Lesson 1(*) (Note that an asterisk * indicates that there is a worksheet on this lesson)

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account.
2. Please scroll up and read the notes and directions for this course, as well as student objectives.
3. (*)Print out the 1st quarter grading sheet or use the Excel version.
4. Read this review of the Civil War and Reconstruction.
5. Write a paragraph on the effect of the war and its aftermath on politics in America.
6. Record 5 points for thoughtful completion in proper paragraph form (intro, three points, and conclusion). You should be able to find all the information you need in the reading.
7. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.

Lesson 2

1. Read these on Reconstruction.
2. A New Birth of Freedom
3. Rights and Power

Lesson 3

1. Read Proclamation Declaring the Insurrection at an End, by President Andrew Johnson, 1866.
2. What does this document tell us about President Johnson’s opinion of the Confederate States of America and the concept of secession?
3. What does this document reveal concerning Johnson’s position on the rights of Americans under the U.S. Constitution?
4. Record your score out of 4. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading. A complete sentence should repeat the question. The reader should know what you’re answering without having to read the question. Example: “The Proclamation Declaring the Insurrection at an End” by President Johnson reveals that Johnson believed…)
5. While the questions tend to come from the readings, you should always feel free to do research on a question if you don’t feel like you know the complete answer.

Lesson 4

1. Read the Report of the Joint Committee on Reconstruction.
2. What reasons were given in this congressional report for suspending the rights of some of the inhabitants of the former Confederacy?
3. According to this report, why was it necessary to guarantee the rights of the African American freedmen?
4. How would the proposals made in this report enable the Republican Party to dominate in the states of the former Confederacy?
5. Record your score out of 6. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 5

1. Read to the end of page 6 of An Appeal for an Impartial Suffrage. Before you read, look at the questions you will be answering. Don’t complete the answers until you finish reading it on Lesson 6.
   1. In his appeal, what arguments does Frederick Douglass employ to persuade Congress to grant African Americans the right to vote?
   2. According to Douglass, what would be the negative consequences of denying African Americans the right to vote?

Lesson 6

1. Read to the end from page 7, An Appeal for an Impartial Suffrage. 
2. Answer the questions regarding the reading:
   1. In his appeal, what arguments does Frederick Douglass employ to persuade Congress to grant African Americans the right to vote?
   2. According to Douglass, what would be the negative consequences of denying African Americans the right to vote?
3. Record 4 points on both Lesson 5 and 6. (Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 7

1. Read about the Reconstruction and its aftermath. Read each part. What does each picture show?
2. Here is more artwork: Lawrence’s Migration series that is from a little bit later but shows the same themes.
3. What themes are shown?

Lesson 8

1. Watch this lesson on the success and failures of the Reconstruction.
2. List successes and failures of the Reconstruction.
3. Record up to 4 points.

Lesson 9

1. Read the summary of “separate but equal” in America.
2. Read the Supreme Court opinion in the Plessy vs. Ferguson case through the bottom of page 8.

Lesson 10

1. Finish reading the Supreme Court opinion in the Plessy vs. Ferguson case.
2. How does this Supreme Court decision distinguish between political and social equality?
3. How did this distinction shape this Supreme Court decision?
4. In this decision, what is the relationship between state government and the federal government?
5. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 11

1. Read the fourteenth amendment.
2. Be a Supreme Court judge and write an opinion on “separate but equal” based on this Constitutional amendment.
3. Record up to 10 points.

Lesson 12

1. Answer the first question. (You can use your notes and answers you’ve written on questions like these, but not any online sources.)
2. Here’s what 250 words looks like. Half this size is the shortest your answers should be.
3. You will score this on Lesson 13 for thoroughness and accuracy and following directions.

Lesson 13

1. Answer the second question.
2. Here’s what 250 words looks like. Half this size is the shortest your answers should be.
3. Read these responses.
4. Record up to 18 points for thoroughness of response (3), accuracy (3), and completing the assignment according to the directions (3) for each essay answer.

Lesson 14

1.  Read Growth and Transformation.
2. Read until you get to “The Divided South” after all the pictures.
3. Take note of the major changes in technology and in the economy around the end of the 19th century.

Lesson 15

1. Read Politics in the Gilded Age until the heading “Agricultural Discontent.”
2. Take note of the major economic and political issues of the period.
3. How did the term “Gilded Age” originate?
4. How does the moniker reflect this era in American history?
5. Record up to 4 points. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 16

1. Watch this lecture on The Impact of the Second Industrial Revolution.
2. Take notes on the growth during this period.

Lesson 17

1. Read The Industrial Revolution in America. 
2. What factors led to the development and growth of large corporations?
3. Record up to 2 points. (Answer in complete sentences. You should be able to find the answers in your reading.)
4. You can trace the railroad’s construction across the continent with this map. (original link should work again eventually)

Lesson 18

1. Read this short bio of Frederick Taylor.
2. Read the first ten pages of this version of his study on workplace efficiency.

Lesson 19

1. Finish reading the study on workplace efficiency, pages 10-16.
2. You may have noticed his biography was on a communist website. The communist philosophy is all about the individual not being important. Everyone works together for the good of the state, or the factory as it is in this context.
3. However, his ideas were utilized in America and transformed how factories were run, cutting down costs while increasing production.
4. What do you think of his ideas? What would you think if you were a factory owner? What would you think if you were a worker?
5. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 20

1. Look at this picture from a cotton mill.
2. What, if any, labor restrictions do you think should have been put in place during this era?
3. Read The War Between Capital and Labor just through to the chart. Stop after looking at the chart.

Lesson 21

1. Read “A Voice from the South.”
2. What idea was met with fear?
3. Read Booker T. Washington’s Speech.
4. What does Washington say will result in equality in the form of “enjoyment of all privileges”?
5. Read Du Bois’ response to Booker T. Washington.
6. Why did Du Bois believe that Washington’s doctrine was harmful? Who does Washington shift the burden to?
7. Read about “The Social Gospel.”
8. What does this sentence from the article mean? “Christian virtue, they declared, demanded a redress of poverty and despair on earth.”
9. Record up to 8 points. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 22

1. Watch the lecture on The Gilded Age in the East and the West.
2. Take notes on the social, economic and political trends of the period.

Lesson 23

1. Read The Immigration Question. 
2. What do the views expressed tell us about attitudes among Americans towards immigrants by the late nineteenth century?
3. Record up to 2 points. (Answer in complete sentences. You should be able to find the answers in your reading.)
4. Finish reading The War Between Capital and Labor. Start after the chart.

Lesson 24

1. Read chapter 1 of Italian Women in Industry. This book gives firsthand accounts from the early 1900s.

Lesson 25

1. Read chapter 2 of Italian Women in Industry. This book gives firsthand accounts from the early 1900s.

Lesson 26

1. Read chapter 3 of Italian Women in Industry. This book gives firsthand accounts from the early 1900s.
2. How would you describe the nature of the work for Italian immigrant workers?
3. Were these women victimized and exploited, or were they determined women who took advantage of any opportunity to improve their lives?
4. Do their stories put immigration in this era in a positive or negative light?
5. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 27

1. Read chapter six of The New New York.
2. What new things contributed to the new New York?
3. Record up to 2 points. (Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 28

1. Read chapter fifteen of The New New York.
2. What were his thoughts on immigrants?
3. Record up to 2 points. (Answer in complete sentences. You should be able to find the answers in your reading.)

