Monday, May 18, 2009
Homework due Tues May 19
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
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)
Saturday, May 9, 2009
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!
Wednesday, May 6, 2009
Late Industrialization Objectives
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
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?
Tuesday, May 5, 2009
p.539-549 (skip South in the Age of Industry) Due Wed May 6th
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.
Monday, April 27, 2009
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 4th or a completed video is to be shown to the class on the 4th.
What needs to be explained in the broadcast?
Late Westward Expansion Objectives
- 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
- Native Americans: Sand Creek Massacre, Sitting Bull, Little Big Horn, Assimilation, Dawes Act, Wounded Knee, Great Die Up
- Farmers: Homestead Act, Buffalo Bill, Soddies, Bonanza Farms, the Grange, Populists.
- Describe the culture of the Plains Indians
- Describe the daily life of cowboys
- Describe the role women played in the settlement of the West.
- 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:
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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.