Assignments and Table of Contents

Each quarter I will post each class's Table of Contents on this page. If you are missing any sheets or notes from your notebook, please find it here or on your class page for your notebook checks.

Turnitin Information

Class ID: 22760981

Key: Roosevelt

Gilded Age Biographies

For the next two days you will be examining one of six Gilded Age presidents or entrepreneurs. You will be presenting your president to your classmates. The potential presidents that can be researched are: Rutherford B. Hayes, James Garfield, Chester A. Arthur, Grover Cleveland, Benjamin Harrison, and William McKinley. The potential entrepreneurs are: Rockefeller, Carnegie, J.P. Morgan, Jay Gould, Henry Ford, Cornelius Vanderbilt, John Jacob Astor, James Buchanan Duke, Henry Clay Frick, Andrew W. Mellon, William Randolph Hearst, and Leland Stanford.

If you are working on an entrepreneur then you will want to visit the attached document for questions. If you are doing a president, you will want to answer the following questions:

  • Name of President

  • Date and Place of Birth

  • Date and Place of Death

  • Political Party

  • Year Elected

  • Term(s) and Years Served

  • Name of Vice President

  • Family information

  • Childhood Information

  • Education

  • Life Before the Presidency (or in Office) – Political background, jobs, how did they get involved in politics, and begin running for office

  • Political philosophy and beliefs

  • Presidency: Political party, cabinet members, length of presidency, key events, laws, taxes, major accomplishments while in office

  • What are some of the major historical events that occurred during this President’s time in office? How did these events effect this president, his decisions, and his time in office?

  • Life after Presidency: Death and legacy, accomplishments after being President?

  • Perception: In your opinion, was he a “good” president? Why or why not? In America’s view, was he a “good” president? Why or why not? What was his/her legacy? How are they remembered in U.S. history?

Homestead Strike

1)How are Goldman and Frick’s claims about the Homestead strike different? (10 sentences with evidence).

2) Whose claim is more believable? Why? (10 sentences with evidence).

The Black Sox Scandal

The Black Sox Scandal was Major League Baseball's first real scandal. It impacted the public's opinion of the game and caused eight of baseball's best players to be permanently banned from playing.

Today you will be undergoing a mock trial in order to discover who is at fault for the Black Sox Scandal. Each of you will play a role in this debate.

Three will play prosecutors who are responsible for researching the guilty parties and asking them questions during the trial.

Three will play the lawyers for Chick Gandil, the alleged "mastermind" behind the scandal and will respond to the charges that the prosecutors bring them.

Four will play the lawyers for the players (with the exception of Chick Gandil), who will respond to the charges that the prosecutors bring them.

Three will play the lawyers for Charles Cominsky, the White Sox's owner, who will respond to the charges that the prosecutors bring them.

Three will play lawyers for the League, whose policies allegedly set into play the atmosphere in which this scandal thrived. The league's lawyers will respond to the charges that the prosecutors bring them.

Three will play the lawyers for the Chicago Mob and the gamblers and will respond to the charges that the prosecutors bring them.

Three will play the lawyers for "Shoeless" Joe Jackson, the most contested member of the Scandal, and will respond to the charges that the prosecutors bring them.

One will play the judge, who will oversee all of the proceedings and open up the court cases with prepared remarks on the glorious history of baseball up until this point (1920).

You may use any sources that you see fit, however, I recommend starting with the following sources:

History of Baseball:

Great Depression Questions

Questions for group discussion After you look at the documents you were given (one of six sets of documents following in this book), please answer these questions. Be prepared to explain your answers to the entire class.


1. Name three ways that the Depression affected the people in the documents you have been given. If you don’t think the Depression affected these Americans, explain why they escaped hard times.

2. What strategies, if any, did these Americans use to survive during the hard times?

3. What kinds of assistance, if any, are these Americans seeking from the government? Why are they seeking this kind of assistance?

4. Has the Depression brought these Americans into conflict (disagreement) with other groups? What kind of conflict? How have they tried to solve their conflicts?