Lesson 29

1. Answer the first question.  (You can use your notes and answers you’ve written on questions like these, but not any online sources.)
2. Here’s what 250 words looks like. Half this size is the shortest your answers should be.
3. You will score this on Lesson 30 for thoroughness and accuracy and following directions.

Lesson 30

1. Answer the second question.
2. Here’s what 250 words looks like. Half this size is the shortest your answers should be.
3. Read these responses.
4. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.

Lesson 31

1. Write your position on immigration. What, if any, limitations should be put on the acceptance of immigrants into the country? What should be done for them once they are here?
2. Record 10 points for a well-thought-out position.

Lesson 32

1. Washington or Du Bois: You Decide
   • Find the “You Decide” link over on the left. Scroll down. It’s under the list of things that say “Enhanced Transcript.”
2. Complete the activity above and then write your position on what policies you think should be in place today to ensure the best possibility for education for the poor and disadvantaged in America (or your country).
3. Record 10 points for a well-thought-out position.

Lesson 33

1. Read Focus on the West.
2. Take notes.

Lesson 34

1. Read the interview, “Exodus to Kansas.”
2. Why did Singleton seek new lands for blacks?
3. Read the Nicodemus Circular.
4. At the time of its settlement, how much money did Nicodemus have in its treasury?
5. Record up to 4 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 35

1. Read “An Indian’s View of Indian Affairs” (Read IV only).
2. In his essay, Chief Joseph says, “If the white man wants to live in peace with the Indian he can live in peace.”
3. Read about Native Americans.
4. What were some of the effects of the wars with the Indians?
5. Record 2 points for an answer in a complete sentence.

Lesson 36

1. Look at the graph and learn about Native American populations in America. (This article is about a specific location, but it’s a general truth.) You can also view this later census data. Here are more modern numbers.
2. Write your position on Native Americans. What should have been done? Explain at the same time what would happen to European Americans as a result of your policy.
3. Should anything be done now for Native Americans?

Lesson 37

1. Because big kids want to have fun too…you can play this today. It’s long. If you like it, you can play as long as you like; otherwise just complete part 1.
2. You’ll need to make a free account to play, or maybe you already have an account.

Lesson 38

1. Read Cattle, Cowboys, and Beef Barons.
2. Read through the pages about Cowboys and the Chisholm Trail.  (Alternate link)
3. What were different aspects of cattle drives?
4. Record up to 2 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 39

1. Read about Farming on the Plains. Scroll down to the second section.
2. Take a look at the Homestead Act.
3. Why would the United States government give away free land in the West?
4. Read this account of the land rush.
5. Read “A Wood Floor for Minner.”
6. Consider This: Seth and Minner were very young, strong, and willing to endure hardship to build their farm on the Kansas prairie. They lived for years in a home dug into a hillside with earth for a floor, and they were successful. But what sorts of problems do you think their nine neighbors might have encountered to make them willing to sell their homesteads to Seth and move away?
7. Record up to 4 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 40

1. Read pages 5 and 6 of the Senate committee meeting on Chinese immigrants, 1876. Chinese immigration exploded at the gold rush.
2. According to this, what causes the workers’ problems?
3. What is this cartoon saying? The Great Fear of the Period
4. Why did Henry Cabot Lodge feel that a literacy test was needed to restrict immigration?
5. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 41

1. Read this excerpt about The Significance of the Frontier in American History.
2. How did Turner feel the frontier affected American social and institutional development?
3. Farming Becomes a Business. Look at the photos to see what goes into running a farm: Farming on the Plains.
4. Farming as a business required a lot of work but only at certain times (like planting and harvesting). How would that create jobs for migrant workers?
5. Read the third topic on the page, The Far West.
6. Look at this map, United States Land Acquisitions. You can right click and open in a new tab to see it full size.
7. What does the map represent?
8. What do you think?
   • How did westward expansion influence American history?
   • How did this movement shape American political institutions?
   • How did this movement help mold Americans’ national character?
9. Record up to 12 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 42

1. Read topic one on the postwar industrial expansion.
2. Thomas Edison inventions … On this page you can see some of his patents as well.
3. If you wanted a top position with Thomas Edison you needed to pass a Mental Fitness Test. (You don’t have to take the whole thing unless you want to, but try some of it.)
4. The real deal: look at Alexander Graham Bell‘s drawings and notebook.

Lesson 43

1. Read about entrepreneurs: J.P. Morgan, Andrew Carnegie, John D. Rockefeller.
2. America became a wealthier country during this time period. Do you think it was because of these men? Were they “Captains of Industry,” making America a great industrial power, or were they “Robber Barons,” robbing the poor for the benefit of the rich?
3. Why?
4. Explain how you think things would have played out without these men or others like them.
5. Do you think it’s possible to not have powerful business men?
6. Record up to 4 points. (For addressing the questions in #2-5. Answer in complete sentences.)

Lesson 44

1. Read the last topic, The Government Steps In. 
2. Read “Wealth” by Andrew Carnegie. 
3. Answer the three questions at the bottom of the page.
4. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences.)
5. Read the biography of Benjamin Harrison.

Lesson 45

1. Read about life in the city, the whole thing.
2. Here are pictures to go with it. Flatiron Building NYC,  store of Carson Pirie Scott & Co., Chicago, North Western Railway Chicago, Great Hall Library of Congress, squalid streets, inside slum house, homeless children, the short tail gang
3. What enabled political machines to control the poor living in the cities?
4. Record up to 2 points. (Two points for a completed answer. Answer in complete sentences.)

STOP  This is the end of the first marking period. Save your written answers, especially paragraphs and essays. Calculate your grade for the quarter. Your goal is to get an A. Where did you lose points? How can you avoid that in the future?

Lesson 46 (*)

1. (*)Print out your next grading sheet or use the Excel version.
2. Read “Discontent and Reform.”
3. How did reformists desire to use the power of the government?
4. Record up to 4 points. Two points for each example written in a complete sentence.

Lesson 47

1. Watch the lecture on the populist and progressive reform movements.
2. Read Sage’s “Agricultural Discontent & the Populist Movement.”

Lesson 48

1. Read the first topic, The Tweed Ring and Machine Politics.
2. Look at this cartoon and read all about it.
3. Why were political cartoons a more effective tool than newspaper articles?
4. Record up to 2 points. (Two points for a completed answer. Answer in complete sentences. Remember that a complete answer includes the question. Example: Political cartoons were a more effective tool than newspaper articles because…)
5. Do you think you could have turned down a year’s vacation in Europe and a new house?

