U.S. History 

Make-Up Work - Quarter 1, Week 1

Directions: Answer the prompts below with a well written essay. Minimum credit will be awarded to two full paragraphs. Higher credit will be awarded for longer, more well thought out essays.

 

1. What types of communication are necessary for a student in a history class? What types of communication are necessary for a teacher in a history class? 
   

2. The following are a list of rights that a group of students proposed should be considered Universal Human Rights:
   

   • Freedom of speech

   • Freedom to move across borders

   • Access to clean water

   • Access to healthcare

   • Access to shelter

   • Freedom to make decisions about your own body (body autonomy)

   • Ability to vote

   • Access to a living wage (pay)
     

Considering the items on the list, construct a well-written opinion on whether you agree or disagree with the things on this list. Should some be prioritized over others? Should some be conditional? 

U.S. History 

Make Up Work - Quarter 1, Week 2

Directions: Answer the prompts below with a well written essay. Minimum credit will be awarded to two full paragraphs. Higher credit will be awarded for longer, more well thought out essays.

1. What were the Transcontinental Railroad and the Homestead Act? How did they impact settlement of the West?

2. Explain how federal policies towards Native Americans impacted the cultural heritage of the nation’s indigenous population. 

3. What was the Compromise of 1877 and how did it lead to violence, intimidation, and disenfranchisement for Southern Blacks?

U.S. History 
Make Up Work - Quarter 1, Week 3
Directions: Answer the prompts below with a well written essay. Minimum credit will be awarded to one full paragraph. Higher credit will be awarded for longer, more well thought out essays. Use Chapter 4, Lessons 1-3 for reference material Textbook

Essay Prompt for US.05:
Discuss the impact of one key invention or innovation from the Gilded Age. Choose from figures like Alexander Graham Bell, Thomas Edison, or Madam C.J. Walker. How did their contributions change American life? Include specific examples of how their work influenced business, communication, or daily life during that period.

Essay Prompt for US.06:
Select one of the major industrial centers listed (Boston, Chicago, New York City, Pittsburgh, or San Francisco). Explain how industrialization in this city led to the movement of people from rural to urban areas. What were the economic, social, or cultural changes that occurred as a result of this shift?

Essay Prompt for US.07:
Compare and contrast "old" and "new" immigrants to the United States during the late 19th and early 20th centuries. How did the assimilation process differ between these groups? Analyze the effects of increased immigration on American society, including the rise of nativism, the creation of ethnic clusters, and the impact of laws such as the Chinese Exclusion Act and the Gentlemen’s Agreement.

US History

Makeup Work Q1W4

1. Challenges of Urbanization

Read the lesson and answer the Section 2 Assessment questions. Write the question and write in complete sentences.

https://drive.google.com/file/d/1K-di5yGCwHzHBWVbYIW1Uob3rSt9_sZc/view

2. Business and Labor

Read the lesson and answer the Section 3 Assessment questions. Write the question and write in complete sentences.

https://drive.google.com/file/d/1KDVhWEd7w7xkCDwyMby2L2lNB6pjMXX1/view

US History

Makeup Work Q1W5

1. Farmers and Populism: 

Read the lesson and answer the Section 3 Assessment questions. Write the question and write in complete sentences.

https://drive.google.com/file/d/1Xq9bq8Ce0CHRi8IHnQR8J2joDpoRSYzd/view

2. Politics in the Gilded Age

Read the lesson and answer the Section 3 Assessment questions. Write the question and write in complete sentences. 

https://drive.google.com/file/d/1l1-Ve0l7gMP_nLJwfEY7jeoKCOqsdodV/view

US History Quarter One, Week Two - Review

This week we covered the following standards:

US.01 Explain how the Homestead Act and the Transcontinental Railroad impacted the settlement of the West. 

US.02 Examine federal policies toward American Indians, including: the movement to reservations, assimilation, boarding schools, and the Dawes Act. 

