Monday, November 26, 2007

U.S. History Final Review

Multiple Choice
1. Chinese Inventions
2. Machu Picchu
3. Incan Capital
4. 1588-great naval battle
5. tobacco in Jamestown
6. shipbuilding improvements/caravels
7. witchcraft trials
8. colony established to help England’s poor
9. Wamanoags and Squanto
10. the importance of the Mayflower Compact
11. Bacon’s Rebellion
12. dangerous part of the triangle of trade
13. Alexander Hamilton’s top priority
14. Whiskey Rebellion
15. Bill of Rights
16. cabinet departments under G.W.
17. judicial branch and judicial review
18. main author of the Declaration of Ind.
19. the battle that ended the Revol. War
20. the author of Common Sense
21. name of people true to the throne during the Rev War
22. temperance movement
23. focus of the 2nd Great Awakening
24. Monroe Doctrine
25. Era of Good Feelings
26. area of the country with most Abolitionist support
27. name of communities that were formed to create a perfect society
28. most important fort in the South at the start of the Civil War
29. Confederate strategy
30. victory that led to Lincoln’s Emancip Procl
31. annexation of Texas concerned what group?
32. motive for Mexican American War
33. Black Codes

Matching
1. Union League
2. Carpetbaggers
3. segregation
4. 14th Amend
5. Ulysses S. Grant
6. Compromise of 1877
7. Andrew Johnson
8. Juneteenth
9. Nathan Bedford Forrest
10. Thaddeus Stevens


T/F
1. Cause of Fr and In War
2. Reason for Chesapeake settlement
3. Victor in Fr and In War
4. Indentured slaves
5. Initiator of the 1st Great Awakening
6. Location of Mayan civilization
7. Founder of Islam
8. Henry Clay
9. Beringia
10. Agricultural Revolution

Fill in the Blank
1. 1st battles of the Rev War
2. what colonists lacked in the Brit Parl
3. the main leader of the Sons of Liberty
4. the two hills that saw battles on the same day in Boston
5. a duel between Burr and Hamilton
6. the judicial principle that declares a law unconstitutional
7. the seller in the L.P. deal
8. L and C’s Shoshone helper
9. a large peak in Colorado named after one of America’s explorers
10. a class of people the included artisans, farmers, lawyers, and ministers
11. a network of abolitionists who helped slaves escape
12. a common labor union tactic
13. the largest group of mid 1800s immigrants
14. what was banned in 1808
15. a prison that was isolated and very structured
16. name for the simple, country farmer
17. a term that means before the war
18. part of the country that did not need slaves


Short or Paragraph Answer-This section is worth 85 points. If every question is answered correctly, 95 points can be earned.
1. Why were the Navigation Acts both good and bad for the southern colonies? (3 points)
2. What was the Mercantile System? What were the provisions (three aspects) of the Navigation Acts? How did the Navigation Acts initially help the colonists? (5 points)
3. Describe the importance of the Louisiana Purchase to the United States. (3 points)
4. What influential role did Alexander Hamilton play in the establishment of the federal government? (4 points)
5. How did the fighting method of the colonists differ from that of the British? (2 points)
6. Why was Saratoga considered a turning point in the war? (3 points)
7. Why did Britain pass the Sugar Act and the Stamp Act? (2 points)
8. Describe how the separation of powers prevents each branch of government from becoming too strong. (3 points)
9. In what ways were the Articles of Confederation weak? (4 points)
10. What roles were played by the men and women of the new middle class? (3 points)
11. What were the two largest groups of immigrants from during the ante-bellum period? (2 points)
12. Give three reasons why cotton was a successful cash crop in the South. (3 points)
13. Describe one of the ante-bellum utopian or religious communities that was unique from mainstream religion. (3 points)
14. Who was the author of the American System? What were the three problems and solutions that the American System was trying to address? Write your answer in paragraph form. (4 points)
15. Who wrote Uncle Tom’s Cabin, what was is about (one sentence) and what was its effect on the North and the South? (5 points)
16. Explain the battles of the Alamo and San Jacinto. Use the names of Sam Bowie, Davy Crocket, Sam Houston, and Santa Anna to aid your explanation. (5 points)
17. Giving four examples, explain how the Civil War was the first modern war. (5 points)
18. Why was the Union more likely to win the war? Give at least four reasons to support your answer. (page 371 and notes) (5 points)
19. Thoroughly describe the Anaconda plan. (3 points)
20. Why did the draft of 1863 spark riots in the north? (2 points)
21. Give two reasons why the battle of Gettysburg was a significant battle in the Civil War. (2 points)
22. Summarize the Gettysburg address in two sentences. (3 points)
23. Discuss the advantages and disadvantages of the sharecropping system. (5 points)
24. Describe the positive points and the shortcomings of the 15th Amendment. (4 points)
25. Why was the location of the East African city-states beneficial to their development as trading centers? (2 points)
26. Why did Christopher Columbus sail west from Europe instead of east? (2 points)
27. What was the Protestant Reformation, and how did it affect colonization in the Americas? (3 points)
28. Religion in ante-bellum America was very influential and was visible in virtually every aspect of American life. In your answer support the idea that religion was a significant force during this time. Draw on your knowledge of reform movements, utopian communities, and the Great Awakening. (5 points)

