Wednesday, September 30, 2015

Democratizing 20th Century America - Homework - Due Thurs, Oct 1

Zinn pgs 347 - 357  

Support each of your answers with direct evidence from the text. 

1 - Describe and discuss the African American experience during the Progressive Period. What is Zinn's argument regarding Progressivism and blacks? 

2 - Discuss the actions blacks took to resist against white supremacy.

3 - List the pieces of progressive legislation (including constitutional amendments) that were passed. Explain what each did.

4 - Theodore Roosevelt is characterized by many historians as a champion of progressive reform. In what ways does Zinn challenge this characterization?

5 - Discuss the roles played by organizations such as the National Civic Federation and the Federal Trade Commission. In what ways were these organizations a response to the growing demand for socialism?

6 - Discuss the Colorado coal strike and the Ludlow Massacre.

7 - What is Zinn's overall argument about the Progressive Era? (At least two paragraphs, with evidence)

Politics and Government - Homework - Due Thurs, Oct 1

Finish the reading and handout given out today in class.


Tuesday, September 29, 2015

Democratizing Twentieth Century - Homework Due Wed, Sept 30

Read handout pages 213 - 221, annotate, and take notes. Notes should illustrate connections to:

1) Why then? Why did the Women's Suffrage Movement get underway when it did?

2) How did industrialization transform the political, economic, cultural, and social makeup of the United States?

3) causes of the movement: industrialization, immigration, education, WWI

Politics and Government Homework - Due Wed Sept 30

1 - Read Dahl pgs 1 - 6

2 - Annotate text and take detailed notes. Notes should illustrate connections between the text, other texts, and the essential question.

3 - What questions does Dahl raise?

4 - What are the basic topics that will be covered in each chapter of the book?

5 - Why does Dahl use the term Framers and not Founding Fathers?

6 - Summarize the central ideas of the introduction.




Monday, September 28, 2015

Politics and Government - Homework Due Sept 29



Politics and Government, J Copeland
Read Zinn pgs 90-96

1. Compare and contrast the opinions of Charles Beard and George Bankcroft regarding the Constitution.
 

2. List the economic interests groups who attended the Constitutional Convention.
 

3. What prompted Shays' Rebellion? Consider both economic and political reasons.

Your answers should be thorough. One or two sentence answers will not be sufficient. 

Democratizing Twentieth Century - Homework - Due Tues, Sept 29

Triangle Fire Transcript

Read Zinn 3343-347 and take notes. Notes should reflect thinking about the following questions:

Why then: Why did the Women's Suffrage Movement get underway when it did?
How did industrialization transform the political, economic, social, and cultural makeup of the United States? 

**We will look at the transcript later.

Saturday, September 26, 2015

Democratizing Twentieth Century America Homework - Due Monday, Sept 25

read, take notes: http://www.encyclopedia.chicagohistory.org/pages/1029.html

Read Zinn 338 - 343, take notes, and answer the following questions:

1 - How did women's participation in the workforce change during the early 20th century? How does Mother Jones' description of women's work in breweries illustrate this change?

2 - Discuss Debs' critique of trade unions. Is his critique more aligned with the AFL or IWW? Explain.

3 - Discuss the relationship between industrialization, immigration, and socialism.

4 - Identify: Big Bill Heywood

5 - Discuss the growth of the socialist movement during the early 20th century. How did the movement help facilitate women's entrance into the public sphere?

6 - Discuss the relationship between the socialist and suffrage movements.

**Your answers should include evidence from the text. Note the page number of the text.

Notes Rubric:

4 - clearly shows connections between at least 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- clearly demonstrates understanding of all the article's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



3 - shows connections between 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of most of the article's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



2 - shows connections between one or two causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of two or less of the article's central ideas
- little evidence/quotes to support your claims/arguments; little or no numeric data; little mention of major events or people
- notes are sloppy and unorganized; no headings to distinguish general ideas; doesn't contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

1 - 




Politics and Government Homework - Due Monday, Sept 28


Finish watching Shays' Rebellion, take notes, and answer the following questions. Your answers should have a clear point of view and specific evidence from the video. Impressive answers will include direct quotes from the historians as well as primary source evidence to support your own sophisticated analysis and the interpretation of Shays' Rebellion. Be prepared to share your analysis during class discussion.
1 - Consider the political and economic and economic climates of New England in 1786.  How were farmers impacted by the post-war economy?  
2 - How did elites such as Samuel Adams, Henry Knox and George Washington react to the uprising? 
3 - It is often argued Shays’ Rebellion in part prompted elites to draw up a Federal Constitution.  Why do you think this is so?  Do you agree? Consider the Articles of Confederation in your answer. 
Identify: Daniel Shays, Samuel Adams, Henry Knox, George Washington, Job Shattuck, Benjamin Lincoln/commercial elite 
video

The first two that we watched in class:
video

video


Wednesday, September 23, 2015

Politics and Government - Homework - Due Fri, Sept 25

Read "A Kind of Revolution?" pages 77- 90 

1. Which segments of the population supported the war, which were against and which were neutral? Why do you think this was the case?

