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Objective 13 - Compare the relative significance of the effects of the Civil War on American values. 

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Objective 13 - Compare the relative significance of the effects of the Civil War on American values. 

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Attached is a Khan Academy video titled “Comparing the effects of the Civil War on American National Identity”. This video creates a timeline and evaluates what concepts of democracy, citizenship, and US in the World were like before and after the Civil War. In the end, the video sums up that democracy changed a lot because of the expansion of voting rights because now all men could vote, not just white men even though Jim Crow laws soon limited those voting rights. in terms of citizenship, blacks were given citizenship and the right that went along with that but the rights weren’t really enforced so they were pretty useless as well. America didn’t really change much in terms of foreign affairs before and after the war. The themes seen in this video are America in the World and Politics and Power. The historical thinking skill used in this video is Contextualization because they created a timeline of important events before and after the civil war.

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Comparing the effects of the Civil War on American national identity | US history | Khan Academy

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Objective 12 - Explain how and why Reconstruction resulted in continuity and change in regional and national understandings of what it meant to be American. 

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Objective 12 - Explain how and why Reconstruction resulted in continuity and change in regional and national understandings of what it meant to be American. 

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Attached is my Period 5 LEQ. In this assignment I wrote about regional American identities and the extent of Reconstruction's effect on that. The themes shown in this writing are American and National Identity and American and Regional Culture. The historical thinking skill used in this assignment is Argumentation because I created a historically defensible claim and came up with evidence to support that claim. There is also Sourcing and Situation because the case study has primary sources that need to be analyzed in order to fully understand the information.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 7 - Explain the relative significance of the effects of change in the period after 1980 on American national identity. 

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Objective 7 - Explain the relative significance of the effects of change in the period after 1980 on American national identity. 

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Attached is a text and video of President Jimmy Carter's " A Crisis of Confidence" speech which was delivered in 1979. In the speech, Carter talks about current events that have impact Americans all over the country and goes on to tell the people that instead of being so materialistic and focusing on what they have lost, they should begin conserving more and doing more than just complain and want. The themes shown in this speech are American and National Identity and Geography and the Environment because the speech discusses the identity of the American people as a whole and also talks about necessary conservation efforts due to events like the Oil Crisis. The historical thinking skill used in this speech and my analysis of it is Sourcing and Situation because Carter explains  how the whole economic situation and energy crisis must look like from the perspective of the Average American.

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Energy and the National Goals - A Crisis of Confidence

delivered 15 July, 1979

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Official President's Speaker Outline.pdf
[AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio.]

Good Evening:

This a special night for me. Exactly three years ago, on July 15, 1976, I accepted the nomination of my party to run for President of the United States. I promised you a President who is not isolated from the people, who feels your pain, and who shares your dreams, and who draws his strength and his wisdom from you.

During the past three years I've spoken to you on many occasions about national concerns, the energy crisis, reorganizing the government, our nation's economy, and issues of war and especially peace. But over those years the subjects of the speeches, the talks, and the press conferences have become increasingly narrow, focused more and more on what the isolated world of Washington thinks is important. Gradually, you've heard more and more about what the government thinks or what the government should be doing and less and less about our nation's hopes, our dreams, and our vision of the future.

Ten days ago, I had planned to speak to you again about a very important subject -- energy. For the fifth time I would have described the urgency of the problem and laid out a series of legislative recommendations to the Congress. But as I was preparing to speak, I began to ask myself the same question that I now know has been troubling many of you: Why have we not been able to get together as a nation to resolve our serious energy problem?

It's clear that the true problems of our nation are much deeper -- deeper than gasoline lines or energy shortages, deeper even than inflation or recession. And I realize more than ever that as President I need your help. So, I decided to reach out and to listen to the voices of America.

I invited to Camp David people from almost every segment of our society -- business and labor, teachers and preachers, governors, mayors, and private citizens. And then I left Camp David to listen to other Americans, men and women like you. It has been an extraordinary ten days, and I want to share with you what I've heard.

First of all, I got a lot of personal advice. Let me quote a few of the typical comments that I wrote down.

This from a southern governor: "Mr. President, you are not leading this nation -- you're just managing the government."

"You don't see the people enough anymore."

"Some of your Cabinet members don't seem loyal. There is not enough discipline among your disciples."

"Don't talk to us about politics or the mechanics of government, but about an understanding of our common good."

"Mr. President, we're in trouble. Talk to us about blood and sweat and tears."

"If you lead, Mr. President, we will follow."

Many people talked about themselves and about the condition of our nation. This from a young woman in Pennsylvania: "I feel so far from government. I feel like ordinary people are excluded from political power."

And this from a young Chicano: "Some of us have suffered from recession all our lives."

"Some people have wasted energy, but others haven't had anything to waste."

And this from a religious leader: "No material shortage can touch the important things like God's love for us or our love for one another."

And I like this one particularly from a black woman who happens to be the mayor of a small Mississippi town: "The big shots are not the only ones who are important. Remember, you can't sell anything on Wall Street unless someone digs it up somewhere else first."

This kind of summarized a lot of other statements: "Mr. President, we are confronted with a moral and a spiritual crisis."

Several of our discussions were on energy, and I have a notebook full of comments and advice. I'll read just a few.

"We can't go on consuming forty percent more energy then we produce. When we import oil we are also importing inflation plus unemployment."

"We've got to use what we have. The Middle East has only five percent of the world's energy, but the United States has twenty-four percent."

And this is one of the most vivid statements: "Our neck is stretched over the fence and OPEC has a knife."

"There will be other cartels and other shortages. American wisdom and courage right now can set a path to follow in the future."

This was a good one: "Be bold, Mr. President. We may make mistakes, but we are ready to experiment."

And this one from a labor leader got to the heart of it: "The real issue is freedom. We must deal with the energy problem on a war footing."

And the last that I'll read: "When we enter the moral equivalent of war, Mr. President, don't issue us BB guns."

These ten days confirmed my belief in the decency and the strength and the wisdom of the American people, but it also bore out some of my longstanding concerns about our nation's underlying problems.

I know, of course, being President, that government actions and legislation can be very important. That's why I've worked hard to put my campaign promises into law, and I have to admit, with just mixed success. But after listening to the American people, I have been reminded again that all the legislation in the world can't fix what's wrong with America. So, I want to speak to you first tonight about a subject even more serious than energy or inflation. I want to talk to you right now about a fundamental threat to American democracy.

I do not mean our political and civil liberties. They will endure. And I do not refer to the outward strength of America, a nation that is at peace tonight everywhere in the world, with unmatched economic power and military might.

The threat is nearly invisible in ordinary ways.

It is a crisis of confidence.

It is a crisis that strikes at the very heart and soul and spirit of our national will. We can see this crisis in the growing doubt about the meaning of our own lives and in the loss of a unity of purpose for our nation.

The erosion of our confidence in the future is threatening to destroy the social and the political fabric of America.

The confidence that we have always had as a people is not simply some romantic dream or a proverb in a dusty book that we read just on the Fourth of July. It is the idea which founded our nation and has guided our development as a people. Confidence in the future has supported everything else -- public institutions and private enterprise, our own families, and the very Constitution of the United States. Confidence has defined our course and has served as a link between generations. We've always believed in something called progress. We've always had a faith that the days of our children would be better than our own.

Our people are losing that faith, not only in government itself but in the ability as citizens to serve as the ultimate rulers and shapers of our democracy. As a people we know our past and we are proud of it. Our progress has been part of the living history of America, even the world. We always believed that we were part of a great movement of humanity itself called democracy, involved in the search for freedom; and that belief has always strengthened us in our purpose. But just as we are losing our confidence in the future, we are also beginning to close the door on our past.

In a nation that was proud of hard work, strong families, close-knit communities, and our faith in God, too many of us now tend to worship self-indulgence and consumption. Human identity is no longer defined by what one does, but by what one owns. But we've discovered that owning things and consuming things does not satisfy our longing for meaning. We've learned that piling up material goods cannot fill the emptiness of lives which have no confidence or purpose.

The symptoms of this crisis of the American spirit are all around us. For the first time in the history of our country a majority of our people believe that the next five years will be worse than the past five years. Two-thirds of our people do not even vote. The productivity of American workers is actually dropping, and the willingness of Americans to save for the future has fallen below that of all other people in the Western world.

As you know, there is a growing disrespect for government and for churches and for schools, the news media, and other institutions. This is not a message of happiness or reassurance, but it is the truth and it is a warning.

These changes did not happen overnight. They've come upon us gradually over the last generation, years that were filled with shocks and tragedy.

We were sure that ours was a nation of the ballot, not the bullet, until the murders of John Kennedy and Robert Kennedy and Martin Luther King, Jr. We were taught that our armies were always invincible and our causes were always just, only to suffer the agony of Vietnam. We respected the Presidency as a place of honor until the shock of Watergate.

We remember when the phrase "sound as a dollar" was an expression of absolute dependability, until ten years of inflation began to shrink our dollar and our savings. We believed that our nation's resources were limitless until 1973 when we had to face a growing dependence on foreign oil.

These wounds are still very deep. They have never been healed.

Looking for a way out of this crisis, our people have turned to the Federal Government and found it isolated from the mainstream of our nation's life. Washington, D.C., has become an island. The gap between our citizens and our government has never been so wide. The people are looking for honest answers, not easy answers; clear leadership, not false claims and evasiveness and politics as usual.

What you see too often in Washington and elsewhere around the country is a system of government that seems incapable of action. You see a Congress twisted and pulled in every direction by hundreds of well-financed and powerful special interests.

You see every extreme position defended to the last vote, almost to the last breath by one unyielding group or another. You often see a balanced and a fair approach that demands sacrifice, a little sacrifice from everyone, abandoned like an orphan without support and without friends.

Often you see paralysis and stagnation and drift. You don't like it, and neither do I. What can we do?

First of all, we must face the truth, and then we can change our course. We simply must have faith in each other, faith in our ability to govern ourselves, and faith in the future of this nation. Restoring that faith and that confidence to America is now the most important task we face. It is a true challenge of this generation of Americans.

One of the visitors to Camp David last week put it this way: "We've got to stop crying and start sweating, stop talking and start walking, stop cursing and start praying. The strength we need will not come from the White House, but from every house in America."

We know the strength of America. We are strong. We can regain our unity. We can regain our confidence. We are the heirs of generations who survived threats much more powerful and awesome than those that challenge us now. Our fathers and mothers were strong men and women who shaped a new society during the Great Depression, who fought world wars and who carved out a new charter of peace for the world.

We ourselves are the same Americans who just ten years ago put a man on the moon. We are the generation that dedicated our society to the pursuit of human rights and equality. And we are the generation that will win the war on the energy problem and in that process, rebuild the unity and confidence of America.

We are at a turning point in our history. There are two paths to choose. One is a path I've warned about tonight, the path that leads to fragmentation and self-interest. Down that road lies a mistaken idea of freedom, the right to grasp for ourselves some advantage over others. That path would be one of constant conflict between narrow interests ending in chaos and immobility. It is a certain route to failure.

All the traditions of our past, all the lessons of our heritage, all the promises of our future point to another path -- the path of common purpose and the restoration of American values. That path leads to true freedom for our nation and ourselves. We can take the first steps down that path as we begin to solve our energy problem.

Energy will be the immediate test of our ability to unite this nation, and it can also be the standard around which we rally. On the battlefield of energy we can win for our nation a new confidence, and we can seize control again of our common destiny.

In little more than two decades we've gone from a position of energy independence to one in which almost half the oil we use comes from foreign countries, at prices that are going through the roof. Our excessive dependence on OPEC has already taken a tremendous toll on our economy and our people. This is the direct cause of the long lines which have made millions of you spend aggravating hours waiting for gasoline. It's a cause of the increased inflation and unemployment that we now face. This intolerable dependence on foreign oil threatens our economic independence and the very security of our nation.

The energy crisis is real. It is worldwide. It is a clear and present danger to our nation. These are facts and we simply must face them.

What I have to say to you now about energy is simple and vitally important.

Point one: I am tonight setting a clear goal for the energy policy of the United States. Beginning this moment, this nation will never use more foreign oil than we did in 1977-- never. From now on, every new addition to our demand for energy will be met from our own production and our own conservation. The generation-long growth in our dependence on foreign oil will be stopped dead in its tracks right now and then reversed as we move through the 1980s, for I am tonight setting the further goal of cutting our dependence on foreign oil by one-half by the end of the next decade -- a saving of over four and a half million barrels of imported oil per day.

Point two: To ensure that we meet these targets, I will use my presidential authority to set import quotas. I'm announcing tonight that for 1979 and 1980, I will forbid the entry into this country of one drop of foreign oil more than these goals allow. These quotas will ensure a reduction in imports even below the ambitious levels we set at the recent Tokyo summit.

Point three: To give us energy security, I am asking for the most massive peacetime commitment of funds and resources in our nation's history to develop America's own alternative sources of fuel -- from coal, from oil shale, from plant products for gasohol, from unconventional gas, from the sun.

I propose the creation of an energy security corporation to lead this effort to replace two and a half million barrels of imported oil per day by 1990. The corporation will issue up to five billion dollars in energy bonds, and I especially want them to be in small denominations so average Americans can invest directly in America's energy security.

Just as a similar synthetic rubber corporation helped us win World War II, so will we mobilize American determination and ability to win the energy war. Moreover, I will soon submit legislation to Congress calling for the creation of this nation's first solar bank which will help us achieve the crucial goal of twenty percent of our energy coming from solar power by the year 2000.

