Lesson on Thursday, March 1, 2018

Bell Ringer: EOC Review Guide Page 22

DOMESTIC AND GLOBAL CHALLENGES 1890-1945: PART 7

Introduction: Analyze "Thematic Understanding" on page 671. In pairs or groups, select a column from the table. Analyze and present to the class major changes that happened in the U.S. according to your designated column between 1890 and 1945. (20 min) 

Questions to answer:

1. What connections do you see between events on the world stage and developments within the United States? 

2. What impact did WWI, the Great Depression, and WWII appear to have on American politics, society, and culture?

(15 min)

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Aim: As the United States became a major power on the world stage, what ideas and interests did policymakers seek to promote in international affairs? 

Agenda:

U.S. IMPERIALISM at the turn of the twentieth century (WOR)

1. Was the expansionism of the twentieth century new or a continuation of the philosophy of Manifest Destiny? 

*A desire for overseas expansion in the late nineteenth century led to territorial acquisitions in the Western Hemisphere and the Pacific.

*"Anglo-Saxon" rule over foreign people of color made sense in an era when, at home, most American Indians and Asian immigrants were denied citizenship and most southern blacks were disenfranchised."

*The Influence of Sea Power Upon History (1890)  - Alfred T. Mahan (WOR)

2. Review Journal 111 / A: The U.S. justified its intervention on the need to protect and uplift the Cuban people. America was interested in Cuba because the island nation provided a jumping-off point in the Caribbean, natural resources, the opportunity for a military base, cheap labor, and new markets. The U.S. victory benefitted from the depletion of the Spanish army caused by protracted guerrilla warfare with Cuban nationals.

3. Disruption of trade and damage of American owned sugar plantations in Cuba was in conflict with U.S. interest. Remember the Maine (WOR), Teller Amendment (WOR)

Results of U.S. victory in the Spanish-American War: the acquisition of territory; an expanded military and economic presence in the region; involvement in a drawn-out insurrection in the Philippines; and increased involvement in Asia. 

4. Platt Amendment (POL/WOR) https://www.youtube.com/watch?v=8dU2D7mGQcQ (3 min)

5. Hawaii https://www.youtube.com/watch?v=QBokfBwYJo0 (6 min)

Terms to know: Remember the Maine, Teller Amendment, Platt Amendment, 

Home Learning: 

1. There are several good documentaries about the effects of industrialization on warfare in the twenty-first century, such as the "Shell Shock" episode from The Century series from the ABC network. 

https://www.youtube.com/watch?v=1GBWDQ5cF_U (45 min)

2. To the Person Sitting in Darkness by Mark Twain (30 min)

3. A Brief History of America and Cuba https://www.youtube.com/watch?v=chYBlArm9Ao (7 min)

due tomorrow:

4. Read pages 678 - 684 (including American Voices on pages 680-681, questions 1-3 on a loose leaf)

Monday-Wednesday February 26-28

MOCK  EXAM ONE (PERIOD 2)

Lesson on Friday, February 23, 2018

                                                                 PART 6 EXAM

EOC Review Guide, page 21

Home Learning: 

1. Read Chapter 21, pages 672-678

2. Journal 111 - Why did the U.S. go to war against Spain in 1898, and what led to U.S. victory? 

3. EOC Review Guide page 22

Lesson on Wednesday, February 21, 2018

Aim: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed?

Bell Ringer: Review PART 6 Objectives. Highlight the ones learned in class. (15 min)

Agenda: 

1. EOC Review Guide, page 20 (10 min)

2. Study Chapter 20 vocabulary (5/10 min)

3. Chapter 20 Vocabulary Quiz / Grade journals 101-110 (rest of class) 

4. Collect Chapter 20 IDs

Home Learning: 

Study for PARTY 6 EXAM, tomorrow! 

Lesson on Tuesday, February 20, 2018

Aim: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed?