Sunday, November 25, 2007

Week 16, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Battles of the 2nd Half of the Civil War. Time: Week 16, November 26-30 Unit: Civil War and Reconstruction

Objectives:
1. Students will examine the latter, significant battles of the Civil War.
2. Students will define the idea of total war and how that concept was expressed in Sherman’s march through Georgia.
3. Students will compare the responses to the end of the war, including the efforts to reconstruct the South and Johnson’s impeachment.
4. Students will review this unit’s main ideas for next week’s test.

Monday
1. Continue Civil War Lecture
2. Read Chapter 13, Section 1.

Tuesday
1. Chalk Talk on Civil War.
2. Quiz over Section 1.
3. Perspectives on Reconstruction. http://www.digitalhistory.uh.edu/modules/reconstruction/index.cfm

Wednesday
1. Simulation of Andrew Jackson’s Impeachment.

Thursday
1. Chapter 13, Section 2 and 3-Reconstruction.
2. Homework-Read Section 4, The New South.

Friday
1. Review for Test. Jeopardy.

Friday, November 23, 2007

Manifest Destiny, Civil War, and Reconstruction Unit Test Review

Multiple Choice
most important southern fort at the beginning of the CW, confederate war strategy, the battle that led to Lincoln’s Emancipation Proclamation, name of the A.A. battalion of soldiers, location and conditions of the treaty of the CW, the city that suffered from Total War, the compromise of 1850, resistance of the annexation of Texas, Harriet Tubman, Mexican limits on Texan immigrants, motivation for Mexican American War, Black Codes.

Matching
Union League, carpetbaggers, segregation, Compromise of 1877, Andrew Johnson, Juneteenth, 14th Amendment, Ulysses S. Grant, Rutherford B. Hayes, Nathan Bedford Forrest, Thaddeus Stevens

Short Answer
1. Who wrote Uncle Tom’s Cabin, what was is about (one sentence) and what was its effect on the North and the South? (5 points)
2. What did John Brown do at Pottawatomie and Harper’s Ferry? Explain whether you agree with what he did and why. (4 points)
3. Explain the battles of the Alamo and San Jacinto. Use the names of Sam Bowie, Davy Crocket, Sam Houston, and Santa Anna to aid your explanation.
4. Who drew “first blood” in the War, the Union or Confederates? (2 points)
5. How were African American soldiers treated during the Civil War? (4 points)
6. Giving four examples, explain how the Civil War was the first modern war. (5 points)
7. Why was the Union more likely to win the war? Give at least four reasons to support your answer. (page 371 and notes) (5 points)
8. What was military life generally like for many soldiers in the Civil War? (3 points)
9. Thoroughly describe the Anaconda plan. (3 points)
10. Why did the draft of 1863 spark riots in the north? (2 points)
11. Give two reasons why the battle of Gettysburg was a significant battle in the Civil War. (2 points)
12. Summarize the Gettysburg address in two sentences.
13. Discuss the advantages and disadvantages of the sharecropping system. (5 points)
14. Describe the positive points and the shortcomings of the 15th Amendment. (4 points)


True/False
Lincoln’s beliefs about slavery, life of Union and Confederate women, scope of the Emancipation Proclamation, most important water way in the CW, capital of the Confederate states, general of the Confederate Army, Bull Run, marine warfare in the CW/iron clad ships, slave life, definition of Manifest Destiny, Mexican independence, Scalawag definition.

Thursday, November 22, 2007

Tuesday, November 20, 2007

Civil War Lecture Questions

Please answer the following in complete sentences.

