Olympia

High School

1302 North Street
Olympia, WA 98501
Phone: (360) 596-7000
Attendance: (360) 596-7003
Fax: (360) 596-7001

A.P. U.S. History: Current work & downloads

Course Syllabus:  KabatSyllabus.pdf           Online Lectures of Book Chapters         

Recent Homework:

No more weekly homework now that the AP test is over.

 

All Classwork: 

June 23:  Finals, Day 3. --And, we're done!  Have a great summer, and say hi to me next year!!!

June 22:  Finals, Day 2.  Students did one more assignment for points on this day.

June 21:  Finals, Day 1.  Students did one more assignment for points on this day.

June 20:  Guest Speaker: A 97-year-old Rosie The Riveter was here to answer student questions about what she experienced on the Home Front here in Western Washington during WWII.

June 19:  Students got into groups again in order to put together they Iraq jigsaw pieces into one big document. Then they emailed or shared it with Kabat so that he could give grades for the work. Lastly, Kabat went over the main items in each part that one would have had to get correct for a good score.

June 16:  GROUP: Students got in their groups and presented their sections on the Iraq War.

June 15:  Students worked to finish their personal parts for group presentations that will be given tomorrow.

June 14:  GROUP: Iraq War Presentation prep.  Students got into groups, divided the work, got on computers and went after info for their section of the group presentation.  The jigsaw work is right HERE. --Directions: 1) One student could upload to their GoogleDrive, open and save in Google Docs, and SHARE-with-editing-privilages to other group members. 2) Or, copy and paste just your section of the download, and a group member can collect and put 'em together at the end.

June 13: VIDEO of U.S. & NATO efforts in Afghanistan, with the Fall & Rise of the Taliban (yes, in that order, unfortunately).

June 12: GROUP: Students received a U.S. capabilities for invading any country (available troops, timelines, etc), and a "briefing" regional player around Afghanistan in 2001 (Pakistan, Iran, Tajeekastan, Uzbekistan, others); Kabat gave info, students asked questions, wrote notes. THEN, groups explored possible ways the U.S. cnd go after AlQueda that would be acceptable to the general voting population of the United States.  Groups came up with a plan that involved multiple aspects...  At the end of class, the Bush administration's plan was shown, and students compared.

June 9: Very short half-day classes today for Awards assembly, yearbooks, and "Slamfest." For our 25-min class, students were allowed to work on anything they needed to for any and all classes.

June 8: Finished the video on 9/11 (from inside the towers). See below for links.

June 7: 1) 30 min of info on the U.S.'s war on international terrorism, our various tactics and responses in certain situations. 2) 15 minutes of video on the 9/11 terrorist attacks; done from the firefighter's view inside the WTC.  Miss class?  Though we watched a 1-hour version in class, the full version of the video can be found on YouTube in multiple postings. It is called 9/11. One version is here. Another is here.

June 6: GROUP: We played Jeopardy for the Cold War era.

June 5:  VIDEO: Inside the Taliban.  A look at who the U.S. has been fighting in Afghanistan since 2001; what The Taliban rulers believe, how they run things, ...horror of daily life under their rule...

June 2:  Passed out papers, checked grades, short class, no points missed if absent.

June 1:  Debriefed the previous day's work as a class and looked at pics and descriptions that exemplified what terrorism is and is not.  If not here, make sure you finished the work from the previous class day and turn it in!

May 31: GROUP: Defining "Terrorism." Use these sheets, write on them, summarize...  Defining Terrorism.docx  Students met in groups to discuss and augment their previous day's work.

May 30:  The class worked on reading and questions on the U.S.'s first war with Iraq in 1990:  Reading: The Gulf War.pdf  Questions are in Word and in PDF.  Word: Gulf War Questions.doc   PDF: Gulf War Questions.pdf

May 29:  National Holiday, no school

May 26 VIDEO: The Soviet-Afghan War.  Miss class?  Here are the questions, and the video can be found in You Tube pieces, starting here as "Part 1," and then Parts 2, 3, 4, follow.  However, this is the original 1 hour version of the video.  In class we watched a version of this that I'd edited down to 30 min.  But, this will have all you need and much more.

May 25:  Post Cold War in the media.  (No points, just Cold War stuff that has been in the media.)

May 24:  Wrapped up info on Iran from 1980 - TODAY (leadership, relations, etc), and wrapped up The Cold War (with Gorbachev, the Wall coming down, Eastern Europe throwing off communism and the Soviet Union breaking apart), and looked at some news items of today that relate to back then.

May 23:  Video: Finished the video on the Iranian Hostage Crisis that was started yesterday. If you missed class, links for doing this at home are below, on the previous day.

May 22:  Video: Stated a video which picks up the story after the handout's info.  Absent?--Then you need to watch the first 40 minutes of the same video on on Youtube here. --the questions can be downloaded here.

May 19:  1) We turned in our AP US History books. 2) In preparation for a video on Monday, we did a short HANDOUT & questions on the background to U.S. involvement with Iran.  Not in class or not finish?  Here is the work:  Iran Background & Questions.pdf  Note: the questions are at the end of the reading in this same pdf.

May 18:  1) Students told to bring in AP HISTORY books tomorrow, May 19.  2) VIDEO clips and discussion on nuclear weapons and modern capabilities. If absent, there are were no points given today, so nothing to make up.

May 17:  Finished post AP Test movie. (Different movie for each period.)

May 16:  Post AP Test Movie. (Different movie for each period.)

May 15:  Post AP Test Movie. (Different for each period.)

May 12:  Discussion, questions, and clips on Nuclear Weapons and our arsenals from 1963 through today.  Understanding "Mutually Assured Destruction" (MAD) and how it actually has kept us safe from nuclear war.

May 11:  HANDOUT: The Space Race.  If you missed class, download the reading & questions here and turn in your work the day you return.  Space Race Reading.pdf    Space Race Questions.pdf  

May 10: With AP testing taking all but a handful of students from class, the Kabat simply asked the few not testing to work on other school work.

May 9: Finished video on anti-establishment groups, which was started previous day.

May 8:  VIDEO: The 60's & 1968.  Darn good video profiling the anti-establishment groups that were covered in the handout and grids the previous week.  Anti-war, hippies, The Establishment, and more.

May 5:  Today, there was no history lesson, work, nor points, as most students were gone taking the AP U.S. History test.

May 4:  Reviewed some Cold War highlights that had been in homework and mentioned some post-cold-war info for the AP Test.