Lesson 49

1. Read about the populist party.
2. Read this mini economics lesson in paper currency, just the “Forms of Currency: Paper” section. You are reading about “gold standard” and “silver standard.” This is a simple explanation of what that means.
3. In that little article you read that the paper dollar is no longer tied to gold. It no longer represents gold. There is no gold standard. Read about when that happened and its result.
4. All of these decisions make a big difference for a lot of people. How hard is it for politicians to know the impact of their decisions?
5. How hard is it for the general public to understand the impact of the decisions when they are choosing who to vote for?
6. Is there a way for people to know the impact? What hides them from being able to understand?
7. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences.)
8. My opinion: I think it’s very hard for people to see the impact of decisions because the decision, possible outcomes, costs, benefits, etc. are never presented clearly. This is mostly because so much of politics is just based on sides. Whose side are you on? There is no thoughtful discussion, just us vs. them. Getting caught up in that clouds your judgment. If you only read and listen to news that is from “your side,” you won’t learn the good points of the other side. A president or other leader has a similar problem because they belong to a side. They have to keep their side happy to get money to get elected. Instead of serving the whole public as public servants, what all leaders are supposed to be, they are set up to serve the people who have the most money. That’s the way it still most often works, even if it’s not as obvious as during the Gilded Age. People have the advantage of easy, cheap communication now which makes getting out a message a little easier, but the point can still easily be clouded over by skilled, expensive marketing.

Lesson 50

1. Read the second topic, Corruption in Business and Government.
2. Read the biography of James Garfield.
3. What does this cartoon show? Satire on Civil Service Reform
4. The elephant is the symbol of the Republican party. Its chain says “promises.” Those pulling on it are the civil service reforms.
5. Record up to 2 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 51

1. Read the biography of Chester A. Arthur.
2. Read about President William McKinley.
3. Read his speech on the Cross of Gold. (Read only the last 3 paragraphs.)
4. What do you think of Bryan’s use of religious metaphors?

Lesson 52

1. Read through the page, The Progressive Impulse.
2. What does this political cartoon show?
3. Here are some pictures of the suffragettes on parade.
   • order of march
   • photograph
   • photograph
4. Read about the anti-suffragettes. They were active from 1912-1918 and attempts to get women the vote during that time were unsuccessful. The parade in 1920 was at a time when their cause had great momentum. What do you think had changed?
5. Record up to 4 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 53

1. Read through the page, The Progressive Presidents.

Lesson 54

1. Here are some photographs of Teddy Roosevelt.
   • Big Tree Grove
   • Yosemite
   • Inland Waterways Commission
2. The novel, The Jungle, was written in 1906. Roosevelt read it and ordered an investigation of the meat industry. What laws resulted?
3. Read the biography of William Howard Taft.
4. Read Woodrow Wilson’s Inaugural Address. Although Wilson and Roosevelt had shared goals, what was an important idea to Wilson that Roosevelt did not share?
5. Read the article, “Wilson Must Go.” Why did some hope Wilson would be different?
6. Record up to 6 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 55

1. Read through the China section on the page, McKinley and Roosevelt.
2. What was the Boxer Rebellion? Why did America join in to end it? What was a result in the relationship between China and America?
3. Read this article on Chinese vs. Negroes as American Citizens.
4. Why did Samuel Raymond Scottron feel strongly about Chinese immigration?
5. Record up to 8 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 56

1. Watch the lecture on the Spanish-American War and American Imperialism.

Lesson 57

1. Read from “Ambivalent Empire” to the end.
2. Read this excerpt from Dr. Josiah Strong’s Missionary Address. What is his opinion about the races? From that, what can you imply about his views on imperialism?
3. Take a look at this strategic map of our war with Spain.
4. Record up to 4 points. (Two points for each completed answer. Answer in complete sentences.)

Lesson 58

1. Read the article on Roosevelt as a modern president.
2. How was Roosevelt a modern president?
3. Record up to 2 points. (Two points for a completed answer. Answer in a complete sentence.)

Lesson 59

1. Read about the Panama Canal and the Roosevelt Corollary.  They are 3rd and 4th on the page.
2. How does this cartoon show what you read in the Roosevelt Corollary?
3. Record up to 2 points. (Two points for a completed answer. Answer in a complete sentence.)

Lesson 60

1. Read “Dollar Diplomacy,” the first section.
2. Read this article on the US involvement in Haiti.
3. Why did people have a negative opinion of America’s involvement in Haiti?
4. Read Woodrow Wilson‘s biography.

Lesson 61

1. Finish reading the page on the Caribbean and the Mexican Revolution.
2. Look at this map of Central America.
3. Why was Nicaragua important to America’s economy?
4. Here’s a picture of Pancho Villa.
5. What destroyed the alliance between Pancho Villa and the United States?
6. Read this anti-war letter, Shall we have war with Mexico? (You can zoom to make it bigger.)  Here’s a PDF version that may be easier to read.
7. What is the main reason they are against involvement in a war in Mexico?

Lesson 62

1. Read through the Black history timeline of the 1920s.
2. Write a paragraph about a person or event from the timeline. Introduce it, give an explanation of who or what it was, and conclude by describing what you think was the impact.
3. Score 5 points for a complete paragraph and up to 5 points for meeting the given guidelines.
4. Record your score out of 10.

Lesson 63

1. View the timeline. There are three parts.
   • one
   • two
   • three
2. Answer the first question. You may use your notes.

Lesson 64

1. You decide: Roosevelt and Wilson.
   • Scroll down the page and look for “You Decide” on the left. It’s under the list of “Enhanced Transcripts.”
2. Answer the second question.
3. Read these responses.
4. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.
5. Your answer doesn’t have to be the same. It couldn’t possibly be the same unless you copied. In that case your score is zero. The sample responses just give an idea of a response.

Lesson 65

1. Watch this lecture and take notes on the causes of WWI.

Lesson 66

1. Read up until “The Great Depression.”
2. Take notes on Wilson’s involvement and decisions and political, economic, and social changes occurring through the 1920s.

Lesson 67

1.  Watch the lecture on “The Coming of the Great War.”
2. This is long. Get a drink, but take notes.

Lesson 68

1. Read the first section on US neutrality.
2. Read Wilson’s Declaration of Neutrality.
3. What was Wilson’s main reason for declaring neutrality?
4. Read the middle section on subs.
5. Read Wilson’s declarations to Germany.
6. Look through the images of the Lusitania disaster.
7. Read about the Lusitania.
8. Was Germany justified in sinking the Lusitania even if the conspiracies aren’t true? It was officially, on record, carrying some munitions. Do you think America was justified in its outcry against this attack?
9. Record up to 6 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 69

1. Read Wilson’s messages to Congress as he explains why American can no longer remain neutral.
2. Why would Wilson consider a war against Germany to be a war for democracy?
3. How does Wilson describe Germany’s government? 
4. Record up to 4 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 70

1. Finish reading the page, Mobilizing a Nation for War.
2. Look at the propaganda posters.
3. What kinds of feelings do they try to evoke to get men to enlist (sign up to fight)? Do you think these would work today? Can you think of similar propaganda tactics? (Think of commercials.) What do you think would work to get people to enlist today?
4. Read these court decisions, Espionage and Sedition.
5. What is the difference in these two cases that caused opposite outcomes?
6. Record up to 6 points. (Two points for #5 and four points for #3. Answer in complete sentences.)
7. The assignment on Lesson 71 is a long one. You might want to start today.

Lesson 71

1. Watch the first half of this lecture on war in the trenches.
2. Take notes as you watch.

Lesson 72

1. Read “Fighting at Home and Abroad.”
2. Also read about Theodore Roosevelt’s address to the Circle for Negro War Relief.
3. Write a paragraph on African Americans in the military and on the fight for equal rights.
4. Record 5 points for a complete paragraph that responds to both parts of the prompt with at least three points.

Lesson 73

1.  Read Chapter Five (V) about Our Government’s Conduct of the War. Scroll down two-thirds of the way before looking for it. There’s a break and the letters are really big.
2. Read through the whole chapter, but read the first two sections especially carefully and thoughtfully.
3. How does the author justify the government expanding and taking on more and more roles?
4. Was it necessary? What do you think? When is government too big and doing too much? When is it not doing enough? Give specific examples to explain your thinking. If you think government is too big, who would take over the jobs that the government handles? Think it through.
5. Record up to 6 points. (Two points for number three. Four points for number four. Answer in complete sentences.)

Lesson 74

1. Read “America and World War I.”
2. What changes did the war bring about in America?
3. How did the government work against those who were against the war?
4. Record up to 4 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 75

1. Read about the peace conferences at the end of WWI. (whole page)
2. Read Wilson’s Fourteen Points.
3. What would you think to be the most important?
4. What would you think could be compromised on?
5. Record up to 4 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 76

1. Read the three excerpts from the Peace Treaty of Versailles.
2. What does it say might happen to a nation that violates a League covenant?
3. Read these reparations against Germany after the war.
4. Should the Germans have submitted to these or did the people have a right to defy them?
5. Do you think these influenced the rise of the Nazis to power? (When you answer a question like this, you need to explain why or why not.)
6. Read Lodge’s reservations about the treaty. (Alternate link)
7. What were some of his reservations?
8. Record up to 8 points. (Two points for a completed answer. Answer in complete sentences.)

Lesson 77

1. Read about the Elaine Massacre.
2. What was behind it and the other similar struggles around America?
3. Record up to 2 points. (Two points for a completed answer. Answer in a complete sentence.)

Lesson 78

1. Watch the lecture on the Roaring Twenties.
2. Complete the activity. Did the 20’s roar? Scroll down to the list that says “Enhanced Transcript” and under those click on, “You Decide: The Roaring Twenties.”

Lesson 79

1. Read about the Roaring Twenties.
2. What were some of the key events/changes during the decade?
3. Record up to 4 points. (Record a point for each. Answer in a complete sentence.)
4. Before we move on, read about this event in American history that has mostly gone unmentioned. The date is 1921.

Lesson 80

1. Read Attorney General Palmer’s Case against the Reds.
2. What is the “ideal” of communism according to Palmer?
3. There are Christians who live in communes, with everyone sharing all things. This is very different from governmental communism. You can read about that here. (Linking to this site doesn’t mean I agree with everything on it. I’ve not read more than a few pages on the site.)
4. Read this answer from The Trial of Sacco and Vanzetti.
5. Why does he love socialism? (and by “community,” we mean government when we talk about socialism)
6. What is good in socialism? What is wrong? What is good with communism? What is wrong? What is good with capitalism? What is wrong? Think about it. Talk about it with your parents. See the good and bad in each. You don’t need to write anything about this now.
7. Before you go, watch this short video explaining forms of government.
8. Record up to 4 points. (Two points for each answer. Answer in a complete sentence.)

Lesson 81

1. What is good in socialism? What is wrong? What is good with communism? What is wrong? What is good with capitalism? What is wrong? Think about it. Talk about it with your parents. See the good and bad in each. You need to write something about this now. I don’t want a rant. I want 12 sentences. I want examples and thought-out reasons for your answers.
2. Is there any way to take the good of each and leave the bad? What would be an ideal government system? (This needs to be a paragraph.)
3. Record up to 18 points. (One point for each well-thought out sentence)

Lesson 82

1. Read about the 18th and 21st amendments.
2. What does the 21st amendment say that states can do?
3. Read the Volstead Act.
4. What’s the penalty for a first offense?
5. Record up to 4 points. (Two for each answer written in a complete sentence.)

Lesson 83 

1. Read African Fundamentalism by Marcus Garvey biography.
2. What does Garvey say is their “only hope to withstand the evil designs of modern materialism?”
3. Read about the Implicit Association Test. (If you want to take it, there is a link in the article. You don’t have to register. Click on “Go” to use as a guest. Choose the race test. You also don’t have to fill out the intro material. I’m pretty sure you can just scroll down and click to move on. I didn’t fill in any of the info on myself.)
4. Not only can blacks have a preference for whites, but that preference, or unconscious thought pattern, can carry over into other things. Studies show that test scores of black students drop simply by asking them to check their race before they begin a test. Doing so triggers a thought pattern of “I’m not good enough, smart enough,” etc. Garvey may seem extreme, but how do such studies and this article show that he has a point?
5. Read about the Harlem Renaissance.
6. Record up to 4 points. (two for each answer written in a complete sentence)

Lesson 84

1. Take a look at the Model T. How did it change as the years progressed?
2. Read the presidential biographies.
   • Harding Warren Harding
   • Coolidge – Calvin Coolidge
   • Hoover – Herbert Hoover
3. What’s something each is remembered for?
4. Record 4 points (one for the Model T and one for each president if answered in a complete sentence)

Lesson 85

1. Let’s stop and look at the timeline (source).
   • Part 1
   • Part 2
   • Part 3
2. Start after the Civil War and read slowly through the 1920s.
3. Choose a couple of things you don’t know about to look up.
4. Write about them.
5. Record up to 4 points. (two points for each written in a complete sentence)

Lesson 86

1. Answer the second question.  (Remember, you can use your notes and answers you’ve written on questions like these, but not any online sources.)
2. Here’s what 250 words looks like. This is the shortest it should be.
3. You will score this on Lesson 88 for thoroughness and accuracy and following directions.

Lesson 87

1. Answer the third question.
2. Here’s what 250 words looks like. This is the shortest it should be.
3. You will score this on Lesson 88 for thoroughness and accuracy and following directions.

Lesson 88

1. Read the first question.
2. Think about it.
3. Read these responses.
4. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.
5. Now, go back to the timeline (1940 – 1960).
6. Start at 1930. Take a sneak peek preview of what’s ahead. Are there trends? patterns? parallels? progressions? (not just in the 1930s)  “No” is not an acceptable answer. Find something!

Lesson 89

1. They say that those who don’t study history are doomed to repeat it. What does that warning mean? Why is it important to study history? What lessons can be learned from what you have studied during the first half of the academic year?
2. Record up to 15 points for answering each question in the directions with thoughtful responses.

Lesson 90

1. Read the last section of chapter 10 on the Great Depression.
2. Read chapter 11, The New Deal and World War II.
3. This is an overview of our next section of study.

STOP  This is the end of the marking period. Save your written answers, especially paragraphs and essays. Calculate your grade for the quarter. Your goal is to get an A. Where did you lose points? How can you avoid that in the future?

Lesson 91(*)

1. (*)Print out your third quarter grading sheet or use the Excel version.
2. Listen to this lecture on the causes of the Great Depression.
3. What were the long- and short-term causes of the Great Depression?
4. Record up to 4 points. (answer in complete sentences)

Lesson 92

1. Read Sage’s “Crash.”
2. How did the stock market crash of 1929 precipitate the Great Depression?
3. Record up to 2 points. (answer in a complete sentence)

Lesson 93

1. Read the full briefing paper, click to open the PDF on Herbert Hoover: Father of the New Deal.
2. What did Hoover do and not do during the first three years of his presidency?
3. What did Hoover do during the final year of his presidency to tackle the growing problems of the Depression?
4. Record up to 4 points. (two points for each question, answer in complete sentences)

Lesson 94

1. Read about the Great Depression years. Read down through the Smoot-Hawley Tariff.
2. Read “Herbert Hoover and the Great Depression” to the bottom of the page.
3. What were some of the human impacts of the Great Depression?
4. Here are images from the Great Depression.
5. Record up to 4 points. Answer in complete sentences.

Lesson 95

1. Read “The Bonus Army.”
2. Watch the lecture on the first and second New Deals.
3. Take notes.

Lesson 96

1. Read Roosevelt’s speech accepting the Democratic presidential nomination.

Lesson 97

1. Scroll down and read the sections, “The New Deal Spirit” and “The Hundred Days: FDR in Action.”
2. From reading the assignments from Lessons 95 and 96, what did Roosevelt say were the biggest problems the country faced and which did he tackle in the first 100 days of his term?
3. Record up to 4 points, 2 for each answer in a complete sentence.

Lesson 98

1. Read about the Dust Bowl and look at the images.
2. Read about the TVA.
3. Look at the political cartoon. Hopkins worked with Eleanor Roosevelt to promote the New Deal programs. WPA was one of the New Deal agencies. The paper mentions billions in money from the public. The public has ? mark. What is the cartoon saying?
4. Record 2 points for a thoughtful answer in a complete sentence.

Lesson 99

1. Look at the images and read about the CCC.
2. Read or listen to Roosevelt’s second inaugural address.
3. What message did he want to get across?
4. Record up to 2 points. (Do I have to write it? Always answer with a complete sentence, one that restates the question so that the reader knows what you are answering.)

Lesson 100

1. Scroll down to the section on the second New Deal. Read through to the end of the page.
2. What were some of the solutions offered by the social programs put in place from 1935-1937?
3. Record up to 4 points. (one point for each “solution offered” presented in a complete sentence)

Lesson 101

1. Read this page on relief and reform and explore the links below.
   • Ending child labor in North Carolina
   • Workplace safety
   • Rural electrification
   • The Live at Home Program
   • Eugenics in North Carolina
   • The Blue Ridge Parkway

1. Which of the reforms do you think had the biggest impact or were the most important? Why?
2. Record up to 4 points for answering both questions in complete sentences.

Lesson 102

1. Watch the video lecture on the US and WWII.
2. What were the origins of WWII?
3. Record up to two points for your answer.

Lesson 103

1. Watch this video history overview of the period.
2. Read the first two sections of the page on “Attempts at Collective Security” and “Diplomacy of the 1930s.”
3. Take notes.

Lesson 104

1. Read the Kellogg-Briand Pact.
2. Read about the Kellogg-Briand Pact.
3. What was its purpose?
4. Read the first Inaugural Address of Hoover and Roosevelt.
5. According to Hoover, in what ways does America seek to “expand” and in what ways does it not?
6. What did the Roosevelt administration agree to as part of the Good Neighbor Policy?
7. Record up to 6 points (up to 2 points each)

Lesson 105

1. Finish reading the page, The Rise of Fascism and Militarism and American Isolationism.
2. Look at the Japanese expansion map.
3. “When the U.S. refused to use military might to back the Stimson Doctrine, the Secretary of the State realized his words were equivalent to spears of straw and swords of ice.” (from NROC’s US History II course)
4. Why do you think the US didn’t have a direct response against the Japanese aggression?
5. Look at this political cartoon, Only a Generation Apart.
6. Who and what is depicted in the cartoon?
7. What do you think that the artist was trying to say in comparing these WWI and WWII presidents?
8. Record up to 6 points (three questions).

Lesson 106

1. Read Lindbergh’s Address to the America First Committee.
2. What are his arguments against intervention in the war?
3. Why did he think Britain was losing the war?
4. What historical events did Lindbergh fail to anticipate that would enable the United States to invade continental Europe successfully?
5. Record up to 6 points. (2 points each question)

Lesson 107

1. Read the first two sections on the page, Military Harbingers and The Diplomatic Response.
2. Read the Three Power Pact.
3. How did this agreement help Francisco Franco in the Spanish Civil War?
4. Look at the photos and read about Nazi control.
5. France and Britain essentially handed Hitler, a fascist dictator, a portion of Czechoslovakia in 1938 at what conference?
6. Record up to 4 points. (two questions)

Lesson 108

1. Read through this timeline. Don’t just scroll through. Read each line.
2. The third thing on the list is what is called a “false flag operation.” They set the fire themselves and blamed others to get the country in an uproar and backing them.
3. The timeline shows what was happening to the Jews leading up to and during the war.
4. There are lots of other things going on during the war and the course will talk about other things, but don’t forget about the Jews and what is happening to them. This was pure evil.
5. Notice on the timeline the basic steps that Hitler used against the Jews: propaganda to turn public opinion against them, laws to discriminate against them, use of the Star of David to separate and identify them, ghettos to isolate them, deportation to get rid of them.
6. You should also know that Hitler didn’t just discriminate against the Jews. They were the largest group killed, though, because they were the most abundant in the European countries he was conquering. He also killed many people with disabilities and Roma (Gypsies), and planned to exterminate the Slavic peoples (such as Poles and Russians).
7. Additionally, Christians who helped the Jews were sent to the death camps. Do you think you would risk being sent to a camp in order to save someone else? (Have you read The Hiding Place?)

Lesson 109

1. Read about the anti-Jewish laws leading up to WWII.
2. Listen to the oral history, “Night of Broken Glass.”
3. Listen to the oral history on anti-Jewish measures.

Lesson 110

1. Read “Outbreak of WWII.”
2. Read FDR’s fireside chat about The Great Arsenal of Democracy.
3. How did the Lend-Lease Act end American neutrality?
4. Read the Atlantic Charter.
5. How was the Atlantic Charter influenced by one of Roosevelt’s speeches?
6. Record up to 4 points (2 questions)

Lesson 111

1. Read the section entitled, The United States Enters the War.
2. Learn about Pearl Harbor. You can just start at the section it jumps to.
3. Japanese leaders viewed the oil embargo and other US sanctions as threats.
4. Why did Admiral Isoruko Yamamoto target Pearl Harbor?
5. Record up to 2 points.

Lesson 112

1. Start at the heading, “World War II: the Home Front.” Read through the science section and then you can stop.
2. Complete the “You Decide” activity about internment camps. Scroll to where it lists “Enhanced Transcript” and click on, “You Decide: Was the Wartime Interment of Japanese Americans Appropriate?”
3. Here’s a map of where the camps were.

Lesson 113

1. Read this article on the home front in Washington state.
2. Tell someone about it. What do you think? Was the West Coast different from the rest of the country, or was it a snapshot of the whole country?