5. Has the Depression brought these Americans into any alliances (positive connection/ associations) with other groups? What kinds of alliances?

6. How do you think the government should respond to these Americans’ requests? Name two ways or government programs that could satisfy their concerns.

Appeasement and World War II

Document A: Chamberlain

1) (Sourcing) When and where did this speech take place? What was Chamberlain’s goal for the Munich Agreement?

2) (Context) Why might people in England in 1938 have supported appeasement?

3) (Close reading) What did Chamberlain claim England should do while pursuing the policy of appeasement?

Document B: Churchill

1) (Sourcing) When and where did this speech take place? What was Churchill’s purpose?

2) (Close reading) What did Churchill mean when he said that instead of being forced to “snatch” his “victuals from the table,” Hitler had “them served to him course by course”?

3) (Context) In the second paragraph, what did Churchill claim could have prevented Germany from taking the Sudetenland? Did he offer any evidence for this claim?

4) (Context) What did Churchill predict will happen in Czechoslovakia?

Hypothesis #1: After reading Documents A and B, create a hypothesis to answer the question: Was appeasement the right policy for England in 1938? Cite evidence from the documents to support your answer.

Document D: Channon

1) (Sourcing/Context) When was this document written? What had just happened?

2) (Context) Why did Channon claim appeasement was the right policy? What, if any, evidence did he use to back this claim?


Document E: Lord Halifax

1) (Source) When was this document written? What was Halifax’s purpose for writing it?

2) (Context) Why did Halifax claim appeasement was the right policy? What, if any, evidence did he use to back this claim?

Hypothesis #2: After reading Documents D and E, create a hypothesis regarding the question: Was appeasement the right policy for England in 1938? Cite evidence from the documents to support your answer.

Directions: Using the documents that follow, answer the question below. Please answer in 700-850 words. Please make reference to the documents that you are using. For instance "Document A shows that..." or "As depicted in Document B..." Due on Wednesday to Turnitin at 11:59 PM (class ID and key at the top of this page). Late work will be subject to High School Late Work policy.


Question: How did the attack on Pearl Harbor affect American attitudes toward the Japanese? How do you think this affected the way the Pacific War was fought?


Document A: Depicting the Enemy. December 1942 Collier’s


Document B: “How to tell a Chinese from a ‘Jap’”.


Document C: “We need to exterminate them” A Marine Describes the Battle of Guam.


U.S. Marine: I’d like to describe this foxhole to you. It is typical of hundreds on this island. This foxhole is about two feet deep. Now, I would like to be able to speak louder and with more clarity, but unfortunately, the slightest noise, the slightest rustle, will draw fire not only from the Japanese, who are someplace, perhaps, in the dense foliage around us or up on the ridge, but from our own Marines who are huddled nearby in foxholes like this one. I don’t know how they [the Japanese] do it. We can lie here absolutely breathless listening to the slightest sounds and not see anything—in fact, not hear anything— and then we wake up and find that they’re all around us. And it’s a very tough and tedious job to root them out, [inaudible] them and exterminate them. We lost quite a few people in our unit. A very popular captain was killed.


Document D: “Japs keep out”: (enter “japs keep out” as keywords in search engine)


Document E: “Our Next Boss” (enter “our next boss” as keywords in search engine) 13. Permission is granted to educators to reproduce this worksheet for classroom use Turning the Tide in the Pacific, 1941-1943 —


Document F: “I’ll Dictate the Terms from the White House” (enter “dictate terms” as keywords in search engine)


Document G: “Milton Eisenhower Justifies the Internment of Japanese Americans”