May 3:  Finished the Anti-establishment grids that students worked on in groups in previous classes. Kabat then reviewed some key answers, and showed a short video clip that exemplified a Beatnik in action.

May 2:  DBQ:  Students did the final DBQ before the test (that happens this Friday).  If you missed class, you can do the DBQ that is in this document here.  (But do only the DBQ, not the other stuff.)

May 1:  Nearly finished the Anti-establishment grids started the previous class day.  See below for downloads.

Apr. 28:  We went back to the handout on the Baby Boom and other groups and again used it in groups or individually.  This time, students looked at the main Anti-Establishment Groups of the 1960's.  Previously, students had charted out the history and mindset that made The Establishment (the leadership) of the 60's.  Now, students will read, discuss, and chart the beliefs, consequences, and result of main Anti-Establishment movements during this same decade.  If you miss class, do half of the charts tonight, so that you can join a group upon your return.  Reading on Anti_Establishment.pdf   Charts2_Anti_Establishment.pdf

Apr. 27:  GROUP: Finished Friday's work completely.  Kabat reviewed a few key items on that grid, took questions, students made necessary adjustments, and everyone turned it in.  Miss class?  The big handout and grid are below, on the 26th.  Finish the grid on identifying "The Establishment" on your own, and turn it in upon your return.

Apr. 26:  GROUP: Jigsaw work on identifying "The Establishment" (the power-brokers) of the 1950's - 70's.  (This is done as a set-up to our next area of study, The Anti-Establishment groups of the 1960's & 70's.)  If absent, then here is a chart that the groups filled in, through discussion and by using only the first two pages of the accompanying handout.  Do this on your own, and turn it in on your return.  Reading on Anti-Establishment Groups.pdf     Chart 1: The Establishment.pdf

Apr. 25: Miss Class?  You must make it up before tomorrow's class! --(before the 26th).  GROUP: Jigsaw work on identifying "The Establishment" (the power-brokers) of the 1950's - 70's.  (This is done as a set-up to our next area of study, The Anti-Establishment groups of the 1960's & 70's.)  If absent you are to do "Person 4" of this jigsaw exercise TODAY, the 25th. (If you do not have it done before class tomorrow (the 26th), you cannot participate in this assignment.) So, for tomorrow's group work, you are "Person 4," and you will have already answered these eight questions.  The first four questions are done using your own knowledge of the 30's & 40's and your own logic.  The second set of questions are done using info from the first TWO pages of this pdf: Reading on Anti-Establishment Groups.pdf   Here are your questions: Person 4 questions 

Apr. 24:  NOTES on how the U.S. got involved in Vietnam and the results. --VERY IMPORTANT you get notes on the revolution, the "temporary" split, the supposed vote that was to take place, and the U.S.'s ignorance of this vote, ...to the South breaking the treaty, to North Vietnam invading the South.  Then, what was the role of the United States in Vietnam? What was the U.S. goal? Theaters of operation and strategies?  Finally, answer the question: Did the U.S. "lose" in Vietnam? --Militarily? --Politicly?

Apr. 21:  Wrapped up Malcolm X v. MLK. A few more video clips on both. In doing so, we get a better appreciation for Dr. Martin Author King, his philosophies, his approaches, violence, bravery, media, Dr. King's last crusade, and the deaths of X, King, the Kennedys.

Apr. 20:  Youtube clips & worksheet on Malcolm X.  Miss class?  From Youtube, I had pulled a bunch of video clips of Malcolm X talking about his (and Elijah Mohamed's) approach to rights for Black Americans.  His approach was to embrace separateness, as he felt getting equality form white America would never be possible; he wanted blacks to build up their black communities (doctors, lawyers, retail, nice houses, all that), and for blacks to protect themselves from whites.  Here are the questions the class answered as a result of the clips.  Though I cannot find the exact clips I used on youtube, there are many.  Here is the answer to the question about the blame for drugs and such in Harlem.  THIS documentary will help with many of the questions. In THIS clip Malcolm X talks about his name, and HERE Malcolm talks in code about Dr. Martin Luther King, and HERE Dr. King responds to Malcolm's views. Finally, HERE is Malcolm's views after leaving Elijah Mohamed and going to the Middle East.

Apr. 18 or 19 (due to state testing):  VIDEO: School integration fights; REVISITING State v. Federal power; relating this to Reconstruction, Andrew Jackson's threats on South Carolina, as well as the problems associated with enforcing Supreme Court rulings.  Miss class?  The video we watched is right HERE.  And students were asked to relate to the aforementioned themes; to see the same attitudes and instances from pre and post Civil War years.  If you were absent this day, then please watch and cary out this exercise yourself.

Apr. 17:  LEQ. Students did an AP "Long Essay Quesiton" on this day.  Absent? Here is the prompt: Evaluate the impact of December 7, 1941, attack on Pearl Harbor had on the American home front.  Confine your main response subjects to the period between 1939 and 1946. So, if absent, do it at home and turn it in to Kabat.

Apr. 14:  VIDEO on Sit-ins, boycotts, the "Freedom Riders" and the groups SNCC ("Snick") and CORE (Congress on Racial Equality).  Miss class?  Part 1 of our video is HERE.

Apr. 13:  BOOK & Questions on Highlights of the Civil Right Movement. The reading is here, and the questions are here.

Apr. 12:  GROUP: Finished the boycott simulation, and debriefed on what Dr. King's organization wanted you to get out of that; the do's an don'ts of a mass protest movement.

Apr. 11:  GROUP: Continued group boycott simulation started the previous day.

Apr. 10:  GROUP: Boycott Simulation, in which your group tries to discern between reasonable and unreasonable demands, and decides what it takes to meet a protest movement's goals.

SPRING BREAK

Mar. 31:  HANDOUT & Questions: Students received a handout on the multi-decade struggle to attack the PRECEDENT of Plessy v Ferguson.  It is almost impossible to get a future court to go against precedent, but a lawyer named Charles H. Houston did it.  The handout was about his journey to overturn Plessy.  Here are the downloads. Read and answer questions and turn them in: Road to Brown.pdf   Questions on Road to Brown.doc 

Mar. 30:  NOTES on the background to the Civil Rights Movement. Months ago, we left the history of black Americans in the post Civil War period with the 14th & 15th amendments to the Constitution, to the troops having been withdrawn, and the rise of the KKK to intimidate blacks away from voting and rights.  TODAY, we looked at the legal avenues that The South took to SEGREGATE blacks in all areas of public life by way of "Jim Crow" laws and ways, as well as a landmark Supreme Court Ruling of Plessy v. Ferguson, and then what The South could do with segregation everywhere thanks to the Plessey PRECEDENT.  Not here?  --Get notes from a reliable classmate. 