Bell Ringer: Review Journal 108 / A: The reformers discussed in the section are more radical reformers. They called for an end to capitalism, and many sought a socialist revolution in America that would result in a nation led by its workers. This more radical progressivism differed from Roosevelt's in that his version attempted to strike a balance between the interests of business and labor, whereas the IWW pursued the interests of labor in isolation. (5 min)


Agenda: 

1. EOC Review Guide pages 19-? (10 min)

2. Discuss "Panic of 1893 with Lawrence Reed" video, collect. (10 min)

3. Let's discuss the differences between Communism, Socialism, and Capitalism. (5 min)

ELECTION OF 1912

4. https://www.youtube.com/watch?v=qdl8RzFcArU (8 min)

5. Map 20.5 / What's the main idea of Map 20.5? 

6. New Nationalism (NAT, POL), Federal Reserve Act (WXT), Clayton Antitrust Act (WXT)

7. Journal 109 - What are the functions of the Federal Reserve? 
https://www.youtube.com/watch?v=j282JKnmeVo (3 min)

8. Journal 110 - What factors explain the limited of progressive reform in the United States?

Terms to Know: "waving the bloody shirt", Gilded Age, Pendleton Act, Sherman Antitrust Act, Omaha Platform, Williams v. Mississippi, Lochner v. New York, Newlands Reclamation Act, Wisconsin Idea, recall, referendum, Muller v. Oregon, National Association for the Advancement of Colored People (NAACP), New Nationalism, Federal Reserve, Clayton Antitrust Act. 

Home Learning: 

1. Study for tomorrow's Chapter 20 Vocabulary Quiz

2. Review PART 6 Objectives. Highlight the ones learned in class. 

3. PART 6 EXAM: Thursday, February 22, 2018

4. EOC Review Guide, page 20. 

Lesson on Friday, February 16, 2018

Aim: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed?

Bell Ringer: Complete Booker T. Washington and W.E.B. DuBois Venn Diagram (10 min)

Agenda:

1. Short-Answer Question Practice (SAQ) - The main issue to note about the short-answer section of the AP exam is how quickly you need to respond to the writing tasks. You have to answer four questions in 50 minutes, which means that you have 12 1/2 minutes per question, on average, to understand the question, brainstorm your response, and then write your answer. This task does not require that you form a thesis or create distinct paragraphs. It is a brief response to a very focused question. (p. xlix in textbook)

Part IIIA Short Answer Questions (Document 1) (12.5 minutes, must time)



2. Grade Thinking Like a Historian 18 (10 min)

3. Thinking Like a Historian 20 / page 640-641 (rest of class)


Home Learning: 

1. Panic of 1893 with Lawrence Reed https://www.youtube.com/watch?v=Qu_b6N-G1Os (1 hr, 10 min)

*Jot down notes about the video, creating bullets for every major turning point. 

2. EOC Review Guide, let's catch up! (pages x-x) 

Lesson on Thursday, February 15, 2018

Aim: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed?

Bell Ringer: "Theodor Roosevelt: Icon of the American Century" handout (5 min)

Agenda:

1. Roosevelt is known today as an activist president and the nation's first "modern president." Why? To what degree, and in what ways, were Roosevelt's policies progressive? 

2. Antitrust Legislation (WXT), Newland's Reclamation Act (GEO) (10 min)

3. Exam Alert: The 2007 AP exam included an FRQ asking, "To what extent did the role of the federal government change under President Theodore Roosevelt in regard to TWO of the following: labor, trusts, conservation, and world affairs?" 

4. Wisconsin Idea (POL), recall (POL), referendum (POL), Muller v. Oregon (POL), NAACP (CUL),  (10 min)

5. www.thecrisismagazine.com / The Crisis remains in publication! Skim through issues that were published between 1910 and 1917. What do the contents tell us about the issues concerning African Americans in this period? (10 min)

alternative: http://www.modjourn.org/render.php?view=mjp_object&id=crisiscollection

6. Exam Alert: Past exams have asked students to compare W.E.B. DuBois and Booker T. Washington. 


Classwork: 

Using a Venn Diagram, compare and contrast the goals of Booker T. Washington and W.E.B. DuBois to gain civil rights for African Americans. 

