America the Story of US Episode 7 Quiz and Worksheet: Cities

America the Story of US Episode 7 Quiz and Worksheet: Cities

60 Multiple Choice Questions on Episode 7 of America: The Story of US America: The Story of US is a History Channel series that uses engaging imagery, powerful special effects, and a lively script to convey the story of the United States in 12 concise yet comprehensive episodes. This teaching packet covers Episode 7: “Cities," which means it covers the industrialization of America and its effects on the growing urban population. Using any of the series’ episodes in class opens up several useful possibilities. They are so well presented that they are easily understood by students. This in turn means that episodes can actually be used as an introduction to a topic or a unit. On the other hand, they also make excellent reinforcers, so some teachers will want to show the episodes after the end of a chapter or unit for use as a review or recap. ABOUT THIS TEACHING PACKET I’ve kept this episode versatility in mind when making these materials. This teaching resource contains both a worksheet and a test on the episode it covers. These two components are based on different approaches to the video: • The student viewing worksheet has 50 multiple choice questions, all presented in video order. These questions are fairly detailed. Certainly, many students will have good enough recall to be able to complete the worksheet after the episode has been shown, but because of the detailed nature of the questions, some teachers may want to use the worksheet as a “during-viewing” activity that will help students track information and stay on task . • The 10-question test, on the other hand, is designed to help students synthesize the episode’s information and see larger patterns that span different sections of it. My intent when writing the test was to focus solely on the “big issues” that arise from the targeted timespan of American history. Students who have paid attention to the video should definitely have mastered these basic, fundamental issues from the targeted time period. All test questions are also multiple choice. • Two answer keys are provided for all questions. One is designed for fast grading. The other one provides the full context of question and answer to help teachers review material out loud or facilitate class discussions of the material. DIFFERENTIATED INSTRUCTION POSSIBILITIES Because the worksheet and test take these different approaches, teachers can also use them to differentiate instruction. keywords: Statue of Liberty, Ellis Island, immigration, Andrew Carnegie, steel, Bessemer process, skyscrapers, Flatiron building, urban crime, sanitation, Jacob Riis, tenements, Thomas Edison, light bulb, Triangle Shirtwaist Factory fire, worker safety regulations
mesquitequail
American Experience Project: What is an American? History of Citizenship, and American Identity proj

American Experience Project: What is an American? History of Citizenship, and American Identity proj

There are many reasons as why people immigrate to America. With each wave of immigration, we come up with a new definition of “The American Identity”. People (society), the economics of our/other countries, and our politics dictate what an American is, and often puts limits on those that come to the United States. Amongst assimilating to “American Culture”; immigrants face many hardships (social, political, and economic). It is your goal to depict the immigrant experience on paper with pictures and written dialect. However, like many of the immigrants that have come to America, you will have a language barrier (you cannot use or speak in English…except to provide me with an answer key, describing your pictures/ written language). In completing this assignment you will…. 1) Choose either 1-2 waves of immigration OR use modern events/ times 2) Describe the push and pull factors (listing/ labeling them as social, political or economic) 3) Describe historical events/ significance 4) Describe limits placed on the immigrants (listing/ labeling them as social, political or economic) 5) Describe the experience using all senses ( Ex What would you see, hear, physically feel, taste, smell and why) 6) Use specific data/facts
Linni0011
ARE AFFIRMATIVE ACTION PROGRAMS FAIR? REGENTS OF THE UNIVERSITY OF CLAIFRONIA VS. BAKKE

ARE AFFIRMATIVE ACTION PROGRAMS FAIR? REGENTS OF THE UNIVERSITY OF CLAIFRONIA VS. BAKKE

ARE AFFIRMATIVE ACTION PROGRAMS FAIR? REGENTS OF THE UNIVERSITY OF CLAIFRONIA VS. BAKKE BACKGROUND: In the 1970s, the government urged employers and schools to adopt affirmative action programs. These programs aimed to increase the number of women and minority group members in college, post graduate schools, and higher-paying jobs. The goal was the makeup from past discrimination against these groups. Did those programs now discriminate against white males?
Linni0011
Immigration Court Case: United States Vs. Arizona: provisions of S.B. 1070-  Reading & guiding notes

Immigration Court Case: United States Vs. Arizona: provisions of S.B. 1070- Reading & guiding notes

Facts of the case On April 23, 2010, the Arizona State Legislature passed S.B. 1070; Governor Jan Brewer signed the bill into law. On July 6, 2010, the United States sought to stop the enforcement of S.B. 1070 in federal district court before the law could take effect. The district court did not enjoin the entire act, but it did enjoin four provisions. The court enjoined provisions that (1) created a state-law crime for being unlawfully present in the United States, (2) created a state-law crime for working or seeking work while not authorized to do so, (3) required state and local officers to verify the citizenship or alien status of anyone who was lawfully arrested or detained, and (4) authorized warrantless arrests of aliens believed to be removable from the United States. Arizona appealed the district court's decision to the U.S. Court of Appeals for the Ninth Circuit. The appellate court affirmed the district court's decision, holding that the United States had shown that federal law likely preempted: (a) the creation of a state-crime for violation of federal registration laws, (b) the creation of a state-crime for work by unauthorized aliens, (c) the requirement to verify citizenship of all detained persons, and (d) the authorization for police officers to effect warrantless arrests based on probable cause of removability from the United States. Arizona appealed the court's decision. Question Do the federal immigration laws preclude Arizona's efforts at cooperative law enforcement and preempt the four provisions of S.B. 1070 on their face?
Linni0011
Immigration in the United States 1780-1870- (first & Second wave)  Lesson Plan (PPT, Notes, DBQ)

Immigration in the United States 1780-1870- (first & Second wave) Lesson Plan (PPT, Notes, DBQ)

1st and Second Wave of Immigration in the United States Lesson Plan (PPT, Notes, DBQ) 1780s-1870 includes powerpoint, student notes Page, and Document Based Question SWBAT: (Students will be able to….) 1. Describe historical events and explain how it led to further immigrants coming into the US 1. Describe the Push/ Pull Factors during the 3rd wave of immigration and access whether those are social, economic or political reason 2. Explain the limits/ obstacles placed on immigration during the first and second wave of immigration and access whether those are social, economic, or political factors 3. Analyze who was considered “Americans” and “Citizens” during this wave of immigration HOW: A. PPT and Notes- B. Video Clips in PPT C. Document Based Questions- with reading and guided Questions
Linni0011
Dr. Martin Luther King Jr. Clip Art

Dr. Martin Luther King Jr. Clip Art

3 MLK Clipart images for MLK Jr. Day or Black History Month. High resolution (300 ppi) PNG's and JPEG's. 6 total grapic files. Credit is required for commercial use. Dr. Martin Luther King's face in color Dr. Martin Luther King's face as line art "I Have a Dream" Banner in color (greyscale)
SillyOMusic
Supreme Court(A Webquest)

Supreme Court(A Webquest)

Oyez, Oyez, Let’s Learn about the Supreme Court! The Supreme Court begins its new session the first Monday of October. Used to call the Supreme Court to order, the word OYEZ means “Hear Ye”. The word originates from the Latin word which means “to hear” The Supreme Court hears a number of cases each year in which questions to the Constitution are raised. Use this web quest to learn about the highest court of our land…the Supreme Court! There are 10 informative questions, a Did You Know? section, comprehension questions, a Teacher page with extension activities/links/key.
gailhennessey