Loading...

US History w2-8

Open Posted By: surajrudrajnv33 Date: 19/02/2021 High School Coursework Writing

I have some US history assignments that are quite easy and need to be done. Criteria and essential readings are all attached 

Please read through the assignments and see if you can do it. 

Need original and quality work, please return the files in PDF, use MLA format for citation and check for grammar and spelling before hand 

Category: Mathematics & Physics Subjects: Physics Deadline: 12 Hours Budget: $100 - $150 Pages: 2-3 Pages (Short Assignment)

Attachment 1

w3d3

Cartoon Analysis Worksheet Please be sure to follow rubric!

Please look at pages 420 and 530 before doing these cartoons. If you remember from my video what a

caricature is, then you should be able to some in these cartoons.

​Before beginning these cartoons, be sure you understand the difference between Tammany Hall and "Boss" Tweed!

Rubric:​

W4d1 Complete the following activities:

● Read ​pages 450-451 to see the conditions the laborers endured. ● Describe​ four conditions laborers endured on a daily basis. ● Write​ a short paragraph which includes the ​who, what, when, where and why​ of ​one​ of the strikes you'll find

listed in the Quick Study chart by doing a little research outside of the text.

● Answer​ the following question in a few complete sentences: ○ How did the​ two major​ unions described in the text - The Knights of Labor and the AFL - differ in their

goals? ​Be Specific

To summarize, along with your readings today, you will be ​describing ​4 conditions, ​writing​ a short paragraph and ​answering​ a question.

W5d1 Assignment:

1. Read pp. 464-467 to gain a better understanding of the arrival of immigrants to the US.

2. Then read pp. 467-469 to understand both the opportunities and challenges that lie ahead for these groups.

As you think through these contrasts, apply your thoughts to the larger view - God's perspective.

My first thought is Revelation 7:9-10,

"After this I looked, and behold, a great multitude that no one could number, from every nation, from all tribes and

peoples and languages, standing before the throne and before the Lamb, clothed in white robes, with palm

branches in their hands, and crying out with a loud voice, 'Salvation belongs to our God who sits on the throne, and

to the Lamb!'"

3. What do the responses by Americans toward immigrants reveal about mankind?

4. What is God's perspective of the situation described above, and who will be gathered around His

throne?

W5d2

Political Cartoon Analysis

Please be sure to check the rubric! ​(same as w3d3

Today you will be analyzing a political cartoon. See below for the Worksheet

​Immigrant Cartoon

Turn to the political cartoon on page 468 or see below. Follow the grading rubric to analyze this cartoon.

Cartoon Analysis Worksheet Before beginning your analysis, review the topic of the cartoon(s) to refresh your memory.

1. List the objects or people you see in the cartoon. ​Be observant.​ (3)

2. Which of the objects in your list are symbols, and ​what do they mean​? ​Remember, most, if not all, symbols are there for a reason! Don’t overlook them.​ (3)

3. Which words or phrases in the cartoon appear to be the most significant? ​What do they mean?​ (4)

4. Explain the ​overall​ message of the cartoon. ​Be specific.​ (4)

5. What groups living during that time would agree with the cartoon’s message? Why? (2) 6. What groups living during that time would disagree with the cartoon’s message? Why? (2)

Total: 18 points

Make an immigrant quiz Pretend you are me and write a short quiz based on what you are reading this week about immigrants.

You should have at least 10 questions, but you may have more.

Please DO NOT ask "trick" or obscure questions, questions about percentages or the number of something. Remember to ask, "What would I want to see on a quiz.

Please include the answer key. Pretend the quiz is ​for your classmates​ not me.

Make the quiz neat and organized!!

W5D3-4 Video Comments

Watch the 3 videos below for a deeper understanding of this week's topics. Following the viewing, please write 2

things from each video that was new to you and/or you enjoyed.

https://www.youtube.com/watch?v=fZord0btVkc https://youtu.be/_I7TtXDH6kQ https://youtu.be/14JugKYgG9w

View the video below. Following the viewing, please write about at least 8 things that you​ ​learned. https://youtu.be/WJvN0zpJxLo

Attachment 2

W6D1 Westward Expansion and the American Indian Read pages 500-503 about the Indian Wars

Today's Assignment:

Respond to the following questions: 1. What is the difference between a reservation and an allotment when explaining government accommodations for Native Americans? 2. What were the requirements of the Dawes General Allotment Act? There should be three.