Mar. 29: VIDEO clips of Senator McCarthy in action, what these witch hunts did to the country, the media, the military, the everyday citizen. Miss class? --Look up McCarthyism, Senator Joseph McCarthy, and watch the movie "Good Night and Good Luck."  And, connect the McCarthy HUAC hearings to the best-seller The Crucible.

Mar. 28: TEST: Foreign Policy Part 1.

Mar. 27:  Finished a bit on the Korean War, and then moved to McCarthyism: The unholy hunt for commies amongst us.  After American citizens actually did spy for the Russians and gave them the plans for the atomic bomb, the U.S. government began looking for more spies, ...and did indeed find a few more. Politicians involved in exposing the spies became famous and rose to national fame and high office (like Richard Nixon to Vice Presidency).  Seeing all this an obscure Senator of Wisconsin made a play for fame by announcing he had a list of dozens of people working in the government who were under some sort of communist influence.  Senator McCarthy was given reign over the House Unamerican Affairs Committee (HUAC) to ferret out all commies in the government.  He never had a list, and he picked on government employees least able to defend themselves, ...all in hopes of being the next rising political star.  Around the country people watched TV to see McCarthy expose Americans who were supposedly susceptible to communist influence, through his tactics of innuendo and guilt-by-association.  It was all a terrible "witch hunt."

Mar. 24:  1) Handed back all your WWII classwork.  2) YouTube clips of Cold War highlights of the 1940's and 50's.  Miss class?  Much of this is in your current homework assignment. We hit Berlin blockade & Airlift, Marshal Plan, China going Commie, and The Korean War.  You can simply read about the basics of the Korean War on Wikipedia (Invasion, UN Response, MacArthur fired, Stalemate, Armistice, ...to today).  If you want to see the video clips that we hit in class, they are currently on Youtube here, and we watched Parts 2, 3, & 4. (Ten min. each.)

Mar. 23:  NOTES: Explaining what brought about the Russians leaving the alliance after WWII (The sectors of Germany, the Russians wanting into Japan, MacArthur's threat, Truman's political moves, and the new countries of East Germany and West Germany). Looking at the creation of several new communist countries in areas the Soviets had liberated during the war, and then "The Red Tide." Stopping The Red Tide with "Containment" (also known as The Truman Doctrine) and explaining its two main tools. And finally, defining what the Cold War really was over its 50-year period, how countries could get "flipped," and how they could get flipped repeatedly.

Mar. 22:  Videos of WWII references in the 21st century.  --Just interesting...

Mar. 21:  NOTES & discussion on the factors that were yea-&-nay reasons for the U.S. deciding to drop two atomic bombs on Japan.  Miss class? --Here are some slides we used in the notes: A_Bomb_notes.pdf 

Mar. 20:  DEBATE:  Should the U.S. have dropped two atomic bombs on Japan?

Mar. 17:  Two things: 1) We discussed parameters of the U.S. putting U.S. citizens of Japanese decent behind barbed wire in camps for the duration of the war.  2) We looked at some WWII items in the news recently (a "then-and-now" thing).

Mar. 16:  We completely finished the WWII videos (the last 30 minutes of it today).  If absent, watch it, finish the video sheet, turn it in upon your return. Use the link on the previous day, below.  We also discussed the JA Internment assignment that is goofed up (that was due Friday), and what to do instead.

Mar. 15:  Continued with Part 4-5, starting with Question 12 or 13 on the video question sheet. Today was all about D-Day, the invasion of France. We ended class with France being liberated. So as you watch this at home, you can stop at the liberation of France, and we will finish the rest of the video later.  This D-Day (part 5) video is HERE, and the questions we've been using are here.

Mar. 14:  1) Three homework assignments were announced this week, due tomorrow, Friday and Monday; see above in homework section.  2) We started Part 4 of the Video series on WWII.  If absent, see the homework section above, as everyone must finish this part as homework tonight.

Mar. 13:  We finished Part 3 of the video series, and then graded all parts.  Not in class this day?  Watch the rest of part 3 online, finish the questions, and turn them in upon your return.  The video can be watched online here and you can download the questions here.

Mar. 10:  We started Part 3 of our video series on WWII.  Miss class?  The video can be watched online here and you can download the questions here.  We watched about 30 minutes of this; through the Battle of Midway. (You can stop if you want after the Battle of Midway.)

Mar. 9:  TWO things today:  1) NOTES on what were the REAL reasons the Japanese empire attacked the US at Pearl Harbor. Also, what its immediate and long-term plans were for victory over the U.S. and rule of Asia.  And, finally, we covered what went wrong with the Japanese plans at Pearl Harbor and later.  Not here?  You need to get this info from other students or from Kabat at Bear-time.  2) Then we finished Part 2 of the video series.  If not here, you need to watch it online here and finish your questions for this part.

Mar. 8:  VIDEO & QUESTIONS: WWII Part 2 (half of it).  With our shorter schedule, we reviewed some key items from Pt.1, stopped today's video a couple times to better understand some aspects of what Churchill is after and what Stalin is after, got just BEFORE the attack on Perl Harbor, and began to discuss the answer to #22. (You have not yet been given notes on the full answer to #22, and the video does not discuss it.)  So, if absent, download the questions and watch this part 2 video up to just before the attack on Perl. Part 2 video is available to stream (or right-click to download) here. Copy over the questions from this Google Doc.

Mar. 7:  Two things: 1) There is a homework video to watch tonight, questions due the next day (the 8th)!!! See the homework section above.  2) Finished the fill-in-the blank worksheet started Friday, and also finished a second and final sheet today. --The info on these sheets are used to answer questions in the next assignment. For some questions in this upcoming assignment the only place to find some answers is on these sheets.  Part 1 was available for download below on Friday's date, Mar. 3.  The second set of worksheets is HERE. The Powerpoint used for lecture and info is here.

Mar. 6:  Reviewed main parts of the homework on The New Deal. Explained what AP wants you to be able to do with this info in writing; Discussed main writing themes. Students added info to their homework printouts, and we turned 'em in.