*play brain pop episodes of both. 


Home Learning: 

1. Panic of 1893 with Lawrence Reed https://www.youtube.com/watch?v=Qu_b6N-G1Os (1 hr, 10 min)

*Jot down notes about the video, creating bullets for every major turning point. 

2. Journal 108 - How did various grassroots reformers define "progressivism," and how did their views differ from Theodore Roosevelt's version of "progressivism"? 

Lesson on Wednesday, February 14, 2018

Aim: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed?

Bell Ringer: Review Journal 106 / A: The severe depression of the 1890s transformed the nation. In 1894 and 1896, voters outside the South voted overwhelmingly for Republicans, who promised safety and prosperity. These elections destroyed the rising People's Party and ended the era of close party competition in national elections. In the South, Democrats moved from being the leading political party to becoming virtually the only political party. The resulting formal disenfranchisement and segregation of African Americans left a bitter legacy that lasted for generations.  (5 min)

Objective:

1. Students should be prepared to analyze how corruption in government forced Americans to insist on reform of their government. Activist groups and reform movements during this period, such as the Populists and the progressives, demanded changes ranging from government oversight to regulation of industry.


Agenda:

1. Collect "City Utilities Assignment" from Friday!!!!!! 

2. NOTE: You need to understand how continued growth and consolidation of large corporations spurred both economic growth and episode of increasingly severe market instability. 

3. Depression and Reaction (WXT) https://www.youtube.com/watch?v=2mJDQyiScMc (6 min)

4. William vs. Mississippi (POL) https://www.youtube.com/watch?v=neqZFinlW50 (3 min) as a result of similar laws enacted by most Southern states, voter turnout plunged from "70% to 34% or even lower. Blacks and many poor whites ceased to vote." / "The racial climate hardened. Segregation laws proliferated. Lynchings of African Americans increasingly occurred in broad daylight, with crowds of thousands gathered to watch." This came to be known as the Solid South (POL)

5. Journal 107 - How did politics change in the South between the 1880s and the 1910s? (10 min)

[please read the caption next to this image on page 647]

Journal 107 / A: With the triumph of the Democratic Party in the South, the racial climate hardened. Segregation laws proliferated, barring blacks not only from white schools and railroad cars but also from hotels, parks, and public drinking fountains. Lynchings of African Americans increasingly occurred in broad daylight, with crowds of thousands gathering to watch. As in the south, many northern states imposed literacy tests and restrictions on voting by new immigrants. In the wake of such laws, voter turnout declined.

6. Map 20.4 on page 648 (3 min)

7. Lochner v. New York (POL), https://www.thirteen.org/wnet/supremecourt/capitalism/landmark_lochner.html (handout)

*Position the Lochner decision in the context of the issues facing urban America during the Progressive Era.

Terms to Know: "waving the bloody shirt", Gilded Age, Pendleton Act, Sherman Antitrust Act, Omaha Platform, Williams v. Mississippi, Lochner v. New York, 


Home Learning:

1. Panic of 1893 with Lawrence Reed https://www.youtube.com/watch?v=Qu_b6N-G1Os (1 hr, 10 min)

2. How does money find its value? The Gold Standard https://www.youtube.com/watch?v=LdyHso5iSZI (5 min)

3. Read pages 650 - 656

Lesson on Tuesday, February 13, 2015

Aim: In the Progressive Era, how and why did reformers seek to address the problems of industrial America? To what extent did they succeed?

Bell Ringer: Discuss and collect "City Utilities Assignment" from Friday.

Objective:

1. Students should be prepared to analyze how corruption in government forced Americans to insist on reform of their government. Activist groups and reform movements during this period, such as the Populists and the progressives, demanded changes ranging from government oversight to regulation of industry.



