In the late 1800s and early 1900s, women continued to perform most domestic duties at home but began shopping more rather than making goods themselves. Nearly 2 million women aged 16-24 worked outside the home, usually earning much less than men. Careers and marriage were seen as incompatible. Some women engaged in civil disobedience like picketing and voting illegally to push for women's suffrage. The National American Woman Suffrage Association advocated for constitutional amendments guaranteeing women the right to vote. The 19th amendment, which passed in 1920, guaranteed women the right to vote. During WWI, women contributed to the war effort through jobs, bond campaigns, and rationing. In the 1920s, some women adopted the "
The document summarizes key aspects of segregation and the civil rights movement in the United States, including:
Segregation enforced racial separation in public spaces like schools, transportation, and public accommodations through Jim Crow laws. The 1954 Brown v. Board of Education Supreme Court ruling declared segregation unconstitutional, sparking massive resistance from white southerners. Events like the Montgomery Bus Boycott and murder of Emmett Till further galvanized the civil rights movement to challenge racial injustices through nonviolent protest and legal challenges to segregation.
Between 1825-1860, the ideology of "true womanhood" promoted the role of women as mothers and homemakers who were responsible for raising children and teaching them Christianity. Women were expected to oversee all domestic duties while men worked outside the home. During this period, many women began working from home producing goods like shoes and clothing to earn supplemental income for their families as the market revolution transitioned to the industrial revolution. Slave women on plantations were excluded from the category of women and performed heavy labor in the fields, with their status and treatment defined in contrast to notions of white women's purity and proper role.
This document is a study guide for the Cold War that provides questions about key events, policies, individuals, and conflicts during this period. It covers topics like the establishment of NATO and the Warsaw Pact, crises over Berlin and Cuba, the space race between the US and Soviet Union, the Vietnam War, and the eventual collapse of the Soviet Union in the late 1980s and early 1990s. The study guide directs students to review maps of Europe and Asia and asks questions testing their understanding of the military, political, and ideological dimensions of the Cold War global superpower struggle between US-led Western democracies and Soviet-led Eastern Bloc communist states.
The document discusses several key questions around the Vietnam War:
1) Vietnam was divided along the 17th parallel in 1955 with North Vietnam led by Ho Chi Minh becoming communist and South Vietnam led by Ngo Dinh Diem becoming a US-backed republic.
2) The US became involved to stop the spread of communism in Southeast Asia and initially sent 16,000 troops by 1963, but involvement escalated greatly over the following years.
3) Many Americans, especially younger people and those in the counterculture movement, opposed the war due to the mounting death toll, civil rights issues, and social changes happening in the US.
This document outlines the schedule for a history class over several weeks. It includes dates for reviewing chapters, taking tests, completing assignments, and activities related to American history from Imperialism through World War II. Key topics covered are imperialism, World War I, the 1920s, the Great Depression, the New Deal, World War II, and the early Cold War period.
In the late 1800s and early 1900s, women continued to perform most domestic duties at home but began shopping more rather than making goods themselves. Nearly 2 million women aged 16-24 worked outside the home, usually earning much less than men. Careers and marriage were seen as incompatible. Some women engaged in civil disobedience like picketing and voting illegally to push for women's suffrage. The National American Woman Suffrage Association advocated for constitutional amendments guaranteeing women the right to vote. The 19th amendment, which passed in 1920, guaranteed women the right to vote. During WWI, women contributed to the war effort through jobs, bond campaigns, and rationing. In the 1920s, some women adopted the "
The document summarizes key aspects of segregation and the civil rights movement in the United States, including:
Segregation enforced racial separation in public spaces like schools, transportation, and public accommodations through Jim Crow laws. The 1954 Brown v. Board of Education Supreme Court ruling declared segregation unconstitutional, sparking massive resistance from white southerners. Events like the Montgomery Bus Boycott and murder of Emmett Till further galvanized the civil rights movement to challenge racial injustices through nonviolent protest and legal challenges to segregation.
