Homework due Tues May 19

Ch: 28 p. 656-679
Progressive Roots p. 656-661

1.What were the origins or roots of Progressivism and what areas did they attempt to reform?
Racking the Muck with the Muckrakers
1.What is a muckraker?
2.Who are Lincoln Steffens and Ida Tarbell?
3.What are the criticisms of muckrakers; what do they do too much of and too little of? (Last paragraph in that section)
Political Progressivism
1.Who were the progressive reformers and explain their overall goals?
2.How do “initiative, “referendums”, and “recalls” fit into the goals of Progressivism?
3.How does the 17th amendment, remember to define it first, appeal to progressive reformers?
Progressivism in the Cities and States p. 661
1.Who was Robert La Follette and what was his contribution to the Progressive Era?

Progressivism Unit Objectives

The Age of Reform: Progressivism and the New Deal, 1900-1940
USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism.

People
A. Jane Addams
B. William Jennings Bryan
C. John Dewey
D. Robert La Follette
E. President Theodore Roosevelt
F. Upton Sinclair
G. President William H. Taft
H. Ida Tarbell
I. President Woodrow Wilson

Policies
A. bans against child labor p. 516 bottom
B. the initiative referendum and its recall p. 618
C. the Sherman Anti-Trust Act (1890) p.450
D. the Pure Food and Drug Act (1906) p.528
E. the Meat Packing Act (1906) p.526
F. the Federal Reserve Act (1913)
G. the Clayton Anti-Trust Act (1914) p. 539
H. the ratification of the Nineteenth Amendment in 1920 p. 541

Seminal Primary Documents to Read: President Theodore Roosevelt, “The New Nationalism,” speech (1910).

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)

Carrie Chapman Catt
A. W.E.B. Du Bois
B. Marcus Garvey
C. the National Association for the Advancement of Colored People (NAACP)
D. Alice Paul
E. Booker T. Washington

Seminal Primary Documents to Consider: Booker T. Washington, the Atlanta Exposition Address (1895), and the Niagara Movement Declaration of Principles (1905)

Sorry the internet at DHS was down on Friday so I couldn't post. But here ya go!

Ch 25 America Moves to the City
p.558-572
1. How were people's lives changing by living in cities at the turn of the 20th century? (Think about new inventions, their homes, shopping, and sanitation.)
2. Compare and contrast "Old Immigrants" with the "New Immigrants."
3. What were the "push" and "pull" factors of the new immigrants? (Why were the "pushed" from their home countries and what "pulled" them to America?)
4. How did immigrants attempt to keep their culture alive?
5. Explain 5 reactions to the new immigrants.
6. What impact did Jane Addams and the Hull House have?
7. Explain 5 fears the nativist had against the new immigrants.

Reminder: Next Friday is the immigration simulation. Please use p.564-65 to get an idea of what immigrants coming to Ellis Island wore. Start finding clothing to dress up and role play on Friday!

Late Industrialization Objectives

Industrial America and Its Emerging Role in International Affairs, 1870-1920
USII.1 Explain the various causes of the Industrial Revolution. (H, E)

A. the economic impetus provided by the Civil War
B. important technological and scientific advances
C. the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt

USII.2 Explain the important consequences of the Industrial Revolution. (H, E)

A. the growth of big business
B. environmental impact
C. the expansion of cities

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)

Seminal Primary Documents to Read: Emma Lazarus, “The New Colossus” (1883)

Seminal Primary Documents to Consider: Younghill Kang, East Goes West (1937)

USII.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E)

A. the Knights of Labor
B. the American Federation of Labor headed by Samuel Gompers
C. the Populist Party
D. the Socialist Party headed by Eugene Debs

USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E)

A. the influence of the ideas associated with Social Darwinism

p.550-556 Due Thurs May 7th

1. Explain the difference of workers before the Civil War and after.
2. Explain the “weapons” corporations had against workers.
3. What similarities did the National Labor Union, Knights of Labor and the American Federation of Labor have? What differences? (You may make a venn diagram for this)
4. By 1900, how were unions perceived?

p.539-549 (skip South in the Age of Industry) Due Wed May 6th

1. Who is Andrew Carnegie?
2. What impact did steel have on America?
3. Explain the Bessemer process.
4. Who is JP Morgan?
5. Who is John D. Rockefeller?
6. Explain “the gospel of wealth” and “social Darwinism”.
7. What is the Sherman Anti-Trust Act?
8. Explain at least 5 impacts the new Industrial Revolution had on America.

Westward Newscast

Newscast

Late Westward Expansion

1877-1900

What is this?