Agenda:

1. Chapter 19 Vocabulary Quiz / Collect Chapter 19 IDs (15 min)

2. Review Journal 105 / A: In the 1880s, the legacies of the Civil War and Reconstruction and disputes regarding economic policy drew many Americans into politics. Voters came out to the polls in larger numbers than at any other time in American history to represent their regional, economic, and racial interests. The result was a series of close elections throughout the 1880s and early 1890s.

3. In Defense of Home and Hearth by Mary Elizabeth Lease (5 min)

4. Waving the bloody shirt (POL), Gilded Age (NAT), Pendleton Act (POL)

5. In what ways and to what extend did the Interstate Commerce Act represent a departure from the laissez-faire philosophy of the federal government during this time?

6. Sherman Antitrust Act (POL), Lodge Bill (POL) - The Lodge Bill was proposed to redress the inequalities in the South for black voters that remained despite passage of the Fifteenth Amendment. These inequalities would not be overcome until passage of the 1965 Voting Rights Act.

The Populist Party - Labor and Agrarian radicals: called for public ownership of railroad and telegraph systems, protection of land from monopoly and foreign ownership, a federal income tax on the rich, and a looser monetary policy to help borrowers.

7. https://www.youtube.com/watch?v=dO9MJqbCcuI&t=443s (9 min)



Home Learning:

1. Read pages 644-650

2. Journal 106 - How did different groups of Americans react to the economic depression of the 1890s, and what happened as a result?

Lesson on Monday, February 12, 2018

Aim: How did the rise of large cities shape American society and politics?

Bell Ringer: "SAQ Introduction"

Agenda:

1. Thinking Like a Historian 18 review

2. Review Journal 103 / A: Muckrakers exposed political machines by the late 1800s, leading to the downfall of many prominent machines, such as Tammany Hall. The quest for personal gain limited the effectiveness of machines to serve the widest possible number of city residents. Major recessions also exposed the ineffectiveness of machines at meeting the daily needs of the homeless and the poor. Reform mayors began to oust machine politicians and provide the kinds of services that machines had provided before, such as building swimming pools and playgrounds. They created commission systems and advisory boards to run city governments and services. Some cities were more successful than others in adopting reform measures based on the driving force of reform-oriented mayors. Opposition from private business often prevented reformers from acting out the full program of city reform.

CRUCIBLES OF PROGRESSIVE REFORM

3. Progressivism (WXT, CUL), Cleaning Up Urban Environments (GEO), City Beautiful Movement (GEO), Social Settlement (MIG) (Hull House)

4. Pure Food and Drug Act (POL), National Consumers League (WXT), Women's Trade Union League (WXT).

5. Journal 104 - What were the origins of social settlements, and how did they develop over time? (10 min)

A: Jane Addams's Hull House in Chicago had evolved from American missions and also Toynbee Hall, a London settlement. Settlements provided an outlet for working-class people and immigrants to improve their lives and adjust to challenging city conditions. Settlement served cities by feeding, advising, and even sometimes housing city residents. They also provided an outlet for the talents and energies of elite and middle-class white women who wanted to improve the lives of immigrants and other city newcomers experiencing the challenges of city life. Over time, these goals evolved from working directly with and for working-class women, to assisting the entire working-class family. 

6. Progressivism: https://www.youtube.com/watch?v=i0Q4zPR4G7M (15 min)

7. Exam Alert: The 2003 AP exam included DBQ that asked students to "evaluate the effectiveness of Progressive Era reformers and the federal government in bringing about reform at the national level" for the period 1900-1920.

8. Students should recognize that the public health movement arose because of deaths caused by unsanitary conditions. As Americans developed the scientific capability or eradicating disease, cities adopted policies that improved living conditions for the people most impacted by tenement house living. 

Terms to know: ALL OF THEM!

