Final Exam Study Guide

Study Guide for Multiple Choice

The Great Dictator

The Great Dictator Writing Assignment

            Name: _______________________

            Although in the 1930s the Allies followed a policy of appeasement, some disagreed with Hitler’s mobilization and felt intervention was necessary. Throughout the film, The Great Dictator, Charlie Chaplin used satire and humor to fight Hitler and the growing militarization in Europe. In 250-500 word paper please explain and illustrate Chaplin’s use of satire and humor to criticize the Allies’ policy of appeasement in the film, The Great Dictator. In your explanation indicate the scenes in which satire and humor are used and explain their significance. Be sure to connect the images on the screen to the real events taking place in Europe and in Germany. Your response should also include qualities of politicians shown in the film that are appealing and unappealing. Your paper should contain a thesis, an introduction, body, and conclusion. If you used information from outside readings, be sure to cite your sources. If you have any questions, feel free to ask.

Full Movie Link: Click Here!!!!!!!!

Your paper is due _________________________________________________

Rubric

Marks	Level Descriptor
0	The work does not reach a standard described by the descriptors below
1	There is little awareness of the expectations of the question/assignment
2	There is some awareness of the expectations of the assignment; the response is only partly relevant and is mostly unsubstantiated generalization
3	There is adequate awareness of the expectations of the assignment; the response is generally relevant and critical
4	There is good understanding of the expectations and some of the subtleties of the question; the response is consistently relevant and critical
5	There is excellent understanding of the expectations and many of the subtleties of the question; the response is relevant, focused and insightful

LIVE STREAM AT 7 PM TONIGHT

APUSH LIVE STREAM @ 7PM TONIGHT 5/3

live stream

Questions Doc and Others

Google Doc. for Questions


In Depth for TimePeriods

APUSH LIVE STREAM 5/2 @ 7 PM TONIGHT

LIVE STREAM

APUSH YOUTUBE LIVE STREAM @ 7:30

Sub Plans 4/28

4th Block: 12:53-2:20 APUSH

1. Please take attendance with attached roster
2. Look for the folder labeled, “APUSH PRACTICE TESTS”  -there should be tests and scantrons in the folder
3. Each student should get a copy of the test and scantron (you can write on the test)
4. Students are NOT TO USE ANY NOTES OR ASSISTANCE OF ANY KIND
5. Please complete all the sections. For the long essay question, you will need to complete an essay outline that meets the following requirements:

Essay Requirements	What should this look like?
Categories (1 point)	Categories can be broad here (ex: political, economic, social, etc.)
Thesis Statement (2 points)	Addresses all parts of the question. Does more than restate the question. Categories of analysis are included and provide direction!!
Topic Sentences (2 points)	Supports and help develop thesis statement
Synthesis (1 point)	Make connections between a given historical issue and related developments in a different historical context, geographical area, period or era. Make connections between different course themes and/or approaches to history (political, economic, social, cultural, or intellectual)

Questions for Lesson-Video Presentations

1. Describe the lesson
2. Describe the lesson objectives
3. Describe why the selected activities and assessments are appropriate for the students and the lesson objectives
1. Things to consider:
1. Why are these activities MORE appropriate than other strategies
1. For example: if you did groups - why did you choose this over direct instruction?
2. How are you able to measure student mastery?

     4. What would you do for students who still “don’t get it”?

     5.  Reflection: Given the opportunity to redo this process, what advice would you give? (advice is for future APUSH students who have been assigned this project)


Please use: https://screencast-o-matic.com/ for recording.

Review Videos (Practice Tests)

Periods 1-5: https://www.youtube.com/watch?v=jAlZEh46ytI&nohtml5=False

Periods 6-9: https://www.youtube.com/watch?v=-4aA_ROri6s&nohtml5=False

LBJ POA with Questions at the end

http://www.kbrunink.com/LBJ%20Reading.pdf

APUSH Design a Lesson

Design a Lesson Handout

Cold War - AP Central

Rest of the Year Reading Schedule

Reading Schedule

Test Corrections Period 7 Part II

Students are allowed to do test corrections until the day 1 of the practice test. This date is April 28.