Mar. 3:  Fill-in-blank sheet on world events prior to the bombing of Pearl Harbor. So, a lot of "world history" stuff gone over quickly to get us up to U.S. history section of WWII by the end of class on Monday.  Not in class today?  Download the worksheets here, PRINT it (as you need a physical copy for class later), and fill in the blanks using this powerpoint.  (And yes, it is an actual Microsoft powerpoint, and not a Google slides thing.  You can try to load it into Google's slides, but things may shift a bit in the presentation, maybe not filling in the blanks exactly, ...but I have not tried that yet. Also, this powerpoint has info which goes well beyond the two pages that you need to fill in.)

Mar. 2:  Computer Lab: Introduction of WWII.  On computer, students worked videos, maps, info on world politics, the rise of Fascism (and WHY), and more.  If not in class, you will have to make this up in Kabat's room with a Mac and flash drive, as this is not available in Google slides; it is a Mac-specific app.  Paper was turned in.

Mar. 1:  Finished pdf & questions from last Friday, the 24th, on The First Red Scare.

Feb. 28:  Looked at charts of how bad The Depression got in income, bank closures, and more. Looked at video clips of what a bank does, and what a run on a bank (and banks) looks like.

Feb. 27:  The Causes of the Great Depression! --Using  your homework that was due today, students ADDED a fair amount of information to the section in which you had typed a few causes of the The Great Depression.  Your words were not enough BY FAR!  We went over the European debt, Germany's reparations default, market-saturations, the natural time of the U.S. to hit a "recession," what a "run" on a bank is, and why one bank down causes runs on other banks and bank failures, stock values and the crash, and farms.

Feb. 24: Questions and reading on The First Red Scare.  We went to a computer lab to do a question sheet on America's first "Red Scare" by using pdf pages of your AP textbook and other websites listed in the questions.  Here is a pdf of the classroom book chapter on this:  Red_Scare_book.pdf     Here are your questions:   First_Red_Scare.docx 

Feb. 23: NOTES: Finish the discussion of general communist philosophy started yesterday and add why the United States hates it, and why the U.S. cares if other countries go communist.

Feb. 22: Communism!  --Kabat played the role of a communist preacher to explain what people a hundred years ago thought might be "ideal" communism in practice.  Miss class?  You will need to somehow look up what "IDEAL" communism was, NOT Soviet (Russian) communism.  Marx and Engles wrote and preached a new way to run society long before the Russians tried to "impose" communism on themselves and others.  So, look up the philosophies of those original commie creators.  Their philosophies will be used in upcoming classes.

Mid-Winter break: A weekend and then Monday & Tuesday with no school!

Feb. 17:  Another WWI short news item, and more practice on the LEQ.

Feb. 16:  An examination of what "The Roaring 20's" were, and some reasons it occurred.  This was done through video clips, with Kabat stopping them from time to time to note some info and some why's.

Feb. 15:  Examination of how to do a "Long Essay Question" (LEQ) for the A.P. exam.

Feb. 14:  NOTES of the results of WWI. Germany feels betrayed, some elements of the 14 points were indeed agreed upon by all nations, yet several key items of the 14 Points were abandon, leaving plenty of room for future wars (things like colonialism and imperialism stayed, reparations, etc.). The U.S. does not join the League of Nations! --Why...  --Miss class? Get notes from a reliable classmate and read the chapter on WWI in your book.  Also showed some pictures and videos of WWI in the news recently.

Feb. 13:  VIDEO & questions: The Versailles Treaty.  Miss class?  The hour-long video is on Youtube.  Download these QUESTIONS, and answer them as you watch THIS VIDEO (actually, just the first hour of the video, until the main character leaves Paris).  Or, if the video is no longer showing at this web address, do a Youtube search for Young Indiana Jones, Versailles, 1919, or search for Young Indiana Jones Chapter 19.

Feb. 10:  Debrief, discussion, and comparison of the following:  What started WWI, understanding how Germany is NOT responsible for starting the war, understanding Germany's one move that allows them to be painted as a "bad guy," what role U.S. corporations & shippers played during the fighting, why Germany started sinking U.S. corporate ships, why Germany felt it could achieve victory despite a U.S. declaration of war.

Feb. 9:  GROUP: Game of War and Trade.

Feb. 8:  GROUP: Game of alliances.

Feb. 7: School closed due to snow turned to ice.

Feb. 6: Snow Day, School Closed due to snow.

Feb. 3: We worked on scoring the DBQ you did a couple of weeks ago.

Feb. 2:  Continued working (some finishing) the Hovering Giant pdf that was started in the lab yesterday.  If absent, open 'em up and finish at home. Print and turn it in upon your return.

Feb. 1:  HANDOUT with questions.  Students got through the first 6 questions, and will finish the rest during the next class.  Miss class?  Download and do it at home. Reading:  Hovering_Giant.pdf   Tools of Diplomacy.pdf  Questions in pdf form: hovering_giant_questions.pdf  Questions in Word form: hovering_giant_questions.docx

Jan. 31: How Theodore Roosevelt became President, and his policies, domestic and foreign affairs.  Miss class? Here is the powerpoint in pdf:  You will only need to add the main points of his presidency to your notes, not all the details of popularity and such.  Notes_Teddy_Roosevelt.pdf

Jan. 30:  Two things:  1) Explanation of using the special pdf in Feb 3's Homework to answer questions faster and easier.  2) For the first time this year, we spent classtime examining at a human being: Teddy Roosevelt. The man DEFINED a new American image and actions in the world, rather than the norm, being defined BY the times.  Kabat explained his early political life and psychology, which will be used the next day in class.

Jan. 27:  3rd and last day of Semester Finals:  Finals for periods 1 & 2 were given today.

Jan. 26:  2nd day of Semester Finals:  Finals for periods 4 & 5 were given today.

Jan. 25:  1st day of Semester Finals, so this class was only 25 minutes long. We looked a few historical references recently found in the news, and gave time for study.  Finals for periods 3 & 6 were given today.

Jan. 24:  Articles and chart on i.d.-ing different example of diplomacy throughout history.  Not in class?  Here are the articles and the chart: diplomacy_articles.pdf   diplomacy_chart.pdf

Jan. 23:  Two items: 1) In-class discussions and scenarios that outline what DIPLOMACY is (and is not).  2) The Turner Theses notes "The End of the Frontier" in U.S. sociology, economy, and what it means for our future.  This brings about the need for far greater trade overseas.  Standing in the way: EMPIRES.  Define what Empires and Imperialism means for the turn of the previous century. (Different than Colonialism.)