Home Learning: 

1. Study for tomorrow's Chapter 19 Vocabulary Quiz

2. Chapter 19 IDs due tomorrow.

3. Read Chapter 20, pages 636-644

4. Journal 105 - What factors led to close party competition in the 1880s? 

Lesson on Friday, February 9, 2018

Aim: How did the rise of large cities shape American society and politics?

Bell Ringer: Review Journal 101 / A:  Elite urban culture included art museums, the opera, and the symphony. Popular culture for the working class included vaudeville and Ragtime music. Young people in cities created a youth culture based on listening to music pioneered by African Americans and dancing that expanded ton include gay bars as part of a sexual experience new to urban America. Amusement parks like Coney Island provided a mass entertainment experience for the working class. 

Agenda:

1. Ragtime: https://www.youtube.com/watch?v=fPmruHc4S9Q (4 min) Scott Joplin

2. Blues: https://www.youtube.com/watch?v=EkOcO5HXbk8 (4 min) W.C. Handy

How are these forms of music uniquely American?

3. Yellow Journalism, muckrakers, and political machines

4. Tammany Hall & Boss Tweed: https://www.youtube.com/watch?v=GRaNcf4vBKI (7 min)

5. Journal 102 - Why, given that everyone agreed machines were corrupt, did urban voters support them? (10 min)

A: Although corruption was widely acknowledged, urban voters supported political machines because workers could rely on them for jobs, emergency aid, and the only public services they could hope to obtain.  

6. City Utilities Assignment

In pairs, research where you would have to call to report the following problems in your city:

A. Broken street lights

B. Garbage piled up in the street or sidewalk

C. Abandoned car

D. Unsanitary water

E. Complaints about animal feces in your sidewalk

F. Looking for affordable housing

Home Learning:

1. Read pages 624-632

2. Journal 103 - How did reformers try to address the limits of machine government? To what extent did they succeed?

3. Scott Joplin: https://www.youtube.com/watch?v=nDkd9bVhmek (35 min) (the whole album!)

Lesson on Thursday, February 8, 2018

Aim: How did the rise of large cities shape American society and politics?

Bell Ringer: Review Journal 99 / A: Cities after 1860 included industrial factories on the outskirts of the city, with working-class housing arising in a ramshackle fashion near the factories. The flight of the middle class to distant suburbs increased over time. Electricity, steel, mass transit, improvements to sanitation and drinking water, telephone, and the creation of new institutions by immigrants comprised the new American city of the late nineteenth century.

Agenda:

1. Mass transit, skyscrapers, electric city.  (5 min)

2. Wonders of the World "Brooklyn Bridge" (10 min)

3. Review and grade "America Compared" on page 611. (5 min)

4. Journal 100 - What opportunities did urban neighborhoods provide to immigrants and African Americans, and what problems did these newcomers face? (10 min)

A: Immigrants and newcomers faced challenging conditions: dreary and often dangerous work conditions in factories, poor tenement housing, and both residential and voluntary segregation based on ethnicity. Some immigrant groups, such as the Chinese and Asians in general, suffered unequal immigration laws. Blacks experienced race riots by whites.

5. Brief history of skyscrapers:

https://www.youtube.com/watch?v=kHm-g7zIWns (5 min)

https://www.youtube.com/watch?v=rr9Y0C3pPxk (5 min)

6. Tenement Housing:

https://www.youtube.com/watch?v=qXmKAPYacUQ (3 min)




Home Learning:

1. Read pages 615-624

2. Journal 101 - How did working-class and elite city residents differ in how they spent their money and leisure time?

3. Journals 91-100 will be graded tomorrow.

Lesson on Tuesday, February 6, 2018

Aim: How did the changes wrought by industrialization shape Americans' identities, beliefs, and culture? 