These efforts will cost money, a lot of money, and that is why Congress must enact the windfall profits tax without delay. It will be money well spent. Unlike the billions of dollars that we ship to foreign countries to pay for foreign oil, these funds will be paid by Americans, to Americans. These will go to fight, not to increase, inflation and unemployment.

Point four: I'm asking Congress to mandate, to require as a matter of law, that our nation's utility companies cut their massive use of oil by fifty percent within the next decade and switch to other fuels, especially coal, our most abundant energy source.

Point five: To make absolutely certain that nothing stands in the way of achieving these goals, I will urge Congress to create an energy mobilization board which, like the War Production Board in World War II, will have the responsibility and authority to cut through the red tape, the delays, and the endless roadblocks to completing key energy projects.

We will protect our environment. But when this nation critically needs a refinery or a pipeline, we will build it.

Point six: I'm proposing a bold conservation program to involve every state, county, and city and every average American in our energy battle. This effort will permit you to build conservation into your homes and your lives at a cost you can afford.

I ask Congress to give me authority for mandatory conservation and for standby gasoline rationing. To further conserve energy, I'm proposing tonight an extra ten billion dollars over the next decade to strengthen our public transportation systems. And I'm asking you for your good and for your nation's security to take no unnecessary trips, to use carpools or public transportation whenever you can, to park your car one extra day per week, to obey the speed limit, and to set your thermostats to save fuel. Every act of energy conservation like this is more than just common sense, I tell you it is an act of patriotism.

Our nation must be fair to the poorest among us, so we will increase aid to needy Americans to cope with rising energy prices. We often think of conservation only in terms of sacrifice. In fact, it is the most painless and immediate ways of rebuilding our nation's strength. Every gallon of oil each one of us saves is a new form of production. It gives us more freedom, more confidence, that much more control over our own lives.

So, the solution of our energy crisis can also help us to conquer the crisis of the spirit in our country. It can rekindle our sense of unity, our confidence in the future, and give our nation and all of us individually a new sense of purpose.

You know we can do it. We have the natural resources. We have more oil in our shale alone than several Saudi Arabias. We have more coal than any nation on earth. We have the world's highest level of technology. We have the most skilled work force, with innovative genius, and I firmly believe that we have the national will to win this war.

I do not promise you that this struggle for freedom will be easy. I do not promise a quick way out of our nation's problems, when the truth is that the only way out is an all-out effort. What I do promise you is that I will lead our fight, and I will enforce fairness in our struggle, and I will ensure honesty. And above all, I will act.

We can manage the short-term shortages more effectively, and we will; but there are no short-term solutions to our long-range problems. There is simply no way to avoid sacrifice.

Twelve hours from now I will speak again in Kansas City, to expand and to explain further our energy program. Just as the search for solutions to our energy shortages has now led us to a new awareness of our nation's deeper problems, so our willingness to work for those solutions in energy can strengthen us to attack those deeper problems.

I will continue to travel this country, to hear the people of America. You can help me to develop a national agenda for the 1980s. I will listen; and I will act. We will act together.

These were the promises I made three years ago, and I intend to keep them.

Little by little we can and we must rebuild our confidence. We can spend until we empty our treasuries, and we may summon all the wonders of science. But we can succeed only if we tap our greatest resources -- America's people, America's values, and America's confidence.

I have seen the strength of America in the inexhaustible resources of our people. In the days to come, let us renew that strength in the struggle for an energy-secure nation.

In closing, let me say this: I will do my best, but I will not do it alone. Let your voice be heard. Whenever you have a chance, say something good about our country. With God's help and for the sake of our nation, it is time for us to join hands in America. Let us commit ourselves together to a rebirth of the American spirit. Working together with our common faith we cannot fail.

Thank you and good night.

Book/CDs by Michael E. Eidenmuller, Published by McGraw-Hill (2008)

Audio & Images (Screenshots) Source : Jimmy Carter Library & Museum

Also in this database : Jimmy Carter's Undelivered Energy Speech of July 5 1979

Research Note : Some 300 photocopied and digitized public domain documents pertaining to President Carter's delivered and undelivered energy speeches are available by request to AmericanRhetoric.com courtesy of the The Jimmy Carter Library & Museum .

Page Updated: 7/11/20

U.S.

Copyright Status: T ext, Audio = Property of AmericanRhetoric.com. Images = Public domain.

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American Rhetoric: Jimmy Carter - "A Crisis of Confidence"

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Energy and the National Goals - A Crisis of Confidence delivered 15 July, 1979 Video Purchase Audio mp3 of Address Your browser does not support the audio element. click for pdf click for flash Official President's Speaker Outline.pdf [AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio.]

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Objective 6 - Explain the causes and effects of the domestic and international challenges the United States has faced in the 21st century.

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Objective 6 - Explain the causes and effects of the domestic and international challenges the United States has faced in the 21st century.

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Attached is the Time Capsule Activity that we did in groups. My group was assigned to do the 2010s decade. During this activity, my group discussed different events that were important to the decade. This technically shows all of the themes because we identified the most important events/people/objects for every single theme for the decade. The historical thinking skill used in this activity is Argumentation because we included an analysis of each object where we argued why our claim for that theme made sense and backed it up with more information about that event/person/thing. It is also Making Connections because it talks about the relationship of events to the greater picture of the decade.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 5 - Explain the causes and effects of domestic and international migration over time. 

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Objective 5 - Explain the causes and effects of domestic and international migration over time. 

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Attached are my Chapter 42 Cornell Notes. From these notes, I learned how immigrants arrived in large numbers, mainly for new opportunities and how American response to that was xenophobia due to fear of immigrants taking away American jobs. Domestic migration also occurred as better technology came out. The theme shown in these notes is Migration and Settlement. The historical thinking skill used in these notes is Contextualization because I explained the context in which migration amongst Americans and immigration occurred.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 4 - Explain the causes and effects of economic and technological change over time. 

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Objective 4 - Explain the causes and effects of economic and technological change over time. 

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Attached is a Heimler's History video titled "A changing ECONOMY". From this video I learned about inventions like the computer which led to the creating of the internet and physical mail was changed into email. The music industry changed its marketing plans after file sharing became possible. Americans were able to get items delivered to their door.  The revolution led to a speed up in basically every industry. However, the revolution was also negative because the gap between the wealthy and poor increased as the number of low wage jobs increased. The theme seen in this video is  Work, Exchange, and Technology because it talks about the effects of technology.  The historical thinking skill used in this video is Developments and Processes because it discusses the event of the Digital Revolution, which is a historical development, and the causes and effects of it.

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A Changing ECONOMY [APUSH Review Unit 9 Topic 4] Period 9: 1980-Present

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Objective 3 - Explain the causes and effects of the end of the Cold War and its legacy. 

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Objective 3 - Explain the causes and effects of the end of the Cold War and its legacy. 

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Attached are my Chapter 41 Cornell Notes. From these notes, I learned about the progression of the Cold War and how a conclusion was reached. These notes show the theme of America in the World because they show America's involvement in an international war and how we took part in ending the war. The historical thinking skill used in these notes is Contextualization because I identified how the end of the Cold War came about and what steps were taking by America before the war finally came to a close.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 2 - Explain the causes and effects of continuing policy debates about the role of the federal government over time. 

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Objective 2 - Explain the causes and effects of continuing policy debates about the role of the federal government over time. 

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Attached is Question 1 of the Unit 9 FRQ Progress Check. This question gave a source that provided an analysis of the Bill Clinton Administration's dealings with social welfare programs, specifically, AFDC and the topic of whether the state government or federal government should be in charge of such programs. The theme seen in this progress check is Politics and Power because it discusses the government's actions. The historical thinking skill used in this assignment is Claims and Evidence in Sources because I identified the claim of the source and used information from the source to explain that claim depending on the question.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 1 - Explain the context in which the United States faced international and domestic challenges after 1980. 

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Objective 1 - Explain the context in which the United States faced international and domestic challenges after 1980. 

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Attached is my Assessing the Presidents from President Reagan to President Trump. From this assignment I was able to learn more about the foreign and domestic policies of each person that was president from 1980 to the present. The theme of Politics and Power is seen in this assignment because it goes into depth about the failures and successes of each president. The historical thinking skill applied in this assignment is Making Connections because I was able to make connections between the presidencies when trying to find unfinished business.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 17 - Explain the extent to which the events of the period from 1945 to 1980 reshaped national identity.

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Objective 17 - Explain the extent to which the events of the period from 1945 to 1980 reshaped national identity.

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Attached are my Meeting of the Minds Reflection and Notes. In the notes section of this document, I wrote down points about Eleanor Roosevelt's life along with the context during which those events happened. The reflection part includes my summary of different point of views of different events of this time period and how they have affected the country. The themes seen in these notes and reflection are Politics and Power, Work, Exchange, and Technology, and America in the World. The historical thinking skills used in this assignment are Contextualization and Making Connections because I had to evaluate the time period that Eleanor Roosevelt made certain decisions in to see how they may have impacted her actions and I had to make connections between different important figures of the time and how they related to events like McCarthyism and nuclear bombings.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 16 - Explain the effects of the growth of religious movements over the course of the 20th century. 

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Objective 16 - Explain the effects of the growth of religious movements over the course of the 20th century. 

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Attached is a Heimler's History video titled "American SOCIETY in TRANSITION". This video talks about different groups and their beliefs. For example, the Religious Right was a group of conservative Christians who opposed progressive trends. The issue of abortion was also a hot topic among conservative religious groups. Another group called the Moral Majority stressed the idea that the separation of church and state led to moral decay. Groups also spread to media like the radio where The Family Radio Program talked about making schools more religious and not expanding gay rights. The themes seen in this video is American and Regional Culture and Politics and Power. The historical thinking skill used is Making Connections.

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American SOCIETY in TRANSITION [APUSH Review Unit 8 Topic 14] Period 8: 1945-1980

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Objective 15 - Explain how and why policies related to the environment developed and changed from 1968 to 1980. 

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Objective 15 - Explain how and why policies related to the environment developed and changed from 1968 to 1980. 

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Attached is the Unit 8 CollegeBoard FRQ A Question 1. This question gave Jimmy Carter's  Malaise Speech as a source to base our answers off of. In my responses to the three parts, I talked about the environmental problems that were going on during the time like the Energy and Oil crisis which led to more awareness about the amount of harsh items that Americans are using. The awareness led to conservation legislation to help the country get to the crisis. The themes seen in this chapter are Geography and the Environment and Politics and Power because legislation related to the environment is discussed. The historical thinking skills used in this assignment are Sourcing and Situation and Claims and Evidence in Sources because I had to analyze a source and answer questions based on it.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 14 - Explain how and why opposition to existing policies and values developed and changed over the course of the 20th century. 

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Objective 14 - Explain how and why opposition to existing policies and values developed and changed over the course of the 20th century. 

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Attached is a Heimler's History video titled "YOUTH Culture of the 1960s". This video talked about how there was a lot of opposition towards America's involvement in the vietnam war. However, there were still some groups who supported the war because it meant that America was fighting to contain communism and stop its spread. This video also talks about counter-culture. A large example of this is the hippie movement. The theme seen in these notes is American and Regional Culture. The historical thinking skill is Contextualization.

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YOUTH Culture of the 1960s [APUSH Review Unit 8 Topic 12] Period 8: 1945-1980

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Objective 13 - Explain the various ways in which the federal government responded to the calls for the expansion of civil rights. 

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Objective 13 - Explain the various ways in which the federal government responded to the calls for the expansion of civil rights. 

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Attached are my Chapter 40 Cornell Notes. In these notes, I learned about America's involvement in the Cold War and Vietnam, about supreme court cases related to civil rights, and about the governments response to the movement. The theme shown in these notes is Politics and Power because they analyze the governments actions. The historical thinking skill used is Making Connections because they find the connection between the government's actions and the on going civil rights movement and unrest.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 12 - Explain how and why various groups responded to calls for the expansion of civil rights from 1960 to 1980. 

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Objective 12 - Explain how and why various groups responded to calls for the expansion of civil rights from 1960 to 1980. 

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Attached is a Heimler's History video titled "The CIVIL RIGHTS Movement EXPANDS." This video talks about how different groups like women and gays were effected by  the calls for the expansion of civil rights. Women had their own movement going before and during the time of the civil rights movement to get equal rights to men. American Indians also had their own movement to get back lands and preserve their culture which was also impacted by the civil rights movement. The Gay Liberation Movement was also going on during this time. The themes seen in the video are America and Regional Culture, Social Structures, and American and National Identity. The historical thinking skills are Contextualization and Making Connections.

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The CIVIL RIGHTS Movement EXPANDS [APUSH Review Unit 8 Topic 11] Period 8: 1945-1980

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Objective 11 - Explain the continuities and changes in immigration patterns over time. 

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Objective 11 - Explain the continuities and changes in immigration patterns over time. 

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Attached is an Article about immigration in america after the World War. Some of the main points that this article hits are the continuation of the quota system which limited the number of immigrants that could be allowed from each country, Operation Wetback which was when President Eisenhower sent a lot of undocumented Mexican immigrants back to Mexico, and the Cuban Adjustment Act. The theme seen from this article is Migration and Settlement and Politics and Power. The historical thinking skill is Development and Processes.

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Immigration has been an important element of U.S. economic and cultural vitality since the country's founding. This timeline outlines the evolution of U.S. immigration policy after World War II.

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Timeline: U.S. Postwar Immigration Policy

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Immigration has been an important element of U.S. economic and cultural vitality since the country's founding. This interactive timeline outlines the evolution of U.S. immigration policy after World ...

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Objective 10 - Explain the causes and effects of continuing policy debates about the role of the federal government over time. 