Remediation Playlist : Watch videos #10-16 on playlist

Spring Break Assignments

Period 8 Playlist 

Assignment 1: Watch 8.1 and 8.3.I and take notes OR watch Chapter 36 and 37 Videos and take notes

  - Notes include terms. Please use the concept map from Period 8

Assignment 2: Read the POA on Ike and JFK. Please answer the questions at the end in complete sentence and in full detail.


Due Date: 1st day back.

Battleships Questions (Copy)

100 Questions (some unit based, some review)

4B World War II Discussion

If you have a question about the reading or WWII content, please feel free to post your question on the Google Doc below!!

World War II Discussion

Writing the Group DBQ & Groups (4A)

Writing the Group DBQ

Please share (able to comment) the DBQ with me: dbeller2@wcpss.net

Below are the Groups. We need to have as many groups of 4 as possible. If people are absent from groups, and another 4 person group can be made, then do it. Otherwise, here are the groups I expect - if you have to work in a group of 3, so be it.

Group 1  : Nathaniel, Alex, Dylan, Jenna
Group 2: Jackson, BJ, Tim, Caleb
Group 3: Nathan, Bodhi, Evan, Ashwin
Group 4: Kalli, Andrew, Jada, Jacob
Group 5: Davis, Antonio, Tyson, Zane
Group 6 : Laura, Zavia, Aislinn, Noah
Group 7 : Minh, Emmett, Sarah, Jonas

Essay Prompt - the New Deal

Historical Context: Following the economic boom of the 1920s, the United States entered a period of prolonged economic depression. Known as the Great Depression, many citizens of the United States were greatly affected by it. During the Roosevelt Administrations, several economic initiatives were developed to limit the effects of the Great Depression and allow the American economy to prosper once again.

Were the Roosevelt Administrations and the New Deal programs effective in overcoming the Great Depression and rebuilding the U.S. economy?

·         Describe the economic, political and social effects of the Great Depression.

·         Discuss the strategies used by the Roosevelt Administrations to deal with the problems leading to and created by the Depression.

·         Discuss the challenges faced by the Roosevelt Administrations to enact their policies.

·         Discuss the long-term effects of the New Deal.

Reading Schedule - Updated

Reading Schedule Updated

4A Priorities

1. POA HW
2. Make sure you have New Deal Programs categorized
3. answer questions #2 and #3   (critics and coalition)

Review Videos (from a different person than A.Norris) - good for final

Playlist of 50 Videos

New Deal Programs (for clarification)

New Deal Chart

Period 7 Part II Chapter Videos (alternate to Curriculum Framework Videos)

Chapter 31 - Roaring Twenties

Chapter 32 - Politics of 1920s

Chapter 33 Great Depression and New Deal

Chapter 34: FDR and the Lead up to WWII

Chapter 35: WWII and the US Involvement

What's in a name? Periodization and labels for the 1920s (classwork)

Essential Question: Is the decade of the 1920s deserving of its own historical time period?

Process:
1. students should have their assigned chapter work done with lists of events, trends, ideas and historical figures associated with the 1920s that Allen uses to support his claim (for the chapter)
2. Using a word cloud generator, like Wordle.net, (use internet explorer) students create their own world cloud using the terms and ideas

• students should decide which words are most significant to Allen's claim and make those words bigger in their Wordle. They do this by entering the word more times. Those words that appear the most will be the largest, those which appear the least will be the smallest. 
• Their Wordle should visually demonstrate the generalization they will make in the activity below. 
• Students should save and send Mr. Beller (dbeller2@wcpss.net) their wordle 

3. Students then organize and categorize the terms and ideas from their Wordles into 3-6 categories. \

• They must use every word on their Wordle. Words and ideas from their Wordles may be used in more than one category. 
• Students must give each of their categories a label. For example, categories may include, "fads and trends", or "the new woman" or "technology.". 

4. In order to fully understand the era of the 1920s and how the decade may or may not constitute a distinct historical time period, students will formulate their own generalizations about the era.