In place of a traditional multiple choice test, the Late Westward Expansion unit will be evaluated through a collaborative effort that will result in a 10-12 minute news broadcast or documentary about the West. Your group is expected to cover Native Americans, farmers, women settlers, and cowboy. The specific terms, concepts and ideas are the objectives for the unit listed below and handed out to you yesterday.

How am I supposed to do this?

In the past, groups have chosen specific roles like that of a newscaster who narrates and helps transition the stories along. Other group members take turns being interviewers and interviewees. For example, one group member interviews Sitting Bull about how the US government is treating Native Americans and Sitting Bull explains Sand Creek Massacre and Little Big Horn etc. Scripts should be memorized. A note card reminder is allowed but there is no reading line for line off a script.

Where can I get information for this?

Information is for the video is to come from in-class notes and materials, the textbook, and reliable OUTSIDE information like the DHS Library Databases.

Do I have to dress up?

Dressing up is required. An interviewer should like he/she is at a job and dress like a professional. A farmer who is being interviewed may be chewing on a piece of grass and have a straw hat. Props are highly welcomed as well.

Can this be comedic?

A short blooper reel at the end of your video is acceptable, but as for the project itself these are to be serious interviews. You are allowed to creative and adlib, however, groups in the past that choose to focus more on comedy and less on the material found the quality of their information and therefore their grade suffered.

When is this due?

Tuesday-Friday of this week will be a combination of teacher directed lesson plans, ie.) guided notes, and some in-class time to research and meet with your group. It is expected that you will meet outside class time for this project to help create a more finished, well polished product. The news broadcast is to be preformed for the class on Monday May 4^th or a completed video is to be shown to the class on the 4^th.

What needs to be explained in the broadcast?

Late Westward Expansion Objectives

1. Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians
2. Native Americans: Sand Creek Massacre, Sitting Bull, Little Big Horn, Assimilation, Dawes Act, Wounded Knee, Great Die Up
3. Farmers: Homestead Act, Buffalo Bill, Soddies, Bonanza Farms, the Grange, Populists.
4. Describe the culture of the Plains Indians
5. Describe the daily life of cowboys
6. Describe the role women played in the settlement of the West.
7. List the problems farmers faced in settling the plains and the western United States.

How will I be graded?

This will count as a 100 point test grade. You will be individually given a grade, despite working in a group. You will be evaluated by the teacher as well as evaluated by the peers in your group on the following rubric:

Newscast - Presentation and Planning : Late Westward Expansion 1877-1900

CATEGORY 10 9 8 7 6 5 4 3 2 1 0 Incorporates all Info Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast. Group researched the subject and integrated 2 "tidbits" from their research into their newscast. Group researched the subject and integrated 1 "tidbit" from their research into their newscast. Either no research was done or it was not clear that the group used it in the newscast. Accuracy of Facts All supportive facts are reported accurately Almost all facts are reported accurately Few fact is reported accurately. No facts are reported accurately OR no facts were reported. Outside research Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Attire Wearing appropriate clothing for specific newscast roles. Props used to help support role. Some clothing for newscast role. Few props for role. Did not bring proper attire or props for role. Duration of presentation The overall newscast was between 10-12 and did not seem hurried or too slow. The overall newscast was between 10 and 12 minutes but seemed SLIGHTLY hurried or too slow. The newscast was between 1.5 and 3 minutes but seemed VERY hurried or too slow. The newscast was too long or too short. Group Work The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task! Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. Use of In-class Time In-class time was always focused on the project. In-class time was often focused on the project. In-class time was sometimes focused on the project. In-class time was seldom focused on the project. Effort There is a genuine effort both in-class and out of class. Enthusiasm is evidenced by facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is not overdone. Facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is somewhat overdone. Facial expression and body language show some interest and enthusiasm about the topic throughout the newscast. Facial expression and body language depict apathy or boredom with the topic. Pacing/Tempo Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Readiness to Present All components of the project (script, props, attire, video and cables) are brought to the beginning of class. Most components of the project (script, props, attire, video and cables) are brought to the beginning of class. Few components of the project (script, props, attire, video and cables) are brought to the beginning of class. No components of the project (script, props, attire, video and cables) are brought to the beginning of class.

Warning:

While videos are fun, technology can sometimes fail us. You are welcome to present off of my laptop and use the infocus projector, however, I may not have the most updated media players. If your group chooses to do a video, I highly recommend that you first test whether your technology is compatible with my computer. Don’t assume because I have Windows Media Player that it will automatically work. Test it first! I would also recommend bringing in the laptop you edited on as a backup to show your work. You will work too hard and too long on this project to have technology fail you the day of the presentations. You will lose 10 points for each day that you do not present, regardless of whether it is human or computer error.