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Objective 10 - Explain the causes and effects of continuing policy debates about the role of the federal government over time. 

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Attached is a Heimler's History video titled "The Great Society [Lyndon B Johnson]". This video explains that the causes of these policy debates over the role of government was Johnson's Great Society plan because some believed that the government should not be as involved with social welfare type programs. Some examples of the effects of his plan are that literacy exams at voting booths were banned, funding was allocated to education, and Medicare was created. The theme seen in this video is Politics and Power. The historical thinking skill is Making Connections.

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Objective 9 - Explain the causes and effects of the Vietnam War. 

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Objective 9 - Explain the causes and effects of the Vietnam War. 

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Attached are my Chapter 39 Cornell Notes. From these notes, I learned about how the main cause of the Vietnam War was America's existing battle with the Cold War and the Soviet Union. America's fear of communism consuming the world and eventually taking hold of America drove the government to fight against communism in Vietnam. The effects of the war were American bombings in Vietnam, massive loss of American life in a war that many Americans didn't even know was right or wrong, and the start of Americans getting tired of constantly being at war and being involved with affairs that don't exactly concern America. The theme seen in this is America in the World and the historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 8 - Explain the various military and diplomatic responses to international developments over time.

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Objective 8 - Explain the various military and diplomatic responses to international developments over time.

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Attached are my Chapter 38 Cornell Notes. From these notes, I learned about how the international developments that America was a part of during this period were the Cold War which encompased several events like the arms race, Vietnam War, and the Korean War, among others. The government's policy during this time was that America would provide aid to any country fighting the take-over of communism. American troops were sent to both Vietnam and Korea to help fight against the Soviet-backed communists. The theme seen in these notes is America in the World and the historical thinking skill is Developments and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 7 - Explain how and why the civil rights movements developed and expanded from 1945 to 1960.

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Objective 7 - Explain how and why the civil rights movements developed and expanded from 1945 to 1960.

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Attached is my annotated version of the MLK Case Study. During this case study, I learned about the civil rights movement and what sparked the nationwide movement along with what strategies the movement used get the rights they wanted.  For example, the movement relied heavily on Media coverage to spread the movement and make it have more of an impact. The theme shown by this case study is Politics and Power because the movement's main goal was to get its rights from the government. The historical thinking skill used in document and the class discussion that we had along with it is Argumentation because during the case study, there was several points where we had to come up with claims to support or go against the movement's actions depending on the information in the document and our outside knowledge like whether or not MLK should turn the march around at the bridge or cross the bridge. I personally said that the bridge should be crossed because it would advance the cause of the movement and it needed to be done for the greater good despite the fact that the federal government was standing the other side of the bridge.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Objective 6 - Explain how mass culture has been maintained or challenged over time. 

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Objective 6 - Explain how mass culture has been maintained or challenged over time. 

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Attached is a Heimler's History video titled "CULTURE After 1945". The video talks about how the widespread ideas that people conform to is called mass culture. There was high pressure to conform to mass culture in fear of being labeled as a "non-conformist" or "enemy". Things like television, radio, and advertisements further enforced mass culture and helped it spread across America. It has been challenged by several poets who were called Beatniks. These poets criticized the mass culture movement. The theme seen in this video is American and Regional Culture. The historical thinking skill seen in this video is Contextualization because it explains how past events led to technological and other advancements which promoted the spread of mass culture.

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CULTURE After 1945 [APUSH Review Unit 8 Topic 5] Period 8: 1945-1980

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Objective 5 - Explain the causes and effects of the migration of various groups of Americans after 1945. 

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Objective 5 - Explain the causes and effects of the migration of various groups of Americans after 1945. 

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Attached is an article that talks about the migration of groups of Americans after World War II. One main point that the article hits is the Great Migration. The Great Migration includes the movement of blacks, and white, from the South and into the North. This was largely due to economic opportunity after the war. Another large part of the Great Migration was the movement of people out of cities and into suburban areas. This usually described white people because blacks were often denied this opportunity through various means so instead, they were found moving into cities which were much more affordable. The theme shown by this article is Migration and Settlement and the historical thinking skill is Development and Processes because it talks about the historical concept of the Great Migration.

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This post is about two issues that are closely related. The first are some facts and history that help explain why internal migration in post‐​World War II America was an important component of that economic expansion and likely to be as important in future growth. Some of this data has applications for future research into the role migration plays as a stimulus to and reaction of economic growth. The second is how studying this period of American migration could inform the academic literature on the probable effects of removing all or most of America's immigration restrictions - an admittedly radical policy but one that should be understood.

The facts and history surrounding the post‐​World War II boom are somewhat controversial. Some critics of immigration argue that post World War II economic growth occurred with relatively little immigration so therefore immigration is unnecessary for economic growth today. Those critics are mistaken for many reasons, but fundamentally they misunderstand the role that national migration played in feeding economic growth during the 1950s and 1960s. Ironically, economic growth at the 1950s and 1960s rate would be exceedingly difficult or impossible to achieve without immigration.

The economic growth of the 1950s and 1960s with relatively closed borders can likely not be repeated today because there are fewer underutilized Southerners, Puerto Ricans, and women who could enter the workforce as substitutes for immigrants. Growth during that time was partly fueled by the great migrations (migration is internal movement, immigration is international movement) of Americans from much poorer parts of the country, namely the South and Puerto Rico, to wealthier locations. After the government began to severely restrict low‐​skilled immigration in 1921, migrants from the South and Puerto Rico moved in larger numbers to fill the economic gap left by the curtailment of low‐​skilled immigration, some migrants moved from rural areas to urban ones, and women began to enter the workforce in greater numbers. Without the great migrations that brought tens of millions of black southerners, white southerners, and smaller numbers of Puerto Ricans to Northern and Western cities, American economic growth during those boom years would probably have been much smaller.

Furthermore, American internal migration during the 1950s and 1960s was a one‐​time event due to unique historical, demographic, and economic circumstances that would not repeat today if immigration were similarly restricted. Migrants and immigrants together as a percentage of the U.S. population move similarly with the average annual hours worked per worker and, thus, the labor component of production. Lawful immigration is essential to recapturing the labor force growth necessary for approaching the economic growth rates of the 1950s and 1960s.
The Great Migration
The growth of the post‐​war American labor force was dramatic. From 1948 to 1982, the size of the U.S. labor force grew from 60 million to 111 million. Over the same time, the number of people employed in the U.S. labor market increased from 58 million to 99 million. The Labor Force Participation Rate (LFPR) increased from 58.6 percent to 64.1 percent and the total number of hours worked per worker decreased by 9.3 percent from 898 hours a year to 814 hours a year - likely because wealthier American workers opted to " purchase" more leisure time - meaning that they can afford not to work so many hours. Here are the history and economics behind the post‐​World War II great migrations organized by group.

There were three large movements that helped to increase the size of the American workforce after the end of international immigration. The first was the large scale outmigration from the South. 28.6 million southerners migrated to the North during the twentieth century, 8 million blacks and about 20 million whites.

Black migration transformed a mostly rural racial group into a largely urban one within a generation. By 1980, black Americans were a majority in several cities and over 40 percent of the population in numerous others. That is an especially remarkable development because in 1940 they were no more than 13 percent of any non‐​southern city's population. In 1940, 45 percent of black Southerners lived on farms while only 1 percent did so in 1980. Many blacks left the South to avoid state enforced racial segregation under brutal Jim Crow laws but higher wages elsewhere also attracted workers. The immigration restrictions of the 1920s are probably partly responsible for some of the rapid 20 th century increase in the black population of Northern and Western cities. Black migration began to take off in the first two decades of the century when the U.S. had open borders with Europe and fell off during the Great Depression to be revived again by the war‐​time employment boom. Arguably, some of the black workers who came after the border with Europe was closed came because there was less competition in Northern and Western cities due to immigration. White migration was an even larger phenomenon - 20 million during the twentieth century - but the migration of both groups had a profound impact on American culture, politics, and economic growth. Everything from music to regional cuisines to the spread of racial politics across the country can be partly explained by the great migration of blacks and whites from the South.

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Source: The Southern Diaspora by James N. Gregory.

Of the 28.6 million who migrated, 26.4 million or 92 percent did so after the government ended free‐​immigration from Europe in 1921. Southern blacks as a percentage were more likely to migrate after 1921 but the percentage of white migrants was also high. At the peak of 1980, when the greatest percentage of southern born adults were living outside of the South, 34 percent of black southerners and 20 percent of white southerners were migrants. After 1980, the percentage of southern blacks and whites living outside of the south fell for four reasons.

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Source: The Southern Diaspora by James N. Gregory.

First, the population began to age and an aging population does not send many migrants. Between 1955 and 1970, only about 15 percent of all new migrants were over 40 years old. The most common age range for new migrants during those years was between 20 and 24. Younger people are more likely to migrate and the South was younger than the rest of the country until 1970, the year that migration as a percent of the U.S. population was at its trough and was the last time southern migrants outnumbered those earning their green cards. By 2000 the median age in the South was 35 and is surely even higher today so the quantity of people who are most likely to migrate is shrinking as a percent of the population.

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Source: iPUMS.
Second, immigration of substitute workers from other countries increased. Lawful and unlawful immigration increased beginning with the economic recovery of the early 1980s and following reform of American immigration laws. The decline of Southern migrants began before the 1980s but increased immigration could be one reason why it continued to drop so much after 1980.

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Source: U.S. Department of Homeland Security and The Southern Diaspora by James N. Gregory.

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Source: U.S. Department of Homeland Security and The Southern Diaspora by James N. Gregory

Third, many of the original migrants had started to die of old age. By 1980, age cohorts from the earlier half of the twentieth century were reaching ages where they had a higher probability of dying. A 25 year old migrant who emigrated from the South in 1940 was 65 years old in 1980, for instance. This thinned the ranks of migrants.

Fourth, return migration increased sharply as a percentage of all migrants beginning in the late 1960s. The rate of economic and real wage growth increased in the South, providing a big economic incentive to return or not migrate in the first place. Interestingly, the number of blacks who returned to the South during the late 1990s was almost a third greater than those who left. The success of the civil rights movement and destruction of the Jim Crow laws also made the South more welcoming for blacks. Whites had a higher rate of return than blacks did in every time period reported except for the last two - but even their rate picked up quite after the civil rights movement succeeded.

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Source: The Southern Diaspora by James N. Gregory.

None of this migration can be understood without studying regional wage differences. Wages are the prices that incentivize migration and immigration. Wage gains from migration for the lower‐​skilled workers were almost always higher as a percentage compared to wage gains for higher skilled workers in 1949 and 1969. While wages are vitally important to understanding the great migration, uncovering much of the wage data is a research project itself. I will just post this table to indicate how large the wages gap was.

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Source: The Southern Diaspora by James N. Gregory.

The South wasn't the only source of migrants during this period. Millions of rural Americans moved to cities but data on this is far from reliable or complete. Education, skills, and incomes were generally lower in the South than in the rest of the United States, the South was as poor as many foreign countries that previously sent large numbers of low‐​skilled immigrants, and migrants from the South earned lower incomes, on average, than other Americans. Those similar characteristics make southern migrants partly substitutable for lower‐​skilled immigrants from abroad.
Puerto Ricans
The second phase was the movement of Puerto Ricans to the American mainland. Puerto Rico was conquered by the United States in 1898 during the Spanish American War. In 1917, all Puerto Ricans were granted American citizenship and were allowed to travel to the mainland without legal barriers. Puerto Ricans were far less skilled, educated, and were usually not proficient in English compared to southerners and other Americans. This group is the most substitutable for low‐​skilled immigrants from abroad and they moved to New York and other East Coast destinations in large numbers after European immigration was ended.

Prior to the Census of 1960, Puerto Ricans were defined as those who were born on the island and lived in the United States while after 1960 that category included those of Puerto Rican parentage, so I had to estimate the numbers. Since they are so small in comparison to the size of the workforce and population, my estimates could be wildly off and it won't change my outcomes.

The third movement was the large‐​scale entry of women into the American workforce. After World War II the number of working women rose from 16.3 million in 1948 to 43.3 in 1982 - a 165 percent increase. Female LFPR increased from 33 percent to 53 percent. During the same time, male workers went from 42 million to 56 million workers, increasing by a modest 34 percent. The male labor‐​force participation rate, however, declined from 87 percent to 77 percent.

Importantly, women were complements for men in the workforce because they tended to work in different professions until later in the twentieth century. Women entering the workforce could have been responsible for some of the lowering male labor force participation rates but, if men and women are complements in the labor market, their entry could have created employment opportunities for men so many of them decided to leave the workforce for other reasons.

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Source: Historical Statistics of the United States, 2013 Economic Report of the President, Valerie Ramey, and Brink Lindsey.
Increasing female LFPRs added to an population‐​wide increase in that metric. However, total LFPR often goes in the opposite direction as the average number of hours worked. That is because labor supply curves are backward bending at a point, thus workers with higher incomes chose to "purchase" more leisure time at the expense of foregone income. It's possible that female LFPRs could increase and push total LFPR up. However, looking back at the twentieth century, it is unclear whether that would increase the total number of hours worked. Migrants and immigrants look to be more closely associated with increases in the total number of hours worked.
Importance of Labor Force Growth
Economic growth comes from a function of two sources. The first is an increase in the quantity of the factors of production like the number of laborers and capital. The second is an increase in the productivity of those factors. If the quantity of factors decreases or remains steady then their productivity has to increase to hold growth steady. If productivity decreases, then an increase in the quantity of factors can make up for it. Measuring the quantity of labor and capital is relatively straightforward but numerous methodological problems emerge when measuring productivity.