1. What was the most important fort in the South at the start of the war?
2. Who drew “first blood” in the War, the Union or Confederates?
3. How was the Civil War the first modern war?
4. Given the numbers, was the Union or the Confederacy more likely to win the war? Support your answer with at least three specific pieces of evidence (see page 371 for help).
5. Describe the Anaconda plan.
6. What was the South’s military strategy?
7. What was military life like for soldiers?
8. Contrast life for a Union and Confederate woman?
9. Why were some of both Union and Confederates opposed to the war?
10. What main waterway in the Midwest did the Union successfully secure?
11.In which battle did the Confederates suffer a loss that would embolden Lincoln to issue the Emancipation Proclamation?
12. What was the Emancipation Proclamation and why did Lincoln give it when he did?
13. What is the Congressional Medal of Honor?
14. What is the name of the A.A. regiment that fought valiantly in South Carolina?
15. Give two reasons why Gettysburg was a significant battle in the Civil War.
16. a) The Gettysburg Address was given by whom? b) Summarize the address in two sentences c) What is the tone of the address?
17. What does attrition mean? What does it mean in context of General Grant’s war strategy?
18. What is Total War, who waged it, and what is a city that was its victim?
19. What is the significance of Appomattox?
20. What were the simple terms of the agreement that was made between the Union and the Confederates sides?

Sunday, November 18, 2007

Syllabus, Week 15

Mr. Ditzenberger-U.S. History
Lesson: Civil War
Time: Week 15, November 19-21
Unit: The Civil War and Reconstruction
Objectives:
1. Students will list the main events and developments regarding the Civil War.
2. Students will compare the reconstruction plans of the post war Congress.
Monday
1. Civil War Lecture
2. Homework-answer questions based on the amount of the lecture that has been covered to date (questions on blog).
1. Civil War Lecture Continued.
2. Homework-answer questions based on the amount of the lecture that has been covered to date (questions on blog). All questions due Wednesday.
Wednesday
1. Opening activity-In your groups of three, devise a plan to deal with the South. Questions to consider: should certain states and/or leaders of the war be punished, what should be done with the four million freed slaves, how should states be readmitted to the Union, who should pay for the rebuilding of the South? Should uneducated, illiterate former slaves be allowed to vote immediately, or should they be educated first? If so, who will educate them and how should it be paid for? 15 minutes.
2. Chapter 13, Reconstruction and the New South-Lecture
Thursday
Holiday
Friday
Holiday

Wednesday, November 14, 2007

Chapter 11, Section 3 Quiz

1. True or False. Abraham Lincoln was an extreme abolitionist.

2. What was John Brown's purpose in attacking Harper's Ferry?
a) to kill white slave owners
b) to take over Virginia
c) to get the attention of lawmakers
d) to establish an independent regime/society in the mountains and liberate slaves

3. True or False. In general, Americans condemned the actions of John Brown at Harper's Ferry.

4. The confederacy refers to:
a) the southern states that chose to secede
b) a group of Fire-eaters that planned to assassinate Lincolnd
c) the states in the South that did not secede

5. The president of the United States beginning in 1860 (inauguration in 1861) was

_________________

Bonus (extra credit)
6. What did the Supreme Court rule in the Dred Scott case?

Monday, November 12, 2007

Civil War Photo Assignment

Choose five to seven pictures from the battle or section that your group has chosen. If you want to combine two related sections (like engineering and railroads) you may. Each person on the team should choose at least one picture and will be responsible for explaining why they chose the picture on Friday to the class. The group should begin with a summary of the battle that has been assigned to their group and a brief explanation of why the battle was significant. The pictures should be displayed in the form of a PPT presentation and emailed to me at: kditzenberger@ics.edu.sg . At least two pictures should be used to ask questions and develop a brief discussion among your classmates.

You can choose which site you would like to use. The first site has pictures from some battles you have looked at.
http://valley.vcdh.virginia.edu/Images/search_images.html -Antietam, Gettysburg, Fredericksburg. The second site has sections that include: Lincoln’s assassination, guns, navies, engineering, photographers, medical, communications and intelligence, and more!-http://www.archives.gov/research/civil-war/photos/

You will be graded on the quality of the layout of your presentation (10 points), team member participation (3 points), and the explanation of the slides, including leading a brief discussion (7 points). The presentations will be given on Friday.

