Author: nhokanson

Agenda May 11-29, 2020 DUE 5/22

Lesson 4 Progressives & Imperialism (Begin May 11 – DUE May 22, 2020)

*CLICK HERE IF YOU ARE LOOKING FOR MAKE-UP WORK

UNITED STATES HISTORY UNIT 6 – PROGRESSIVES & IMPERIALSIM

Mr. Hokanson (May 11-22) DUE BY MAY 22nd…

Instructions:  Read and study the notes below. Use the notes to complete the Unit 6 Progressives & Imperialism Quiz…

Unit 6 Progressives & Imperialism

Progressives

  • The Triangle Shirtwaist tragedy/fire led to public pressure to change working conditions.
  • In his novel The Jungle, Upton Sinclair shocked people with horrors of the meatpacking industry. This led to Congress passing laws requiring food and medicine to be accurately labeled.
  • The Progressive Movement focused on protecting social welfare, creating economic reform, & fostering efficiency in the workplace.
  • Progressive Era muckrakers were journalists who exposed corruption and other evils.
  • Trustbuster goals were to break up business monopolies & restore competition.
  • Workers organized unions in order to acquire better wages, benefits, and working conditions.
  • Injunctions, or court orders, were used to stop unions from striking.
  • Suffragists worked for women’s right to vote. They published pamphlets, went on hunger strikes, and picketed the White House.
  • Women were granted the right to vote under the 19th amendment. Wyoming was the first state to grant women’s suffrage.
  • Conservationists worked to improve the environment and established Yellowstone as the first national park in the U.S.
  • Wealthy industrialists like Andrew Carnegie, believed rich people should use their wealth to help others live better lives.
  • Theodore Roosevelt became president in 1901 after President William McKinley was assassinated.
  • Theodore Roosevelt believed in progressive reforms and was known as a trustbuster who obtained indictments against the railroad, beef, oil, and tobacco industries.
  • Minority groups in the United States sought to end discrimination and obtain equal rights.

Imperialism

  • Imperialism is a country occupying another country to obtain resources and new markets.
  • The United States became an imperialistic power with its involvement in the Spanish-American War.
  • After France failed to build a canal across the isthmus of Panama, the United States took on the project and completed it.
  • Roosevelt established the Roosevelt Corollary, an addition to the Monroe Doctrine, claiming the right to intervene in the affairs of Latin American nations whenever those nations seemed unstable.
  • The Panama Canal made travel between the Atlantic & Pacific easier, made America a political force in Latin America, but came at the cost of many canal workers dying of malaria & yellow fever.
  • Anti-imperialists believed that countries did not need to take over other countries to do business with them. As one anti-imperialist stated, “It is not necessary to own a people to trade with them.”

Practice/Tutorials

Unit 6 Rags to Riches Progressives

Unit 6 Rags to Riches Imperialism

Unit 6 Fling the Teacher Progressives

Unit 6 Fling the Teacher Imperialism

Progressives/Imperialism Review En Garde

Enrichment

Tenement Museum Game

Suffragette City

Monopoly

Assessment

Unit 6 Progressives & Imperialism Quiz

Priority Standards

8.1.3: Explain the historical development of the United States Constitution and treaties and how they have shaped the United States and Wyoming Government.

8.3.2: Compare and contrast how people organize for the production, distribution, and consumption of goods and services in various economic systems (e.g., characteristics of market, command, and mixed economies).

8.3.3: Describe the impact of technological advancements on production, distribution, and consumption. (e.g., businesses and/or corporations in the United States and the world).

8.5.4: Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment.

8.6.1: Use and evaluate multiple sources of information in diverse formats and media in order to address a question or solve a problem.

Agenda May 4-15, 2020 Industry DUE 5/15

Lesson 3 Industry (Begin May 4 – DUE May 15, 2020)

*CLICK HERE IF YOU ARE LOOKING FOR MAKE-UP WORK

UNITED STATES HISTORY UNIT 5 – WESTWARD EXPANSION, INDUSTRY, AND IMMIGRATION

Mr. Hokanson (Week 5 May 4-8 & Week 6 May 11-15) DUE BY MAY 15th…

Instructions:  Read and study the notes below. Use the notes to complete the Unit 5 Industry Quiz…

Audio Notes

Unit 5 Notes Industry Audio

INDUSTRIALIZATION

INDUSTRY

  • Railroads stimulated the American steel, lumber, and coal industries and provided thousands of jobs.
  • Henry Ford’s automobile and assembly line changed industry and society forever (Model T).
  • The “Age of Steel” impacted building of skyscrapers, bridges, and rails & locomotives. Andrew Carnegie, dominated this industry.
  • John D. Rockefeller’s Standard Oil Company controlled the booming oil industry.
  • Wages offered many factory workers were so low that everyone in the family had to work. Unions were formed to help improve working conditions.
  • The invention of the electric elevator made it possible to locate factories at the top level of 10 story skyscrapers.
  • Other inventions of the time included Eastman’s camera, Bell’s telephone, Edison’s light bulb, and Field’s telegraph line across the Atlantic.

Tutorials/Practice

Unit 5 Rags to Riches Industry

Unit 5 Fling the Teacher Industry

Industry Assessment

Unit 5 Industry Quiz

PRIORITY STANDARDS
8.2.2: Examine and evaluate how human expression (e.g. language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development and transmission of culture.
8.2.4: Explain the cultural contributions of and tensions between groups in Wyoming, the United States, and the World (e.g., racial, ethnic, social and institutional).
8.3.3 Describe the impact of technological advancements on production, distribution and consumption.
8.4.2: Describe how tools and technology in different historical periods impacted the way people lived, made decisions, and saw the world.
8.5.3: Explain how communities’ current and past demographics, migrations, and settlement patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
8.5.4: Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment.

LESSON 2 STUDENT FEEDBACK FORM – SEE THE NOTES THAT MATCH UP WITH THE QUIZ QUESTIONS!!! YOU CAN TRY IT AGAIN AT (https://tinyurl.com/y7urdqe8). KEEP THIS BLUE SHEET FOR REVIEW AND IT WILL HELP YOU ANSWER QUESTIONS ON FUTURE QUIZZES!!!