Jan. 20:  Answering several questions on Monopolies, Trusts, and current laws concerning them.  Miss class?  Though I put these questions--and just the questions--on the overhead, the answers were written down by students themselves as they understood them.  Find a classmate and copy their info and/or talk to me after school if needed.

Jan. 19:  General Discussion and examples on what Monopolies are, and what their dangers are for business or society (as well as "The Nightmare Scenario").

Jan. 18:  Finished notes on Unions (today, what-all unions do for their members--more than pay raise), received seven assignments back and reviewed a few answers that some had gotten incorrect.

Jan. 17:  NOTES & Discussion on Unions, strategies, laws, and more.  Here is a pdf of the powerpoint used: Unions_Notes.pdf 

Jan. 16:  No School Monday: MLK holiday.

Jan. 13:  DBQ on Populism.  Not finished or not here? --Here is the download:  DBQ Populism.pdf

Jan. 12:  GROUP: Labor v. Management negotiations, Day 3.

Jan. 11:  GROUP: Labor v. Management negotiations, Day 2.

Jan. 10:  GROUP: Labor v. Management negotiations, Day 1.

Jan. 9:  Handed back and explained the grading in the DBQ, and (for the last time) what you'd better have when you write one on the AP test.

Jan. 6:  Discussion and Examples of American life (sociology and psychology) before v. life after the 2nd Industrial Revolution.  Kabat scribbled on paper as examples were brought up, and as some contributed, and even disputed the stereotypes.  What is on the following picture are the general stereotypical views of life before and after.  What is missing is all the examples to put them into perspective.  These will be on the test!  Notes b4 after 2nd Ind Rev.JPG

Jan. 5:  LAB/GROUP activity:  On this day we played "Factory," where students worked in a factory putting their small part into our greater products to produce a lot of quality goods fast.  Other take-aways: No skill needed, just hand-eye coordination; could be done with kids...  Info to be used in another upcoming group assignment.

Jan 4: Lecture and book-as-slides to describe what The 2nd Industrial Revolution was, what it felt like, and its effects on U.S. society.  In less than 40 years we went form covered wagons, kerosine, settlers with soddies, to light bulbs, telephones, cars, and skyscrapers.  --Thanks to Steel, The Assembly Line, and masses about of cheap labor in factories (often immigrant labor).

Jan 3: VIDEO: Old Immigrants & New Immigrants working on the Transcontinental Railroad.  No points to makeup if you were absent. (Just some good info on these items.)

 

Dec 21 - Jan 2:  HolidaBreak!    Video and Extra Credit and AP Test Prep. above in homework section!

 

Dec 16: Fun video clips concerning Christmas and the holidays in U.S. culture.

Dec 15: 30 min class, due to snow and ice late start.  We finished the notes on Immigrant groups: Italian, Chinese, others.

Dec 14: NOTES on European Immigration, specifically, using the Irish timeline as a template for other immigrant groups.

Dec 13: VIDEO & BOOKWORK.  20 minutes of video on Native American Culture that shows some items from yesterday's notes in action, as well as other things not covered yesterday.  Then, 30 minutes to begin woking on homework that is due Friday.  However, the homework is NOT done from your AP textbook.  We are using a pdf.  See the homework section above.

Dec 12: NOTES: Native American culture (Plains Indians) compared to U.S.A. culture in the areas of Land Use and Politics.

Dec 9: No school, due to snow.  --But, homework dates are still the same!

Dec 8: Whole-class discuss and compare reasons that Settlers Came To the New World in the 1600's with Why Settlers Went West in the 1800's.  --Specific examples for each, and briefly exemplified AP writing in such pan-era opportunities.

Dec 7: GROUP: Finished game "Invasion or Immigration."  Not in class on this day? --Every group got to the end, Handout 5.  The decision by all groups for the end of Handout 4 (see previous day, below), was to first knock the Mallesh out of the trading posts in your countries, then groups had various plans of the whole planet hitting the Mallesh in New Malleshia with everything they've got. NATO, the U.S., Russia, China, all....  The last handout here is the result: Invasion Handout 5 Final one.pdf 

Dec 6: GROUP: Continue game "Invasion or Immigration."  Not in class on this day? --Every group in class got through two or three more handouts in the simulation! (Great! --No one is "out.").  So, if you want to rejoin your group tomorrow, you need to read through the next three handouts that they "chose" and answer the questions in them.  Though there are other versions for different choices, the following versions are the "winning" ones; the ones that allowed the groups to progress all the way to Handout 5.  Invasion Handout 2.pdf  Invasion Handout 3.pdf   Invasion Handout 4.pdf

Dec 5: GROUP: Start game "Invasion or Immigration."  Not in class on this day? --This group thing is a 3-day game. If you are returning the next day and expect to jump in, then you MUST complete Part 1 before you return to class!  Download the handout and then answer questions as you read. Turn them in tomorrow:  Invasion Handout 1.pdf

Dec. 2: DBQ! --The class worked on a "DBQ lite" for about 40 minutes, and then was given the chance to take their work home to finish if needed.  The DBQ can be downloaded here: DBQ Thomas Jefferson.pdf  If you were absent, do this at home and turn it in upon your return. 

Dec. 1: Reviewed the Era of Reconstruction.  Using Chapter 22 homework, Kabat went over more complete answers and info for Military-run Reconstruction, the South's feelings of being under an army of occupation, the South passing "Black Codes," The Radical Republican Congress countering with the 14th & 15 Amendments, the rise of the KKK, the fights between President Johnson and Radical Republican Congress, the Impeachment of Johnson, the scandals of the Grant Administration leading to Republicans facing a probable loss of the Presidency in Tilden v. Hays election, the CHEATING in that presidential election, the DEAL that was cut to allow Hays to be President but with his withdrawal of the troops from the South, leading to the END OF RECONSTRUCTION, and the descent of Blacks back to 2nd class citizens in the South.  --WOW!

Nov. 30: GROUP: Fixing the destroyed south.  Students worked in groups to answer what Congress should do with the defeated southern states, their status as states, what to do with the defeated high ranking Confederate leaders, and how to help the 4.5 million former slaves that were penniless and uneducated in the South.

Nov. 29: VIDEO: The end of the Civil War: Massive invasion and destruction of the South and its infrastructure; a new kind of warfare that will be used from then until now.  William T. Sherman and "Sherman's March," and the States Rights mantra hurts the South's own war effort.  Not in class?  Watch it at home NOW.  The video is HERE. The questions are HERE. This is due upon your return.