Milton Eisenhower: When the Japanese attacked Pearl Harbor, our West Coast became a potential combat zone. Living in that zone were more than 100,000 persons of Japanese ancestry: two thirds of them American citizens; one third aliens. We knew that some among them were potentially dangerous. But no one knew what would happen among this concentrated population if Japanese forces should try to invade our shores. Military authorities therefore determined that all of them, citizens and aliens alike, would have to move. This picture tells how the mass migration was accomplished. Neither the Army nor the War Relocation Authority relished the idea of taking men, women, and children from their homes, their shops, and their farms. So the military and civilian agencies alike determined to do the job as a democracy should: with real consideration for the people involved. First attention was given to the problems of sabotage and espionage. Now, here at San Francisco, for example, convoys were being made up within sight of possible Axis agents. There were more Japanese in Los Angeles than in any other area. In nearby San Pedro, houses and hotels, occupied almost exclusively by Japanese, were within a stone’s throw of a naval air base, shipyards, oil wells. Japanese fishermen had every opportunity to watch the movement of our ships. Japanese farmers were living close to vital aircraft plants. So, as a first step, all Japanese were required to move from critical areas such as these. But, of course, this limited evacuation was a solution to only part of the problem. The larger problem, the uncertainty of what would happen among these people in case of a Japanese invasion, still remained. That is why the commanding General of the Western Defense Command determined that all Japanese within the coastal areas should move inland.


Document H: Executive Order 9066: The President Authorizes Japanese Relocation “…


Now, therefore, by virtue of the authority vested in me as President of the United States, and Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War, and the Military Commanders whom he may from time to time designate, whenever he or any designated Commander deems such action necessary or desirable, to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion. The Secretary of War is hereby authorized to provide for residents of any such area who are excluded therefrom, such transportation, food, shelter, and other accommodations as may be necessary, in the judgment of the Secretary of War or the said Military Commander, and until other arrangements are made, to accomplish the purpose of this order. The designation of military areas in any region or locality shall supersede designations of prohibited and restricted areas by the Attorney General 14 under the Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of the Attorney General under the said Proclamations in respect of such prohibited and restricted areas…”


Document I: Korematsu v. United States: The U.S. Supreme Court Upholds Internment


“…Like curfew, exclusion of those of Japanese origin was deemed necessary because of the presence of an unascertained number of disloyal members of the group, most of whom we have no doubt were loyal to this country. It was because we could not reject the finding of the military authorities that it was impossible to bring about an immediate segregation of the disloyal from the loyal that we sustained the validity of the curfew order as applying to the whole group. In the instant case, temporary exclusion of the entire group was rested by the military on the same ground. . . . We uphold the exclusion order as of the time it was made and when the petitioner violated it. Compulsory exclusion of large groups of citizens from their homes, except under circumstances of direst emergency and peril, is inconsistent with our basic governmental institutions. But when under conditions of modern warfare our shores are threatened by hostile forces, the power to protect must be commensurate with the threatened danger.


Document J: “Jap Hunting License”:

(enter “hunting license” as keywords in search engine)


Document K: “Causes of Incarceration”:


The U.S. was also at war with Italy and Germany during WWII, so why were only people of Japanese ancestry incarcerated as a group? The decision to incarcerate all individuals of Japanese ancestry living on the West Coast in 1942 was influenced by decades of anti-Asian attitudes--ingrained in U.S. institutions, laws and the majority population. During a time when discrimination was accepted by many as part of American culture, special-interest groups formed to stir anti-Japanese feelings and actions. Racial discrimination was legal and established in policies and laws at the city, state and federal level. Media perpetuated negative myths and stereotypes of Japanese people as less than human.

American Attitude towards the Japanese

The Changes of the Automobile

Examine the articles below—environment, race, or gender.


As you read your section, carefully examine the accompanying images (larger versions with captions appear when the user clicks on the image), and consider the following questions with your partner:

  • What is the effect of the automobile on the city? On the suburb?

  • What is the role of government (local, state, and federal) in developing suburban communities?

  • In old and new communities (center city and suburb), how did family life change?

  • What was liberating about the new suburban region?

  • What sorts of problems were created and for whom?