Sunday, November 11, 2007

Saturday, November 10, 2007

Friday, November 9, 2007

Week 14 Syllabus

Mr. Ditzenberger-U.S. History

Lesson: Abolition, Manifest Destiny, and Expansion

Time: Week 14, November 12-16

Unit: Westward Expansion and Conflict with the South

Objectives:

1. Students will take a quiz over the main aspects and consequences of Manifest Destiny and the Mexican-American War.

2. Students will research and create a narrative of the attempts to compromise and hold the Union together.

3. Students will list the main events and developments regarding the Civil War.

4. Students will watch a movie and answer questions about key battles and effects of the Civil War.

Monday

1. Finish Manifest Destiny.

2. Take Quiz

1. An Uneasy Balance and Compromise Comes to an end-student led narrative

2. Write a paragraph summarizing the narrative.

3. Read chapter 11, section 3 expect a quiz tomorrow.

Wednesday

  1. Quiz over chapter 11, section 3.
  2. Overview of the war, Lecture, Chapter 12: attempts to compromise, fall of Ft Sumter, advantages of each side, 1st Battle of Bull Run, military strategies, life of a soldier, home front and civilians, opposition, Mississippi River, Union’s victory at Antietam, African American soldiers, Battles of Fredericksburg and Chancellorsville, Gettysburg, Vicksburg, General Grant and the summer of ’64, Sherman’s strategies, surrender at Appomattox.

Thursday

1. Movie: Civil War Battles-guided viewing

Friday

1. Movie: Civil War Battles-guided viewing

Tuesday, November 6, 2007

Review Questions for Manifest Destiny

1.What is Manifest Destiny?
2. What country did Spain gain its independence from?
3.Who was Stephen F. Austin and why did he end up in prison?
4.Why did the Texan immigrants resent the Mexican government?
5. Who was the man simply known as “Santa Anna”?
6.What is significant about the Alamo and San Jacinto?
7.Why did the Republic of Texas struggle? (2 reasons)
8.Why were northerners opposed to the war?
9.What Mexico loose as a result of the war?
10.What is the name of the treaty that ended the war and what did Americans get from it?
11. How were some Mexican Americans treated after the war?

Sunday, November 4, 2007

Syllabus Week 13

Mr. Ditzenberger-U.S. History
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 13, November 5-7
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will analyze the ethics of the Manifest Destiny mindset.
2. Students will analyze the value of the Mexican-American War to the U.S. and evaluate whether the war was just.
3. Students will summarize the main events and people leading up to the Civil War.
4. Students will learn how the abolitionist movement intensified and the events that made war virtually inevitable.
Monday
1. Go over test.
2. Opener: When is war justified?
3. Write down a list of 10 observations of the Manifest Destiny photograph.
4. Manifest Destiny and the Mexican War
5. Homework-Chapter 10, Section 4, numbers 3 and 4-a, b, and c.
1. Manifest Destiny and the Mexican War Continued.
2. Homework: Read section 1. Pop quiz over section 1. (checking to see if the syllabus is ever checked) over the material tomorrow.
Wednesday
Quiz
Section 2. How far is too far when fighting evil?
Homework-read section 3 and complete #3-a, b, and c.
Thursday
Deepavali.
Friday
Teacher in-service.

Thursday, November 1, 2007

Rubric for U.S. History 2nd Quarter Project

Name: _______________________________________ Date: ______________


Category 10 8 6 4 0

Analysis X 2
The analysis of the historical accuracy of the film is complete. The analysis is critical (not necessarily negative) and objective, using historically trustworthy sources. (For information on trustworthy sources, see the ICS H.S. research/writing guide).

The analysis is almost complete and only lacking in very minor aspects.

The analysis is incomplete in two or three significant ways.

The analysis fails in three or more important aspects of the movie and shows very little effort to critically review the historical accuracy of the movie.

There is no criticism of the historical accuracy of the movie.

Reflection
The reflection clearly and insightfully focuses on the value of watching historically based movies with an informed, aware perspective. The reflection demonstrates that the writer understands the pros and cons of historically based film.

The reflection expresses what has been learned from this project, but the pros and cons are not clearly expressed.

The reflection expresses little about what has been learned and the pros and cons are not clearly expressed.

There reflection shows that there is much still to be learned about evaluating historically based movies.

No reflection is submitted.

Writing Quality
The writing includes a introductory paragraph with a clear thesis, transition sentences where appropriate, supporting sentences for each paragraph, and specific examples that relate to the paragraph’s purpose and/or focus.

The writing is missing the elements listed to the right in minor ways only.

The writing is frequently missing significant elements listed in the first column, but shows some effort.

The writing offers very little evidence of the writing skills stated in the first column.

The writing is abominable.

Organization, Structure, and Flow .5
The project is organized, structured and neat, and flows from one idea or section to the next.

The project has minor deficiencies in one of the areas or is somewhat difficult to read.