Lesson 114

1. Read about the braceros.
2. Who were they?
3. Read the lyrics to the song, “Just a Negro Soldier“
4. What’s the message in the lyrics? Do you think the war had an impact on segregation and civil rights in America? How?
5. Read about the Zoot Suit Riots. (image of a zoot suit) The war stirred up lots of prejudices. How were those displayed? Was their anger misplaced?
6. Take a look at the American Propaganda posters.
7. Record up to 6 points (#2, #4, #5)

Lesson 115

1. Use the Crash Course to learn about the war itself. It goes by quickly. Make sure to understand how completely global the war was.
2. Play this video to learn about one of the most famous days of the war: Invasion of Normandy.
3. Read A Sailor’s Diary from that day.
4. The end of the diary says the prisoners were Polish and Czech. Why were there few “true” Germans fighting on the front lines?
5. Record up to 2 points.

Lesson 116

1. Read about battles in Europe.
2. Read the first section, Hiroshima: The Atomic Age Arrives.
3. Here’s an image from Hiroshima.
4. “President Truman was not eager to use atomic weapons on Japan after tests confirmed their devastating effects.  However, the allied leaders were anxious to end the war in Japan quickly in order to minimize the loss of life. The use of atomic bombs decimated Nagasaki and Hiroshima and broke the will of Japanese leaders, but left most of the country’s infrastructure intact. What statement in the text (Potsdam Conference – Agreements of the Berlin Conference) implies that traditional warfare would have caused greater devastation on Japan?” (from NROC US History II course)
5. Record your score out of 2.

Lesson 117

1. Read the whole page on Wartime Diplomacy.
2. Take notes.

Lesson 118

1. Read the Cairo Declaration.
2. The leaders of the allied nations made an agreement to fight until what was achieved?
3. Here are the main terms of the Treaty of Versailles, from the end of WWI.
4. Now read about the Yalta conference at the end of WWII.
5. Did the Yalta agreement avoid the problems created by the Versailles Treaty?
6. What were the differences between the agreements?
7. Look at this map of Poland in 1945.
8. Why did Roosevelt and Churchill give Polish land to the Soviet Union and let communism control the Polish government?
9. Record your score out of 8. (four questions)

Lesson 119

1. Scroll down to the end of the page and read from the summary to the end.
2. Watch the presentation on the US Post-WWII.

Lesson 120

1. Answer the first question. (This should take about thirty minutes.)
2. Here’s what 250 words looks like. This is the shortest it should be!
3. You will score this on Lesson 121 for thoroughness and accuracy and following directions.

Lesson 121

1. Answer the second question. (This should take about thirty minutes.)
2. Read these responses.
3. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.

Lesson 122

1. Read through the text on post-war America. Stop at the end of the section on the culture of the 1950s. We’re not going to read about the civil rights movement just yet.
2. You can always be taking notes. 🙂

Lesson 123

1. Watch the presentation on Cold War America.
2. What were the origins of the Cold War?
3. What were some of the effects of the Cold War?
4. Record up to 4 points. (Two questions)

Lesson 124

1. Read the section on Truman’s domestic policy.
2. Look at these recruiting posters.
3. What was the message of the posters – not what is written on them, but what they were portraying to women?
4. Read this excerpt on racial discrimination from The Urban League, Journal of Negro Life.
5. What is stated as the biggest obstacle to involving African Americans in the unions?
6. Record up to 4 points (2 questions).

Lesson 125

1. Read the section on the election of 1948.
2. Read Harry S. Truman’s acceptance of the Democratic nomination.
3. In the speech, what group does Truman target?
4. Record up to 2 points.

Lesson 126

1. Read US-Soviet Relations.
2. Watch the first TWO minutes of this video on nuclear attack from the 1950s.
3. The video makes radiation seem like it had little impact. What does this article on the long-term health effects of radiation say about it? (You don’t have to read the whole thing. Look at the graph and read the surrounding information. What’s happened to the people of Hiroshima?)
4. I came across this article when I was searching for the above. I haven’t researched what it claims, but I Iike showing alternate versions of things to remind you that there is always more than one side to a story. It parallels this time period with that after the 9/11 plane crash and the “War on Terror” that followed. Read the article, “The Lies of Hiroshima Are the Lies of Today.”
5. What do you think?
6. Read the Truman Loyalty Oath.
7. While communists were found, many people who weren’t communists had their reputations ruined.
8. Why were many civil libertarians sharply critical of the Loyalty Oath of 1947?
9. Record up to 2 points for answering number eight.

Lesson 127

1. Read through the timeline of the origins of the Cold War, 1946-1950.
2. Take notes.

Lesson 128

1. Here are two speeches. One is Truman’s address to Congress, which outlines what is known as the Truman Doctrine.
2. What reasons did Truman give for the US to provide aid to Greece and Turkey?
3. How did Truman describe the threat and the consequences of failing to provide aid?
4. Read the second speech, Vyshinsky’s speech to the UN.
5. Andrei Vyshinsky said the US is trying to “split Europe into two camps.” The formation of NATO shows that he was correct in some ways.
6. What did he say was one of the Soviet Union’s biggest fears?
7. Look at the Marshall Plan posters.
8. How have U.S. relations with European nations changed because of the Marshall Plan? Record up to 8 points. (four questions)

Lesson 129

1. Scroll down and read from “President Truman’s Containment Policy” down to “Sputnik.” You don’t have to read about the space race yet. You will be reading about the Korean War.
2. Look at this political cartoon on McCarthy.
3. Look at this political cartoon on the Korean War. What do you think it is saying?

Lesson 130

1. Watch the video on the overview of the Korean War.
2. Read the three sections on the Korean War.

Lesson 131

1. Watch the video on the culture of the 1950s.
2. Watch this video on the suburbs of 1950s. This is an idealized version of suburbia.
3. What does it say about the values of middle-class America of the time?
4. Record up to 2 points.

Lesson 132

1. Answer the first question.
2. Here’s what 250 words looks like.
3. You will score this on Lesson 133 for thoroughness and accuracy and following directions.

Lesson 133

1. Answer the second question.
2. Read these responses.
3. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.

Lesson 134

1. “Reconstruction offered African-Americans a chance to participate in the American political process and exercise their civil rights, but this opportunity was short-lived in many southern states. Once Reconstruction ended in 1877, African-Americans faced harassment, violence, and intimidation at the polling booth. Jim Crow laws segregated African-Americans from white society and denied them equal rights and protections. Lynch mobs killed blacks that challenged white rule. African-American leaders in the North organized political campaigns to challenge segregation and discrimination and expose lynch-mob justice. By the end of the Second World War, this burgeoning civil rights movement began to have an impact on American society. In 1954, the U.S. Supreme Court overturned the “separate but equal” doctrine from the 1896 Plessy v. Ferguson decision in the landmark Brown v. Board decision. This decision spurred civil rights organizers to push for voter rights legislation and challenge racist southern political leaders who refused to integrate public facilities.” (from Saylor.org, HIS 212, Unit 8 Introduction)
2. Read the last two sections, starting with “The Origins of the Civil Rights Movement.”
3. Read the first four sections of this chapter, Decades of Change. Read through the Native American Movement.
4. What are some of the origins of the civil rights movement?
5. How was it able to grow?
6. How did it affect other populations (such as women)?
7. Record up to 6 points.

Lesson 135

1. Our topic is the civil rights movement, but I’m slipping in this piece on something that happened in 1958, right in the middle of the civil rights movement. This was in New York, up north. You can watch the video or read the transcript. This is my friend’s grandfather, Benny Golson. These African-American musical artists were being celebrated at this same time.
2. Watch this lecture on the roots of the civil rights movement.
3. Take notes.