Economists try to solve those problems through a measure known as total factor productivity (TFP) or multi‐​factor productivity. The most famous equation that represents that is the Cobb‐​Douglas Production Function:

Y=Total Production.

L=Labor input, the total number of human‐​hours worked.

K=Capital input, the real value of all equipment, machinery, and buildings.

A=Total factor productivity, productivity that cannot be explained by changed to L and K.

α and β are the output elasticities of capital and labor, respectively. These values are constants determined by available technology.

A is the measure of productivity not caused by an increase in K or L. If K or L decreases then A must increase to make up for it or else Y will shrink. Growth of all of these factors has either slowed or actually reversed in the first decade of the twenty‐​first century, an unprecedented event. As my colleague Brink Lindsey pointed out, when growth in one or two factors slowed or reversed in America's past, growth in the others increased. That offsetting increase in growth of factors or productivity has not occurred in recent years. An increasing quantity of L can make up for a decreasing A or K, thus guaranteeing an increase in Y.
Migrants and Immigrants Increase Per Capita Work Hours
Migrants likely have a higher LFPR and work more hours because of their relatively elastic labor supply curves, thus migrant share of the population could explain the change in average work hours over the course of the 20 th century. As the percentage of migrants shifts as a percentage of the total population, the number of average hours worked per capita shifts in the same direction - increasing L in the equation above.

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Source: Valerie Ramey, Current Population Survey, The Southern Diaspora by James N. Gregory, and U.S. Census

From 1964 to 2000 the number of hours worked per worker has increased, making up for declining TFP and capital growth during that time - meaning that economic growth was maintained in part through growth in the quantity of hours worked. Migrants and immigrants have more elastic labor supply curves as they respond to the income effect, meaning that they increased the quantity of their work hours supplied more than other Americans in response to similar wage increases. Migrants and immigrants move toward those higher wages, guaranteeing an increase in the per capita quantity of hours - making up for declining total factor productivity and capital accumulation.

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Source: Valerie Ramey, Current Population Survey, The Southern Diaspora by James N. Gregory, and U.S. Census.
Post‐​War America was the Exception
The mass movement of southern Americans, women, and Puerto Ricans into the workforce was a one‐​time boon that cannot be repeated. The potential to expand America's workforce to fuel future economic growth is extremely limited because so many are already working and Americans are aging. The U.S. workforce was able to adapt to the end of immigration after 1921 because vast numbers of Americans were underutilized in the South, Puerto Rico, out of the labor force entirely, and young - a reserve army of labor. If such a policy were adopted today the U.S. labor force would not be able to adapt similarly. Immigrant labor is the most effective, cheapest, and possibly only realistic way to guarantee long‐​term increases in the size of the labor force, grow L, and increase economic growth.

Current unemployment, relatively low Labor Force Participation Rates (LFPR), and large numbers of able elderly workers will provide some labor force growth when the economy picks up but not enough to replicate or expand upon the labor force growth that occurred in the mid‐​twentieth century. Teenage LFPR could also increase but that would require lowering minimum wages and lowering the opportunity cost of education. It's unlikely that teenage employment growth will somehow increase enough to make up for that shortfall.

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Source: Historical Statistics of the United States, 2013 Economic Report of the President

Between 1900 and 2000, the percentage of Americans not working fell from 49.8 percent to 32.9 percent - decreasing by a third the relative quantity of non‐​workers. 84 percent of that total increase occurred after 1950 when the great migration of southerners, women, and Puerto Ricans was in full swing.

Increasing wages due to increased labor scarcity would draw more workers out of retirement, teenagers, other Americans, and unauthorized immigrants to work in sectors of the economy. During the 1950s and 1960s the Bracero Program supplied Mexican farm workers to rural areas which made unauthorized immigration largely unnecessary. Since Bracero was cancelled in 1964, other guest worker visas for lower‐​skilled immigrants have not been able to meet demand, creating a black market of unauthorized immigrant workers. The percentage of Americans who could be drawn from outside of the labor force into it will likely shrink without large increases in immigration.

Whatever happens on the margin, large increases in the size of the labor force similar to that which occurred in the 1950s and 1960s will not occur again without immigration. the pool of the presently unemployed could shrink substantially, it is unlikely to fill a potential gap left by the end of immigration. In examining policy proposals to increase economic growth, policymakers should be keenly aware that migration played a critical role in the economic expansion of the 1950s and 1960s.
Applications for Academic Research
Many people cite Michael Clemens' 2011 paper in the Journal of Economic Perspectives as evidence of the vast economic gains that would occur if there were global open borders. Clemens took a look at the leading papers that estimated the economic gains from open borders and interpreted the estimates - ranging from about a 50 percent increase in global GDP to a 150 percent increase. Big numbers.

But those big numbers depend upon many people moving from the developing world to the developed world where their wages, because of their increased productivity, are higher. The numbers of people who would have to move to boost GDP by such large amounts are so large that they are unrealistic, a point articulately made in this blog post.

Studying the quantity of migrants who moved from the South to the rest of the United States during the great migrations of the 20th century and the wage factors that incentivized their migration could help set a baseline to investigate potential immigration if the U.S. ever adopts an open‐​borders policy. This will require more research into regional wage variations during the great migrations but it could be a very fruitful project in trying to accurately predict the numbers of people who would immigrate if the U.S. adopted an open immigration policy.
Conclusion
The economic experience of the 1950s and 1960s - rapid economic growth with relatively closed borders - cannot be repeated today because there are fewer underutilized Southerners, Puerto Ricans, and women who could enter the workforce as substitutes for immigrants. Teenagers, some of the unemployed, and others who have dropped out of the labor force could provide some growth in the quantity of workers but nowhere near enough to substantially increase the number of hours worked and make up for relatively low growth in the other factors of production. Immigrants did not crowd out many American migrants. The substitution of southern and Puerto Rican migrants petered out sometime between 1960 and 1970, before international immigration could substitute and at a time when the percentage of immigrants was the lowest ever recorded in American history. Immigration restrictions face a trade‐​off between more restrictive immigration and economic growth that they should be weighing more carefully than they currently do.

Studying the great migrations can also help illuminate how many immigrants would come if radical policy alternatives like open border are ever adopted in the developed world - but more research needs to be done on historical regional wage variations.

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Post-World War II Migration and Lessons for Studying Liberalized Immigration

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This post is about two issues that are closely related. The first are some facts and history that help explain why internal migration in post‐​World War II America was an important component of that economic expansion and likely to be as important in future growth.

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Objective 4 - Explain the causes of economic growth in the years after World War II. 

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Objective 4 - Explain the causes of economic growth in the years after World War II. 

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Attached is a Heimler's History video titled "ECONOMY After 1945". This video talks about how the main causes of economic growth after World War II were increased productivity both during and after the war, mass spending on internal improvements and infrastructure like insterstate highways and such, and GI Bills which allowed veterans to go back ot school and take out loans if they wanted to buy a home or start a business. Another reason is suburbanization because people were buying houses with new technology like appliances for the first time in history. The theme shown by this video is Work, Exchange, and Technology. The historical thinking skill is Making Connections because the video made connections between different historical developments and showed how they caused economic growth.

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ECONOMY After 1945 [APUSH Review Unit 8 Topic 4] Period 8: 1945-1980

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Objective 3 - Explain the causes and effects of the Red Scare after World War II. 

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Objective 3 - Explain the causes and effects of the Red Scare after World War II. 

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Attached is a Heimler's History video titled "The RED SCARE". From this video, I learned about how McCarthyism was one of the main causes of the Red Scare. It often over exaggerated and made the whole communism situation seem more severe than it actually was. The effects of the cold war were anti-communism legislation, freedoms of people and labor unions were suppressed, and tensions over the cold war increased. Overall, fear spread across america fairly quickly. The themes seen in this video are American and National Identity and American and Regional Culture. The historical thinking skill used in this video is Making Connections because it identifies the connection between different concepts like McCarthyism and the Red Scare.

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The RED SCARE! [APUSH Review Unit 8 Topic 3] Period 8: 1945-1980

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Objective 2 - Explain the continuities and changes in Cold War policies from 1945 to 1980. 

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Objective 2 - Explain the continuities and changes in Cold War policies from 1945 to 1980. 

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Attached is a Heimler's History video titled "THE COLD WAR". This video talks about how the United States fought in the Cold War against Russia over communism. Containment was the main American response to the war. This plan was sort of messed up by the Berlin wall, but NATO prevented the Soviets from taking control of West Berlin. One part of the Cold war was the arms race against the soviets. Even though most of the cold war was ideological based, there were some actual wars that occured like in Vietnam and Korea. The theme shown by this video is America in the World and the historical thinking  skill is Making Connections.

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The COLD WAR [APUSH Review Unit 8 Topic 2] Period 8: 1945-1980

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Objective 1 - Explain the context for societal change from 1945 to 1980. 

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Objective 1 - Explain the context for societal change from 1945 to 1980. 

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Attached are my Chapter 37 Cornell Notes. From these notes, I learned how economic developments during this time period caused by increased government spending and more people pursuing higher education led to societal change like migration. The themes shown by these notes are Migration and Settlement and Social Structures because the context for societal change connects to the racism of the time and social ladder that had formed. The historical thinking skill used in these notes is Contextualization  because I talked about what was going on which America's economy and immigration during the time of societal change.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 15 - Compare the relative significance of the major events of the first half of the 20th century in shaping American identity.

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Objective 15 - Compare the relative significance of the major events of the first half of the 20th century in shaping American identity.

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Attached are my Progressive Era Graphic Organizers. These graphic organizers go over several important people and from the first half of the 20th century like the progressives, important legislation like the Antitrust acts, and important events like the Triangle ShirtWaist Fire. At the end, we were provided 10 sources and were tasked with explaining differences between paired sources while using evidence. The themes seen in these graphic organizers are American and Regional Culture and the historical thinking skills are Making Connections because we had to identify similarities between historical people or concepts. Another historical thinking skill used is Claims and Evidence in Sources because we had to find the differences in the claims of sources and back them up using evidence.

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Objective 14 - Explain the consequences of U.S. involvement in World War II.

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Objective 14 - Explain the consequences of U.S. involvement in World War II.

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Attached is a Heimler's History video titled "Postwar DIPLOMACY". This video talks about how America ended the war as the most powerful nation on earth because Americans didn't have to clean up war destruction so its economy coud prosper and America had a large role in the winning of the war with its weapons and supplies. The end of the war also sparked the cold war and Americans were now busy with fighting against the spread of communism. This created the Marshall Plan. The United nations was also created after WWII with the intention of preventing future world wars. The theme seen in this video is America in the World and the historical thinking skill is making connections because it highlighted connections with historical developments and the end of the second world war.

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Postwar DIPLOMACY [APUSH Review Unit 7 Topic 14] Period 7: 1898-1945

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Objective 13 - Explain the causes and effects of the victory of the United States and its allies over the Axis Powers. 

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Objective 13 - Explain the causes and effects of the victory of the United States and its allies over the Axis Powers. 

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Attached is my Unit 7 CollegeBoard FRQ Progress Check Question 1. This FRQ gave a source from a historian that was about how Americans had no way out of getting involved in the war and that it was essentially inevitable. In my response I talk about the reasons that America got involved that were both mentioned and not mentioned in the excerpt. Not mentioned in this FRQ are the reasons that America had such a large impact on the war. The main reason for this was because of America's technological advancements like the atomic bomb which was dropped twice over Japan and got Japan to surrender. America was also able to provide the allies with supplies that they were missing. The theme seen in this FRQ is America in the world and the historical thinking skill is Sourcing and Situation  and Claims and Evidence in Sources because I analyzed this source and used it to answer questions.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 12 - Explain how and why U.S. participation in World War II transformed American society. 

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Objective 12 - Explain how and why U.S. participation in World War II transformed American society. 

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Attached are my Chapter 36 Cornell Notes. From these notes, I learned about how the Great Depression came to an end as the war picked up America's economy. Factories began producing goods that were essential to the war and now didn't have to fear overproduction because they were necessary products. The government was also given the ability to take over industries that were on strike which allowed for even more efficient production. More immigrants came into america as well, especially from mexico, because they were needed to run farms and factories while the draft took many workers away. Tensions between white and blacks increased as many blacks began moving to the North to find work. The theme seen in these notes is work, exchange, and technology. The historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 11 - Explain how the Great Depression and the New Deal impacted American political, social, and economic life over time. 

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Objective 11 - Explain how the Great Depression and the New Deal impacted American political, social, and economic life over time. 

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Attached are my partner and I's notes we took in preparation for the Great Debate. Our side of the argument was that the New Deal would destroy America while the opposition argued that it would help America. We have included point to support both sides of the argument. The themes that these notes show are Work, Exchange, and Technology and Politics and Power because we discuss the economic and political effects of New Deal legislation. The historical thinking skills that these notes show is claims and evidence in sources and Argumentation because we looked through two different historical perspectives and identified historically defensible claims in both along with evidence that supported those claims. We also argued for those claims against opponents during the actual debate in class.

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Objective 10 - Explain the causes of the Great Depression and its effects on the economy. 

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Objective 10 - Explain the causes of the Great Depression and its effects on the economy. 

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Attached are my Chapter 33 Cornell Notes. From these notes, I learned about the different causes of the Great Depression. One of the large and probably most well known causes of the depression was the Stock Market Crash which hurt a lot of people. Another cause was overproduction by farms and factories. Due to the introduction of the assembly line and new farming technologies, farms and factories were able to produce more products than ever before, however, the problem was that there weren't enough consumers to keep the economy balanced during the levels of high production. A third factor is the overexpansion of wages. The theme seen in these notes is work, exchange, and technology. The historical thinking skill used in these notes is making connections because the connection between several historical developments and concepts like the overexpansion of wages and the overproduction of crops were related to the Great Depression.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 9 - Explain the causes and effects of developments in popular culture in the United States over time. 