Cuban Missile Crisis

"All Americans, as well as all of our friends in this Hemisphere, have been concerned over the recent moves of the Soviet Union to bolster the military power of the Castro regime in Cuba. Information has reached this Government in the last four days from a variety of sources which establishes without doubt that the Soviets have provided the Cuban Government with a number of anti-aircraft defense missiles with a slant range of twenty-five miles which are similar to early models of our Nike. Along with these missiles, the Soviets are apparently providing the extensive radar and other electronic equipment which is required for their operation. We can also confirm the presence of several Soviet-made motor torpedo boats carrying ship-to-ship guided missiles having a range of fifteen miles. The number of Soviet military technicians now known to be in Cuba or en route—approximately 3,500—is consistent with assistance in setting up and learning to use this equipment. As I stated last week, we shall continue to make information available as fast as it is obtained and properly verified.


There is no evidence of any organized combat force in Cuba from any Soviet bloc country; of military bases provided to Russia; of a violation of the 1934 treaty relating to Guantanamo; of the presence of offensive ground-to-ground missiles; or of other significant offensive capability either in Cuban hands or under Soviet direction and guidance. Were it to be otherwise, the gravest issues would arise.


The Cuban question must be considered as a part of the worldwide challenge posed by Communist threats to the peace. It must be dealt with as a part of that larger issue as well as in the context of the special relationships which have long characterized the inter-American System.


It continues to be the policy of the United States that the Castro regime will not be allowed to export its aggressive purposes by force or the threat of force. It will be prevented by whatever means may be necessary from taking action against any part of the Western Hemisphere. The United States, in conjunction with other Hemisphere countries, will make sure that while increased Cuban armaments will be a heavy burden to the unhappy people of Cuba themselves, they will be nothing more." - John F. Kennedy

Briefing Evidence

National Security Advice

[National Security Advisor MacGeorge] Bundy: But, the...question that I would like to ask is, quite aside from what we've said, what is the strategic impact on the position of the United States of M[edium] R[ange] B[allistic] M[issile]s in Cuba? How gravely does this change the strategic balance?


[Secretary of Defense Robert] McNamara: I asked the [Joint] Chiefs [of Staff] that this afternoon, in effect. And they said, substantially. My own personal view is, not at all.


Bundy: Not so much.... JFK: I will say, my understanding's that [...] let's just say that...they get these in there and then...they get sufficient capacity so we...don't want to knock 'em out [because]...there's too much of a gamble. Then they just begin to build up those air bases there and then put more and more.... Then they start getting ready to squeeze us in Berlin.... You may say it doesn't make any difference if you get blown up by an ICBM [Inter-Continental Ballistic Missile] flying from the Soviet Union or one that was ninety miles away. Geography doesn't mean that much.


[Joint Chiefs of Staff Chairman Maxwell] Taylor: We'd have to target them with our missiles and have the same kind of, of pistol-pointed-at-the-head situation as we have in the Soviet Union at the present time....


RFK [Attorney General Robert F. Kennedy]: Of course, the other problem South America a year from now. And the fact that you got...these things in the hands of Cubans, here, and then...some problem arises in've got [Cuban leader Fidel] Castro saying, You move troops down into that part of Venezuela, we're going to fire these missiles....


JFK: It makes them look like they're coequal with us and that...


[Secretary of the Treasury C. Douglas] Dillon: We're scared of the Cubans....


[Assistant Secretary of State Edwin M.] Martin: It's a psychological factor. It won't reach as far as Venezuela is concerned....


McNamara: It'll reach the U.S. though. This is the point.


Dillon: Yeah. That is the point....


Martin: Well, it's a psychological factor that we have sat back and let ‘em do it to us, that is more important than the direct threat....


JFK: ...I said we weren't going to [tolerate Soviet missiles in Cuba].... Last month I said we weren't going to.... Last month I should have said...that we don't care. But when we said we're not going to and then they go ahead and do it, and then we do nothing, then...I would think that our risks increase.... What difference does it make? They've got enough to blow us up now anyway.... [T]his is a political struggle as much as military....


Martin: I would say this, Mr. President, that if you've made a public statement, you've got to move immediately, or you're going to have a [words unintelligible] in this country.

Protest Music

Attached are links and lyrics to Vietnam Era protest music. Please listen to the songs (using headphones) and answer the following questions. Keep in mind that some of the songs deal directly with the war, while others deal with the general feeling of the era. Also, some artists are American, others are British.