• Students use information from their Wordle and categories to create 3-4 generalizations about the 1920s 
• For example, they may write "the 1920s was only new and modern for the middle and upper class" 
• to test their generalization, students must generate a list of evidence both for and against their generalization. 
• After developing the generalizations, the group sends a delegate to the board to write their generalizations. 

5. Students must then use the words and ideas from the Wordle to support and refute the generalizations in a full-class discussion. The visualization of the terms they found most important for their generalization in their Wordle must also be defended (building historical evidence that can be used in support or refute an argument) 

TOTD:  Is the decade of the 1920s deserving of its own historical time period? Provide at least 2 pieces of evidence to support your claim and explain why. 

Remediation Videos - Period 7 Part 1

Video 1 - Progressivism

Video 2 - Progressivism Part II (watch til 8:25)

Video 3 - Imperialism

Wilson and World War I (start at 8:25)

World War I

Post War Issues (watch til 5:08)

Reading Schedule

Reading Schedule - Period 7 Part II

Items for Test

1. Sussex Pledge 
2. Schenck v. US
3. Social Darwinism
4. Social Gospel 
5. How the Other Half Lives 
6. Woman's Suffrage
7. McKinley's Presidency (foreign and domestic)
8. Roosevelt's Presidency (foreign and domestic)
9. Taft's Presidency (foreign and domestic)
10. Wilson's Presidency (foreign and domestic)
11. Immigration Issues Post WWI
12. The Red Scare
13. Sacco and Vanzetti 
14. Palmer Raids 
15. WWI and the Home Front 
16. W.E.B. DuBois and Booker T. Washington 
17. NAWSA
18. Women's Christian Temperance Union 
19. League of Nations 
20. Treaty of Versailles 
21. KKK
22. Tariffs (post WWI)
23. Washington Naval Conference 
24. Kellogg-Briand Pact 
25. WWI- causes 
26. Spanish American War 
27. Anti-Imperialism League 
28. Motives for Imperialism 
29. Yellow Journalism 
30. Alfred Thayer Mahan
31. Muckrackers 
32. Upton Sinclair 
33. Ida Tarbell 
34. Lincoln Steffens 
35. settlement houses 
36. 16th, 17th, 18th, 19th amendments 
37. Open Door Policy 
38. Scientific Management/Frederick Taylor 
39. Populists 
40. Voting Reforms - initiative, reform, recall, direct primaries, secret ballot (Australian ballot)

Only Yesterday - 4B

Only Yesterday

Imperialism Essay Prompt

Compare and contrast the two historical interpretations (Pratt and Williams). Be sure to address 2 of the following characteristics in your answer: political, economic, & social.  Also be sure to include which interpretation you find to be accurate  and why (last body paragraph - please do not use first person in your essay!!) 


Rubric to be used: Comparison LEQ

War is the Health of the State (4B)

War is the health of the State

Task: Write a maximum of two pages summarizing the reading and addressing all of the following questions

a. According to Zinn, once the United States declared war on Germany "a national consensus for war was needed, and the government quickly moved to create such a consensus." What actions did the government take to create consensus?

b. What were the methods employed by the different levels of government and private citizens to inhibit criticism of America's participation in World War I?

c. What were the reasons to oppose America's involvement in WWI? What were the reasons to support the war?

d. What are your thoughts on Zinn's perspective?

APUSH FINAL EXAM STUDY GUIDE

APUSH FINAL EXAM STUDY GUIDE - DISREGARD DATES (due dates that is)

WWI HW

WWI Video Notes

14 Points and Treaty of Versailles Video Notes

Imperialism Quotes - Writing

Writing Assignment (with DBQ included!)

Imperialism Quotes (look bottom 2 quotes)

Beller Imperialism Notes

Beller Imperialism Notes

Homework due 2/24 for A day

 Video notes for 7.3.I & Concept Map for 7.3.I  (terms can be found in chapters 27/28 of textbook)

Homework 2/21 and 2/23 for B Day

2/21: Video notes for 7.3.I & Concept Map for 7.3.I  (terms can be found in chapters 27/28 of textbook)

2/23: POA #10 - TR   Product: Outline

Beller Progressivism Notes

Beller Notes: Progressive Era

Women in the Progressive Era - Essay Outline

Essay Outline Assignment

4A Homework - Due 2/22

TR POA                         Product: Outline

Progressives Handout - Match 'em up!! (all 3 Presidents should be completed 

HW: 2/15(A) and 2/16(B)

Watch Key Concept Video 7.1  from 0:00-0:57 and 3:37-7:46

Product: Video Notes


Vocabulary  - 7.1.II (see concept map)

Terms can be found in chapter 28 and 29 of the textbook

Review Book, Study Guide, Period 7 Concept Map (vocab)

Review Book - resource for study guide - Chapter 21 is the Progressive Era (to be used for study guide)

Progressive Era Study Guide - start on page 6

Period 7 Concept Map (vocab)

Gilder Lehrman Period 7 Web Site - good use of videos, events, essays, etc.

African American Civil Rights PowerPoint

African AMerican Civil Rights

2/13 (A) & 2/14 (B) Class

Come to class with:

1. Both essay outlines 
2. Strange Career of Jim Crow: Capitulation to Racism outline 
3. Having read the 3 documents by Washington, Tarbell, DuBois  (do not have to answer questions!!)
4. skimmed or looked over W.E.B. DuBois Infographic

In class we will:

1. Write the essay for Period 6 (30 minutes) 
2. Introduce essay prompt for African Americans in the late 19th-Early 20th Centuries 
3. Hand out assigned roles 
4. Start Activity 

Extra Handout

Black History Month Exhibit

link to some ideas

remember this is optional - minor assessment - 1/2 major assessment (depending on the assignment)

Due Date: no later than 2/21

Review Notes - Check em out!!

Notes!!

Turner v. Robbins Individual Writing Assignment

Support one of the interpretations using the primary sources from your group (as well as your knowledge of outside information) as evidence for your argument.


1-2 paragraphs: remember the appropriate structure to writing a coherent paragraph

Essay #2

Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900)

Period 6 Review Sheet

Period 6 Review SHeet

Period 6 Overview Video

Period 6 Video Study Guide

Chapter 26 Terms (to do) and terms you should know

Chapter 26 Terms to DO (remember: WWWW and Why it's important) and connect to Curriculum Framework

1. 100th Meridian
2. Reservation System
3. Sand Creek Massacre
4. Battle of Little Bighorn
5. Battle of Wounded Knee
6. Dawes Severalty Act
7. Homestead Act
8. Frederick Jackson Turner
9. Mechanization of farming
10. Deflation
11. Granger laws
12. Populist Party
13. Pullman Strike
14. Election of 1896
15. Cross of Gold speech

Terms to be familiar with: (a good idea would be to try and include them when appropriate for your identifications)

Ft. Laramie Treaty

George Custer

Chief Joseph

Geronimo

Buffalo

Helen Hunt Jackson

“Ghost Dance”

Carlisle Indian School

“Fifty-Niners”

Comstock Lode

Boomtowns

Silver Senators

Long Drive

Abilene, Kansas

Cowboy

Sodbusters

Bonanza Farms

Sooners

Combine

Barbed wire

Dry farming

Homestead Act

Pacific Railway Act

Morrill Land Grant Act

Promontory Point

Northwest Ordinance of 1787

1890 Census

“safety valve” theory

Exoduster

Bozeman Trail

49ers

Frederick Remington

Writing a Historical Review - "The Strange Career of Jim Crow"

Background and outline template

Turner Thesis

Turner Thesis

Labor Unions (NOTES)

Labor Unions

Also rec. to view Labor Unions Video from Period 6 Playlist

Politics of the 1880s - NOTES

A. the election of 1880

1. Grant returns from a world tour too early to maintain enthusiasm

2. claims that the two term precedent applies only to two consecutive terms

3. James G. Blaine is the leading Republican - but the party is hurt by factionalism

4. developing split between Stalwarts  and Half-breeds

a. Roscoe Conkling of New York heads the Stalwarts

b. Blaine is the leader of the Half-breeds

c. little difference in policy positions - primarily a dispute over which faction controls patronage

5. James Garfield (Ohio) emerges as the dark horse compromise candidate

6. Chester Arthur (Stalwart) is nominated for Vice President

7. platform largely avoids new issues

a. continued support for protective tariffs

b. pays lip service to civil service reform

c. one delegate - “My God!  What are we here for but offices?”