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Objective 9 - Explain the causes and effects of developments in popular culture in the United States over time. 

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Attached is a Heimler's History video titled "The 1920s: CULTURAL and POLITICAL Controversies". According to the video, as migration from cities to suburbias occured, new opportunities were opened up for women and immigrants. Women in urban centers were given the opportunity to enter the work force but they got payed less than men for the same jobs. Some women starts cutting their hair short and smoking to combat social norms of the times. Nativism spiked as more immigrants entered the country from Europe and Asia. Southern blacks also began settling north for better economic opportunity which sparked the Harlem Renaissance which added more literature and Jazz music to American culture. The Lost generation was a group of writers who wrote about live during the depression and war. The themes seen in this video is Social Structures, American and Regional Culture, and Migration and Settlement. The historical thinking skill used in this video is Making Connections because the relationship between several events and historical developments and the defining moments of the time period are shown.

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The 1920s: CULTURAL and POLITICAL Controversies [APUSH Unit 7 Topic 8] Period 7:1898-1945

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Objective 8 - Explain the causes and effects of the innovations in communication and technology in the United States over time. 

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Objective 8 - Explain the causes and effects of the innovations in communication and technology in the United States over time. 

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Attached is a Heimler's History video titled "The 1920s: Innovations in COMMUNICATION and TECHNOLOGY." From this video I learned about Henry Ford who created the assembly line. It drove the prices of automobiles because it was so efficient and the assembly line made its way to other industries as well. Automobiles became very common in America once they became cheaper and this lead to migration outwards, away from cities because people could travel across large distances in short amounts of time. The advertising industry grew. New communications technology like the radio and cinema helped the spread of mass culture across the country. These forms of communication also helped highlight regional differences like race and ethnicity. This led to events like the Harlem Renaissance. The themes seen in this video are work, exchange, and technology, American and Regional Culture, and American National Identity. The historical thinking skill is Making Connections because the video highlights connections between events and processes during this time.

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The 1920s: Innovations in COMMUNICATION and TECHNOLOGY [APUSH Unit 7 Topic 7] Period 7: 1898-1945

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Objective 7 - Explain the causes and effects of international and internal migration patterns over time.

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Objective 7 - Explain the causes and effects of international and internal migration patterns over time.

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Attached are my Chapter 32 Cornell Notes. From these notes, I learned about how immigration was being restricted on a large scale for the first time ever witht he Emergency Quota Act and the Immigration Act. This placed a limit of the number of immigrants that could arrive from any country depending on how many people from that country already lived in America so naturally, more european immigrants were allowed than Asian ones. In terms of internal migration patterns, many Americans began moving from rural to more urban areas. The theme seen in this chapter of notes is Migration and Settlement and the historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 6 - Explain the causes and consequences of U.S. involvement in World War I. 

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Objective 6 - Explain the causes and consequences of U.S. involvement in World War I. 

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Attached is the document that went along with the WWI Independent Lesson. From this activity, I learned about the causes of World War I and what influence America to get involved in the conflict like the German U-boats and the Zimmerman Telegram. This document shows the theme of America in the World by explaining how America ties into the whole fray of WWI. It uses the historical thinking skill of  development and processes by looking back at what led to the war.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 5 - Compare attitudes toward the use of natural resources from 1890 to 1945. 

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Objective 5 - Compare attitudes toward the use of natural resources from 1890 to 1945. 

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Attached is an article titled "Conservation in the Progressive Era". The article talks about how people had no concern for the environment and businesses used improper practices that were wasteful and caused environmental issues. Many progressives began calling for conservation of natural resources because they were finite, contrary to the belief of many Americans who had a habit of wasting. Roosevelt supported this conservation who passed acts like the Newlands Act and created the Inland Waterways Commision and Natural Conservation Commision which all helped the environment. The theme seen in this article is Geography and the Environment. The historical thinking skill used in this article is Development and Processes.

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Yosemite Valley, California

In the mid to late 19th century, natural resources were heavily exploited, especially in the West. Land speculators and developers took over large tracts of forests and grazing land. Acreage important to waterpower was seized by private concerns. Mining companies practiced improper and wasteful mining practices. Assuming a seemingly inexhaustible supply of natural resources, Americans developed a "tradition of waste."

Alarmed by the public's attitude toward natural resources as well as the exploitation of natural resources for private gain, conservationists called for federal supervision of the nation's resources and the preservation of those resources for future generations. In President Theodore Roosevelt, the conservationists found a sympathetic ear and man of action. Conservation of the nation's resources, putting an end to wasteful uses of raw materials, and the reclamation of large areas of neglected land have been identified as some of the major achievements of the Roosevelt era.

President Roosevelt's concern for the environment was influenced by American naturalists, such as John Muir, and by his own political appointees, including Gifford Pinchot, Chief of Forestry. Working in concert with many individuals and organizations, the Roosevelt administration was responsible for the following: the Newlands Act of 1902, which funded irrigation projects from the proceeds of the sale of federal lands in the West; the appointment of the Inland Waterways Commission in 1907 to study the relation of rivers, soil, forest, waterpower development, and water transportation; and the National Conservation Commission of 1909, which was charged with drawing up long-range plans for preserving national resources. Along with a vocal group of conservationists, the Roosevelt administration created an environmental conservation movement whose words and actions continue to be heard and felt throughout the nation today.

To find additional documents in Loc.gov, use such words as conservation, reclamation, natural resources, preservation, and Theodore Roosevelt.

Documents

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Conservation in the Progressive Era | Progressive Era to New Era, 1900-1929 | U.S. History Primary Source Timeline | Classroom Materials at the Library of Congress | Library of Congress

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Alarmed by the public's attitude toward natural resources as well as the exploitation of natural resources for private gain, conservationists called for federal supervision of the nation's resources and the preservation of those resources for future generations.

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Objective 4 - Compare the goals and effects of the Progressive reform movement. 

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Objective 4 - Compare the goals and effects of the Progressive reform movement. 

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Attached are my Chapter 29 Cornell Notes. These notes discuss the progressive movement and what kinds of reforms they wanted along with what kinds of people supported or were a part of the movement. The main goals of the progressive reform movement were to use state power to control trusts and improve the common person's life. These goals were accomplished in many ways, onne being through muckrakers, or journalists that wrote articles exposing corruption. The results of the movement included several things like more anti-trust legislation and more labor unions and labor laws to protect the common person. The themes shown in these notes are Work, Exchange, and Technology and American and Regional Culture. The historical thinking skill used in these notes is Developments and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 3 - Explain the effects of the Spanish–American War. 

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Objective 3 - Explain the effects of the Spanish–American War. 

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Attached is my Imperialism Binder. In this document and during the discussion in class about the topics in this binder, we discussed events like the Spanish-American War, the Open door policy with China, the Philippine American war, and the banana war. The effects of the Spanish American war as discussed in this document and in class were that the North and South were brought closer together because they both had a common enemy for the first time in a long time, it sparked more American involvement international affairs, and it ended the Spanish empire. Soon in the future, America would get involved with even more Latin-American and European wars and affairs, which in some cases was good, but in other was bad (WWI). The theme seen in this document is America in the World. The historical thinking skill is Making Connections because the articles in the document made connections between different American foreign affairs and their effects.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 2 - Explain the similarities and differences in attitudes about the nation’s proper role in the world.

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Objective 2 - Explain the similarities and differences in attitudes about the nation’s proper role in the world.

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Attached are my Chapter 28 Cornell Notes. From these notes I learned about the various international affairs that America was involved in during this period like the Filipino rebellion and Open door Policy in China. There were many Americans who thought that it was unnecessary for America to keep getting so involved in foreign events that don’t concern us. Others, on the other hand felt that America needed to be involved in foreign affairs, especially those in Latin America. The theme seen in these notes is America in the World and Work, Exchange, and Technology. The historical thinking skill used in these notes is Developments and Processes because it discusses the historical concept of American international involvement.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 1 - Explain the context in which America grew into its role as a world power.

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Objective 1 - Explain the context in which America grew into its role as a world power.

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Attached are the Chapter 27 Cornell Notes. In this assignment I learned about how America began growing into a world power through involvement in international affairs like the Spanish American war. My reflection for this chapter shows the theme of America in the World because it discusses how America was more active in a more international setting. The historical thinking skill shown in this document is contextualization because it explains what led America to take part in the Spanish American war, and what triggered our interest in international affairs to begin with.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 12 - Explain the extent to which industrialization brought change from 1865 to 1898.

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Objective 12 - Explain the extent to which industrialization brought change from 1865 to 1898.

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Attached is my Causes of Industrial Growth in America assignment. In this assignment, my group members and I defined terms related to industrialization and then wrote what that term's relationship with Industrial growth, or essentially how it affected America. For example the idea of Laissez-faire economics was brought up and this changed society because now the government wasn't controlling every aspect of the economy, but was rather letting businesses run loose. In addition, different industrial processes like the Bessemer process were defined and explained. The bessemer process was important to society because America was now able to produce steel faster and at a less cost. This allowed for steel to becoming a more common building material, especially in things like skyscrapers which were now able to be build higher. The theme shown by this assignment is work, exchange, and technology. The historical thinking skill is Making Connections because the document analyzes the relationship between several historical concepts and how they relation to industrialization.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 11 - Explain the similarities and differences between the political parties during the Gilded Age.  

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Objective 11 - Explain the similarities and differences between the political parties during the Gilded Age.  

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Attached is a Heimler's History video titled "POLITICS in the Gilded Age". The two main parties were democrats and republicans, The democrats were southerners, supported states rights and racial segregation, often relied on votes from political machines and immigrants. The Republicans were northerners who were big on industrialization. They counted on votes from black people, middle class businessmen, and protestants. The theme is politics and power and American and national identity. The skill is Development and processes.

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POLITICS in the Gilded Age [APUSH Unit 6 Topic 13] Period 6: 1865-1898

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Objetive 10 - Explain continuities and changes in the role of the government in the U.S. economy. 

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Objetive 10 - Explain continuities and changes in the role of the government in the U.S. economy. 

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Attached is the Heimler's History video titled "CONTROVERSIES Over the Role of GOVERNMENT in the Gilded Age". The video talks about how the government's economic policy was laissez faire. Big businesses and corporations argued against government involvement in the economy, saying that the economy was best governed by supply and demand. The government continued not getting very involved at all, even during times of economic depression when so many americans were suffering. The theme of this video is Politics and Power and the skill is Making Connections because the video makes several connections to previous debates over the role of the government.

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CONTROVERSIES Over the Role of GOVERNMENT in the Gilded Age [APUSH Review 6.12] Period 6: 1865-1898

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Objective 9 - Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age. 

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Objective 9 - Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age. 

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Attached are my Chapter 26 Cornell Notes. From these notes, I learned about how the worker’s rights movement grew and how they advocated for these rights. Once industrialization began spreading across the country, Labor Union began to form in order to protect workers rights against big businesses and industries who only cared about making money, even if it was at the expense of human decency. For example farmers formed the Farmer’s Alliance and black farmers formed their own called the Colored Farmers’ National Alliance. There were also several strikes and protests that went on like the Pullman Strike of 1984. The themes used in these notes are Social Structures and Politics and Power.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 8 - Explain the causes of increased economic opportunity and its effects on society. 

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Objective 8 - Explain the causes of increased economic opportunity and its effects on society. 

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Attached is a Heimler's history video titled "Development of the Middle Class". In the video, he talks about how the economic opportunity was caused by the creation of white collar jobs by big corporations. This led to the opening of clerical roles for women and all these people combined made up the new middle class. The rise of the middle class caused by the new white collar jobs led to an increase in spending for amusement and a new market was opened up by this. The theme is work, exchange, and technology. The historical thinking skill is development and processes.

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Development of the MIDDLE CLASS [APUSH Review Unit 6 Topic 10] Period 6: 1865-1898

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Objective 7 - Explain the various responses to immigration in the period over time. 

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Objective 7 - Explain the various responses to immigration in the period over time. 

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Attached is a Heimler's History video titled RESPONSES to Immigration in the GILDED AGE". In this video, he explains how millions of Asian and European immigrants came to America during the Gilded age and settled in urban centers and took jobs in factories under harsh conditions. Americans began to get concerned over the American identity with so many non-Americans around. Nativists hated the immigrants, especially those that weren't protestant. Labor Unions feared the influx of immigrants because they relied on agreeing to work for higher wages but businesses would just take immigrant workers who were willing to get paid less. The themes shown in the video are America in the World and Migration and Settlement. The historical thinking skill is Making Connections.

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RESPONSES to Immigration in the GILDED AGE [APUSH Review Unit 6 Topic 9] Period 6: 1865-1898

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Objetive 6 - Explain how cultural and economic factors affected migration patterns over time. 

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Objetive 6 - Explain how cultural and economic factors affected migration patterns over time. 

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Attached are my Chapter 25 Cornell Notes. These notes talk about how urbanization was effected by outside factors. One of these factors was the advancement of technology and the invention of new products. For example, cities were able to spread out into urban developments due to the creation of the electric trolley which allowed residents to live further away from where they worked. Another factor is the problems that arose with city living at people’s standard of living rose. The cites lacked proper garbage disposal so trash just kept piling up. However, a factor that drew people to cities is the fact that a some parts had indoor plumbing, electricity, and telephones. The theme seen in these notes is Migration and Settlement. The historical thinking skill is Making Connections because I identify how distinct historical developments are connected.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 5 - Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898. 