3. What cultural changes were Native Americans expected to make?

W6D2 write 1-2 paragraphs on ONE of the following topics Topics: The choices are gold, transcontinental railroad, cattle ranchers and the 'open range' system, or motivations of the farmer. The following components must be included for the first question:

● a title and a picture of your topic; ● the years your chosen topic occurred; ● specific details about who, where, how and why; ● at least three long-term effects

● Be specific and organized!!

W6D4

After watching the following videos, please write 3 things for EACH video that you learned.

https://youtu.be/skI6DbWC0tQ

https://youtu.be/GHdW_LVfn28

W7D1

African Americans: Read pages 520 - top of 523 and answer the following:

1. List and describe the three ways African Americans were prevented from voting. 2. investigate the origin of the term “Jim Crow” and describe the term 3. What was the goal of Jim Crow laws? 4. What famous court case upheld the constitutionality of Jim Crow Laws? 5. What phrase will be used to defend the decision in this case? 6. What does the phrase mean? 7. Explain the major differences between Booker T. Washington and W.E. B. DuBois in their background and their views

on rights and methods for African Americans. Answer this in a solid paragraph with specific support.

Chinese: Read pages 523 - top of 524

View the following video to gain a better understanding of the situation in the U.S. for the Chinese: click here. State 3 things you learned

https://youtu.be/amRAdnJjhSo

Mexican Americans and Women: Read pages 524 - 525 and 527 and answer the following questions:

1. Why did Mexican Americans lose rights to their land?

Corruption in Politics: Read pages 529-532 and describe the following:

1. The spoils system 2. Pendleton Civil Service Act

Problems for Farmers: Read the lesson below and pages and list the three problems farmers faced.

Since the early 1800s, the United States has been a land divided between agriculture and industry. The question is which will dominate – but the truth is, each is equally needed. As the 2nd Industrial Revolution following the Civil War has shown, businesses made great strides and changed the face of the US with large, booming cities and huge corporations and developments. In the meantime, the farmer and his needs were basically ignored.

To counter this, farmers began to organize and unite (similar to the factory workers in the cities). A network (many connected with the same goals) of organizations was created to address the problems.

The goals of the Grange (organized by Oliver H. Kelley):

● Provide education on new farming techniques (to create better production, more efficient work, etc) ● Regulate (watch over) charges for using the railroads and for storing grain (many businessmen were charging

high rates because the government did not interfere

Victories for Grange:

● Laws that set a maximum rate for shipping on the railroads and for storage. ● Establishment of the ICC (Interstate Commerce Commission) – in other words – government watches over

anything that goes across state lines for the purpose of buying and selling – usually requiring the use of railroads

Following the decline of the Grange, Farmer’s Alliances began to form in order to also gain help from one another and from the US government.

Eventually, all of these alliances together formed the Populist Party, or the People’s Party. In a country that was only used to having two political parties, the Populist Party – a third political party – would now split the votes even more and put pressure on the other two parties to get more votes.

The most important thing about a third party is that it brings attention to particular issues – the fact that it has formed as a party demonstrates that enough people think the issues are important and worth fighting for, and that the other two parties are not concerned enough.

What did the Populists want?

● Increase in money supply by minting silver as well as gold ● Graduated income tax – the rich pay more and the poor pay less ● Government loans for farmers

● Election of US senators by popular vote ● Eight-hour workday ● Restrictions on immigration (to keep them from taking jobs of those already in the country) ● Government ownership of railroads (so businessmen can’t take advantage of farmers)

During the Presidential election of 1896, a man named William Jennings Bryan ran on the Democratic ticket, but believed in many of the Populist goals. It looked like the Democrats and Populists might win the election. William McKinley ran for the Republicans. As much as they hoped, the Democrats/Populists failed to win and the Republicans took the Presidency. The party lost “popularity” – nice pun, huh?? And soon most of the people from that party moved over to the Democrats.

BUT, the Populists did gain some victories as we shall see when we get to The Progressives – a group that is all about reform!

W7D5 Document Based Assessment Today's Assignment: page 543 - complete the document-based assessment. Please work through the 3 questions after reading the documents carefully, then write a paragraph or two in response to the final question.