Bell Ringer: Review journal 97 / A: The marriage of science and social science in the early twentieth century was linked to the theory of Social Darwinism, which led to the "science" of eugenics and the eventual forced sterilization of thousands of American people. Social Darwinism rationalized the impact of industrialization on American society, particularly the negative impact upon the working class. Victory through cutthroat competition mattered more than anything else, argued Herbert Spencer, the creator of the concept. Social Darwinism also reinforced racial segregation and discrimination, as well as immigration restriction. (5 min)

Agenda:

SCIENCE AND FAITH

1. Social Darwinism attracted enormous attention in the late nineteenth and early twentieth centuries. Students should be prepared to analyze the arguments that business leaders used to defend their position of "survival of the fittest" and "natural selection." 

Students should grasp how new cultural and intellectual movements emerged alongside debates over economic and social policies. Can we name a few of these economic and social policies? (5 min) 

What is Eugenics? (3 min) (for HW, watch the video in the Home Learning section)

2.  Journal 98 - What effect did technology and scientific ideas have on literature and the arts? (10 min)

A: The theory of natural selection called into question the very existence of religion, and Christianity, as the logical explanatory model for understanding the past and present world. A new faith in science and technology challenged long-established religious dogma in America. Fact worship became central theme in American life. Artistic trends toward modernism and away from Victorian romantic sensibilities stemmed from the inclusion of science and dislocation of religion in some Americans' lives. 

3. Chapter 18 Review Video / Check each other's Chapter 18 IDs:

https://www.youtube.com/watch?v=fYk1dBGAmMg (16 min) 

4. Chapter 18 Vocabulary Quiz (rest of class) 


Home Learning: 

1. War on the Weak: Eugenics in America





2. The 1913 Armory Show: https://www.youtube.com/watch?v=qJWLoXziXC4 (4 min)

3. Begin working on Chapter 19 IDs, due on Monday, February 12, 2018

4. Read pages 606-615.

5. Journal 99 - How were America's industrial cities difference from the typical city before 1860?

6. America Compared, page 611, questions 1 and 2 (on a separate paper).

Lesson on Thursday, February 1, 2018

Aim: How did the changes wrought by industrialization shape Americans' identities, beliefs, and culture? 

Bell Ringer: Review Journal 94 / A: The Comstock Act reflected the anxiety felt by many Americans regarding the sexual practices of young and urban residents. However, the act contradicted the reality of urban life in the industrial era wherein many couples freely engaged in sexual activities regardless of access to contraceptives. (5 min)

Agenda:

1. Discuss "Nature Transformed" assignment. (5 min)

2. Comstock Act: https://www.youtube.com/watch?v=_MK68_Jl97s (8 min)

Education

2. Journal 95 - How did educational opportunities change after the Civil War, and for whom? (10 min)

Temperance Movem3ent

3. https://www.youtube.com/watch?v=08_Ho_pkUVA (6 min)

4. Journal 96 - How did women use widespread beliefs about their "special role" to justify political activism, and for what goals? (10 min)

*The temperance movement was a legacy of the transcendentalists of the early nineteenth century, who also denounced alcohol.

TEMPERANCE = PROHIBITION

A: Women used their role as mothers to justify their increased political activity. Under the banner of maternalism, women worked to achieve the vote, to stop child labor, to stop prostitution, to stop alcohol consumption, to achieve racial equality, to increase American patriotism, to increase southern pride and national recognition of the Confederacy in the South, to assist downfallen women, and to help non-Christians through overseas missionary societies.

*COLLECT CHAPTER 18 IDs (or...)

Terms to know: Plessy v. Ferguson, Young Men's Christian Association, Negro Leagues, National Park Service, maternalism, Woman's Christian Temperance Union, National Association of Colored Women, National American Woman Suffrage Association, feminism, natural selection, Social Darwinism, eugenics, realism, naturalism, modernism, fundamentalism. 

Home Learning:

1. Journal 97 - How did the idea of scientists and social scientists reflect events they saw happening around them? 

2. Read Chapter 18, pages 592-603

3. Chapter 18 IDs, due Tuesday, February 6, 2018

4. Vocabulary Quiz on Tuesday, February 6, 2018

4. Thinking Like a Historian 18, due Tuesday, February 6, 2018

sources: