Psychology

AP US History

New England Mills virtual field trip website:

http://newenglandmills.wikispaces.com

US History in the News:

http://sites.google.com/site/knighthush/news

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

College Prep online textbook:

http://glencoe.mcgraw-hill.com/sites/0078743591/

User name: TAR2NA07

Password: 4d7c5699

Online access code: DDD876E3CB

How to access Self Check Quizzes:

- "Student Center"

- select the current CHAPTER in "Chapter Activities" on left tab

- "self check quizzes" = 10 review questions for each chapter, with the textbook page where the answer can be found.

How to access "study central":

- "Student Center"

- click "study central" under "Textbook Resources" in the left tab

- click "study central" again on the middle of the page

- select chapter and section you wish to review

(It may take some time to load, but the program is very useful: under the Purple "Quiz" tab, there are nine or ten review questions per section in the database, presented 5 questions at a time, so you will need to take the quiz for each section multiple times in order to see all of the questions.

You can navigate from one section to the next (12-1 to 12-2) by using the pink arrows in the upper left hand corner.

Other helpful tabs in study central include: "Section Review", "Key Concepts", "Build Vocabulary"... explore!)

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

US History World War I essay prep:

1914-1917 Road to War simulation 1914-1917 simluation

1914-1917 Neutrality Packet (Honors) 1914-1919 documents

Treaty of Versailles Debate/Terms 1919 Treaty of Versailles

Senate Debate over the Treaty of Vers ailles 1919 Senate Debate

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

HONORS Progressivism Reform Rally (9/30)

For class on the block, we will have a role-playing activity. Students will be assigned to research a character from the Progressive era. They must find out what views and actions this person took on Progressive issues. They must determine the impact of this person on changing society. Students must also come perpared with primary source excerpts to read to the class, or to be used as a reference while they are in character during class.

____ of 10 - Knowledgeable about the person's Progressive views and actions.

____ of 10 - Primary source quotes are utilized appropriately and effectively in a class reading or during character interactions

____ of 10 - During character interactions, the student stays in character most of the time, and tries to argue as the historical figure with conviction.

____ of 10 - The student demonstrates the ability to "think on their feet," and reacts to the questions and opinions of the other students in the room with historical accuracy.

Bonus - students come to class with props/costumes appropriate to the historical person and time period. Student may take on specific and appropriate manerisms in an attempt to be in character.

Character list:

Ida Tarbell

Lincoln Steffens

Jacob Riis

Lewis Hine

Robert LaFollette

Alice Paul

Carrie Chapman Catt

Margaret Sanger

William Jennings Bryan

Bill Haywood

Eugene Debs

Mary Harris "Mother" Jones

Helpful websites:

www.spartacus.schoolnet.co.uk/PRsearch.htm

(There is a google search toolbar - make sure to click the button to search the spartacus website and not the web)

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

Progressivism Unit

Day 1 lesson - Progressivism - "What's wrong with the world today?" "How can you change it?"

Demogogues - "The Cult of Personality" powerpoint

How did the influx of new residents affect U.S. cities?

What problems were associated with tenements?

Why did political bosses gain power in U.S. cities?

View Discovery Channel's "Uncovering the real Gangs of New York" part 3 and part 4

Part 3

Part 4

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

Imperialism essay question prep:

It may be helpful to read the options you were not assigned so that you can argue the strongest points of each option.

Remember that the essay question will ask you to apply the stances in this debate to what actually happened, so that you can validly argue what position (you can make a new one that you most agree with) we should have taken in 1898.

Download the word document: 1898 debate options

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

Imperialism

Research/Presentation - present your country/territory during the Block

1. Hawaii

2. Philippines

History Lessons: 1899 Philippine Insurrection textbooks

Epilogue - Imperialism's Bitter Fruit 1899 Philippine Insurrection aftermath

3. Puerto Rico

Gervasio Luis García , I Am the Other: Puerto Rico in the Eyes of North Americans, 1898 (The Journal of American History Vol. 87 No.1, June 2000)JAH Puerto Rico

4. Panama Canal

• American Independence Museum (Exeter, NH)
• Canterbury Shaker Village (Canterbury, NH)
• The Fort No. 4: Living History Museum
• Museum OF New Hampshire History (Concord, NH)
• New Hampshire Historical Society (Concord, NH)
• Remick Country Doctor Museum and Farm (Tamworth, NH)
• Historic New England Museum Properties
• Strawbery Bank Museum (Portsmouth, NH)
• The Wright Museum (Wolfeboro, NH)
• New Hampshire Parks Service website
• National History Day Website
• Civil War Weekend: A Recreation in Lawrence, Mass