Hist 405 Entire Course

Reviewing the syllabus on our American History course I recall skimming each module to see what eras of history were selected for us to review, research and respond in essays and Moodle. . The internet was my primary resource to find information gather facts, as well as having the honor to interview several people who served or observed for our final project on the Vietnam War. Post the assignment I was left with various feelings from embarrassment, hurt, anger, hopeless, and hopeful simultaneously. I leave this course with a better understanding of the polar and bitter political views of our parties, and with a greater sense of personal responsibility to become part of the solution long term.

Even though the United States emerged as a clear victor of World War I, many Americans after the war felt that their involvement in the conflict had been a mistake (Markus Schoof, “The American Experience During World War II,” slide 3). This belief, however, did not deter the country from engaging in many other international affairs in the future, most importantly the WWII and the Cold War. Right from the Manifest Destiny, which led to expand its empire at home and abroad, to the World War I, the country had come a long way from being somewhat a lonely-land to a global superpower of the 20th century. Its influence in the international arena grew unprecedently after its commitment to the World War II, and like they say, the rest is history. If the WWII was a resounding success to the American legacy, what followed, the Cold War, put many implications on the American diplomatic relations with the Soviet Union and to the world. Although the rising Fascism in Europe and the Japanese attack on Pearl Harbor drove the U.S. to enter the WWII, historians over the years have laid equal blames on both nations for starting the Cold War. These two events helped in shaping up many domestic and foreign policies for the U.S.

My interest in taking Advanced Placement U.S. Government/Macroeconomics stems from my segmented historical learning experience thus far in my Brophy career. I have delved into the developmental watersheds of societies in the ancient world, Europe, and the United States. In doing so, however, I have not yet focused my attention on a most immediate piece of the puzzle–the very processes and principles of modern-day American capitalism. And as a senior, I would like to accept the challenge of Brophy's pinnacle in historical study. AP U.S. Gov. & Econ. would not only mold and solidify my expectations for a future of collegiate education, but it would also provide a comfortably-blended field of mathematics and historical knowledge.

Throughout the course of United States history, there have been multiple occurrences in which influenced and impacted the United States as it is today. Since the colonization of the colonies, the United States has proven to have improved its nation through many acts, movements, political persons, and governmental theories. However; the Northwest Ordinance of 1787, the creation of the Erie Canal, Henry Clay’s “American System”, the Fugitive Slave Act, and the Emancipation Proclamation were all specific occurrences and events that impacted the development of the United States politically and economically.

The final will cover all reading assignments indicated on the course outline for Unit IV: all of Molloy book, Landmarks in Liberty; Chapter 6 in Politics, Power and Authority and lecture materials presented November 5th –December 6th.

I am unsure of the exact grade level this book was intended for, but after some reading and researching it is apparent that this book is intended for an upper level high school history course. There are a lot of indications that it is used widely among AP history courses and honor classes in high school. It is also used for introductory history survey courses at some colleges and universities. I feel this text is only appropriate for those two uses. I would be surprised to see this in an average junior level U.S. history class, although I think

New, fragile, and alliance-less, America was starting to look like an easy meal for the wiser, more advanced European countries. After all, the colonists relied heavily on France’s troops in the latter part of the War of Independence, who’s to say America is able to defend against another eager country looking for more colonies. Enter the Founding Fathers and Congress, a good representation of the colonies making up America, to shape the newly born country into the powerhouse it is today. But under the Articles of Confederation, the first attempt at a government in the states, there was several issues burdening these great names in history. Pockmarked with related issues like settling skirmishes

Junction U.S. History introduces key forces and major developments that together form the American experience, with particular attention paid to considering issues of race, class, and gender. The courseware provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience).

A lot has happened over the this course learning everything from music in the 1960s to interrogation techniques of the current. The last ting we learned about our country is how Christians played a role in it. The history of we came to be in America, how we have an influence and the social enigmas with wanting it in politics. The main things we covered in the past eight weeks is how different events have effected or influenced the United States. We begin in the sixties and worked our way through the major events and crises of our country.

Question Assignment #2: Below are four questions related to the material discussed in lecture and the assigned readings. Provide responses to each of the four questions below as a single MS Word file (.doc or .docx file) and submit your responses by 9:30am on Friday, October 20 through the TurnItIn link on the course Canvas page.

These unit studies on CD-ROM offers a hands-on learning experience. The 25 lessons, covers the politics and conflicts that launched a new nation. It covers Colonial beginnings, the French & Indian War, problems leading up to the revolution, Continental Congress, General Washington, women of the war, and battles.

The class has taught me to use the outline of the past to script the future and correct historical mishaps. With the knowledge gained in the course through the studies and discussions of famous historical figures that aided in shaping the course of time and a well sought out education, I will enplanement these resources into my everyday life to make wiser political, social, and economic choices that will not only shape my life but possibly the world and generations to

This artifact is a certificate for professional develop focused in AP and Pre - AP United States History for six developmental hours. At the professional develop workshop the instructor covered various teaching methods to generate students into becoming motivated in United States History. Also, at the workshop, new skilled were develop to teach, analyze, and interpret document based questions, political cartoons, and thesis statements. This workshop was an excellent source of experience teachers with mulitple methods to learn and possibly adapt to my own classroom. Furthermore, the workshop developed the leadership skills necessary to teach any advance placement course.

For this study, out of the 3 preps I taught, I focused on my 90 minute CP (College Prep.) American History II

“Document-Based Assessment Activities for U.S. History Classes.” Google Books, books.google.com/books?id=rA0l-GFqaoQC&pg=PA45&lpg=PA45&dq=The+Northerners+hate+us+now,+and+they+teach+their+children+in+their+schools+and+churches+to+hate+our+children+…+Better+leave+the+Union+in+the+open+face+of+day,+than+be+lighted+from+it+at+midnight+by+the+(arsonist’s)+torch&source=bl&ots=l3X5BsNS6d&sig=6X7lH4lU77fs-i8zbqlxSJQSmwo&hl=en&sa=X&ved=0ahUKEwjUpLS4_trYAhWM2lMKHZGBC5QQ6AEIJzAA#v=onepage&q=The Northerners hate us now, and they teach their children in their schools and churches to hate our children … Better leave the Union in the open face of day, than be lighted from it at midnight by the (arsonist’s)