rights 109
17. Lords of Trade 110
18. Dominion of New England 110
19. English Toleration Act 111
20. Salem Witch trials 112
21. German immigrants 116
22. Redemptioners 116
23. Walking Purchase 120
24. Backcountry 120
25. consumer revolution 122
26. Artisans 122
27. “cousinocracy” 125
28. South Carolina planters 126
29. little freeholders 128
30. colonial women 128-130


See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 3. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Read and take notes on Chapter 2. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

Review the Basic Argumentation Template attachment below. Next, answer the following questions on a blank document utilizing the format outlined in the attachment. Each question should be answered in 3 sentences (no more, no less).

1. Is COVID-19 currently a serious situation?

2. Is consuming carbohydrates good for the human body?

3. Are humans naturally more productive in getting work done in the morning?

4. How did the Articles of Confederation Contribute to the eventual ratification of the U.S. Constitution?

5. What major factor contributed to the decline of the indigenous populations in the New World?

1. Virginia company 54, 64
2. Roanoke colony 56
3. A Discourse Concerning Western Planting 57
4. Enclosure movement 58
5. “masterless men” 59
6. Indentured servant 60
7. Jamestown 63
8. John Smith 63
9. Headright system 64
10. House of Burgesses 64
11. Uprising of 1622 65
12. Tobacco colony 66
13. Dower rights 67
14. Maryland 68
15. Puritans 69
16. Moral liberty 70
17. John Winthrop 70
18. Pilgrims 70
19. Mayflower Compact 71
20. Massachusetts Bay Company 71
21. Great Migration 71
22. Body of Liberties 75
23. Roger Williams 76
24. Anne Hutchinson 80
25. Captivity narratives 81
26. The Sovereignty and Goodness of God 81
27. Pequot War 81
28. Half-way covenant 84
29. English liberty 84
30. Act Concerning Religion 88


See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Use the "Primary Source Graphic Organizer" to analyze the two documents attached to this post. A separate graphic organizer should be used for each document.

1. maize (p. 8)
2. Tenochtitlán (p. 10)
3. Cahokia (p. 11)
4. Iroquois (p. 12)
5. "Christian liberty" (p. 18)
6. Zheng He (p. 20)
7. caravel (p. 20)
8. factories (p. 22)
9. reconquista (p. 23)
10. Columbian Exchange (p. 26)
11. peninsulares (p. 29)
12. mestizos (p. 29)
13. encomienda system (p. 33)
14. Black Legend (p. 33)
15. Pueblo Revolt (p. 37)
16. Popé (p. 37)
17. Huguenots (p. 41)
18. métis (p. 44)
19. patroons (p. 47)
20. wampum (p. 47)

See "Chapter Vocabulary Assignment Direction Sheet" on Google Classroom under "General Materials" for assignment requirements.

Read and take notes on Chapter 1. Notes may be either typed or hand written.

Typed: Must be Times New Roman, double spaced, 12 point font.
Hand Written: Single spaced

For both typed and hand written options:
- Minimum 3 pages
- At the end of notes, write one summary sentence PER RED HEADING in the chapter. Sentence should be concise, yet also cover major ideas of the section.
- After summary sentences, provide a thorough 1 paragraph summary of the chapter.

On a blank document, answer one OR both of the following questions:

- What do you already know about U.S. History?
- What do you want to know about U.S. History?

Response should be 1 page minimum, single spaced, Times New Roman, 12 point font.

Change your name on Zoom so that your LAST name appears first, followed by your FIRST name on the participants list.