UNITED STATES HISTORY UNIT 5 – WESTWARD EXPANSION, INDUSTRY, AND IMMIGRATION

Mr. Hokanson (Week 3 April 20-24 & Week 4 April 27-May 1) DUE BY MAY 1st…

IMMIGRATION Pull Factors – Causes someone to move to some place. (1. A pull factor in immigration is something that…)

  • Available land (2. Pull factors that caused people to want to move to the United States include a better life, religious freedom, and…)
  • Better life
  • Religious freedom
    IMMIGRANTS 1880-1920 This group of immigrants was more diverse Countries
  • Italy
  • Ireland
  • Eastern Europe
  • China
  • Mexico
    Reasons
  • Jobs
  • Land
  • Religious Freedom
    IMMIGRATION
  • Jews came to the US from Eastern Europe mainly to escape religious persecution. (4. Most Jews came to the United States to escape religious persecution in…) Job opportunities attracted people to America’s rapidly growing cities in the 1800s. (3. Job opportunities attracted people to America’s rapidly growing _____ in the 1800s.)
  • Most Eastern European immigrants entered the US through Ellis Island. (9. Most Eastern European immigrants entered the US through…)
  • Immigration created a melting pot of blended cultures, & some say cultures were more of a salad bowl existing side by side. (10. Some say that immigrants to the United States created a blending of cultures called…)
    ANTI-IMMIGRATION
  • Many immigrants returned to their native country.
  • Some immigrants refused to practice native traditions to fit in.
  • Often immigrants lived in ethnic neighborhoods where they felt accepted.
  • The US responded to anti-immigration feelings by establishing immigration quotas. (5. The US responded to anti-immigration feelings by establishing immigration _____.)SUMMARY IMMIGRATIONWhy did people come to the United States of America?
  • New immigrants began to arrive in the late 1800s, seeking opportunities in the United States.
  • New immigrants arrived from Greece, Russia, Hungary, Italy, Turkey, and Poland in the mid 1880s.
  • After 1900, immigration from Mexico, China, and Japan increased. (8. After 1900, immigration from Mexico, China, and Japan…)
  • People emigrated from their native countries for a variety of reasons (push factors), including: overcrowding; poverty; scarc e jobs; crop failures; persecution against certain ethnic groups; & the opportunity for a better life. (6. People emigrated from their native countries for a poverty; scarce jobs; crop failures; and variety of reasons (push factors), including: overcrowding;)
  • Immigrants adjusted to life in America, finding work, forming communities, and adapting to a new culture. (7. Immigrants adjusted to life in America by…)
  • Some people opposed immigration, while others appreciated the positive contributions made by immigrants.
  • Immigrants and others flooded to American cities, where extremes of poverty and wealth existed.
  • Growing cities suffered from health and sanitation problems, poverty, fire, and crime. (15. As more people moved to U.S. cities, especially immigrants, people in cities suffered from increased sanitation problems, crime, fire, and…)
  • Immigrant farmers on the Great Plains faced challenges like giant locust swarms that ate all of their crops! (13. For a time, immigrants in the Great Plains faced massive “clouds” of what that ate their crops?)***11. What is the name of the Indian Reservation in Wyoming? – 12. As immigrants moved west, they often came in conflict with what group of people? – 14. The first immigrants and settlers to the Great Plains built what type of houses? These questions are from last week’s lesson – see the Lesson 1 feedback sheet attached to Lesson 2!

Agenda April 27-May 1, 2020 Immigration DUE 5/1

Lesson 2 Immigration (Begin April 20 – DUE May 1, 2020) *Lesson 3 Industry NEXT WEEK!

*IF YOU HAVE COMPLETED LESSON 1 WESTWARD EXPANSION AND LESSON 2 IMMIGRATION, YOU CAN FOCUS ON YOUR OTHER CLASSES! LESSON 3 INDUSTRY WILL BE ONLINE NEXT WEEK. YOU HAVE 2 WEEKS TO COMPLETE EACH LESSON. HONORS STUDENTS PLEASE READ BELOW FOR EXTRA ASSIGNMENTS (IF YOU ALREADY DID THOSE YOU ARE GOOD TO GO!)…

UNIT 5 LESSON 2 – Learning Target:  Examine and analyze the effects of immigration on people and the environment, and explain how it changed life for various groups in the United States. (Priority Standards listed at the bottom of the lesson…)

Mr. Hokanson (Week 3 April 20-24 & Week 4 April 27-May 1) DUE BY MAY 1st…

*HONORS – The last pandemic that struck the world was the Spanish Flu of 1918. I am sharing a video that explains that influenza that struck our ancestors many years ago. HONORS STUDENTS – Please watch if you can and share a compare and contrast writing of the similarities and differences between that and our current COVID-19 pandemic (If you have NOT already, mail your writing to me by Friday April 24th – include your name!)… VIDEO LINK – https://www.pbs.org/wgbh/americanexperience/films/influenza/#part01

Here is an article (4/22/2020) from the Wyoming Tribune Eagle on the Spanish Flu in Cheyenne https://www.wyomingnews.com/news/local_news/kassel-spanish-influenza-epidemic-of-1918-hit-cheyenne-rest-of-state-hard/article_8b5a8ce7-ff2c-548e-9750-5f81cd1d4913.html

Instructions: Read and study the notes below. Use the notes to complete the Unit 5 Immigration Quiz… See the Lesson 1 Student Feedback at the very bottom of this page to review the last quiz and there is a link for you to do a retake as needed…

Audio Notes

Immigration Audio

IMMIGRATION Pull Factors

  • Available land
  • Better life
  • Religious freedom

IMMIGRANTS 1880-1920 This group of immigrants was more diverse

Countries

  • Italy
  • Ireland
  • Eastern Europe
  • China
  • Mexico

Reasons

  • Jobs
  • Land
  • Religious Freedom

IMMIGRATION

  • Jews came to the US from Eastern Europe mainly to escape religious persecution.
  • Job opportunities attracted people to America’s rapidly growing cities in the 1800s.
  • Most Eastern European immigrants entered the US through Ellis Island.
  • Immigration created a melting pot of blended cultures, & some say cultures were more of a salad bowl existing side by side.

ANTI-IMMIGRATION

  • Many immigrants returned to their native country.
  • Some immigrants refused to practice native traditions to fit in.
  • Often immigrants lived in ethnic neighborhoods where they felt accepted.
  • The US responded to anti-immigration feelings by establishing immigration quotas.