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Objective 5 - Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898. 

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Attached is my Gilded Age Documentary assignment. In this assignment, we had to watch a documentary about the gilded age, create a chart of the positive and negative attributes of the time period, and then write an overall analysis of whether the period reflects positively or negatively on the United states. I said that the period reflects positively because some of the good factors were that a new working class emerged with labor unions to demand good working conditions, new technologies made the production process so much more efficient and even easier in some cases, and railraods allowed for travel all across the country and new markets were opened up for producers all over the country. Some of the negative aspects were that the government was supporting businesses more than the people, workers were barely making money despite working long hours in harsh conditions, and poverty became more common. The themes shown in this assignment are American and Regional Culture and work, exchange, and technology. The historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 4 - Explain the effects of technological advances in the development of the United States over time.

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Objective 4 - Explain the effects of technological advances in the development of the United States over time.

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Attached are my Chapter 24 Cornell Notes. In these notes, I learned about Railroads were effected the development of the country during this time period. With the invention of Railroads and trains, America was able to travel across the country with much more ease than before. There were 5 transcontinental railroads to allow for the easy transport of goods and people. The railroads opened up new markets and economic opportunities. The theme seen in these notes is work, exchange, and technology and the historical thinking skill is  Development and Processes.

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Objective 3 - Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898. 

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Objective 3 - Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898. 

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Attached is my Period 6 Test DBQ that I copied into a new document from CollegeBoard. During this assignment, I wrote about how much Reconstruction actually impacted American society. In my thesis, I said that even though racism existed even after Reconstruction, it was pretty effective in the end. The theme used in this DBQ is American and Regional Culture. The historical thinking skills used in this are Argumentation, Claims and Evidence in Sources, and Sourcing and Situation because I went through a few different sources and identifying the important aspects and claims of them.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 1 - Explain the historical context for the rise of industrial capitalism in the United States.

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Objective 1 - Explain the historical context for the rise of industrial capitalism in the United States.

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Attached is my Unit 6 CollegeBoard FRQ A Question 2. This FRQ gives a source about the process of sharecropping. In general, this FRQ is about the situation that many freedmen found themselves in once the civil war was over and slavery was abolished. It provides context as to what was going on in the country before the whole industrial revolution and rise of capitalism. The theme seen in this assignment is American and Regional Culture, Social Structures, and Work, Exchange, and Technology.  the historical thinking skills used in this activity are Contextualization, Sourcing and Situation, and Making Connections.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 11 - Explain the effects of government policy during Reconstruction on society from 1865 to 1877.

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Objective 11 - Explain the effects of government policy during Reconstruction on society from 1865 to 1877.

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Attached is my annotated version of the Reconstruction A Case Study. During this reading and discussion, I learned more about what it was like post-Civil war in America. We discussed the effectiveness and ineffectiveness of the different proposed plans for Reconstruction and just looked overall at what each side (the north and the south) were like. This case study shows the theme of American and Regional Culture. The historical thinking skills used both in the reading and the discussion are Claims and Evidence in Sources  and Argumentation because we had to use evidence and claims from the document during our discussion.

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This will be where a summary of annotations will be, you don't have any annotations yet.

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Objective 10 - Explain how Lincoln’s leadership during the Civil War impacted American ideals over the course of the war. 

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Objective 10 - Explain how Lincoln’s leadership during the Civil War impacted American ideals over the course of the war. 

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Attached are my Chapter 21 Cornell Notes. In these notes, I learned about how Lincoln's leadership impacted the Civil War. For one, Lincoln was a great leader during the war. He was able to make good decisions that lead to Union victories. He also knew how to get the most amount of people he could to back his cause. For example, he got the border states, which were slavery states, to stay neutral and not secede by never directly coming out and saying that if the Union won, the border states would also have to give up slavery. The theme seen is American and Regional Culture and Politics and Power. The historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 9 - Explain the various factors that contributed to the Union victory in the Civil War.

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Objective 9 - Explain the various factors that contributed to the Union victory in the Civil War.

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Attached is the Civil War Battles timeline assignment. During this assignment, I gave a description of the major battles of the civil war. In both the animated map attached to the timeline document and the timeline itself, there are some descriptions as to why the union or the confederates won a specific battle. However, in general, the union won because of its great leadership and industrial supplies, both of which the south lacked. The theme seen in these notes is American and Regional Culture and the historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 8 - Describe the effects of Lincoln’s election. 

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Objective 8 - Describe the effects of Lincoln’s election. 

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Attached is a Heimler's History video titled "The Election of 1860 and SECESSION" The video talks about how the Republicans nominated Lincoln, who ran on the free soil platform, as presidential candidate. During this time, the democrats were divide in two so Lincoln was able to win easily. The South decided to secede as a result because they felt threatened. The theme of this video is America and Regional Culture and Politics and Power. The historical thinking skill is Making Connections.

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The Election of 1860 and SECESSION [APUSH Review Unit 5 Topic 7] Period 5: 1844-1877

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Objective 7 - Explain the political causes of the Civil War. 

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Objective 7 - Explain the political causes of the Civil War. 

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Attached is the Causes of the Civil War Assignment. In this assignment, I created a timeline of the events in American history that lead up to the civil war. I started with the year 1619, which is when slaves were first introduced the the North American British colonies. I added several other main ideas like important tariffs, treaties, laws regarding slavery, and rebellion. The themes shown by this are Social Structures and American and Regional Culture. The historical thinking skill is Contextualization.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 6 - Explain how regional differences related to slavery caused tension in the years leading up to the Civil War.

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Objective 6 - Explain how regional differences related to slavery caused tension in the years leading up to the Civil War.

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Attached are my Chapter 18 Notes. In these notes, I learned about how Northerners and Southerners both had different goals economically and socially which increased the tension between them. They also each wanted to gain control of the federal government which wasn't working out for either side since no presidential candidate of the time was willing to pick a side, proslavery or anti-slavery. The themes seen in these notes are Work, Exchange, and Technology and American and Regional Culture. The historical thinking skill used in this is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 5 - Explain the effects of immigration from various parts of the world on American culture from 1844 to 1877. 

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Objective 5 - Explain the effects of immigration from various parts of the world on American culture from 1844 to 1877. 

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Attached is a Heimler's History video titled "SECTIONAL Conflict: Regional Differences". This video talks about how when immigrants arrived in America, they often settled in communities with people from the same country as them to preserve their culture, language, and religion. The Irish immigrants often lived in the slums of New York City. The Germans lived out in the west. A nativist movement was created against this influx of immigrants. Religion was also brought into the movement and the Irish were often targeted for being Catholic instead of Protestant. The theme in this video is Social Structures and the historical thinking skill is Making Connections.

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SECTIONAL Conflict: Regional Differences [APUSH Review Unit 5 Topic 5] Period 5: 1844-1877

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Objective 4 - Explain the similarities and differences in how regional attitudes affected federal policy in the period after the Mexican–American War. 

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Objective 4 - Explain the similarities and differences in how regional attitudes affected federal policy in the period after the Mexican–American War. 

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Attached is a Heimler's History video titled "The COMPROMISE of 1850". The video talks about how the new land acquired by the war caused problems between the North and the South because they both wanted control over that land. Every several proposals of what to do with that land were struck down in congress, we landed on the Compromise of 1850 which allowed for popular sovereignty in the newly acquired lands and strengthened the Fugitive Slave Act. The theme used in this is Politics and Power and American and Regional Culture. The theme is Developments and Processes.

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The COMPROMISE of 1850 [APUSH Review Unit 5 Topic 4] Period 5: 1844-1877

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Objective 3 - Explain the causes and effects of the Mexican–American War.

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Objective 3 - Explain the causes and effects of the Mexican–American War.

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Attached are my Chapter 17 Cornell Notes. From these notes, I learned about the Mexican American War. The war was caused by Americans essentially taking over Texas and becoming a lone-state and Mexico accusing America from stealing Texas away from them. The initial reason that Southern Americans even went into Texas was to spread the institution of slavery and eventually admit Texas as a slave state so that the pro-slavery groups have more power in the government. The effects of the war was even more section tensions as the northerners didn’t want the new territories given to American for winning the war to be admitted as slave states and the southerners wanted more slave states to be added. The themes seen in the notes are Migration and Settlement, Georgraphy and the Environment, and America in the World. The historical thinking skill used in these notes is Making Connections because I make connections between the gaining of land and the sectional divide and politics.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 2 - Explain the causes and effects of westward expansion from 1844 to 1877. 

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Objective 2 - Explain the causes and effects of westward expansion from 1844 to 1877. 

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Attached are my Chapter 18 Cornell Notes. In these notes, I learned about the ways that we acquire land during this time period and what the effects of that were. One of the largest effects of the westward expansion was that the tensions between the slave states and free states increased. People from both rushed to new territories so that they could claim it for their sides and sometimes things turned violent. The theme seen in this chapter is Geography and the Environment, work, exchange, and technology,  and Migration and Settlement. The historical thinking skill is Developments and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 1 - Explain the context in which sectional conflict emerged from 1844 to 1877.

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Objective 1 - Explain the context in which sectional conflict emerged from 1844 to 1877.

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Attached is my annotated copy of the A Nation Divided Case Study. During this case study, we discussed and read about the split between the North and the South over slavery and what really caused that divide. There were several factors that were mentioned both in the actual case study and in the discussion that must be taken into account when talking about the causes of the sectional divide like the different economies of the two regions, the different moral standards, and the different industries. These different factors continuing to grow for years and years eventually created the divide that lead to the Civil War. The theme seen in this case study is American and Regional Culture. The historical thinking skill used is Development and Processes and Contextualization.

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This will be where a summary of annotations will be, you don't have any annotations yet.

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Objective 14 - Explain the extent to which politics, economics, and foreign policy promoted the development of American identity from 1800 to 1848. 

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Objective 14 - Explain the extent to which politics, economics, and foreign policy promoted the development of American identity from 1800 to 1848. 

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Attached is a Khan Academy titled "Developing an American Identity". The video creates a chart showing historical developments from 1800 to 1848 that fall under the categories of politics, economics, and foreign policy. For the politics category, they talked about the different political parties, about how white men were the only voters, and about the nullification crisis. The economic category was about the market revolution, tariffs, and industry. The foreign policy was about the war of 1812 and westward expansion. The overall consensus of the effect of this on American identity was that the Americans had a united national identity when it came to expansion and birthright of all white men, but in the other categories there was more of a sectional divide. The themes are American and National identity and American and Regional Culture.  The historical thinking skill is Development and Processes.

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Developing an American identity, 1800-1848 | US history | Khan Academy

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Objective 13 - Explain how geographic and environmental factors shaped the development of the South from 1800 to 1848. 

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Objective 13 - Explain how geographic and environmental factors shaped the development of the South from 1800 to 1848. 

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Attached is a Fiveable article titled "4.13 The South and the Early Republic". This article and the attached videos talk about how the south's economy was based around cotton production on plantation. The land in the south allowed for the growth of a lot of crops but over planting in the same place again and again could drain the land of its nutrients. Essentially, the agreeable weather and nutrient rich soil shaped the south and its cotton plantation economy. The theme is Geography and the Environment and the skill is Development and Processes.

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Prior to the invention of the cotton gin, the process of separating the seeds from cotton fibers was extremely labor-intensive and time-consuming, making the production of cotton a relatively unprofitable venture. However, Eli Whitney's cotton gin revolutionized the cotton industry by separating the seeds from the fibers much faster and easier, which led to a dramatic increase in the production of cotton. Increased cotton production made it a much more profitable crop, which demanded more slave labor to cultivate and harvest the cotton. As a result, the cotton gin played a significant role in the expansion of slavery in the United States, as it made it more profitable to use slave labor to cultivate and harvest cotton.

As more Southern states began to grow cotton, cotton came to account for two-thirds of all US exports-feeding the textile mills in the North and Great Britain. King Cotton described the central role that the cotton industry played in the economy of the Southern United States. Cotton was the dominant cash crop in the South, and it was a major contributor to the region's wealth, prosperity, and regional identity.

The phrase "King Cotton" highlighted the economic power and influence of the cotton industry, and it was often used by Southern politicians and leaders to justify the maintenance and expansion of the institution of slavery. Particularly, Southern leaders argued that the North's attempts to restrict the expansion of slavery and the Southern cotton industry were an attack on the South's economic well-being.

Overcultivation of cotton depleted arable land in the Southeast, which caused slaveholders to relocate their plantations to more fertile lands west of the Appalachians, where the institution of slavery continued to grow and contribute to rising political tensions.

Most white Southerners did not actually own any slaves, and only less than 5% of the Southern population owned more than 20 slaves. The picture of plantation life in movies and the media was, in all actuality, a very small percentage of the population. Still, white supremacy and patriarchy were predominant in the Southern states, and Southern leaders painted slavery as part of the Southern way of life.

In addition to its history and culture, the Southern United States had a definitive social structure with a strong emphasis on honor, tradition, and community. The region also had a strong sense of regional pride, and many Southerners saw themselves as distinct from the rest of the country-values that later influenced secession.

Unlike the North, the Southerners did not try to push for education reforms. In most parts of the South, education was not a priority, and there were few resources available for schools, especially in rural areas. Many Southern states did not have mandatory education laws, and as a result, many children, particularly those from poorer families, did not receive any formal education. Resultantly, the illiteracy rates remained high in the South.
🎥 Watch: AP US History - Southern Society and Slavery

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APUSH Unit 4.13 The Society of the South in the Early Republic | Fiveable

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Study with friends using the #1 virtual studying platform for students. Create a study room, invite your buddies, & keep each other accountable.