STOP  This is the end of the marking period. Save your written answers, especially paragraphs and essays. Calculate your grade for the quarter. Your goal is to get an A. Where did you lose points? How can you avoid that in the future?

Lesson 136(*)

1. (*)Print out your fourth quarter grading sheet or use the Excel version.
2. Read the first two topics, “Domestic Concern” and “Rebuilding Urban America.”
3. Read the Majority Opinion in the landmark case, Brown vs. the Board of Education. This is the Supreme Court’s ruling on the case.
4. Why did segregated schools violate the 14th amendment? (2 points)
5. Compare and contrast this decision with that of Plessy v. Ferguson.  (4 points)
6. Record up to 6 points.

Lesson 137

1. Read the last three paragraphs under the first section, “Brown vs. Board of Education,” and then the second section on Civil Unrest.
2. Go through the photos of the Little Rock school integration.
3. What is the challenge presented in this article to the youth involved in the Little Rock school integration?
4. Read this excerpt from a Rosa Parks interview.

Lesson 138

1. Read about the freedom riders.
2. Read about the campaign for equal accommodations.
3. What were their goals?
4. Where were their methods?
5. What were the outcomes?
6. Record up to 6 points.

Lesson 139

1. Read Martin Luther King, Jr.’s A Letter from Birmingham.
2. According to King’s letter, what is the primary purpose for the use of “direct action” during a nonviolent campaign?
3. Read the third section on the March on Washington.
4. What do you think made the civil rights movement effective? African Americans had wanted freedom and equality since they arrived on the continent. Why did they make such big strides forward during the 1950s and 60s? Write a paragraph to respond.
5. Record up to 5 points.

Lesson 140(*)

1. (*)Watch the video of Martin Luther King, Jr.’s I Have a Dream speech (video). If this video isn’t available, let me know, but search for another. Don’t skip listening to it. It’s different than reading it.
2. What words does he choose to appeal to members of all races in America in 1963?
3. How does King use landmarks to create an inclusive message of liberty and equality?
4. Give the speech. Go on. Be inspiring. You probably want to print it out to read it.

Lesson 141

1. Watch the lecture on the civil rights movement. (Reminder: take notes, but think for yourself.)
2. If you are interested, here’s an interview with someone who worked with MLK, Jr. It’s an hour long I think. Choose lecture 11.

Lesson 142

1. Read about the different approaches to activism in the civil rights movement.
2. Also read about Malcolm X.
3. What type of involvement did Malcolm X believe in?
4. Watch this short speech by Malcolm X.
5. What does he believe is the source of black frustration?
6. Why does he believe militant nationalism is necessary?
7. Record up to 6 points. (three questions–Are you still answering in complete sentences?)

Lesson 143

1. Read the page on the consequences of the civil rights movement.
2. Read LBJ’s speech on “the dignity of man.”
3. What does he say represents the “dignity of man”?

Lesson 144

1. Read about the women’s movement.
2. What of this do you see as progress? Is it all good? Stop and think. If you don’t think some of this is good, what would the alternative be? If you do think it’s all good, what of the alternative?
3. Write a paragraph response.
4. Record up to 5 points. (A paragraph needs at least five sentences.)

Lesson 145

1. Read parts 1, 2, and 3 of “A Day without Immigrants.”
2. What points are made?
3. What does it mean to be American?
4. What do you think about the issue?
5. Record up to 5 points. (A paragraph needs at least five sentences.)

Lesson 146

1. Write an essay on rights and equality. What are the fundamental rights of humans? What should allow someone to be denied their rights? (Give specifics!)
2. Record up to 25 points for a thoughtful, thorough essay. (five paragraphs–you can do it! — This should take about 50 minutes.)

Lesson 147

1. Read the text starting at “Counterculture” and stopping where it says “The Carter Years.” Leave that for the next section.
2. What domestic and international challenges did the country face? (You don’t have to write out today’s answers, but you could tell someone.)
3. What were some of the changes within American society?

Lesson 148

1. Watch the lecture on the Vietnam Era.
2. Take notes.

Lesson 149

1. Read to the end of the page, starting with Sputnik.
2. What does Eisenhower warn against in his “Military-Industrial Complex” speech?
3. Record up to 2 points.

Lesson 150

1. Watch the Khan Academy lecture on the Bay of Pigs.
2. Watch the Khan Academy lecture on the Cuban Missile Crisis.
3. Take notes.

Lesson 151

1. Read down to “Escalation.”
2. What was the history, the origins of the conflict in Vietnam and the US involvement?
3. Record up to 2 points.

Lesson 152

1. Read the whole page on JFK.
2. What was the famous line from his inauguration speech?
3. You get up to 2 points extra credit if you deliver the line for an audience (can be just family) with the energy and oratory prowess of Kennedy.
4. Want to see him? Here he is in his debate with Nixon.

Lesson 153

1. Start at “Escalation” and read to the end of the page.
2. Read Johnson’s address to Congress seeking to increase America’s involvement in Vietnam.
3. On what grounds did President Johnson ask Congress to authorize the use of military force in Vietnam?
4. Watch this video comparing and contrasting the US responses during the Cold War.
5. How were the different interventions similar?
6. Record up to 4 points.

Lesson 154

1. Read this one soldier‘s interview about his experience in Vietnam.
2. What was the principle role of SEATO?
3. What was the purpose of the Vietnam war?
4. Record up to 4 points.

Lesson 155

1. Watch this video on the domestic impact of the Vietnam war.
2. Take notes.
3. Look at this cartoon.
4. What is the artist saying?
5. Record up to 2 points.

Lesson 156

1. Listen to the eye witness report of the Tet Offensive.
2. Read this article on “Frustrated Hawks, Tet 1968 and the Transformation of American Politics.”
3. How was American politics transforming?
4. Record up to 2 points.

Lesson 157

1. Read the page on LBJ.
2. Read the fall of Saigon and the end of the war.

Lesson 158

1. Watch the lecture on the 1970s, “The Age of Crisis.”
2. Take notes.

Lesson 159

1. Read the page on Nixon and foreign policy.
2. “The SALT I agreement specifies from the first word that it is an interim agreement. It also puts a limitation of five years on the duration of the agreement, and Section 3 of Article VII is an escape clause that allows either party to terminate the agreement upon six months’ notice. Why do you think the SALT I agreement was expressed in such tentative terms?” (from NROC, US History II)
3. Look at the Yom Kippur War map.
4. Why do you think Syria and Egypt attacked Israel simultaneously?
5. Record up to 4 points. (two questions)

Lesson 160

1. Read the page on Nixon and Domestic Issues.
2. Who did Armstrong and Aldrin claim the moon for?
3. Read the two opinions from the Roe vs. Wade case. What valid points do you think are made? What would you add?

Lesson 161

1. Answer the first question. As always, you can use your notes, but not online sources. Answer in complete paragraphs. Follow the guidelines given and answer all of the parts to the question.
2. You will score this on Lesson 162 for thoroughness and accuracy and following directions.

Lesson 162

1. Answer the second question.
2. Read these responses.
3. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.

Lesson 163

1. “America’s defeat in the Vietnam War and Richard Nixon’s resignation due to the Watergate Scandal plunged the nation into a period of popular discontent with political institution and leaders. Gerald Ford, Nixon’s Republican successor, did little to alleviate this discontent and voters elected Southern Democrat Jimmy Carter to replace him in 1976. Carter won voters with his folksy personality and his “outside the Beltway” credentials, but his popularity faded as an oil crisis, economic stagnation, and rampant inflation plunged the nation into an economic recession.  In 1980, frustrated voters elected Ronald Reagan, the former Governor of California, president. Reagan’s optimism and his moderate-conservative political views appealed to many Americans.” (from saylor.org, HIS212, unit 10 introduction)
2. Read “The Carter Years.” It’s the last section.
3. Read through “US-Soviet Relations.”
4. What were some of the challenges faced during these years?
5. What were some of the changes in society?
6. Record up to 4 points (two questions).

Lesson 164

1. Read the page on Ford, Carter and Reagan.
2. Here’s Gerald Ford‘s biography.
3. Here’s Jimmy Carter‘s biography.
4. What do you think they each are known for?
5. Record up to 2 points.

Lesson 165

1. Read through “The Growth of the Christian Right.”
2. What were Reagan’s economic policies that produced sustained economic growth?
3. Record up to 2 points.

Lesson 166

1. Listen to the interview on the Reagan years and the end of the Cold War, James Mann’s “The Rebellion of Ronald Reagan: A History of the End of the Cold War.”
2. This is long. Get a drink. Take notes to stay focused.

Lesson 167

1.  Read Reagan’s “Tear Down This Wall” speech, or listen to it if it’s available.
2. How does President Reagan contrast democratic and totalitarian governments?
3. Why would these differences be of interest to people in Eastern Europe and in the Soviet Union under Mikhail Gorbachev?

Lesson 168

1. Remember how there are always more sides to a story. Here’s a “side.”
2. Read the article on how Reagan doesn’t deserve credit for ending the Cold War. You don’t have to take notes, but you may decide to include some of this in your answer.
3. I’m not saying this is right. In fact, something jumped out at me immediately – he calls the claim that Reagan ended the Cold War a “dangerous myth.” Really? Dangerous? How are we all endangered? Highly emotional words like that are used in propaganda. He may have plenty of facts. I don’t know. I haven’t checked out the facts. Again, this it to remind you that there are different sides to stories and to be on the lookout for facts vs. opinions. Emotional words are a giveaway that someone is trying to pressure you to agree with them. Be on the alert. Take in the facts, if you can discern what the real facts are, and make your own informed decision.
4. Answer the second question.
5. This will be scored on Lesson 169.

Lesson 169

1. Answer the first question.
2. Read the responses.
3. Record up to 18 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for each essay answer.

Lesson 170

1. “Our final unit will evaluate trends in U.S. history during the 1990s and early 2000s. Following the collapse of the Soviet Union, the United States no longer had a powerful international adversary. Instead, America provided support for the reconstruction and reunification of Germany and much of Eastern Europe. With NATO and European Union allies, U.S. forces assisted with military and humanitarian efforts in the former Yugoslavian republics and Somalia. At home, economic prosperity pushed the stock market to new levels and some Americans began to speak of permanent economic prosperity. At the same time, warning signs of a growing threat from Islamist extremists began to appear abroad. Embassy bombings and attacks on U.S. forces in the late 1990s preceded the 9-11 terrorist attacks in which Al Qaeda targeted New York City and Washington, DC. These attacks resulted in the U.S. engaging in long military struggles in Afghanistan (beginning in 2001) and Iraq (beginning in 2003). By late 2008, the economic bubble that had been growing since early 2002 finally burst, plunging the U.S. stock market into the worst circumstances since the Great Depression and initiating a steep economic decline. In response to these problems, voters elected Barack Obama president based on his message of change and renewal. We will examine these contemporary political, economic, and social trends within the context of the past century of American history.” (from saylor.org, HIS 212, unit 11 introduction)
2. Read the rest of this chapter, starting with the “Presidency of George H. W. Bush.” That H is important. Why?
3. Why do you think third party candidates have been unsuccessful in getting elected president?
4. Read the beginning of this chapter and read about Clinton. Stop where it says, “The American Economy in the 1990s.”
5. Record up to 4 points. (two questions)

Lesson 171

1. Finish reading the chapter on the 1990s and beyond.
2. What were the challenges of the time period?
3. What were some changes in society?
4. Record up to 4 points (two questions).

Lesson 172

1. Watch the lecture on the US post-cold war.

Lesson 173

1. Read from the “The Election of 1988” through the end of the page.
2. Take notes.

Lesson 174

1. You have two days to read this policy analysis of the financial crisis. This is from a libertarian perspective.

Lesson 175

1. Finish reading this policy analysis of the financial crisis. This is from a libertarian perspective.

Lesson 176

1. Listen to Obama‘s election night speech.
2. Then read the transcript underneath of an interview with him.

Lesson 177

1. Answer question two.
2. Read the response.
3. Record up to 19 points for thoroughness of response (3), accuracy (3) and completing the assignment according to the directions (3) for your essay answer.

Lesson 178

1. Immigration is a common theme in American history. Study the links below. Write an essay on immigration, race, and the future of America. This is due on Lesson 180.
   • Immigration Act of 1965
   • “History of Immigration to the United States”
   • Watts Riots
   • University of California Regents v. Bakke 
   • 2000 census
2. This should be a five-paragraph essay: intro, three supported, documented points, and a conclusion.
3. You need a thesis in your introduction. You need three points that support your thesis. You need details to prove your points. Be thoughtful and convincing.

Lesson 179

1. Immigration is a common theme in American history. Study the links below. Write an essay on immigration, race, and the future of America. This is due on Lesson 180.
   • Immigration Act of 1965
   • “History of Immigration to the United States”
   • Watts Riots
   • University of California Regents v. Bakke 
   • 2000 census
2. This should be a five-paragraph essay: intro, three supported, documented points, and a conclusion.
3. You need a thesis in your introduction. You need three points that support your thesis. You need details to prove your points. Be thoughtful and convincing.

Lesson 180

1. Immigration is a common theme in American history. Study the links below. Write an essay on immigration, race, and the future of America.
   • Immigration Act of 1965
   • “History of Immigration to the United States”
   • Watts Riots
   • University of California Regents v. Bakke 
   • 2000 census
2. This should be a five-paragraph essay: intro, three supported, documented points, and a conclusion.
3. Record up to 25 points (up to 5 points for each paragraph). You need a thesis in your introduction. You need three points that support your thesis. You need details to prove your points. Be thoughtful and convincing.
4. I’m not giving you a final. I have not been asking you to learn definitions, dates and names. I’ve been asking you to think. If you are going to take the AP exam, you can read summaries online and you can find flashcards to use to study those names.
5. Calculate your final grade. Save all of your essays for your portfolio.
6. Please complete the polls and take them seriously. These are important to EP’s future plans. The student objectives are linked at the top of the page before Lesson 1. This course is going to be looking for approval. To get approval, we need our students to meet their student objectives. If you don’t feel the course helped you meet the student objectives, you can email me and explain: allinonehomeschool@gmail.com.

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