Between 1825-1860, the ideology of "true womanhood" promoted the role of women as mothers and homemakers who were responsible for raising children and teaching them Christianity. Women were expected to oversee all domestic duties while men worked outside the home. During this period, many women began working from home producing goods like shoes and clothing to earn supplemental income for their families as the market revolution transitioned to the industrial revolution. Slave women on plantations were excluded from the category of women and performed heavy labor in the fields, with their status and treatment defined in contrast to notions of white women's purity and proper role.
This document is a study guide for the Cold War that provides questions about key events, policies, individuals, and conflicts during this period. It covers topics like the establishment of NATO and the Warsaw Pact, crises over Berlin and Cuba, the space race between the US and Soviet Union, the Vietnam War, and the eventual collapse of the Soviet Union in the late 1980s and early 1990s. The study guide directs students to review maps of Europe and Asia and asks questions testing their understanding of the military, political, and ideological dimensions of the Cold War global superpower struggle between US-led Western democracies and Soviet-led Eastern Bloc communist states.
The document discusses several key questions around the Vietnam War:
1) Vietnam was divided along the 17th parallel in 1955 with North Vietnam led by Ho Chi Minh becoming communist and South Vietnam led by Ngo Dinh Diem becoming a US-backed republic.
2) The US became involved to stop the spread of communism in Southeast Asia and initially sent 16,000 troops by 1963, but involvement escalated greatly over the following years.
3) Many Americans, especially younger people and those in the counterculture movement, opposed the war due to the mounting death toll, civil rights issues, and social changes happening in the US.
This document outlines the schedule for a history class over several weeks. It includes dates for reviewing chapters, taking tests, completing assignments, and activities related to American history from Imperialism through World War II. Key topics covered are imperialism, World War I, the 1920s, the Great Depression, the New Deal, World War II, and the early Cold War period.
The document contains a study guide listing numerous topics related to United States history from the 1920s through World War I. It includes questions about policies such as the National Origins Act, New Deal programs, and the Social Security Act. Cultural and economic movements are mentioned like the Lost Generation and mass marketing trends of the 1920s. Important figures and their roles are listed such as Calvin Coolidge, FDR, and Henry Cabot Lodge. Foreign policy events covered include the Open Door Policy, Spanish-American War, and World War I entry and impact.
This document contains a series of questions about US history from 1877-1912, focusing on political machines, presidents during this period, Populism, Booker T. Washington's philosophy, the Ballinger-Pinchot controversy, railroad regulation, Roosevelt's New Nationalism, immigration patterns, settlement houses, the Morrill Land Grant Act, the Sherman Silver Purchase Act, women's suffrage activists, differences between Taft and Roosevelt, attempts to limit immigration, differences between Republicans and Democrats, the event that led to civil service reform, the impact of urbanization on farmers, school objectives during this period, the Social Gospel movement, elements of the Turner Thesis, the first five states to grant women's suffrage and years,
To what extent was late nineteenth and early twentieth century us expansion a...Terryl Meador
The document asks how US expansion between the late 19th and early 20th century compares to past expansion, and what examples, methods of acquisition, public response, and problems arose from both periods of expansion. It directs the reader to analyze documents on expansion during this time frame in terms of continuity and departure from the past, citing outside information to support each document analysis. Finally, the reader is asked to list 16 relevant outside facts paired with the documents.
Late 19th century US expansionism represented both a continuation and departure from past expansion. Documents A-C and G show expansion driven by notions of Anglo-Saxon racial and commercial destiny that echoed past westward expansion within North America. However, documents D-F and H illustrate new aspects of overseas imperialism in places like the Philippines and Caribbean, which involved governing foreign populations with different cultures and governing territories indefinitely, representing a shift from previous expansion driven by migration of settlers within the continent. Overall, late 19th century expansionism built on past ideas of Manifest Destiny but departed through its explicitly imperial nature involving the permanent acquisition and governance of overseas colonial possessions and foreign populations.
The document discusses the Space Race between the Soviet Union and United States during the Cold War. It began in the 1950s when the Soviet Union launched Sputnik, stunning Americans and showing the USSR had superior rocket technology. This led the US to increase funding for science and math education to catch up. Through the 1960s, both nations worked to achieve various spaceflight milestones like putting the first man in space and on the moon, with the US ultimately achieving President Kennedy's goal of landing astronauts on the moon before the decade's end with the 1969 Apollo 11 mission.