8. Democrats nominate Winfield Hancock

a. promise civil service reform

b. importantly - favor a tariff for revenue only

9. results  Garfield - 4.4m - 214,  Hancock - 4.4 - 155, James B. Weaver (Greenback/Labor Party) - 300,000 - Weaver’s votes may have cost Hancock the election

10. office seekers immediately besiege Garfield - “What is there in this place that a man should ever want to get into it?”

11. July 2, 1881 Garfield assassinated - “Garfield lingered for nearly three months, receiving medical treatment that actually worsened what was originally only a moderately serious condition.”

a. Garfield assassinated by Charles Guiteau, a disappointed office seeker - “I am a Stalwart.  Arthur is now President.”

b. Bailey contends that Garfield's assassination was his greatest contribution to U.S. history because dying when and how he did ultimately led to civil service reform

12. Arthur proves to be a better President than anyone had a right to expect - “Chet Arthur President of the United States.  Good God!”

13. avoids any major bloodletting between Stalwarts and Half-breeds

14. Blaine does lose the position of Secretary of State after an encouraging beginning

15. major areas of concentration

a. civil service reform - “In general the federal service had become permeated with a class of men who were tempted to anticipate future removal by present corruption.” - get it while the getting's good

1. 1883 The civil Service Act (Pendleton Act) provides for the creation of the Civil  Service System

2. designed to encourage appointment based on merit

b. initially only 10-12% of the federal jobs fell under its coverage

c. expanded over the years

1. 1901 - 41%

2. 1920 - 71%

3. 1939 - 67%

4. 1952 - 87%

5. 1962 - 45%

b. naval construction

1. when Arthur took office the U.S. Navy ranked just below that of Chili

2. first steps are taken to upgrade it

3. four steel ships are commissioned - each with full sail and steam power

4. by 1898 the U.S. Navy ranks fifth in the world

B. the election of 1884

1. Blaine (The Plumed Knight) finally wins the Republican nomination - “He had every political asset except a reputation for honesty.”

2. Democrats stand their best chance of winning in 1884 - why?

a. the “bloody shirt” is fading - Blaine is not a veteran

b. Republican corruption - including Blaine and the Mulligan Letters

c. Democrats can count on the “solid South”

d. Mugwumps defect from the Republican party - concerned with corruption - though primarily with civil service reform

e. Stalwart opposition to Blaine - Conkling, asked if he would campaign for Blaine  replied, “I do not engage in criminal activity.”

3. Democrats nominate Cleveland - reform mayor of Buffalo, though basically a conservative - Bailey - “As bull-headed as bodied.” - 5’11’  - 240-270

4. slight philosophical differences - campaign becomes one of personal attacks

a. Mulligan letters - Blaine accused of providing special treatment for railroads while Speaker of the House - agrees to read portions of the letters - “Burn this letter.”

b. “Blaine, Blaine, James B. Blaine

continental liar from the state of Maine.”

c. Cleveland accused of fathering an illegitimate child for whom he had provided support though he was one of several possible fathers - insisted on acknowledging it rather than “lying like a gentleman” as party bosses urged

d. “Ma, Ma, where’s my Pa”

“Going to the White House, Ha, Ha, Ha!”

5. election hinges on New York where the Irish vote is critical

6. Blaine rally characterizes the Democrats as the party of “Rum, Romanism, and Rebellion”

7. results - Cleveland - 4.875m - 219  -  Blaine - 4.852 - 182 - Cleveland carries New York by 1149 votes

8. Morison - “We should elect Mr. Cleveland to the public office which he is so admirably qualified to fill, and remand Mr. Blaine to the private life which he is so eminently fitted to adorn.”

C. Cleveland administration

1. philosophy is very conservative, honest, and frugal

2. laissez-faire outlook (define) - Texas relief effort requiring $14,000 appropriation for seeds - “Though the people support the government, the government should not support the people.” - “Federal aid in such cases encourages the expectation of paternal care on the part of the government and weakens the sturdiness of our national character.” - Herbert Hoover would refer to this as “rugged individualism”

3. some commitment to civil service reform

a. Mugwumps had helped elect him

b. spoils system prevails as Democrats are hungry for patronage

c. removed about two thirds of the Republican office holders

d. 27,000 added to the civil service list

e. Cleveland laments typical problems with office seekers

4. pension problems

a. government surpluses from the tariff encouraged wasteful spending

b. “pork barrel” legislation and increased pension rolls were used to buy political support from GAR (Grand Army of the Republic)

c. Arrears of Pension Act 1879 Cleveland vetoed  Dependent Pension Bill 1887

d. personally reviews all private pension bills - approved many - disapproved some “terrific encounter with the measles”

e. purpose of many of these bills was to spend money so that a high tariff could continue to be justified

5. the tariff provides the major emerging philosophical difference between the parties

a. Cleveland favored reduction

b. elevates it to primary issue in the 1888 campaign against the wishes of top Democrats

c. “What’s the use of being elected or reelected unless you stand for something.”

d. 1881 - government surplus $145m per year

e. why was the tariff issue difficult to deal with

1. entrenchment political clout of big business - particularly when Senators were select

2. significant local interest - while many may favor tariff reduction generally, few favor reduction on goods produced in their area

6. Cleveland believed that the President should confine himself to execution rather than formulation of law

7. 81m million acres of western land reclaimed by Cleveland

8. Dawes Act passed in 1887

a. attempted to break up tribes by dividing up reservation land among individuals

b. this was an attempt to break down tribal loyalties

c. also established Indian schools away from the reservation to acculturate children

9. Interstate Commerce Act 1887 - first significant attempt to regulate big business

10. overall, the Cleveland administration stands out in an era of forgettable Presidents and proves that Democrats can function at a high level

D. the election of 1888

1. Cleveland the Democratic nominee though the tariff issue is downplayed

2. Benjamin Harrison the Republican nominee

3. campaign generally conducted at a high level - Lionel Sackville blooper hurts Cleveland in New York

a. Sackville, British diplomat says he supports Cleveland

b. how would this hurt Cleveland in New York?

4. results  - Cleveland  - 5.53m - 168  -  Harrison 5.44 - 233 - Harrison wins New York by 7000 votes

E. overview of party politics in the Gilded Age

1. Bailey describes the period as an era of forgettable Presidents

a. why did good men not seek the Presidency?

b. theory - talent gravitates toward dominate power - in this period big business is clearly the dominant force in the country

2. Republican domination of the Presidency, but not the government

a. lost only twice between 1860 and 1908

b. however, four times they lacked a majority of the popular vote

c. seldom controlled both houses of Congress

d. election strategy

1. wave the bloody shirt

2. win GAR support

3. support high tariffs

4. otherwise avoid issues

e. party’s strength

1. the party of big business - manufacturing, railroads, bankers

2. party of established, prosperous farmers of the North

3. almost totally Protestant

3. Democratic philosophy

a. reliance on the basis of the solid South

b. support from small merchants who felt the squeeze of big business

c. support from labor, when not coerced by big business into Republican support

d. support from Great Plains and Southern (less prosperous) farmers

e. support from immigrant groups

f. support from Southern Protestants and Northern Catholics

4. generally similar on economic issues

a. both favor laissez-faire approach

b. tariff issue will eventually divide them

5. politics dominated by political bosses in various states

a. the Tweed Ring in New York

b. Harrison ascribed his victory in 1888 to Providence - Matt Quay (PA boss) - “Providence hadn’t a damn thing to do with it.”  Harrison recognized that upon taking office - “When I came into power I found that the party managers had taken it all to themselves.  I could not name my own cabinet.  They had sold every place to pay for the election expense.”

c. Harrison and the Maine administration (Blaine’s influence) - Morison - 47

6. the role of what Bailey calls “doubtful states” (Illinois, Indiana, Ohio, New York)