The project has significant deficiencies in one of the areas or is slightly deficient in all areas.

The project has significant deficiencies in more than one area.

The project has little or no semblance of organization, structure, and flow.

Conventions (Spelling, Punctuation, Grammar) .5

Zero to three errors

Four to eight errors

Nine to fifteen errors

Sixteen to twenty-five errors

More than twenty-five errors

In-Text Citations .5
Information that is provided in the report is thoroughly documented so that the reader knows where the information originated.

Information that is provided in the report is documented in most cases.

Information that is provided in the report is documented only occasionally.

There is a considerable lack of in-text citations.

There are no in-text citations.

Works Cited Page .5
There are at least four sources (two non-internet) in MLA format on the works cited page.

There are four sources, but not in proper MLA format.

There are three sources.

There are one or two sources.

There are no sources.

2nd Quarter Project


Second Quarter Movie Review Project for U.S. History

Glory-Singapore PG, US R
Gettysburg-Singapore PG, US PG
The Alamo-Singapore PG, US PG-13
Amistad-Singapore-NC 16, US R
Far and Away-Singapore PG, US PG-13
The Crucible-Singapore NC-16, US PG-13
The Last of the Mohicans –Singapore PG, US R
Gone with the Wind –Singapore No Rating, US G
The Grapes of Wrath –Singapore No Rating, US Approved.
Dances with Wolves-Singapore PG, US PG-13
All Quiet on the Western Front-Singapore no rating; US Unrated
1776 (adapted from a Broadway musical)-Singapore PG, US PG
The Patriot-Singapore PG, US R
Matewan-Singapore no rating, US PG-13

Some of these movies may not be acceptable for you to watch according to your parents’ standards. Please choose a movie that is acceptable to their standards. This project in no way represents license to dishonor your parents and the standards they believe are best for you and honoring to God.

You may choose from the above list of movies to review. These movies were chosen because they are set in a historical setting that relates directly to the U.S. history that we have covered so far or will study in the coming weeks. You can choose from other movies, but your chances of getting other movies approved by me are slim. You must first get written approval from me.

Your review, however, differs from a typical, “thumbs up” or “thumbs down” review that compels or repels potential movie goers. Instead, your review will be on the historical accuracy of the movie. You will need to watch the movie and then evaluate it in terms of its historical accuracy-the places, the clothes that are worn, the key figures, technologies that are used, etc.

You will need to use sources to help you with this evaluation. The evaluation that you will create based on your analysis of the historical accuracy of the film should be presented in typical MLA fashion with in-text citations and a works cited page. You need to have at least two, non-internet sources (Questia is non-internet) and at least four sources in all. Your sources must meet the standard of the ICS research handbook.

After your report is complete, you should submit, at the same time as your report, a separate two-page double-spaced reflection on what you learned from this project. Movies should be entertaining, but people should not switch to autopilot as they watch movies and uncritically absorb what they are watching. Discernment should not only be applied in a moral sense, but in a historical sense as well. Hollywood production companies are very adept at telling stories, but often they take great liberties with the accuracy of the film. This project is meant, in part, to help train you to think critically about what you watch.

Lastly, if you cannot find a movie to purchase and/or would rather read a piece of historical fiction, you can do the same project by reading a book. Please approve this first as well. Mr. Eiler has Amistad and is willing to loan it juniors who he knows are responsible and trustworthy. Of course, some of your classmates may have some of the other movies that you may be able to borrow. Movies can also be purchased through Amazon.com and can be delivered through VPost, a service of Singapore Post. This may take a while, however, to arrive.

The project is due December 6th. There is not a length requirement because the movies will vary in the amount of material that is historical and whether the material is accurate. However, three to five, typed, double-spaced pages should be adequate space for you to evaluate the movie. If the movie is exceptionally historically accurate, you should discuss how you found this to be true and give the movie its just praise for accurately telling the story.

Students may also work on teams in this project. What fun is watching a movie alone? Have fun watching the movie. The reason I am giving you this project is to give you a chance to enjoy a project and learn some history at the same time. Popcorn stains on the paper, however, will not be accepted, unless of course movie tickets provided for the teacher’s benefit are used to cover up any remains of greasy fingers! Because teams of two are optional, if you decide to work in a team, you must conduct an honest self-assessment and a honest team member assessment and submit this with your paper. These assessments will be a part of your grade.

Please read this: The reflection piece needs to be written by each individual. A rubric will be designed later and provided within the week. Please read the rubric carefully and ask me any questions so you know how you will be assessed!