US.03 Explain the impact of the Compromise of 1877, including: Jim Crow laws, lynching, disenfranchisement methods, the efforts of Benjamin “Pap” Singleton and the Exodusters, and the Plessy v. Ferguson decision.

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Key Vocabulary

• Manifest Destiny: The belief that the U.S. was destined to expand across North America.

• Pacific Railway Act of 1862: Law that provided land and loans for building the transcontinental railroad.

• Dawes Allotment Act: 1887 law that divided Native American lands into individual plots.

• 13th Amendment: Abolished slavery in the United States.

• 14th Amendment: Granted citizenship and equal protection under the law to all born in the U.S.

• 15th Amendment: Guaranteed voting rights regardless of race, color, or previous servitude.

• Indian Removal Act: 1830 law that forced Native American tribes to relocate west of the Mississippi River.

• Reservations: Areas of land designated by the government for Native American tribes.

• Assimilation: The process of absorbing one cultural group into another, often by force.

• Native American Boarding Schools: Institutions that aimed to assimilate Native American children by removing them from their families and erasing their cultural identities.

• Reconstruction: The period after the Civil War focused on rebuilding the South and integrating freed slaves into society.

• Disenfranchisement: Denying a person or group the right to vote.

• Segregation: The enforced separation of racial groups in public places.

• Black Codes: Laws passed in the South to restrict the rights and opportunities of newly freed Black people.

• Jim Crow: Laws enforcing racial segregation in the Southern United States.

• Lynching: The illegal killing, often by hanging, of a person by a mob.

• Literacy Tests: Exams used to prevent Black Americans from voting by requiring them to read and write.

• Poll Tax: A fee required to vote, used to disenfranchise Black voters.

• Plessy vs. Ferguson: 1896 Supreme Court case that upheld segregation under the "separate but equal" doctrine.

• Exodusters: African Americans who migrated from the South to Kansas after the Civil War.

• Carpetbaggers: Northerners who moved to the South during Reconstruction, often seen as exploiting the situation for personal gain.

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Main Ideas

• The Reconstruction Amendments—13th, 14th, and 15th Amendments—were pivotal in shaping post-Civil War America. The 13th Amendment, passed in 1865, abolished slavery and involuntary servitude, marking a significant step towards civil rights and ending the legal foundation of slavery in the United States. The 14th Amendment, ratified in 1868, granted citizenship to all persons born or naturalized in the U.S., including formerly enslaved individuals, and guaranteed equal protection under the law and due process. This amendment became central to many landmark Supreme Court cases that challenged discriminatory laws. The 15th Amendment, adopted in 1870, aimed to enfranchise Black men by prohibiting voting discrimination based on race, color, or previous condition of servitude. Despite their initial impact, the amendments faced significant challenges and limitations, particularly in the face of Southern opposition, but they laid the groundwork for the Civil Rights Movement of the 20th century and continue to influence American legal and social landscapes.

• Manifest Destiny and the impact of the Transcontinental Railroad and Homestead Act on Western settlement - Manifest Destiny, the belief that the U.S. was destined to expand across North America, drove Western settlement, facilitated by the Transcontinental Railroad and the Homestead Act of 1862. The Transcontinental Railroad, completed in 1869, connected the East and West, speeding up travel and commerce. It relied heavily on immigrant labor, especially Chinese and Irish workers, who endured harsh conditions and discrimination. The railroad opened up the West to settlers but also displaced Native American tribes as settlers encroached on their lands.

The Homestead Act offered 160 acres of public land to settlers who improved it by building and farming, attracting many including immigrants and former slaves. This act spurred rapid growth in the West and the establishment of new communities but also led to further displacement of Native Americans. Together, these factors accelerated U.S. expansion, reshaping the nation’s geography and demographics while also bringing significant social and cultural changes.

• Federal policies towards Native Americans between 1830 and 1900 - Between 1830 and 1900, U.S. federal policies towards Native Americans aimed at displacement and assimilation, driven by Manifest Destiny and territorial expansion.