Why do you think the lyricist wrote this song? What was the musician protesting with this song? How do you know (you may quote the lyrics)? Does the musician use imagery/similes, or metaphors to convey their emotions?

Bob Dylan, Blowin' in the Wind, Music and Lyrics

Bruce Springsteen, Born in the USAMusic and Lyrics

Buffalo Springfield, For What its Worth, Music and Lyrics

Creedence Clearwater Revival, Fortunate Son, Music and Lyrics

Edwin Starr, WarMusic and Lyrics

The Jimi Hendrix Experience/Bob Dylan, All Along the WatchtowerMusic and Lyrics

Marvin Gaye, What's Going On?Music and Lyrics

The Rolling Stones, Gimmie Shelter, Music and Lyrics

And finally, if you are sadistic and feel like punishing yourself:

John Lennon, Happy Xmas (War is Over), Music and Lyrics

Vietnam Photography

Here is a link to a New York Times article on some of the most powerful photographs of the Vietnam War. Choose one and write a one-page paper on why you think this particular photo is powerful and what you think that it describes about the war. Please note that this is war photography and as such the subject matter might be disturbing for some people.

Create a 60s- inspired artwork

1980s and Materialism

The 1980s were a decade in which consumerism and Consumer Culture became mainstream. Changes in fashion, music, and technology were advertised to consumers across a variety of platforms. Today, you and two partners will create an 80s- inspired advertisement. You may choose to focus your advertisement on a new product that was being sold in the 80s market (first come, first served (FCFS)), a particular fashion or clothing choice, a film (FCFS), album/band (FCFS), or a particular sports team. All aspects of the advertisement should be based in the 1980s so have one person do research (for instance, if you are advertising for the NE Patriots, do not include Tom Brady in your ad). Ads will be graded on creativity and neatness. Ads should be roughly the size of the pink poster board. 

Poster board, markers, scissors, white paper, rulers, etc. are available. Please make sure you clean up after yourself. 

Due: Start of class, Wednesday, Dec. 4.

Balancing Civil Liberties with National Security

One of the major themes of your study of US history over the last two semesters has been about understanding various groups' fights for Civil Rights and Civil Liberties. The terrorist attacks on 9/11 marked a major turn in the discussion on how to balance Civil Liberties with National Security interests. Which was more important? 

This is a discussion that is going to keep occurring throughout your and my lifetimes. So, to end this course, I would like us to examine how the 2000s and the 2010s have seen changes to the discussion surround these issues. Please break into partners and choose a topic that relates to these issues and create a PowerPoint presentation (2-3 slides) that thoroughly looks into the basics of the discussion. You do not need to get bogged down with details, but your should present a basic view of both sides of the argument (pro-civil liberties and pro-security). If you wish to, you may state your opinion as to what you think, however this is not required. I will be grading you on completeness of argument (you thoroughly address both sides as well as the history behind the issue); neatness (the PowerPoint is clean, includes pictures, is grammatically correct, etc.); and presentation (you will be presenting this to the class on Tuesday; do you rush through (bad) or give your classmates a good understanding of the issue (good)). Slides are due to my email BY 7:44 AM Tuesday. Any slides emailed after 7:44 are late.

Available topics are:

  1. Guantanamo Bay

  2. TSA Screening methods

  3. The PATRIOT Act

  4. NSA Phone Tapping

  5. Racial Profiling

  6. Department of Homeland Security (and ICE) methods to protect the southern border

  7. Gun Control in a post-Columbine world

  8. Secure Cities program and Sanctuary Cities

  9. Extraordinary Rendition

  10. Treatment of Americans that join terrorist organizations

  11. FBI data collection on US citizens

  12. Weakening of the Freedom of Information Act

  13. Broad "No-Fly" lists

  14. Government monitoring of religious groups

About Me

My name is Caitlin Cushing and I am teaching Social Studies at River Mill Academy. Please feel free to look around for any information regarding our class.


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