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Objective 12 - Explain the continuities and changes in the experience of African Americans from 1800 to 1848.

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Objective 12 - Explain the continuities and changes in the experience of African Americans from 1800 to 1848.

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Attached is the Unit 4 DBQ. This DBQ asks about how slavery expanded, yet stayed the same and how both free African Americans and enslaved African Americans responded to the challenges in front of them. This shows the theme of Social Structures and the historical thinking skill of Argumentation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 11 - Explain how and why various reform movements developed and expanded from 1800 to 1848.

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Objective 11 - Explain how and why various reform movements developed and expanded from 1800 to 1848.

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Attached is the Unit 4 CollegeBoard FRQ Question 1. This FRQ had an excerpt from a letter to the Seneca County Courier from Elizabeth Stanton and Elizabeth McClintock asking about bringing more attention to the Women's suffrage and rights movement. I had to identify the situation of the document and use it in my responses to show how different movements, in this case it was the women's movement, expanded. For this specific example, one way that the movement expanded was through media like newspapers. The theme is Social Structures. The historical thinking skills used are Development and Processes and Sourcing and Situation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 10 - Explain the causes of the Second Great Awakening. 

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Objective 10 - Explain the causes of the Second Great Awakening. 

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Attached are my Chapter 15 Cornell Notes. In this chapter I learned about the second great awakening. It was caused by society slowly drifting away from religion and religious leaders realizing that. The movement itself was about Christian revival but it sparked other movements like the women's suffrage movement, one for better education, temperance, and more. The theme is Social Structure and the skill is Making Connections.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 9 - Explain how and why a new national culture developed from 1800 to 1848. 

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Objective 9 - Explain how and why a new national culture developed from 1800 to 1848. 

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Attached is a Khan Academy video titled "The development of an American culture".  This video talks about how prior to this period, most of American art, literature, and culture was based off of European art, literature, and culture. However, now we were beginning to form our own distinct culture. This was influenced by  American movements like the Second Great Awakening and the Market Revolution. Americans had gained their independence from Britain some time ago, but they were finally beginning to be independent from British culture. the theme is American and Regional Culture and American and National identity. The historical thinking skill is Development and processes.

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The development of an American culture | AP US History | Khan Academy

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Objective 8 - Explain the causes and effects of continuing policy debates about the role of the federal government from 1800 to 1848. 

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Objective 8 - Explain the causes and effects of continuing policy debates about the role of the federal government from 1800 to 1848. 

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Attached is a Heimler's History video titled "Jackson and Federal Power". The two major parties of the time were the Whigs and the Democrats. The democrats supported limited federal power, free trade, and local rule. They hated monopolies, high tariffs, and the national bank. The whigs supported a involved central government, a national bank, protective tariffs, and federally funded internal improvements. They were against crimes being committed by immigrants. These differences in party platforms led to the continuing policy debates. The theme is Politics and Power and the skill is Development and Processes.

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JACKSON and Federal Power [APUSH Review Unit 4 Topic 8] Period 4: 1800-1848

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Objective 7 - Explain the causes and effects of the expansion of participatory democracy from 1800 to 1848.

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Objective 7 - Explain the causes and effects of the expansion of participatory democracy from 1800 to 1848.

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Attached is a Heimler's History video titled "Expanding Democracy", The causes of the expansion of participatory democracy were that the common man was asking for voting rights after the panic of 1819. The effects of the universal white male suffrage was that the common man was now able to get a say in their political leaders. Another effect was that the democratic party began fragmenting. The theme is Politics and Power and the skill is Making Connections.

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Expanding DEMOCRACY [APUSH Review Unit 4 Topic 7] Period 4: 1800-1848 (Re-Upload)

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Objective 6 - Explain how and why innovation in technology, agriculture, and commerce affected various segments of American society over time. 

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Objective 6 - Explain how and why innovation in technology, agriculture, and commerce affected various segments of American society over time. 

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Attached is the Unit 4 CollegeBoard FRQ Question 2. This question gives a source from a historian who is talking about how the events of the period effected Women's role in society. I wrote about and the source discussed how the market became more dependent on women as factories began popping up. Women were now given two roles, worker and housewife. I compared this phenomenon to the way that industry is more reliant on women during wars because men are off fighting. The theme seen in this is work, exchange, and technology as well as Social Structures. The historical thinking skills are Claims and Evidence in Sources  and Making Connections.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 5 - Explain the causes and effects of the innovations in technology, agriculture, and commerce over time.

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Objective 5 - Explain the causes and effects of the innovations in technology, agriculture, and commerce over time.

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Attached is a Khan Academy video titled "The Market Revolution - Part 2". In the video, they talk about how the market revolution caused changes in the kinds of work available and the kinds of commodities people had along with the markets that were available to sell goods to. These were largely due to advanced is transportation and communication. Canals and railroads made transportation faster and simpler so people could travel across the country. The telegraph was also invented during this time which was the first step in forms of communication that were not through paper. The theme is work, exchange, and technology and Migration and Settlement because the new technologies allowed people to live further away from large cities. and the skill is development and processes.

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Objective 4 - Explain how and why American foreign policy developed and expanded over time. 

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Objective 4 - Explain how and why American foreign policy developed and expanded over time. 

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Attached is a Khan Academy video titled "The Monroe Doctrine". The video talks about what the Monroe Doctrine is. It is basically a statement issued by President Monroe that says that European nations need to stay out of North and South American Affairs. Such an announcement was triggered by the previous actions of European countries which included colonization and taking over territories. The theme in this video is Politics and Power and America in the World. The skill is Making Connections.

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Objective 3 - Explain how different regional interests affected debates about the role of the federal government in the early republic.

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Objective 3 - Explain how different regional interests affected debates about the role of the federal government in the early republic.

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Attached is a Heimler's History video titled "Politics and Regional Interests". The war of 1812 exposed weaknesses of the federal government. Henry clay came up with the American System to help fix those holes. His plan included federally funded internal improvements, federal tariffs, and the second bank of the united states. Presidents Madison and Monroe rejected the American System because they saw it as an overreach in federal authority. The theme of these notes is Politics and Power and the historical thinking skill is Development and Processes.

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Politics and Regional Interests [APUSH Review Unit 4 Topic 3 (4.3)]—Period 4: 1800-1848

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Objective 2 - Explain the causes and effects of policy debates in the early republic.

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Objective 2 - Explain the causes and effects of policy debates in the early republic.

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Attached are my Chapter 11 Cornell Notes. From these notes, I learned about several events that triggered the debates between Democratic-Republicans and Federalists like the acquisition of the Louisiana Territory and the War of 1812. In both of these situations, both political parties had opposing views of what is right or what should be done. The effects of policy debates like these often made it difficult to pass legislation through congress because the members were pitted against each other and it just overall divided the country in a way. The theme seen in this chapter is Politics and Power. The historical thinking skill is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 1 - Explain the context in which the republic developed from 1800 to 1848.

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Objective 1 - Explain the context in which the republic developed from 1800 to 1848.

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Attached is a Fiveable article called "4.0 Unit 4 Overview: Contextualization". This article talks about how the political parties created sectionalism between the North and South. The debates began with Federalists and Democrat-Republicans and ended with Whigs and Democrats. America wasn't doing too well at foreign affairs but had a few wins like the Monroe Doctrine. There was also a Market Revolution going on which led to the Great Awakening and othe rreform movements. There is a timeline of important events from 1800 to 1848 included at the bottom of the page. The themes seen on this website are American and Regional Culture and America in the World. The historical thinking skills used are Contextualization and Making Connections because the correlation between different historical developments are highlighted and the context of the period is given.

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Political parties with different ideas of government caused division within the country and increased sectionalism between the North and South. The First Party System consisted of Federalists and Democratic-Republicans, and the Second Party System included the Whigs and Democrats.

America changed foreign policies through attempts to increase trade and expand. The country also struggled to demonstrate its power in foreign affairs, such as the War of 1812, but managed to be successful in some situations, like the Monroe Doctrine.

America also expanded and added new territories through various ways, such as the Louisiana Purchase and Mexican Cession. These greatly increased the size of America.

Increasing middle class due to Market Revolution eventually led to the Second Great Awakening, which in turn, allowed reform movements to occur. Minority and religious groups, like slaves, women, and Quakers, flourished with new reforms.
🎥 Watch: AP US History - Period 4 Review
1800 - Election of Thomas Jefferson, Gabriel's Rebellion, Revolution of 1800

1803 - Marbury v. Madison, Louisiana Purchase

1808 - Election of James Madison

1811 - Battle of Tippecanoe

1815 - State of the Union Address

1817 - Election of James Monroe, Era of Good Feelings

1820 - Missouri Compromise

1824 - Election of John Quincy Adams

1829 - Election of Andrew Jackson

1831 - Turner's Rebellion

1837 - Panic of 1837, Election of Martin Van Buren

1841 - Election of William Henry Harrison (John Tyler)

1848 - Seneca Falls Convention

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APUSH Unit 4 Study Guide: Unit 4 Overview: Contextualization | Fiveable

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Political parties with different ideas of government caused division within the country and increased sectionalism between the North and South. The First Party System consisted of Federalists and Democratic-Republicans, and the Second Party System included the Whigs and Democrats. America changed foreign policies through attempts to increase trade and expand.

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Objective 16 - Explain how the American independence movement affected society from 1754 to 1800. 

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Objective 16 - Explain how the American independence movement affected society from 1754 to 1800. 

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Attached are my Chapter 10 Cornell Notes. From these notes, I learned about how society was during the first years of the new republic which was very different from the way that it was prior to the American Revolution. One large societal change was that people now had established natural rights outlined in the Constitution. Another way that the Revolution affected society was that the people were now able to vote for the person that would 'rule over them'. A third is that new political parties were formed that were specific to the new republic and its constitution while pre-revolution era, there was pretty much just loyalists and patriots. The theme used in these notes is Politics and Power. The historical thinking skill used in these notes is Development and Processes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 15 - Explain the continuities and changes in regional attitudes about slavery as it expanded from 1754 to 1800. 

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Objective 15 - Explain the continuities and changes in regional attitudes about slavery as it expanded from 1754 to 1800. 

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Attached is a Khan Academy video titled "Continuity and Change in American Society, 1754 - 1800". This video talks about political institutions, social structures, and gender roles before and after the American Revolution. Under the social structures part of the video, they show that before the Revolution, there was some slavery in the North, but after it, the North was working on phasing slavery out. The Southern attitude towards slavery stayed the same due to the way that they had a plantation based economy. The theme seen in this video is Social Structures and Geography and the Environment because they show how the South's many plantations (geography) contribute to the continuation of slavery. The historical thinking skill in this video is Development and Processes.

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Continuity and change in American society, 1754-1800 | AP US History | Khan Academy

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Objective 14 - Explain how and why migration and immigration to and within North America caused competition and conflict over time. 

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Objective 14 - Explain how and why migration and immigration to and within North America caused competition and conflict over time. 

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Attached is an article outlining immigration during the Revolutionary War. The article gives percentage of non-Native American populations of people from different places like Germany, Ireland, and France. As Americans began expanding westward, more and more immigrants began arriving to America's shores to either settle in the east or travel out west and try their luck at mining. The increased clash of backgrounds created problems between the Americans, especially as the economy grew and industrialization began. The theme in this is Migration and Settlement and the historical thinking skill is Development and Processes because my explanation along with the article explain what the growing population of immigrants in America means.

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Objective 13 - Explain the continuities and changes in American culture from 1754 to 1800. 

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Objective 13 - Explain the continuities and changes in American culture from 1754 to 1800. 

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Attached is a Heimler's History video titled "Developing an AMERICAN IDENTITY". The video talks about how the idea of Republican Motherhood came to be. Women began to be allowed to get education and academies for girls opened. Americans began to create their own style of writing and art instead of modeling art after European works. Benjamin Franklin's book also had a large impact on the American people. The idea of separation of Church and State was also something exclusive to Americans. The theme used in this video is Social Structures and American National Identity because the role of women in society and overall things that impacted American identity are discussed. The historical thinking skill used in this video is Development and Processes because it talks about several historical concepts like art and literature of the time, republican motherhood, and the idea of education.

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Developing an AMERICAN IDENTITY [APUSH Review Unit 3 Topic 11 (3.11)] Period 3: 1754-1800

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Objective 12 - Explain how and why political ideas, institutions, and party systems developed and changed in the new republic.

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Objective 12 - Explain how and why political ideas, institutions, and party systems developed and changed in the new republic.

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Attached is my annotated version of the Battle Over a Bank Case Study. During this case study, I learned about the arguments that the new republic faced over its constitution. There were some with a loose interpretation of the constitution while others had a more strict interpretation and this created divides between the people and the government. One controversial political idea that caused a lot of trouble between the two sides was the question of whether or not it was legal to create a federal bank under the constitution. This is the main topic that was discussed during this case study. The theme shown in this study is Politics and Power. The historical thinking skill is Argumentation because we argued over which side in the argument was correct based on what we had read in the case study and our overall knowledge of the new republic.

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This will be where a summary of annotations will be, you don't have any annotations yet.

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Objective 11 - Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800. 

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Objective 11 - Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800. 

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Attached is a Fiveable article titled "APUSH Period 3 Review". Under the section titled "Key Concept 3.3 Migrations within North America intensified conflicts" the article gives information regarding the problems that arose with migration. Some of those problems are that the expansion of people westward increased tensions with Native Americans who lived on those western lands and didn't want to give up their land to the whites who already took so much fro them. Even though treaties were made between the Natives and the settlers, they were often violated by the Americans who just wanted to take whatever they wanted, whenever they wanted. The theme of this section of this article is Migration and Settlement and the historical thinking skill is Development and Processes.