During the Revolutionary War:
1) Native American and African American women took sides, with some Native Americans siding with the British who promised freedom to African Americans, while white women generally supported their husbands.
2) Women played various roles in the war, with some nursing, spying, or serving with troops disguised as men, while Quaker women remained pacifists.
3) After the war, roles changed with some women gaining freedom and independence through occupations, though African American and Native American women lost influence and most white women still could not vote.
The document discusses the Cuban Revolution, Bay of Pigs invasion, and Cuban Missile Crisis between the United States and Cuba. Fidel Castro overthrew the US-backed dictator in 1959 and aligned Cuba with the Soviet Union. In 1961, the CIA backed an invasion of Cuban exiles at the Bay of Pigs to overthrow Castro, but it failed. In 1962, US spy planes discovered Soviet nuclear missiles in Cuba, escalating tensions and bringing the US and USSR to the brink of nuclear war. A naval blockade was enacted and an agreement was reached to remove the missiles in exchange for the US not invading Cuba.
The document discusses the Cuban Revolution, Bay of Pigs invasion, and Cuban Missile Crisis between the United States and Cuba. Fidel Castro overthrew the US-backed dictator in 1959 and aligned Cuba with the Soviet Union. In 1961, the CIA backed an invasion of Cuban exiles at the Bay of Pigs to overthrow Castro, but it failed. In 1962, US spy planes discovered Soviet nuclear missiles in Cuba, escalating tensions and bringing the US and USSR to the brink of nuclear war. A naval blockade was enacted and an agreement was reached to remove the missiles in exchange for the US not invading Cuba.
The document discusses different paradigms or perspectives that people can have that help or hurt them. It lists several common paradigms teens have such as thinking they can't go to college or get ahead without connections. It then discusses how troubles at home can cause personality changes and insecurity. The rest of the document lists different life paradigms centered around friends, stuff, relationships, school, parents, sports, enemies, heroes, work, and self that can impact success and connections. It concludes that principle-centered living focused on honesty, love and other virtues leads to the most success.
Habits are things we do repeatedly, and can be either good or bad. Good habits include exercising, planning ahead, and being respectful, while bad habits involve negative thinking, feeling inferior, and blaming others. Habits shape us over time as we become what we regularly do. The document then lists seven defective habits of teens, such as reacting by blaming others, being a victim, not taking responsibility, acting like an animal, lacking plans and goals, living for the moment, and putting things that don't matter first.
Twenty states still allow corporal punishment in schools, where students are paddled by teachers and principals. In the 2006-2007 school year, over 200,000 students were paddled. Students in Texas, Mississippi, Arkansas, Alabama and Georgia account for three-quarters of all cases of corporal punishment. Studies show that corporal punishment is an ineffective form of discipline that can have negative physical and mental health effects on students.
The document outlines several common questions asked in job interviews that are illegal for employers to ask. These include questions about national origin, citizenship, native language, marital status, children, age, religion, disability, military service, and smoking or drinking habits. While some of these questions may seem innocuous, they could be used to illegally discriminate during the hiring process based on attributes like national origin, gender, pregnancy, age, religion, or disability status. Employers are only permitted to ask questions that are relevant to an applicant's ability to perform the essential job functions.
The traditional interview vs behavioral interviewTerryl Meador
The document discusses different types of interview questions and how to prepare for them. A traditional interview involves open-ended questions about a candidate's resume and experience. A behavioral interview asks candidates to describe how they handled past situations to demonstrate skills like problem-solving and leadership. Behavioral questions typically begin with "Tell me about a time when..." and ask the candidate to follow the STAR structure: Situation, Task, Action, Result. The document provides tips for preparing behavioral stories and example behavioral questions.