  • Indian Removal Act of 1830: Authorized the forced relocation of tribes from east of the Mississippi to present-day Oklahoma, resulting in the Trail of Tears, where thousands of Cherokee and other tribes suffered severe hardship and loss of life.

  • Reservations System: Established remote, resource-poor reservations for tribes, disrupting their traditional lifestyles and further isolating them.

  • Treaty Violations: Numerous treaties with tribes, promising land and resources, were frequently broken or renegotiated, leading to further loss of Native lands and autonomy.

  • Dawes Allotment Act of 1887: Divided tribal lands into individual plots to promote assimilation, with remaining lands sold to white settlers, undermining communal land practices and resulting in the loss of millions of acres.

  • Assimilation Policies: Included Native American boarding schools where children were forced to abandon their languages and cultures in favor of Euro-American customs.

  • Wounded Knee Massacre (1890): Marked the brutal end of the Indian Wars, with U.S. troops killing over 200 Lakota, symbolizing the suppression of Native resistance.

These policies drastically reduced Native American lands, disrupted their cultures, and caused long-lasting social and economic challenges.

•  The impact of Compromise of 1877 on Reconstruction - The Compromise of 1877 had a profound impact on the Reconstruction era, effectively bringing it to an end. The compromise resolved the disputed 1876 presidential election between Republican Rutherford B. Hayes and Democrat Samuel Tilden. In exchange for Hayes being awarded the presidency, Republicans agreed to withdraw federal troops from the Southern states, where they had been stationed to enforce Reconstruction policies and protect the rights of newly freed Black Americans. The withdrawal of federal troops marked the end of active federal enforcement of Reconstruction measures. Without the presence of federal troops, Southern states quickly began to roll back the progress that had been made in terms of civil rights and social reforms. This led to the rise of "Redeemer" governments, which were dominated by white Democrats who sought to restore white supremacy and reverse the gains made by Black Americans during Reconstruction.

• The Plessy v. Ferguson decision, the end of Reconstruction, and disenfranchisement efforts had severe impacts on Black Americans in the South:

  • Plessy v. Ferguson (1896): This Supreme Court ruling upheld racial segregation under the "separate but equal" doctrine, legitimizing segregation in public facilities and entrenching racial separation.

  • End of Reconstruction (1877): The Compromise of 1877 led to the withdrawal of federal troops from the South, ending federal enforcement of Reconstruction policies. This allowed Southern states to implement discriminatory laws without federal oversight.

  • Disenfranchisement Efforts: Southern states used methods like poll taxes, literacy tests, and grandfather clauses to prevent Black Americans from voting, further marginalizing them politically and economically.

These factors led to widespread racial inequality, violence, and economic disadvantages for Black Americans, reinforcing systemic racism and segregation that persisted well into the 20th century.

• American migrants post-Civil War like the Exodusters and Carpetbaggers - After the Civil War, various groups of American migrants moved westward, including Exodusters and Carpetbaggers, each with different motivations and impacts.

  • Exodusters were African American migrants who moved from the South to Kansas in the late 1870s, seeking better opportunities and escaping the oppressive conditions of the post-Reconstruction South. Driven by the promise of land and the desire for a fresh start, they were part of the broader westward migration known as the "Exoduster Movement." Their migration was significant as it represented one of the first major attempts by Black Americans to establish new communities and assert their rights to land and freedom.

  • Carpetbaggers referred to Northern migrants who moved to the South during the Reconstruction era, often seen as exploiting the region's economic and political instability for personal gain. The name "Carpetbagger" was used pejoratively, reflecting Southern resentment towards these newcomers. Many Carpetbaggers were involved in political and economic development, including efforts to rebuild the South and implement Reconstruction policies. Despite their mixed legacy, they played a role in the transition of Southern states from Confederate rule to a reformed Union, often advocating for African American rights and helping to establish new schools and infrastructure.