Nov 28: VIDEO: Gettysburg; the make-it-or-break-it point of the war.  How did both sides do there, and what was the goal for the South?  Where, exactly did this battle take place? Not here?  You could watch the movie "Gettysburg." We watched a fair amount of that in class for this.  Be able to answer questions about his in the next video sheet and on the test.

Nov 23 - 25: Thanksgiving break!

Nov 22: We had the Cross-Ex DEBATE over the South's right to rebel.  Not here?  Turn in your prep work upon your return.

Nov 21: NOTES & VIDEO (and homework assigned):  Notes on The Emancipation Proclamation. Then, we finished the video and questions started Friday.  Miss class?  Download questions and watch the video online. Questions to the video are here. Video may be viewed here.

Nov 18: VIDEO: Started The Civil War Part 1.  Miss class?  Download questions and watch the video online. Questions to the video are here. Video may be viewed here.

Nov 17: Discussed and exemplified HOW TO do a Cross-Ex Debate.  Here are some guides that offer more prep than you may need in all three areas!  Here are some sheets that give a little help to each side.  They give you a LOT to think about!  Arguments For The North.doc  Arguments For The South.doc  Not in class on this day?  REALLY important you meet with Kabat or other students to understand HOW to do and prepare for a Cross-Ex Debate.

Nov 16: Finished the Pre-Civil War Video we've been watching here and there, finished the questions on it, turned them in.  Miss class?  The last part of the video can be seen online is HERE.

Nov 15: NOTES on Causes of Secession. Gathered the main elements form lab, group, handout, and video and made list of reasons South decided to secede from the Union.  Miss class?  Here is a pdf of most of the main slides:  Causes_of_Secession.pdf  And, the class divided into sides for a debate on weather or not the South Had A Right To Rebel.

Nov 14: Video: North & South; finishing Part 2.2 and starting 2.3.  Miss class? The video is available online. See Nov. 10, below.

Nov 11: Veteran's Day (on a Friday!), so no school, and a 3-day weekend. 

Nov 10: VIDEO: North & South, Part 2.1 and part of 2.2.  Miss class?  You can see the videos online in low-resolution here:  Part 2.1  Part 2.2  Need the questions? They are HERE. You could also right-click on the video links and download to your computer if that works better than streaming.

Nov 9: Kabat entertained student comments and questions on the Trump victory and the wrong polls. THEN, we moved to a video on our area of study.  Rise of Abolitionists (which is more of the characters and documentary from the lab video clips).

Nov 8: NOTES: The Texas War For Independence,  The Mexican War, The Occupation of Mexico, and the treaty that got the U.S. our Southwest (The Mexican Cession).  This is all we will do on these events, so if you were not here, get notes from a reliable classmate. Copy them, ask Kabat for clarification.

Nov 7:   DBQ work in pairs.  Students worked on outlining a response to a dbq.

Nov 4:   Reading & Questions on Abolitionists and political arguments over slavery in the 1840's-50's.  Reading: Press_Politics_Radicals.pdf   Questions: Questions_PressPoliticsRadicals.docx

Nov 3:   LAB: Finished the lab assignment of the last two days. If you were not here, then making it up during Bear Time or after school BY TUESDAY is your only way to get full points.

Nov 2:   LAB: Continuing with the previous day's computer lab assignment.  If not here, use Beartime to to finish! --But, you must be finished with this by Tuesday. 

Nov 1:   LAB: On school computers, students worked a lab of info and story-telling on American attitudes toward slave-owners and abolitionists in the 1830's-1840's.  If you missed school on this date, the lab takes a good 2 hours to do, with 45 min being done on this day.  So, to finish, within a day or two, you would need to get on a computer in the Hall 1 Lab or use the Mac in Kabat's class to finish this up after school or Friday Bear-time.  To get the lab, open the OHS server on a computer desktop (that blue hard-drive-looking icon on OHS iMac desktops).  Then, open a folder called "Classroom Folders," then open a folder called "Kabat Classes," then open a folder called, "Teacher Shared Files," and in there you will find a file named "North&South_iW9."  DRAG "North&South_iW9" to your computer's desktop.  Double-click to start. Hit the PLAY button up in the left corner.  Answer numbered questions as they come along in the lab. 

Oct 31:  GROUP: Crisis of 1820, the Missouri Compromise.

Oct 28:  VIDEO: A look at slavery and the slave trade in the late 1700's U.S.  If you missed class, you did not miss any points, you just missed some fascinating info.  Check out the movie 12 Years A Slave if you want a flavor of what we saw in class today.

Oct 27:  TEST 2:  Our two constitutions, how our government works in general, and political info in Chapters 10 - 13.

Oct 26:  LAB: Finished computer lab assignment started the previous day. Want to see if you can get this to work on your computer? --See directions for home use blow (on previous day).

Oct 25:  LAB: Class went to the computer lab to do a self-explore computer program on 20 years of highlights of the U.S. adding territory after the Revolution up to 1820.  In this program, animations run with subtle changes happening to lines on maps (and you really have to pay attention to see the map changes). Questions pop up for you to answer to check your understanding.  IF you want to do this at home, there is a specialized Powerpoint version for you to try. BUT, it will ONLY work in the most modern (and free) version of Powerpoint (2016).  Powerpoint and the whole Microsoft Office suite is available to all students for FREE! --So, go to Microsoft 365, get a free student account, download Office and install it on your home computer. Then you can download the interactive "show" that is this assignment.  This will not run properly on an older version of Powerpoint, and it will NOT work in Google slides (pictures, maps, fonts will be overlapped and messed up and animations will not run). This will not work on the cloud version of Powerpoint either, so DOWNLOAD the lab onto your computer's hard drive. Download Powerpoint for free HERE.  Download the lab HERE (by clicking the DOWNLOAD button in the upper right corner of your window) --if a slide show begins to run in your browser, then close it. You need to open it from your computer in the full Powerpoint program.  This lab will take about 40 - 60 minutes. 

Oct 24:  Intro to AP Test's Document Based Questions (DBQs) for U.S. History. (They are a bit different than AP World DBQ's.)   Verbally and with the overhead, Kabat discussed and took questions how to write answers to Document Based Questions (DBQs).  Kabat just explained and tried to keep it simple.  Use knowledge from this day on upcoming DBQ assignment.  Here are a couple of documents with some pointers and with dbq grading points:  DBQ checklist of do's & don'ts    DBQ rubric.

Oct 21:  Marked up Chapters 9 & 10 notes that you turned in, passed back papers, checked grades, watched two video clips on Gun Control.

Oct 20:  VIDEO: The Supreme Court and "precedent" in action.  Sorry, I do not have this for download, and it is not on YouTube. So, if you want the six points that this will amount to, you would have to come in after school or on this Friday's Bear Time, watch it in my class, and answer the questions. (But don't come in weeks later and ask to do it.)

Oct 19:  NOTES on our 3rd Branch, The Judicial Branch and The Bill of Rights.  Miss class?  Get notes from a classmate or from Kabat on Friday Bear Time.  Also, this class' 2nd TEST date was announced today: It will be on Thursday, Oct. 27.  A test review is available for download, above, in the homework section.

Oct 18:  Videos (with questions) on what the public does, sees and feels at various points of election day, what the media shows and how the media comes up with their info, and how the media effects what the public does.  Not here? Here is the worksheet. You can fill it in on your own: Video clips of election day.pdf

Oct 17:  WORKSHEET: How we expect the President of the United States. This was really a free-form environment in which students filled in a worksheet with prompts that touch on main parts of putting a person in the office of President of the United States.  This has to do with political parties, the primary elections, the electoral college, and more.  If you were absent, I did not collect this worksheet, but asked that by the end of class that students had it filled in with their own understanding, and be ready to use the knowledge in the next day's video.  So, if you were absent, you need to read about the processes involved in electing the U.S. President, know what the electoral college is, the winner-take-all system of the states' electoral votes, and how many electoral votes a state gets, etc.  Not in class? Here is the worksheet that students worked to fill out as a result of questions, attempts and discussion: voting_for_president.pdf

Oct 14:  No classes; teacher in-service day.

Oct 13:  Finished a two-day exercise of sharing what you know of current hot topics that have been debated in the U.S. for about 40 years, and how much government should get involved or how much it can help in these social areas.  Students simply informed each other of what they knew, helping others to know more, and then individuals made personal choices.  Then, we related the stances shown in handouts as well as student responses to our two long-time political parties in this country: Democrats & Republicans.  Students wrote out their understandings of what the two parties stand for.  If you were not here, you are going to need to read a source such as wikipedia as to what the CURRENT versions of these parties stand for (and not the history of the parties).

Oct 12:  Finished a two-day exercise of sharing what you know of current hot topics that have been debated in the U.S. for about 40 years, and how much government should get involved or how much it can help in these social areas.  Students simply informed each other of what they knew, helping others to know more, and then individuals made personal choices on a handout. This handout will be used in tomorrow's class activity.

Oct 11: Class activity on of sharing what you know of current hot topics that have been debated in the U.S. for about 40 years, and how much government should get involved or how much it can help in these social areas.  Students simply informed each other of what they knew, helping others to know more, and then individuals made personal choices.  Before that, for five minutes, students added to their notes on four big powers of the Presidency (The Executive Branch).  If not here for the notes, use the pdf posted below, a couple days earlier.

Oct 10: VIDEOS of bills becoming laws, and accompanying explanations about congressional committees and "marking up" a bill.

Oct 7:  NOTES of seven main powers our Congress exercises.  Not here?  You can check out the slides in the following pdf.  You would need to move to where it displays "Congressional Powers, 7 biggies."  In class, examples were given, the class talked about Presidents that have been impeached, what impeachment really means, and more.  Constitution_notes.pdf

Oct 6:  DEBRIEF and a few NOTES of how groups solved first few problems in the previous class work, and comparison to how our Founding Fathers solved the same problems with our current our current constitution.  Knowing the problems (as you do from thinking of solutions) helps you understand our current form of government.

Oct 5:  GROUP: Picking up where small groups left off from the previous school day, students worked in groups to create a new constitution that solves all the problems of the Articles of Confederation as well as sets up the powers of a new U.S. CENTRAL government.  Not here today?  Then, download and do it on your own at home:  Do It Yourself Constitution.pdf

Oct 4:  GROUP: Students worked in groups to create a new Constitution that solves all the problems of the Articles of Confederation as well as sets up the powers of a new U.S. CENTRAL government.  A series of prompt and parameters to problems were discussed in groups, and solutions were created in groups and written down.  Not here on this day? --Then if you are going to be in school on the next day, you can simply jump in a group, and pick it up from them.  If you are missing multiple days, then you will need to do this on your own.  Download it here, and work out your own answers:  Do It Yourself Constitution.pdf

Oct 3:  GROUP: Finish previous day's group work (see below), and have whole class debrief on main events in the simulation.  Then, in groups, students add to their class notes the financial problems with the Articles of Confederation.  3rd, students add to notes what Shay's Rebellion showed as two additional weaknesses of the Articles of Confederation.  --And so ends our look at the U.S.A's first constitution.  Not here? --Finish on your own by downloading the simulation shown below, on the previous day's work.

Sept 30:  GROUP: Students worked through scenarios of interstate trade during the era of our first constitution.  Absent? Download the assignment here, and run through the scenarios that students discussed and answered in groups during class: Business under A of C.pdf 

Sept 29:  Test. Today was the test (that was announced a week ago) over the forming of the colonies and the Revolutionary period.

Sept 28:  NOTES: The USA's first constitution, called The Articles of Confederation.  Miss class?  Here is a pdf of the slideshow that was discussed and exemplified.  You need to understand this info for upcoming group work and computer lab work.  Articles of Confederation.pdf

Sept 27:  GROUPs: Students rotated to different groups putting "spin" on what the British did to us before and during the Revelation, and then tying that work to our real Declaration of Independence.  Miss class? --Well, then pull up the Declaration of independence online, and copy words out of the first sections that equate to The Social Contract.  NEXT, in the Declaration goes over all the terrible things that the British Government did to us.  Copy & paste four sentences that you can identify are referring to acts and actions from your grid.  When you paste something into your document, next to it write what "act" or action they are referring to.  For example, if you copy the sentence "For quartering large numbers of troops among us in time of peace," you would then type next to that "Quartering Act"  or Troops sent to crack down on Boston.

Sept 26:  VIDEOS & NOTES: The U.S. makes a real, professional, fully-equipped army, and defeats the British.

Sept 23:  VIDEOS & NOTES: Students took minor notes on why George Washington turned to guerrilla warfare.  There was general discussion on guerrilla warfare of the last 200 years, what it gets the guerrillas, and most importantly, what it does NOT get the guerrillas.  If you were absent on this day, you can take a look at the slides here (we did sections 2 & 3), but the video clips are not there to see, and you would need to get additional notes on the general dynamics of guerrilla warfare from a reliable classmate. RevWar_Overview.pdf  Also HOMEWORK was assigned today, due MONDAY (see homework section above).  Also, our date for our first TEST was announced for this upcoming Thursday, see the test review download above.

Sept 22:  DEBATE!  On this day, we had students debate in groups on the colonists right to rebel.  (Prep had been going on in class for a few days previously. See dates below.)  If you were absent, turn in your prep. work to Kabat.

Sept 21:  NOTES: Students took minor notes of the opening fights of the Revolutionary War.  If you missed class, you can see "Section 1" of the following slide show, and record just the very basics in your class notes book.  RevWar_Overview.pdf

Sept 20:  Kabat helped students in need of understanding material for use in THURSDAY's debate.  Students had the class period to create their three pages of divided info (info divided into Taxes, Trade, and Social Contract, as noted on Sept. 16, below).

Sept 19:  Kabat met with each side of the debate (separately) to give them pointers on how to handle the TAX arguments for THURSDAY's debate.  Not here?  Get a tax packet from class, and talk to another student who is on the same side as you. Or, come see Mr. Kabat after school (though, the debate is tomorrow, Friday, so talking to another student in the class may be better for getting this done before tomorrow).  For half of the period, students worked to divide information from the two new packets, from the grid, and from notes into the three assigned categories (noted in debate instructions).  For those categories, see below, the previous day's class.

Sept 16:  Reviewed some of the grid that you'd worked on the previous days of class. Then the class was split in half for a DEBATE that will happen on THURSDAY:  Loyalists v. Sereratgists; those that feel the Colonies should stay loyal to the U.K (no right to rebel) against those that feel the Colonists have a right to rebel.  Not here today?  Read below, pick a side in the upcoming debate, and then, as noted in #1 below, copy the info from your grid and other handouts into three different papers that you need to have done by Tuesday, the 23rd.

1)  The class divided into sides for upcoming debate, and all received a new handout on trade policies that made the colonists angry, and begin debate prep for your side.   DEBATE prep:  You are to channel into any great information into THREE CATEGORIES for the debate:  1) Issues of TAXATION    2) TRADE issues    3) application of class materials to THE SOCIAL CONTRACT.  That is, you are to move information from the grid (that we worked on in class), putting each item under one of these three categories.  Move the best information (stats, quote, your reasoning) from the Taxation Handout into the "taxation" area of your prep work.  Same with the Trade issues on the Mercantilism download (see #3).

2)  Each student received (or will receive) a packet of primary source material on taxation issues, with statistics and rhetoric for both sides that each student is to use to find ammunition for the upcoming debate.  (If absent, you need to pick up one of these in Kabat's classroom.)  Kabat will meet with each half of the class to give pointers on items in this packet; the three things each should make sure they bring up during the debate.  You will pick this packet up on class.

3) Packets on "Trade Issues" are available for download here, and are specific to the side you are on.  So, depending on which side you are assigned for the debate, you need one of the following handouts on trade problems:  Loyalist_Mercantalism.pdf     Seperatist_Mercantalism.pdf 

Sept 15:  Students received their textbooks today.  During that time, students worked to finish the grid & handout on major events that lead to the Declaration of Independance and war, which we started in the previous class.  Miss class?  Finish the grid by downloading the handouts here:  Reading:  Stirrings_of_Rebellion.pdf    Grid: Events_Leading_to_Dec.pdf

Sept 14: Debriefed the important ending solutions to your computer lab work (that the colonists should pay taxes, and some trade restrictions be placed on them).  Added three lines of notes to your notes book.  Introduced a fill-in grid that you will work on in class tomorrow.  Not here?  Well, ask a classmate about the general discussion and small resulting notes (or ask Kabat after school).

Sept 13: Finished LAB that was started the previous day's class.  If you were absent, look at the previous day's info, download the powerpoint show, and pick up were you left off.  Finish the interactive Powerpoint and turn in your work. Navigation.ppsx  NOTE: Due to the intricate interactions in this powerpoint (it has links and "buttons" to other slides), it MUST run in Powerpoint, and not in any old powerpoint-"like" program.  Don't forget: Chapter 4 was assigned yesterday and is due this Friday.  Homework assigned, and due Friday. See homework section above.

Sept 12:  LAB: Trade and financial concerns begin to strain relations between the 13 colonies and England.  Download this powerpoint, work through it, answering numbered questions:  Navigation.ppsx  NOTE: Due to the intricate interactions in this powerpoint (it has links and "buttons" to other slides), it MUST run in Powerpoint, and not in any old powerpoint-"like" program.  If you were not in class and do not have Microsoft's Powerpoint program at home, then you will need to do this on a school computer before or after school. Or, you can set up a FREE student account with Microsoft 365 (cloud), and actually download the entire Microsoft Office Suite for free. --But, download and install would take you a while...

Sept 9: Homework collected.  Then, went over how Capitalism influenced the Pilgrims, Puritans, and other religious groups, and how the northern colonies became characteristically different than the southern colonies; and finally, how the crown took control of all the colonies to form "The United Kingdom of Great Britain."  If you were not here, the notes are in this pdf of the slides I used on this day and the previous class day:  Key class concepts.pdf   

Sept 8:  Land Claims Game

Sept 7 First day of school!  Here is what you need to know:

  • Explanation of this AP class, look at getting assignments (via download), and if time, starting a little group work called The Land Claims Game!
  • Due to the late start of school here in Olympia (compared to the rest of the country), we need to catch up!  The AP test is in early May, and many districts started school in August. The test will come on a national date, no matter what our school does.  SO, HOMEWORK will be heavy in this class for only the first two weeks.  Then it will settle into one homework assignment per week.  Thus, -- Homework assigned right away--Today!  Chapter 2 of our AP Text and study questions are due on this Friday.  See the Homework-download section above.  Click on the links which will download the reading and the questions, and then work on them on a computer.  (You will get an actual textbook next week.  For now, we will use downloadable chapters via pdf.)
  • As for Chapter 1 of our text?  A lot of it is very World History-oreiented.  It would be a good idea to read it.  Chapter one covers everything from Pangea, native tribes of the Americas, the European explorers, and such.  AP test prep indicates that many such items are fair game or used as tie-ins to greater subjects about Native Americans in general or land claims.  However, we do not have time to go over these in this class.  For now, here is a download of Chapter 1, but it will also be available when you get an actual textbook checked out to you.  Chapter 1 of The American Pageant.pdf