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🇺🇸 Frequently Asked Questions study guides written by former APUSH students to review undefined with detailed explanations and practice questions.

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Objective 10 - Explain the continuities and changes in the structure and functions of the government with the ratification of the Constitution. 

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Objective 10 - Explain the continuities and changes in the structure and functions of the government with the ratification of the Constitution. 

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Attached is my annotated version of the Madison Case Study. In this case study, we read about and discussed the making of the Constitution and the arguments between the Federalists and Antifederalists over certain additions, especially the Federal Negative. Many things changed with the ratification of the Constitution, the biggest things being that the federal government was given so much more power than it had under the Articles of Confederation. The theme shown by this is Politics and Power. The historical thinking skill used in the case study is Development and Processes.

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This will be where a summary of annotations will be, you don't have any annotations yet.

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Objective 9 - Explain the differing ideological positions on the structure and function of the federal government. 

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Objective 9 - Explain the differing ideological positions on the structure and function of the federal government. 

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Attached are the Anti-Federalist Papers Outlines. I was in charge of completing this assignment for antifederalist papers 18, 44, 70. Paper 18 talks about the importance of taking our time with the constitution and make sure that it is perfect before ratifying it. It also talks about how judging by Britain's past actions, they are not likely to leave America unless they are pushed out using force. Paper 44 talks about how the federalists are spending their time just saying that the antifederalist concerns are ridiculous and have no real basis instead of trying to ease their worries using facts and information. He also points out several time that the federalists had lied about things that are stated in the constitution in order to get more antifederalist support. Paper 70 talks about how the president will essentially be like a monarch under the constitution. The theme seen in this is Politics and Power. The historical thinking skills used are Claims and Evidence in Sources and Sourcing and Situation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 8 - Explain how different forms of government developed and changed as a result of the Revolutionary Period. 

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Objective 8 - Explain how different forms of government developed and changed as a result of the Revolutionary Period. 

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Attached are my Chapter 9 Cornell Notes. These notes talk about the different forms fo government, which were the Articles of Confederation and the Constitution, and the main ideas behind both. The main outline of the Articles of Confederation is that they gave each state a single vote, amendments needed unanimous ratification, states were left to regulate commerce on their own, and essentially, the federal government had no power. This sort of government was initially formed because people were weary of giving the federal government too much power and have it be a repeat of what happened with Britain. Under the Constitution, the government would have three branches and congress would have two branches of its own where in one, state representation would be equal and in the other, it would be based on population. The theme seen in these notes is Politics and Power. The historical thinking skill used in these notes is Development and Processes because the Articles and Constitution are historical developments.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 7 - Describe the global impact of the American Revolution. 

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Objective 7 - Describe the global impact of the American Revolution. 

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Attached is a video from  history.com titled "Global Impact of the America Revolution". From the video, I learned how the American Revolution impacted and even inspired other revolutions around the world. The revolution and the government that was formed after it because it wasn't a monarch like so many of the world's governments were at the time, but rather a republic where people had rights, also unlike many places in the world where revolutions were inspired. The revolution set a sort of social standard and showed that you can be the underdog and show up one of the largest world powers at the time. The theme shown by this video is America in the World because it discusses the worldwide impact of America's actions. The historical thinking skill is Making Connections because it draws connections between revolutions in other parts of the world, like the French Revolution, and the American Revolution and how one lead and inspired the other.

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Global Impact of the American Revolution

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The American Revolution influenced political ideals and revolutions across the globe.

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Objective 6 - Explain the various ways the American Revolution affected society.

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Objective 6 - Explain the various ways the American Revolution affected society.

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Attached are my Chapter 8 Cornell Notes. From these notes, I learned that the Revolution movement was a minority movement, a large part of the colonists were neutral to the cause or were loyalists and wanted to stay under British control. The Revolution created a huge divide between the loyalists and patriots which lead to violence on both sides, but especially by the hands of the patriots. Often times, even if a person was neutral in the fight, they would be influenced to support the loyalists after seeing the violent methods of the patriots, or they would be so scared of being targeted by the patriots that they would join their cause. Many loyalists also moved to the northern states and after their side had lost, a significant percent of them moved out of America and into other British owned territory. The themes shown in these notes are American and Regional Culture and Migration and Settlement because I discussed the movement of loyalists to northern parts and the sentiments of certain regions of Americans towards the war both in my explanation and in the notes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 5 - Explain how various factors contributed to the American victory in the Revolution. 

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Objective 5 - Explain how various factors contributed to the American victory in the Revolution. 

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Attached is my work for the Revolutionary War Recorded Lesson. The prompt we had to answer asked about what the greatest factor in the war that lead to the American victory. In my thesis for this response, I said that the greatest factor was that the British were not focusing all their strength on fighting against the colonists, they were facing off against European enemies and troubles in their other colonies at the same time. If it were not for Britain's other enemies also acting up at the same time as the Revolutionary War, America would have lost. My response to the Revolutionary War Recorded Lesson shows the theme of America in the World because I talk about how Britain is stretched thin in various parts of the world. The historical thinking skill used in this assignment is Developments and Processes because the Revolutionary War is a historical development.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 4 - Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution. 

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Objective 4 - Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution. 

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Attached is my Period 3 DBQ. This DBQ was about the extent of change in ideas about American Independence. During this assessment, I wrote about how the idea of gaining independence from Britain seemed completely ridiculous to many Americans but as Britain began tightening restrictions and colonists were getting more and more annoyed, the possibility of a full out war became less far fetched. The themes shown in my DBQ are Politics and Power, American Regional Culture, and American and National Identity. The historical thinking skill seen in this assignment is Argumentation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 3 - Explain how British colonial policies regarding North America led to the Revolutionary War. 

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Objective 3 - Explain how British colonial policies regarding North America led to the Revolutionary War. 

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Attached are my Chapter 7 Cornell Notes. From these notes, I learned about the various ways that Britain asserted its control and kept an iron fist over the colonists. One example of how they did this were the Navigation laws which regulated the mercantilist system and allowed the government to remove any loopholes that the colonists had been using so that Britain benefits more. In addition, taxes were piling up on the colonists with things like the Sugar Act and Stamp Act. The build up of various laws and regulations led to events like the Boston Tea Party where the anger of the colonists just bubbled over and soon led to the Revolution. The themes shown by these notes are American and National Identity, Work, Exchange, and Technology, and Politics and Power. The historical thinking skill used in these notes is Making Connections because I identify the connections between the French and Indian war, the various laws that Britain passed over the colonists, and the American Revolution.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 2 - Explain the causes and effects of the Seven Years’ War (the French and Indian War). 

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Objective 2 - Explain the causes and effects of the Seven Years’ War (the French and Indian War). 

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Attached is my French and Indian War DBQ Graphic Organizer. During this activity, my group and I analyzed the historical context, intended audience, point of view, purpose, and outside information for all 7 documents that were given for a practice DBQ question. We also created a time line of events leading up to the French and Indian War to provide context to what was going on during that time. Then we used the information from the documents and our outside knowledge to create a thesis statement and categorized the given documents into the different parts of our argument. Finally as an independent activity, we expanded on the evidence and essentially wrote out a DBQ. This DBQ practice activity shows the theme of America in the World and Politics and Power because it is about a war with another country. The historical thinking skills used in this assignment are Sourcing and Situation, Claims and Evidence in Sources, Contextualization, and Argumentation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 1 - Explain the context in which American gained independence and developed a sense of national identity. 

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Objective 1 - Explain the context in which American gained independence and developed a sense of national identity. 

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Attached is my Annotated Copy of the Declaration of Independence. The Declaration of Indepence was one of the very large effects of the French and Indian War. The French and Indian war put Britain in a lot of debt which they decided to pay off by using the colonists tax dollars and blaming them for causing so much loss in money. One thing led to another and the colonists were getting annoyed at Britain trying to tax them so much without proper representation in Parliament. This lead to the writing and signing of the Declaration of Independence. This annotated document shows the theme of American and National Identity because it shows the American's feelings towards the King and his policies. The historical thinking skill used in this document and my analysis of it is Making Connections because I identified the connection between the French and Indian War/Seven Years War and the Declaration of Indepence.

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This will be where a summary of annotations will be, you don't have any annotations yet.

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Objective 10 - Compare the effects of the development of colonial society in the various regions of North America. 

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Objective 10 - Compare the effects of the development of colonial society in the various regions of North America. 

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Attached is me SPEC Analysis Activity for the New England, Middle, and Southern colonies. In the analysis, I wrote about the social, political, economic, and cultural aspects of each region of the British colonies using the guiding questions at the bottom of the document.  The themes seen in this analysis are Politics and Power, America and Regional Culture, Social Structures, and Work, Exchange, and Technology. The historical thinking skill used in this is Development and Processes because I explained the different aspects of a historical development (the three colonial regions).

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 9 - Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain. 

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Objective 9 - Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain. 

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Attached are my Chapter 6 Cornell Notes. From these notes, I learned more about the relationship between Britain and the colonists. The British government's main goals was to keep the colonies under their rule and continue to get raw materials from them while the colonists goals were to expand westward and create powerful community to live in while not being under the control of an iron-fist like ruler. These differences in goals and interests will eventually lead to disagreements between the two which began with petitions and ended with protests. In the notes, I wrote down how after the French and Indian war specifically, Britain reprimanded the colonists when the colonists thought that they should be appreciated for fighting on the behalf of the British. This shows the themes of American and National Identity and America in the World. The historical thinking skill used in these notes is Development and Processes because I talked about the historical concept of the building disagreements and tensions between the British and Colonists.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 8 - Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time. 

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Objective 8 - Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time. 

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Attached is a Heimler's History video titled "Colonia SOCIETY and CULTURE". During this video, I learned that the Enlightenment in Europe traveled over to the Americas through transatlantic voyages. The Enlightenment also gave the colonists the idea of natural rights. The idea of a government of checks and balances also came from Enlightenment thinking. Basically, transatlantic trade make the colonists feel like they had a lot more power than they actually did and made them feel like they had a lot more control in a situation they really had none in. This was all a part of the Great Awakening. The theme seen in this video is American and National Identity. The historical thinking skills used in this video are Developments and Processes and Making Connections because it highlighted the connection between events in Europe and those that happened as a result in the colonies.

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Colonial SOCIETY and CULTURE [APUSH Review Unit 2 Topic 7 (2.7)] Period 2—1607-1754

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Objective 7 - Explain how enslaved peoples responded to slavery. 

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Objective 7 - Explain how enslaved peoples responded to slavery. 

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Attached are my Chapter 4 Cornell Notes. In these notes, I learned about how the first forms of slavery in the British New World colonies were Indentured Servants who had to work for a set amount of time in return for passage to the New World. These indentured servants are what got the tobacco industry really rolling. When the actual institution of slavery was introduced, slaves rebelled against their cruel masters in different ways. Some chose the  more passive route and worked slower to hurt their master from the inside while others protested by escaping and hurting or killing white slave owners. The theme shown in these notes is American and Regional Culture and the historical thinking skill used in these notes is Development and Processes because I talked about the concept of slave revolts and how enslaved people fought against what was happening.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 6 - Explain the causes and effects of slavery in the various British colonial regions. 

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Objective 6 - Explain the causes and effects of slavery in the various British colonial regions. 

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Attached is a Heimler's History video titled "SLAVERY in the British Colonies". From this video I learned about how slavery benefited all parts of British colonies, not only the South. Slaves were needed due to increased demand in agricultural goods. New England had less slaves because their farms were generally smaller. The Middle colonies had slaves for agriculture as well, but most worked as household servants. Slaves in the South worked on plantations. The themes seen in this video are Work, Exchange, and Technology and Geography and the Environment because the video also talked about the distribution of slaves depending on the region and the type of land available there. The historical thinking skill used in this video is Development and Processes.

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SLAVERY in the British Colonies [APUSH Review Unit 2 Topic 6] Period 2: 1607-1754

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Objective 5 - Explain how and why interactions between various European nations and American Indians changed over time.

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Objective 5 - Explain how and why interactions between various European nations and American Indians changed over time.

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Attached is my Unit 2 FRQ Progress Check B Question 1. During this FRQ, I wrote about how France's main goals in the New World were to spread religion and improve their fur trading business while Britain's main goals were to strip the land of its raw materials and send them to the mother country to boost its economy. This had a drastic effect on the way that the French treated the natives versus the way that the British treated the natives because they both had different goals. The theme shown in this FRQ is Social Structures because I wrote about the social interactions between these groups of people. The historical thinking skill used in this FRQ is Argumentation because I created a historically defensible claim and backed it up with my own evidence.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Objective 4 - Explain the causes and effects of transatlantic trade over time. 

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Objective 4 - Explain the causes and effects of transatlantic trade over time. 

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Attached is a Heimler's History video titled "Trans-Atlantic TRADE". One part of the triangle trade is when Merchant ships would carry rum to Africa where it would be traded for enslaved laborer. Then they would go through the middle passage with harsh conditions. They would then be traded for sugarcane in the British west indies and would go back to New England to make the trip over again. Mercantilism systems were based around matining a favorable balance of trade which accounted for the back and forth of the merchant ships making the trans-atlantic voyage. The Navigation Acts were a result of the transatlantic trade and the mercantilist economy. The theme shown by this video is America in the World and Work, Exchange, and Technology. The historical thinking skill used is Developments and Processes because the video explained the historical development of the triangle trade and transatlantic voyages.

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Trans-Atlantic TRADE [APUSH Unit 2 Topic 4] 2.4