SUMMARY IMMIGRATION

Why did people come to the United States of America?

  • New immigrants began to arrive in the late 1800s, seeking opportunities in the United States.
  • New immigrants arrived from Greece, Russia, Hungary, Italy, Turkey, and Poland in the mid 1880s.
  • After 1900, immigration from Mexico, China, and Japan increased.
  • People emigrated from their native countries for a variety of reasons (push factors), including: overcrowding; poverty; scarce jobs; crop failures; persecution against certain ethnic groups; & the opportunity for a better life.
  • Immigrants adjusted to life in America, finding work, forming communities, and adapting to a new culture.
  • Some people opposed immigration, while others appreciated the positive contributions made by immigrants.
  • Immigrants and others flooded to American cities, where extremes of poverty and wealth existed.
  • Growing cities suffered from health and sanitation problems, poverty, fire, and crime.

Challenges Immigrants Faced on the Great Plains

Wyoming’s Indian Reservation

Tutorials/Practice

Unit 5 Fling the Teacher Immigration

Unit 5 Hoopshoot Immigration

Enrichment

Mission US City of Immigrants

Immigration Nation

Immigration Assessment

Unit 5 Immigration Quiz

PRIORITY STANDARDS
8.2.2: Examine and evaluate how human expression (e.g. language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development and transmission of culture.
8.2.4: Explain the cultural contributions of and tensions between groups in Wyoming, the United States, and the World (e.g., racial, ethnic, social and institutional).
8.3.3 Describe the impact of technological advancements on production, distribution and consumption.
8.4.2: Describe how tools and technology in different historical periods impacted the way people lived, made decisions, and saw the world.

8.5.3: Explain how communities’ current and past demographics, migrations, and settlement patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
8.5.4: Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment.

LESSON 1 STUDENT FEEDBACK – SEE THE NOTES THAT MATCH UP WITH THE QUIZ QUESTIONS!!! YOU CAN TRY IT AGAIN AT (https://tinyurl.com/qw66kzz).

UNITED STATES HISTORY UNIT 5 – WESTWARD EXPANSION – Mr. Hokanson (Week 1 April 6-10 & Week 2 April 13-17) DUE BY APRIL 17th…

WESTWARD EXPANSION

  • During and after the Civil War, many settlers began moving out west in search of a better life. As compared to earlier settlement, the journey was made less difficult with the railroad. (1. During and after the Civil War, many settlers began moving out west in search of…) & (2. As compared to earlier settlement, the journey westward was made less difficult with the…)
  • The need for railroads expanded rapidly between 1865 and 1890. Land grants were offered to two railroad companies willing to build a transcontinental rail system, which was completed on May 10, 1869 – Union Pacific Company & Central Pacific Company. (15. What two railroad companies were given land grants to build a transcontinental railroad?)
  • Two immigrant groups that were most responsible for the labor to build the transcontinental railroad were the Chinese and Irish. (3. Two immigrant groups that were most responsible for the labor to build the transcontinental railroad were the…)
  • The transcontinental railroad moved goods and people quickly across the country, contributed to the destruction of the buffalo herds, and developed time zones in the United States. (4. The transcontinental railroad did which of the following?) & (9. What mostly threatened the lifestyle of Native Americans of the Great Plains and their dependence on buffalo to survive?)
  • The Homestead Act offered settlers 160 acres of free land in exchange for farming the land for 5 years. (5. The Homestead Act offered settlers how many acres of free land in exchange for farming the land for 5 years?)
  • The combination of free land and new transport via the railroad led to increased expansion of the west. (8. Which was a long-term effect of building the railroad across the West?)
  • Farmers and ranchers helped settle the west, created industries that are still an important part of American life, but their presence led to increased conflict with Native Americans.
  • The role of religion, how land should be owned and used, and educating the young for adulthood all resulted in conflict between white settlers and Native Americans. (6. What resulted in conflict between white settlers and Native Americans?)

CONFLICT IN THE WEST

  • Native Americans of the Great Plains depended on buffalo to survive, but railroads threatened this lifestyle. (7. Native Americans of the Great Plains depended on what to survive?) & (9. What mostly threatened the lifestyle of Native Americans of the Great Plains and their dependence on buffalo to survive?)
  • For centuries, some Native Americans lived as farmers and hunters while others lived a nomadic life, following herds of buffalo.
  • Government officials wanted to ensure the safety of whites moving into Native American territory, the Great Plains.
  • American hunters slaughtered the buffalo to feed railroad crews and to prevent herds from blocking the trains. The buffalo were important to Native Americans as they used almost every part of it to help them survive. (10. American hunters were hired to slaughter the buffalo to…) & (14. What parts of the buffalo did Native Americans use?)
  • Conflict between Native Americans and whites grew as Native Americans were forced onto reservations. For instance, Custer’s defeat at the Battle of the Little Big Horn led to a large push to place Native Americans on reservations. (WY – Wind River Reservation) – (11. Native Americans were eventually forced onto areas of land called…)
  • The U.S. policy of assimilation tried to force Native Americans to adopt white culture. (12. What U.S. government policy tried to force Native Americans to adopt white ways?)
  • A battle at Wounded Knee was the last armed conflict between the U.S. government and Native Americans. (13. A battle that was the last armed conflict between the U.S. government and Native Americans?)

SUMMARY WESTWARD EXPANSION

What opened the West to settlement & conflict?

  • Mining – Miners found gold in the West, leading to the creation of new states.
  • Railroads – Railroads transported gold and silver to market and brought supplies to the miners.
  • Settlers – Effects of the transcontinental railroad included ranchers and farmers moved west.
  • Natives – Native Americans became angered with the poor land and the government’s failure to deliver on promises, which led to widespread uprisings.