The document provides an overview of the roles of women in the three colonial regions of British North America:
1) In the Southern colonies, women faced tough conditions including disease, short lifespans, and high rates of remarriage. Married women were legally subordinated to their husbands. Indentured servitude was common, especially for transporting tobacco. African American women faced slavery and separation from their families.
2) In the New England colonies, Puritan women married early and had large families. They were expected to bear children, keep house, and produce goods. Women could be punished for behaviors outside of social norms like preaching or having children out of wedlock.
3) The Middle
The document defines key terms and events of the Cold War between the United States and Soviet Union from 1947-1991. It discusses the tensions that arose after World War 2 over differing economic ideologies of capitalism versus communism. Major events that demonstrated the conflict included the Truman Doctrine providing aid to countries threatened by communism, the Marshall Plan rebuilding Europe, the Berlin Blockade and Crisis, the formation of NATO, and both nations developing atomic weapons.
The document defines key terms and events of the Cold War between the United States and Soviet Union from 1947-1991. It discusses the tensions that arose after World War 2 over differing economic ideologies of capitalism versus communism. Major events that demonstrated the conflict included the Truman Doctrine providing aid to countries threatened by communism, the Marshall Plan rebuilding Europe, the Berlin Blockade and Crisis, the formation of NATO, and both nations developing atomic weapons.
The document defines key terms and events of the Cold War between the United States and Soviet Union from 1947-1991. It discusses the tensions that arose after World War 2 over differing economic ideologies of capitalism versus communism. Major events that demonstrated the conflict included the Truman Doctrine providing aid to countries threatened by communism, the Marshall Plan rebuilding Europe, the Berlin Blockade and Crisis, the formation of NATO, and both nations developing atomic weapons.
The document contains a study guide listing numerous topics related to United States history from the 1920s through World War I. It includes questions about policies such as the National Origins Act, New Deal programs, and the Social Security Act. Cultural and economic movements are mentioned like the Lost Generation and mass marketing trends of the 1920s. Important figures and their roles are listed such as Calvin Coolidge, FDR, and Henry Cabot Lodge. Foreign policy events covered include the Open Door Policy, Spanish-American War, and World War I entry and impact.
This document contains a series of questions about US history from 1877-1912, focusing on political machines, presidents during this period, Populism, Booker T. Washington's philosophy, the Ballinger-Pinchot controversy, railroad regulation, Roosevelt's New Nationalism, immigration patterns, settlement houses, the Morrill Land Grant Act, the Sherman Silver Purchase Act, women's suffrage activists, differences between Taft and Roosevelt, attempts to limit immigration, differences between Republicans and Democrats, the event that led to civil service reform, the impact of urbanization on farmers, school objectives during this period, the Social Gospel movement, elements of the Turner Thesis, the first five states to grant women's suffrage and years,
To what extent was late nineteenth and early twentieth century us expansion a...Terryl Meador
The document asks how US expansion between the late 19th and early 20th century compares to past expansion, and what examples, methods of acquisition, public response, and problems arose from both periods of expansion. It directs the reader to analyze documents on expansion during this time frame in terms of continuity and departure from the past, citing outside information to support each document analysis. Finally, the reader is asked to list 16 relevant outside facts paired with the documents.
Late 19th century US expansionism represented both a continuation and departure from past expansion. Documents A-C and G show expansion driven by notions of Anglo-Saxon racial and commercial destiny that echoed past westward expansion within North America. However, documents D-F and H illustrate new aspects of overseas imperialism in places like the Philippines and Caribbean, which involved governing foreign populations with different cultures and governing territories indefinitely, representing a shift from previous expansion driven by migration of settlers within the continent. Overall, late 19th century expansionism built on past ideas of Manifest Destiny but departed through its explicitly imperial nature involving the permanent acquisition and governance of overseas colonial possessions and foreign populations.
The document discusses the Space Race between the Soviet Union and United States during the Cold War. It began in the 1950s when the Soviet Union launched Sputnik, stunning Americans and showing the USSR had superior rocket technology. This led the US to increase funding for science and math education to catch up. Through the 1960s, both nations worked to achieve various spaceflight milestones like putting the first man in space and on the moon, with the US ultimately achieving President Kennedy's goal of landing astronauts on the moon before the decade's end with the 1969 Apollo 11 mission.