W8D1 • View the following videos and answer the following questions: What do these videos reveal about man's heart? Which incidents most closely reveal that? Did any good come from this situation? If so, what? Is there a truth you can state from God's Word that might address what you have written above.

1. Video: The Guilded Age and Progressive Reform - this first video is an overview of the Progressive reform movement and discusses Muckrakers in the first 5 minutes. That is probably all you will want to watch. https://youtu.be/d0bwcppAGFc

2. Video: Meatpacking Jungle - this short video gives a short insight into Upton Sinclair’s book The Jungle. https://youtu.be/h2ppaJwQ9UM

3. Video: How the Other Half Lives - this is a photo gallery of Jacob Riis’ famous photos from How the Other Half Lives. https://youtu.be/UxxSV1F-sM4

Political Cartoon

Cartoon Analysis Worksheet Before beginning your analysis, review the topic of the cartoon(s) to refresh your memory.

1. List the objects or people you see in the cartoon. Be observant. (3)

2. Which of the objects in your list are symbols, and what do they mean? Remember, most, if not all, symbols are there for a reason! Don’t overlook them. (3)

3. Which words or phrases in the cartoon appear to be the most significant? What do they mean? (4)

4. Explain the overall message of the cartoon. Be specific. (4)

5. What groups living during that time would agree with the cartoon’s message? Why? (2) 6. What groups living during that time would disagree with the cartoon’s message? Why? (2)

Total: 18 points

Attachment 3

W2D3 Freedmen's Bureau

Document-based Assessments

Be sure to check the rubric!

Document-Based Assessments are helpful in developing critical thinking

skills both in history and throughout life.

● Document-based pages use charts, graphs, photos, letters, eye-witness accounts, etc. to help the student investigate a

particular period of history from those who actually experienced it.

● Note the author and purpose of documents to assess their viewpoint, validity, etc.

● Depending on the year of the document, some of the language may be more difficult to understand, so have a dictionary handy for

unknown words, etc. in order to gain a better understanding of the

information.

As you learn to comprehend and discern which sources are

valuable, what perspective is taken and what the authors use as

evidence to support their thinking, you will also learn to master

this skill.

We will be looking closely at many of the activities of this type in your text.  So, get out your thinking caps and enjoy these activities. 

Today's Assignment: page 431 - answer the 3 multiple choice questions

and compose a solid paragraph for the last question.

● Always be sure that you have reviewed the topic before

proceeding

● Read the documents carefully and notice the date of each

document.

● The writing must be specific and clearly supported.

● No general statements!

W2D4 This week's question:

● Read Judges 12:1-6, 2 Samuel 2:12-31 What were some of the effects of these ‘Civil Wars’ in Biblical times? Think of ​two connections​ between the Biblical wars and the American Civil War?

● Why was the Civil War fought? Was it over states’ rights or slavery? Explain your answer.

● Reply to at least two of your classmate’s postings.

Classmates’ posts (reply to this two) R,​ Anthony​: ​Some of the effects the Civil wars in biblical times created, were they brought fear into others hearts knowing that they could be killed by the war. The wars

were connected because they both wanted freedom and the both wanted peace. The civil

war was fought for slavery because they wanted to change the laws for slavery so that

people may have more freedom than what they had with slavery going on.

M, McCall​: One connection was the Battle of Refidim. That was when the Israelites fought the Amalek people, who where also from Israel. It's like the Civil war which was America

vs America. Another connection was they fought the battle for freedom, like the Civil

war. The Israelites wanted freedom (promises land), therefore the purpose of the battle.

The Civil war was fought because people just could not get past their differences. Some

believed that the slaves should be freed, others not so much. Since they could not agree

they began to battle it out. Some believed that African Americans should have rights like

everyone else, others believed that they did not deserve them. So yes I do believe that

it was about states rights and slavery.

W2D5

Assignment:

Read pages 413 and 415

1. What exactly was the Freedmen’s Bureau and what did it provide?

(5)

2. How might the services of the Freedmen's Bureau benefit freed

slaves for the near and distant future? (5)

Read pages 415-418:

1. Define each of the three forms of farming available for

freedmen during Reconstruction. (6)

2. What kind of violence was found in the Southern post-war

chaos? (2)

3. What kind of government response was found in the Southern

post-war chaos. (3)