 

Agenda April 20-24, 2020

Lesson 2 Immigration (Begin April 20 – DUE May 1, 2020)

UNIT 5 LESSON 2 – Learning Target:  Examine and analyze the effects of immigration on people and the environment, and explain how it changed life for various groups in the United States. (Priority Standards listed at the bottom of the lesson…)

Mr. Hokanson (Week 3 April 20-24 & Week 4 April 27-May 1) DUE BY MAY 1st…

Instructions: Read and study the notes below. Use the notes to complete the Unit 5 Immigration Quiz… See the Lesson 1 Student Feedback at the very bottom of this page to review the last quiz and there is a link for you to do a retake as needed…

Audio Notes

Immigration Audio

IMMIGRATION Pull Factors

  • Available land
  • Better life
  • Religious freedom

IMMIGRANTS 1880-1920 This group of immigrants was more diverse

Countries

  • Italy
  • Ireland
  • Eastern Europe
  • China
  • Mexico

Reasons

  • Jobs
  • Land
  • Religious Freedom

IMMIGRATION

  • Jews came to the US from Eastern Europe mainly to escape religious persecution.
  • Job opportunities attracted people to America’s rapidly growing cities in the 1800s.
  • Most Eastern European immigrants entered the US through Ellis Island.
  • Immigration created a melting pot of blended cultures, & some say cultures were more of a salad bowl existing side by side.

ANTI-IMMIGRATION

  • Many immigrants returned to their native country.
  • Some immigrants refused to practice native traditions to fit in.
  • Often immigrants lived in ethnic neighborhoods where they felt accepted.
  • The US responded to anti-immigration feelings by establishing immigration quotas.

SUMMARY IMMIGRATION

Why did people come to the United States of America?

  • New immigrants began to arrive in the late 1800s, seeking opportunities in the United States.
  • New immigrants arrived from Greece, Russia, Hungary, Italy, Turkey, and Poland in the mid 1880s.
  • After 1900, immigration from Mexico, China, and Japan increased.
  • People emigrated from their native countries for a variety of reasons (push factors), including: overcrowding; poverty; scarce jobs; crop failures; persecution against certain ethnic groups; & the opportunity for a better life.
  • Immigrants adjusted to life in America, finding work, forming communities, and adapting to a new culture.
  • Some people opposed immigration, while others appreciated the positive contributions made by immigrants.
  • Immigrants and others flooded to American cities, where extremes of poverty and wealth existed.
  • Growing cities suffered from health and sanitation problems, poverty, fire, and crime.

Challenges Immigrants Faced on the Great Plains

Wyoming’s Indian Reservation

Tutorials/Practice

Unit 5 Fling the Teacher Immigration

Unit 5 Hoopshoot Immigration

Enrichment

Mission US City of Immigrants

Immigration Nation

Immigration Assessment

Unit 5 Immigration Quiz

HONORS – The last pandemic that struck the world was the Spanish Flu of 1918. I am sharing a video that explains that influenza that struck our ancestors many years ago. HONORS STUDENTS – Please watch if you can and share a compare and contrast writing of the similarities and differences between that and our current COVID-19 pandemic (If you have NOT already, mail your writing to me by Friday April 24th – include your name!)… VIDEO LINK – https://www.pbs.org/wgbh/americanexperience/films/influenza/#part01

Here is an article (4/22/2020) from the Wyoming Tribune Eagle on the Spanish Flu in Cheyenne https://www.wyomingnews.com/news/local_news/kassel-spanish-influenza-epidemic-of-1918-hit-cheyenne-rest-of-state-hard/article_8b5a8ce7-ff2c-548e-9750-5f81cd1d4913.html

PRIORITY STANDARDS
8.2.2: Examine and evaluate how human expression (e.g. language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development and transmission of culture.
8.2.4: Explain the cultural contributions of and tensions between groups in Wyoming, the United States, and the World (e.g., racial, ethnic, social and institutional).
8.3.3 Describe the impact of technological advancements on production, distribution and consumption.
8.4.2: Describe how tools and technology in different historical periods impacted the way people lived, made decisions, and saw the world.

8.5.3: Explain how communities’ current and past demographics, migrations, and settlement patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
8.5.4: Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment.

LESSON 1 STUDENT FEEDBACK – SEE THE NOTES THAT MATCH UP WITH THE QUIZ QUESTIONS!!! YOU CAN TRY IT AGAIN AT (https://tinyurl.com/qw66kzz).

UNITED STATES HISTORY UNIT 5 – WESTWARD EXPANSION – Mr. Hokanson (Week 1 April 6-10 & Week 2 April 13-17) DUE BY APRIL 17th…

WESTWARD EXPANSION

  • During and after the Civil War, many settlers began moving out west in search of a better life. As compared to earlier settlement, the journey was made less difficult with the railroad. (1. During and after the Civil War, many settlers began moving out west in search of…) & (2. As compared to earlier settlement, the journey westward was made less difficult with the…)
  • The need for railroads expanded rapidly between 1865 and 1890. Land grants were offered to two railroad companies willing to build a transcontinental rail system, which was completed on May 10, 1869 – Union Pacific Company & Central Pacific Company. (15. What two railroad companies were given land grants to build a transcontinental railroad?)
  • Two immigrant groups that were most responsible for the labor to build the transcontinental railroad were the Chinese and Irish. (3. Two immigrant groups that were most responsible for the labor to build the transcontinental railroad were the…)
  • The transcontinental railroad moved goods and people quickly across the country, contributed to the destruction of the buffalo herds, and developed time zones in the United States. (4. The transcontinental railroad did which of the following?) & (9. What mostly threatened the lifestyle of Native Americans of the Great Plains and their dependence on buffalo to survive?)
  • The Homestead Act offered settlers 160 acres of free land in exchange for farming the land for 5 years. (5. The Homestead Act offered settlers how many acres of free land in exchange for farming the land for 5 years?)
  • The combination of free land and new transport via the railroad led to increased expansion of the west. (8. Which was a long-term effect of building the railroad across the West?)
  • Farmers and ranchers helped settle the west, created industries that are still an important part of American life, but their presence led to increased conflict with Native Americans.
  • The role of religion, how land should be owned and used, and educating the young for adulthood all resulted in conflict between white settlers and Native Americans. (6. What resulted in conflict between white settlers and Native Americans?)

CONFLICT IN THE WEST

  • Native Americans of the Great Plains depended on buffalo to survive, but railroads threatened this lifestyle. (7. Native Americans of the Great Plains depended on what to survive?) & (9. What mostly threatened the lifestyle of Native Americans of the Great Plains and their dependence on buffalo to survive?)
  • For centuries, some Native Americans lived as farmers and hunters while others lived a nomadic life, following herds of buffalo.
  • Government officials wanted to ensure the safety of whites moving into Native American territory, the Great Plains.
  • American hunters slaughtered the buffalo to feed railroad crews and to prevent herds from blocking the trains. The buffalo were important to Native Americans as they used almost every part of it to help them survive. (10. American hunters were hired to slaughter the buffalo to…) & (14. What parts of the buffalo did Native Americans use?)
  • Conflict between Native Americans and whites grew as Native Americans were forced onto reservations. For instance, Custer’s defeat at the Battle of the Little Big Horn led to a large push to place Native Americans on reservations. (WY – Wind River Reservation) – (11. Native Americans were eventually forced onto areas of land called…)
  • The U.S. policy of assimilation tried to force Native Americans to adopt white culture. (12. What U.S. government policy tried to force Native Americans to adopt white ways?)
  • A battle at Wounded Knee was the last armed conflict between the U.S. government and Native Americans. (13. A battle that was the last armed conflict between the U.S. government and Native Americans?)

SUMMARY WESTWARD EXPANSION

What opened the West to settlement & conflict?

  • Mining – Miners found gold in the West, leading to the creation of new states.
  • Railroads – Railroads transported gold and silver to market and brought supplies to the miners.
  • Settlers – Effects of the transcontinental railroad included ranchers and farmers moved west.
  • Natives – Native Americans became angered with the poor land and the government’s failure to deliver on promises, which led to widespread uprisings.

 

Agenda April 13-17, 2020 Westward Expansion DUE 4/17

Lesson 1 Westward Expansion (Begin April 6 – DUE April 17, 2020)

We will continue with the same work for this week as I am tracking down 2/3’s of my student’s 1st week’s work. With that, if you have completed the items from last week (THANK YOU!!!), especially the Westward Expansion Quiz, make sure you try the enrichment activities listed below if you did not last week or focus on your other classes (HONORS STUDENTS especially look at the new ENRICHMENT activity below). Remember to email me at neil.hokanson@laramie1.org if you have any questions.

*Update – Some students have discovered, and I have verified, that access to most of the information here can be accessed via a web browser on a Wii and XBOX. If you happen to try this and it works for you, please let me know! If you are successful on a Play Station or other gaming device let me know also… Again, my email is – neil.hokanson@laramie1.org

NEW Enrichment – The last pandemic that struck the world was the Spanish Flu of 1918. I am sharing a video that explains that influenza that struck our ancestors many years ago. HONORS STUDENTS – Please watch if you can and share a compare and contrast writing of the similarities and differences between that and our current COVID-19 pandemic (Email your writing to me by Friday April 17th – include your name!)… VIDEO LINK – https://www.pbs.org/wgbh/americanexperience/films/influenza/#part01

UNIT 5 LESSON 1 – Learning Target:  Examine and analyze the effects of westward expansion on people and the environment, and explain how it changed life for various groups in the United States. (Priority Standards listed at the bottom of the lesson…) – WESTERN EXPANSION QUIZ DUE BY FRIDAY APRIL 17TH…

NOTES

Audio Notes (Listen to the notes if needed!)

Westward Expansion Audio

WESTERN EXPANSION

  • During and after the Civil War, many settlers began moving out west in search of a better life. As compared to earlier settlement, the journey was made less difficult with the railroad.
  • The need for railroads expanded rapidly between 1865 and 1890. Land grants were offered to two railroad companies willing to build a transcontinental rail system, which was completed on May 10, 1869 – Union Pacific Company & Central Pacific Company. https://youtu.be/0CdAzizWiyI
  • Two immigrant groups that were most responsible for the labor to build the transcontinental railroad were the Chinese and Irish.
  • The transcontinental railroad moved goods and people quickly across the country, contributed to the destruction of the buffalo herds, and developed time zones in the United States.
  • The Homestead Act offered settlers 160 acres of free land in exchange for farming the land for 5 years.
  • The combination of free land and new transport via the railroad led to increased expansion of the west.
  • Farmers and ranchers helped settle the west, created industries that are still an important part of American life, but their presence led to increased conflict with Native Americans.
  • The role of religion, how land should be owned and used, and educating the young for adulthood all resulted in conflict between white settlers and Native Americans.

CONFLICT IN THE WEST

  • Native Americans of the Great Plains depended on buffalo to survive, but railroads threatened this lifestyle. https://youtu.be/7pODHzjpC9k
  • For centuries, some Native Americans lived as farmers and hunters while others lived a nomadic life, following herds of buffalo.
  • Government officials wanted to ensure the safety of whites moving into Native American territory, the Great Plains.
  • American hunters slaughtered the buffalo to feed railroad crews and to prevent herds from blocking the trains. The buffalo were important to Native Americans as they used almost every part of it to help them survive.
  • Conflict between Native Americans and whites grew as Native Americans were forced onto reservations. For instance, Custer’s defeat at the Battle of the Little Big Horn led to a large push to place Native Americans on reservations. (WY – Wind River Reservation)
  • The U.S. policy of assimilation tried to force Native Americans to adopt white culture.
  • A battle at Wounded Knee was the last armed conflict between the U.S. government and Native Americans.

SUMMARY WESTWARD EXPANSION

What opened the West to settlement & conflict?

  • Mining – Miners found gold in the West, leading to the creation of new states.
  • Railroads – Railroads transported gold and silver to market and brought supplies to the miners.
  • Settlers – Effects of the transcontinental railroad included ranchers and farmers moved west.
  • Natives – Native Americans became angered with the poor land and the government’s failure to deliver on promises, which led to widespread uprisings.

Tutorials/Practice

Unit 5 Fling the Teacher Westward Expansion & Conflict in the West

Unit 5 En Garde Westward Expansion

Enrichment

Oregon Trail Deluxe 1992

Dakota 38 (Video)

Westward Expansion Assessment (Full name, ID = Class period, Include your school email!)

Unit 5 Westward Expansion Quiz

PRIORITY STANDARDS

8.2.2: Examine and evaluate how human expression (e.g. language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development and transmission of culture.
8.2.4: Explain the cultural contributions of and tensions between groups in Wyoming, the United States, and the World (e.g., racial, ethnic, social and institutional).
8.3.3 Describe the impact of technological advancements on production, distribution and consumption.
8.4.2: Describe how tools and technology in different historical periods impacted the way people lived, made decisions, and saw the world.
8.5.3: Explain how communities’ current and past demographics, migrations, and settlement
patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
8.5.4: Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment.

Agenda April 6-10, 2020

Lesson 1 Westward Expansion (Begin April 6 – DUE April 17, 2020)

Hello students! The next few weeks will be a new adventure as we work together to learn in a remote setting. I will introduce a lesson here that you can work on for the week; then, we will go from there to see how we do and what adjustments we need to make. I realize you will have several other courses that you will be working on; so, my intent is to provide you with information that you can spend about 15-30 minutes a day studying. My email is neil.hokanson@laramie1.org and you can send me messages about specific questions or let me know your progress as you go. If something absolutely does not work, skip it and move on. The following is what we will start with in Unit 5 Westward Expansion, Industry, and Immigration…

*Update – Some students have discovered, and I have verified, that access to most of the information here can be accessed via a web browser on a Wii and XBOX. If you happen to try this and it works for you, please let me know! If you are successful on a Play Station or other gaming device let me know also… My email is – neil.hokanson@laramie1.org

UNIT 5 LESSON 1 – Learning Target:  Examine and analyze the effects of westward expansion on people and the environment, and explain how it changed life for various groups in the United States. (Priority Standards listed at the bottom of the lesson…)

NOTES

Audio Notes (Listen to the notes if needed!)

Westward Expansion Audio

WESTERN EXPANSION

  • During and after the Civil War, many settlers began moving out west in search of a better life. As compared to earlier settlement, the journey was made less difficult with the railroad.
  • The need for railroads expanded rapidly between 1865 and 1890. Land grants were offered to two railroad companies willing to build a transcontinental rail system, which was completed on May 10, 1869 – Union Pacific Company & Central Pacific Company. https://youtu.be/0CdAzizWiyI
  • Two immigrant groups that were most responsible for the labor to build the transcontinental railroad were the Chinese and Irish.
  • The transcontinental railroad moved goods and people quickly across the country, contributed to the destruction of the buffalo herds, and developed time zones in the United States.
  • The Homestead Act offered settlers 160 acres of free land in exchange for farming the land for 5 years.
  • The combination of free land and new transport via the railroad led to increased expansion of the west.
  • Farmers and ranchers helped settle the west, created industries that are still an important part of American life, but their presence led to increased conflict with Native Americans.
  • The role of religion, how land should be owned and used, and educating the young for adulthood all resulted in conflict between white settlers and Native Americans.

CONFLICT IN THE WEST

  • Native Americans of the Great Plains depended on buffalo to survive, but railroads threatened this lifestyle. https://youtu.be/7pODHzjpC9k
  • For centuries, some Native Americans lived as farmers and hunters while others lived a nomadic life, following herds of buffalo.
  • Government officials wanted to ensure the safety of whites moving into Native American territory, the Great Plains.
  • American hunters slaughtered the buffalo to feed railroad crews and to prevent herds from blocking the trains. The buffalo were important to Native Americans as they used almost every part of it to help them survive.
  • Conflict between Native Americans and whites grew as Native Americans were forced onto reservations. For instance, Custer’s defeat at the Battle of the Little Big Horn led to a large push to place Native Americans on reservations. (WY – Wind River Reservation)
  • The U.S. policy of assimilation tried to force Native Americans to adopt white culture.
  • A battle at Wounded Knee was the last armed conflict between the U.S. government and Native Americans.

SUMMARY WESTWARD EXPANSION

What opened the West to settlement & conflict?

  • Mining – Miners found gold in the West, leading to the creation of new states.
  • Railroads – Railroads transported gold and silver to market and brought supplies to the miners.
  • Settlers – Effects of the transcontinental railroad included ranchers and farmers moved west.
  • Natives – Native Americans became angered with the poor land and the government’s failure to deliver on promises, which led to widespread uprisings.

Tutorials/Practice

Unit 5 Fling the Teacher Westward Expansion & Conflict in the West

Unit 5 En Garde Westward Expansion

Enrichment

Oregon Trail Deluxe 1992

Dakota 38 (Video)

Westward Expansion Assessment (Full name, ID = Class period, Include your school email!)

Unit 5 Westward Expansion Quiz

PRIORITY STANDARDS

8.2.2: Examine and evaluate how human expression (e.g. language, literature, arts, architecture, traditions, beliefs, and spirituality) contributes to the development and transmission of culture.
8.2.4: Explain the cultural contributions of and tensions between groups in Wyoming, the United States, and the World (e.g., racial, ethnic, social and institutional).
8.3.3 Describe the impact of technological advancements on production, distribution and consumption.
8.4.2: Describe how tools and technology in different historical periods impacted the way people lived, made decisions, and saw the world.
8.5.3: Explain how communities’ current and past demographics, migrations, and settlement
patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
8.5.4: Analyze the changes to and consequences of human, natural, and technological impacts on the physical environment.

Agenda March 30-April 3, 2020

Spring Break Edition!!!

Okay students, there are several of you that plan on accessing your US History lessons via online right here! What I need you to do is email me at neil.hokanson@laramie1.org sometime this week; so, I will get a solid list of who is here. I am posting last week’s info below so that you can test your system to see what activities you can access via your device. Thanks and have a great Spring Break! New information and activities coming next week (Starting April 6th)!!!

Students, parents/guardians, please read below so that you can test your devices to see what they are capable of doing as far as the resources found here. Please email me with questions at neil.hokanson@laramie1.org and if things seem to be working well,  leave a comment below that may benefit others as we work through issues. If you think your device, including phones, may not work this is the place to try things out. You may be pleasantly surprised to find out there is a lot that can be done on various devices. If you have no device do not be concerned as I will have paper based variations of our work for students to use and complete.

Students, same as last week, but new info below regarding Flash activities on this site. If you are checking in I hope you are well. There are plans to move forward in the curriculum starting April 6th; for now, you are free to let me know how you are doing for the time being and NO assignments are being given or are required at this time… Our next unit (Unit 5 Westward Expansion, Industry, and Immigration) has several resources that I will share soon. I have included review activities for Unit 4 The Civil War that we assessed on the GVC a couple of weeks ago for your review. I will allow comments on this agenda page as a way of keeping in touch if you would like to send a note. Stay safe and I hope to see you all soon…

Flash plugin and .pdf information for phones, tablets, and computers

Using a phone or tablet to access some of the tutorials:  most phones and tablets no longer have a browser that supports Flash. Flash will be retired in December 2020; so, my old Flash tutorials are coming to and end; however, there is a phone/tablet browser called Puffin that allows Flash activities to work for now. For an Android phone it is FREE and can be downloaded at https://www.puffin.com/android/ and for an iPhone/iPad it is $4.99 and can be purchased here https://www.puffin.com/ios/puffin-browser-pro/ unfortunately iPhones can only use the Puffin Browser Pro version, but it is worth it if you are interested. YOU DO NOT HAVE TO PURCHASE PUFFIN PRO BROWSER IF YOU HAVE A MAC/APPLE DEVICE, I AM SIMPLY SHARING IT AS AN OPTION THAT IS AVAILABLE FOR iPhone/iPad USERS IF YOU WOULD LIKE TO ACCESS ALL OF THE TUTORIALS AVAILABLE…

Using a computer/laptop to access some of the tutorials:  most web browsers still allow you to use Flash; however, you may need to allow the plugin when you do some of the tutorials on this site (These include Fling the Teacher, En Garde, Hoopshoot, etc.). Tutorials like Rags to Riches use Flash but also can be played by clicking the “play HTML version” link.

Now is a good time to test your system and devices to see what you can access on oxpower.blog at home. Once you set up your device to utilize Flash if you choose to do so, try some of the activities below to test your device. I will make sure there are alternate activities that do not require Flash so that no one is left out. Email me at neil.hokanson@laramie1.org if you have any questions. .pdf files should work on any device but may need a FREE Adobe Reader plugin activated. You can try all of the above mentioned items in the links below…

Flash Tutorials (examples)

Unit 4 Multiple Choice Review

Unit 4 Fling the Teacher The Civil War Begins 1

Unit 4 Fling the Teacher Preparing for War 2

Unit 4 Fling the Teacher First Battles 3

Unit 4 Fling the Teacher People at War & Home 4

Unit 4 Fling the Teacher Gettysburg & Total War 5

Unit 4 Fling the Teacher Assassination & Reconstruction 6

Unit 4 Fling the Teacher Reconstruction 7

Flash and play HTML version Tutorials (examples)

Unit 4 Rags to Riches The Civil War Begins 1

Unit 4 Rags to Riches Preparing for War 2

Unit 4 Rags to Riches First Battles 3

Unit 4 Rags to Riches People at War & Home 4

Unit 4 Rags to Riches Gettysburg & Total War 5

Unit 4 Rags to Riches Assassination & Reconstruction 6

Unit 4 Rags to Riches Reconstruction 7

Non Flash Tutorials (examples)

Unit 4 The Civil War CFA

Unit 4 Reconstruction CFA

.pdf Files (example)

Civil War Battles Organizer KEY!!!

Agenda March 23-27, 2020

Students, parents/guardians, please read below so that you can test your devices to see what they are capable of doing as far as the resources found here. Please email me with questions at neil.hokanson@laramie1.org and if things seem to be working well,  leave a comment below that may benefit others as we work through issues. If you think your device, including phones, may not work this is the place to try things out. You may be pleasantly surprised to find out there is a lot that can be done on various devices. If you have no device do not be concerned as I will have paper based variations of our work for students to use and complete.

Students, same as last week, but new info below regarding Flash activities on this site. If you are checking in I hope you are well. There are plans to move forward in the curriculum starting April 6th; for now, you are free to let me know how you are doing for the time being and NO assignments are being given or are required at this time… Our next unit (Unit 5 Westward Expansion, Industry, and Immigration) has several resources that I will share soon. I have included review activities for Unit 4 The Civil War that we assessed on the GVC a couple of weeks ago for your review. I will allow comments on this agenda page as a way of keeping in touch if you would like to send a note. Stay safe and I hope to see you all soon…

Flash plugin and .pdf information for phones, tablets, and computers

Using a phone or tablet to access some of the tutorials:  most phones and tablets no longer have a browser that supports Flash. Flash will be retired in December 2020; so, my old Flash tutorials are coming to and end; however, there is a phone/tablet browser called Puffin that allows Flash activities to work for now. For an Android phone it is FREE and can be downloaded at https://www.puffin.com/android/ and for an iPhone/iPad it is $4.99 and can be purchased here https://www.puffin.com/ios/puffin-browser-pro/ unfortunately iPhones can only use the Puffin Browser Pro version, but it is worth it if you are interested. YOU DO NOT HAVE TO PURCHASE PUFFIN PRO BROWSER IF YOU HAVE A MAC/APPLE DEVICE, I AM SIMPLY SHARING IT AS AN OPTION THAT IS AVAILABLE FOR iPhone/iPad USERS IF YOU WOULD LIKE TO ACCESS ALL OF THE TUTORIALS AVAILABLE…

Using a computer/laptop to access some of the tutorials:  most web browsers still allow you to use Flash; however, you may need to allow the plugin when you do some of the tutorials on this site (These include Fling the Teacher, En Garde, Hoopshoot, etc.). Tutorials like Rags to Riches use Flash but also can be played by clicking the “play HTML version” link.

Now is a good time to test your system and devices to see what you can access on oxpower.blog at home. Once you set up your device to utilize Flash if you choose to do so, try some of the activities below to test your device. I will make sure there are alternate activities that do not require Flash so that no one is left out. Email me at neil.hokanson@laramie1.org if you have any questions. .pdf files should work on any device but may need a FREE Adobe Reader plugin activated. You can try all of the above mentioned items in the links below…

Flash Tutorials (examples)

Unit 4 Multiple Choice Review

Unit 4 Fling the Teacher The Civil War Begins 1

Unit 4 Fling the Teacher Preparing for War 2

Unit 4 Fling the Teacher First Battles 3

Unit 4 Fling the Teacher People at War & Home 4

Unit 4 Fling the Teacher Gettysburg & Total War 5

Unit 4 Fling the Teacher Assassination & Reconstruction 6

Unit 4 Fling the Teacher Reconstruction 7

Flash and play HTML version Tutorials (examples)

Unit 4 Rags to Riches The Civil War Begins 1

Unit 4 Rags to Riches Preparing for War 2

Unit 4 Rags to Riches First Battles 3

Unit 4 Rags to Riches People at War & Home 4

Unit 4 Rags to Riches Gettysburg & Total War 5

Unit 4 Rags to Riches Assassination & Reconstruction 6

Unit 4 Rags to Riches Reconstruction 7

Non Flash Tutorials (examples)

Unit 4 The Civil War CFA

Unit 4 Reconstruction CFA

.pdf Files (example)

Civil War Battles Organizer KEY!!!