During the Revolutionary War:
1) Native American and African American women took sides, with some Native Americans siding with the British who promised freedom to African Americans, while white women generally supported their husbands.
2) Women played various roles in the war, with some nursing, spying, or serving with troops disguised as men, while Quaker women remained pacifists.
3) After the war, roles changed with some women gaining freedom and independence through occupations, though African American and Native American women lost influence and most white women still could not vote.
The document discusses the Cuban Revolution, Bay of Pigs invasion, and Cuban Missile Crisis between the United States and Cuba. Fidel Castro overthrew the US-backed dictator in 1959 and aligned Cuba with the Soviet Union. In 1961, the CIA backed an invasion of Cuban exiles at the Bay of Pigs to overthrow Castro, but it failed. In 1962, US spy planes discovered Soviet nuclear missiles in Cuba, escalating tensions and bringing the US and USSR to the brink of nuclear war. A naval blockade was enacted and an agreement was reached to remove the missiles in exchange for the US not invading Cuba.
The document discusses the Cuban Revolution, Bay of Pigs invasion, and Cuban Missile Crisis between the United States and Cuba. Fidel Castro overthrew the US-backed dictator in 1959 and aligned Cuba with the Soviet Union. In 1961, the CIA backed an invasion of Cuban exiles at the Bay of Pigs to overthrow Castro, but it failed. In 1962, US spy planes discovered Soviet nuclear missiles in Cuba, escalating tensions and bringing the US and USSR to the brink of nuclear war. A naval blockade was enacted and an agreement was reached to remove the missiles in exchange for the US not invading Cuba.
The document discusses different paradigms or perspectives that people can have that help or hurt them. It lists several common paradigms teens have such as thinking they can't go to college or get ahead without connections. It then discusses how troubles at home can cause personality changes and insecurity. The rest of the document lists different life paradigms centered around friends, stuff, relationships, school, parents, sports, enemies, heroes, work, and self that can impact success and connections. It concludes that principle-centered living focused on honesty, love and other virtues leads to the most success.
Habits are things we do repeatedly, and can be either good or bad. Good habits include exercising, planning ahead, and being respectful, while bad habits involve negative thinking, feeling inferior, and blaming others. Habits shape us over time as we become what we regularly do. The document then lists seven defective habits of teens, such as reacting by blaming others, being a victim, not taking responsibility, acting like an animal, lacking plans and goals, living for the moment, and putting things that don't matter first.
Twenty states still allow corporal punishment in schools, where students are paddled by teachers and principals. In the 2006-2007 school year, over 200,000 students were paddled. Students in Texas, Mississippi, Arkansas, Alabama and Georgia account for three-quarters of all cases of corporal punishment. Studies show that corporal punishment is an ineffective form of discipline that can have negative physical and mental health effects on students.
The document outlines several common questions asked in job interviews that are illegal for employers to ask. These include questions about national origin, citizenship, native language, marital status, children, age, religion, disability, military service, and smoking or drinking habits. While some of these questions may seem innocuous, they could be used to illegally discriminate during the hiring process based on attributes like national origin, gender, pregnancy, age, religion, or disability status. Employers are only permitted to ask questions that are relevant to an applicant's ability to perform the essential job functions.
The traditional interview vs behavioral interviewTerryl Meador
The document discusses different types of interview questions and how to prepare for them. A traditional interview involves open-ended questions about a candidate's resume and experience. A behavioral interview asks candidates to describe how they handled past situations to demonstrate skills like problem-solving and leadership. Behavioral questions typically begin with "Tell me about a time when..." and ask the candidate to follow the STAR structure: Situation, Task, Action, Result. The document provides tips for preparing behavioral stories and example behavioral questions.
The document provides an overview of the roles of women in the three colonial regions of British North America:
1) In the Southern colonies, women faced tough conditions including disease, short lifespans, and high rates of remarriage. Married women were legally subordinated to their husbands. Indentured servitude was common, especially for transporting tobacco. African American women faced slavery and separation from their families.
2) In the New England colonies, Puritan women married early and had large families. They were expected to bear children, keep house, and produce goods. Women could be punished for behaviors outside of social norms like preaching or having children out of wedlock.
3) The Middle
The document defines key terms and events of the Cold War between the United States and Soviet Union from 1947-1991. It discusses the tensions that arose after World War 2 over differing economic ideologies of capitalism versus communism. Major events that demonstrated the conflict included the Truman Doctrine providing aid to countries threatened by communism, the Marshall Plan rebuilding Europe, the Berlin Blockade and Crisis, the formation of NATO, and both nations developing atomic weapons.
The document defines key terms and events of the Cold War between the United States and Soviet Union from 1947-1991. It discusses the tensions that arose after World War 2 over differing economic ideologies of capitalism versus communism. Major events that demonstrated the conflict included the Truman Doctrine providing aid to countries threatened by communism, the Marshall Plan rebuilding Europe, the Berlin Blockade and Crisis, the formation of NATO, and both nations developing atomic weapons.
The document defines key terms and events of the Cold War between the United States and Soviet Union from 1947-1991. It discusses the tensions that arose after World War 2 over differing economic ideologies of capitalism versus communism. Major events that demonstrated the conflict included the Truman Doctrine providing aid to countries threatened by communism, the Marshall Plan rebuilding Europe, the Berlin Blockade and Crisis, the formation of NATO, and both nations developing atomic weapons.
1. Impact of the Civil War
1. Most costly American war in terms of life lost
2. Most destructive war in the Western Hemisphere
3. 4 million people set free
4. Accelerated industrialization and modernization in the North and destroyed the plantation
system of the south
5. Called the Second American Revolution
The War
1. Lincoln told the South that he did not want to interfere with slavery but that no state had the
right to break up the Union
2. Fort Sumter-federal fort in Charleston, SC, south cut off supplies from the north, Lincoln sent
provisions, SC opened fire on April 12, 1861, captured after 2 days, united the north
3. Lincoln expanded executive power by calling on volunteers-75k, authorizing spending for the
war, suspending habeas corpus all without Congressional approval
4. After Fort Sumter, the Upper South seceded when they saw Lincoln using troops, Virginia, North
Carolina, Tennessee and Arkansas, capital of the South is now Richmond
5. Border states-Delaware, Maryland, Missouri, Kentucky all were slaveholders but stayed with the
Union, kept the slavery issue off the table for a while
6. First major battle was Bull Run July 1861, rebels sent federal soldiers into retreat, ended the
thought of a short war
7. Lincoln seemed very hesitant to deal with the issue of slavery
a. Wanted to keep the border states in
b. Worried about Constitutional protect of slavery as property
c. Prejudices of northerners
d. Fear of losing the next election
8. Confiscation Acts-allowed Union army to seize slaves as contraband of war, later let them
participate in fighting
9. Emancipation Proclamation-announced after the Battle of Antietam(last Southern chance to
gain British support)-all slaves in areas of rebellion would be freed on January 1, 1863
a. Did not free any slaves
b. Committed the president to fight against slavery
c. Made the war a moral war-shift from disunion to slavery6
d. Allowed union to recruit any black soldiers
e. ¼ of the AA population left to find the Union armies
f. 200,000 served in the Union army and navy
g. 37,000 died in the Army of Freedom
10. After several other generals, Lincoln settled on Grant who succeeded in reducing Lee’s army and
forcing it into a defensive position around Richmond
2. 11. General William Tecumseh Sherman-set out with 100,000 men from Tennessee to march to the
sea, used the tactics of total war, destroyed anything that the armies could use, took Atlanta in
time for the 1864 election, burned Columbia in Feb 1865, capital of South Carolina
12. Election of 1864-Republicans ran Lincoln and Johnson, Democrats ran General McClellan, Lincoln
won majority of electoral votes, popular vote much closer
13. South collapsed in hunger and devastation, Appomattox court house for surrender between Lee
and Grant
14. With malice towards none, with charity for all
15. April 14, 1865 Lincoln is assassinated by John Wilkes Booth