Agenda March 16-20, 2020

Students, if you are checking in I hope you are well. There are currently no plans to move forward in the curriculum just yet; so, you are free to let me know how you are doing for the time being and NO assignments are being given or are required at this time… Our next unit (Unit 5 Westward Expansion, Industry, and Immigration) has several resources that I will share soon. I have included review activities for Unit 4 The Civil War that we assessed on the GVC last week for your review. I will allow comments on this agenda page as a way of keeping in touch if you would like to send a note. Stay safe and I hope to see you all soon…

Unit 4 Multiple Choice Review

Unit 4 Fling the Teacher The Civil War Begins 1

Unit 4 Fling the Teacher Preparing for War 2

Unit 4 Fling the Teacher First Battles 3

Unit 4 Fling the Teacher People at War & Home 4

Unit 4 Fling the Teacher Gettysburg & Total War 5

Unit 4 Fling the Teacher Assassination & Reconstruction 6

Unit 4 Fling the Teacher Reconstruction 7

Unit 4 Rags to Riches The Civil War Begins 1

Unit 4 Rags to Riches Preparing for War 2

Unit 4 Rags to Riches First Battles 3

Unit 4 Rags to Riches People at War & Home 4

Unit 4 Rags to Riches Gettysburg & Total War 5

Unit 4 Rags to Riches Assassination & Reconstruction 6

Unit 4 Rags to Riches Reconstruction 7

Unit 4 The Civil War CFA

Unit 4 Reconstruction CFA

Agenda March 9-13, 2020

See Friday for Makeup Work Links

MONDAY A

Unit 4 Review The Civil War

Unit 4 KAHOOT!

Unit 4 Multiple Choice Review

Civil War/Reconstruction Challenge…

Reconstruction List of Terms

Reconstruction Matching Practice

Reconstruction Hangman with Hints

Rags to Riches Section 1

Rags to Riches Section 2

Rags to Riches Section 3

Rags to Riches Section 4

TUESDAY B

Unit 4 Review The Civil War

Unit 4 KAHOOT!

Unit 4 Multiple Choice Review

Civil War/Reconstruction Challenge…

Reconstruction List of Terms

Reconstruction Matching Practice

Reconstruction Hangman with Hints

Rags to Riches Section 1

Rags to Riches Section 2

Rags to Riches Section 3

Rags to Riches Section 4

FIREBIRD FOCUS – PNA SURVEY LINK Classroom Code = EVVaD

WEDNESDAY A

Unit 4 GVC The Civil War

THURSDAY B

Unit 4 GVC The Civil War

FRIDAY

NO SCHOOL

MAKEUP WORK

Unit 4 The Civil War & Reconstruction Presentation (Cornell Notes) (USE THESE TO DO THE FOLLOWING ACTIVITIES!!!)

RAGS TO RICHES

Unit 4 Rags to Riches The Civil War Begins 1

Unit 4 Rags to Riches Preparing for War 2

Unit 4 Rags to Riches First Battles 3

Unit 4 Rags to Riches People at War & Home 4

Unit 4 Rags to Riches Gettysburg & Total War 5

Unit 4 Rags to Riches Assassination & Reconstruction 6

Unit 4 Rags to Riches Reconstruction 7

FLING THE TEACHER

Unit 4 Fling the Teacher The Civil War Begins 1

Unit 4 Fling the Teacher Preparing for War 2

Unit 4 Fling the Teacher First Battles 3

Unit 4 Fling the Teacher People at War & Home 4

Unit 4 Fling the Teacher Gettysburg & Total War 5

Unit 4 Fling the Teacher Assassination & Reconstruction 6

Unit 4 Fling the Teacher Reconstruction 7

PENALTY SHOOTOUT/HOOPSHOOT

Unit 4 Penalty Shootout The Civil War Begins 1

Unit 4 Hoopshoot Preparing for War 2

Unit 4 Penalty Shootout First Battles 3

Unit 4 Hoopshoot People at War & Home 4

Unit 4 Penalty Shootout Gettysburg & Total War 5

Unit 4 Hoopshoot Assassination & Reconstruction 6

Unit 4 Penalty Shootout Reconstruction 7

EN GARDE

Unit 4 En Garde The Civil War Begins 1

Unit 4 En Garde Preparing for War 2

Unit 4 En Garde First Battles 3

Unit 4 En Garde People at War & Home 4

Unit 4 En Garde Gettysburg & Total War 5

Unit 4 En Garde Assassination & Reconstruction 6

Unit 4 En Garde Reconstruction 7

Civil War Challenge Board!!!

Activities to try if you finish everything above!!!

Can you win the Battle of Gettysburg?

Mission US – Flight to Freedom

Brain Pop – Time Zone X Civil War Causes

Pathways to Freedom – The Underground Railroad

Civil War Lost in Time

Civil War Who Am I?

Harriot Tubman Activity

Civil War Self Check Quiz

Civil War ePuzzle

The Road to Impeachment

CLOZE Reading Activities (Use your notes to complete!!!)

POPUPS…

Unit 4 CLOZE The Civil War Begins 1

Unit 4 CLOZE Preparing for War 2

Unit 4 CLOZE First Battles 3

Unit 4 CLOZE People at War & Home 4

Unit 4 CLOZE Gettysburg & Total War 5

Unit 4 CLOZE Assassination & Reconstruction 6

Unit 4 CLOZE Reconstruction 7

FILL IN THE BLANKS – TYPE YOUR ANSWERS!

Unit 4 CLOZE Fill in the blank The Civil War Begins 1

Unit 4 CLOZE Fill in the blank Preparing for War 2

Unit 4 CLOZE Fill in the blank First Battles 3

Unit 4 CLOZE Fill in the blank People at War & Home 4

Unit 4 CLOZE Fill in the blank Gettysburg & Total War 5

Unit 4 CLOZE Fill in the blank Assassination & Reconstruction 6

Unit 4 CLOZE Fill in the blank Reconstruction 7

OLD MAKE UP WORK LINKS

Unit 4 The Civil War CFA

Unit 4 Reconstruction CFA

Civil War Battles Organizer KEY!!!

Civil War Battles Organizer BLANK COPY

Unit 4 The Civil War & Reconstruction Presentation (Cornell Notes)

Unit 4 Kahoot! Review