2. Which groups were not allowed to participate in the Revolutionary Militia? Why do you think they were forbidden?

3. Discuss the findings of historian John Shy. What does he seem to be suggesting about the relationship between social class and war?

4. Discuss the Connecticut draft. Do you think this draft was democratic? Why or why not?

5. How do the soldiers react to Robert Morris?

6. Why might one describe the Maryland constitution as aristocratic? (aristocratic - a form of government in which a few of the most prominent citizens rule)

7. Discuss concerns about poor whites as they related to blacks.

8. Zinn seems to be suggesting that the war was more about class than independence. Provide three quotes that support his claim. Explain why you have selected each quote. 

9. Compare the British relationship with Indians to the French relationship with Indians.

10. Discuss the British use of biological warfare.

11. Why did Inidans side with the British during the Revolution?

12. Reflect on Zinn's discussion of blacks before and after the Revolution.
a) Why did slavery expand in the South and not the North?
b) Discuss the demands that free blacks made on society.

Tuesday, September 22, 2015

Democratizing Twentieth Century Homework - Due - Friday, Sept 25

Read Zinn 328 - 338

a)    Discuss Samuel Gompers’ position on the race question in the South? Is this position consistent with the overall goals of organized labor? Explain
b)    Discuss the role race played in the labor movement.
c)     Discuss Zinn’s characterization of Gompers. Does he believe Gompers is a good labor leader?
d)    Compare and contrast the AFL and the IWW. Make a Venn diagram.
e)    Identify: Eugene Debbs
f)     Identify: Mother Mary Jones
g)    Define: direct action
h)    Define: anarcho-syndicalism
i)      In what ways did the IWW try to transform the political and economic order?
j)      What were “free speech fights?” Provide an example
k)     Discuss the social and economic issues faced by workers in Lawrence, Massachusetts.
l)      Identify: Ettor and Giovanitti


Read and take notes

Progressive Movement 

Rubric for notes

 Rubric:

4 - clearly shows connections between at least 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- clearly demonstrates understanding of all the article's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



3 - shows connections between 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of most of the article's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



2 - shows connections between one or two causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of two or less of the article's central ideas
- little evidence/quotes to support your claims/arguments; little or no numeric data; little mention of major events or people
- notes are sloppy and unorganized; no headings to distinguish general ideas; doesn't contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



1 -oh hell naw


Monday, September 21, 2015

Democratizing Twentieth Century America - Homework - Due Tues, Sept 22

1 - Read Zinn 321 - 328

2 - Answer the following questions.

a) Discuss Upton Sinclair's book The Jungle. Why do you think he wanted more government regulation of business? Why do you think such problems were new in the Twentieth Century?

b) Discuss the relationship between banks and railroads.

c) Discuss Taylorism. How were immigrants impacted by Taylorism? Why do you think some people call typical public high schools with bells and timed periods the "factory model"?

d) What happened at the Triangle Shirtwaist Company? Why do you think this led to increased calls for regulation of business?

e) Analyze the findings of the Commission on Industrial Relations, 1914. What would you have said next if you were Weinstock?

Politics and Government Homework - Due Tues, Sept 22

1 - Read Who Built America? pages 257 - 263.

2 - Answer the following:

a) What different groups were opposed to (or had issues with) slavery, and why?

b) Compare and contrast the ways the British and the Americans dealt with slavery and enslaved people during the Revolution.

c) Identify: Lord Dunmore

d) Identify: Colonel Tye

e) How did slavery change after the Revolution? What role did economics play in this change?

f)  Talk about the map on page 262. What do you notice? How did geography impact slavery?


Sunday, September 20, 2015

Politics and Government Homework - Due Mon, Sept 21

1 - Prepare a primary source analysis for the missing section of the Declaration of Independence. 

2 - Read Who Built America pgs 253 - 257 (up to slavery)

a) Discuss the economic problems following the revolution. What are shortages? How did the British contribute to shortages after the War's end? 

b) What actions did Congress take to deal with shortages?

c) What actions did common people take to remedy their economic hardships? Would you consider those actions radical? Explain.

d) How did Philadelphians react to increases in the price of bread?  

e) Identify: Adam Smith 

f) Discuss Shays' Rebellion. What caused it and how was it resolved? Was it justified? Explain. 

Democratizing 20th Century Homework - Due Mon, Sept 21

Read the following article and take detailed notes. Be sure to note the important people and events, and also record any critical numerical/statistical data. In addition, make sure your notes reflect connections to the causes of the Women's Suffrage Movement.

http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-suffrage/

Thursday, September 17, 2015

Poly Govt Homework - Due Friday, Sept 18

Finish reading the Declaration of Independence, take notes, annotate, and complete a primary source analysis.

Democratizing Homework - Due Friday, Sept 18

1 - Finish reading Industrializing America, highlight important parts, annotate text

2 - Take notes in your notebook. You should employ the secondary source note-taking strategies explored in class. Consider the point of view, record several quotes and pieces of numerical/statistical data as evidence, make connections to the EQ and other texts, and reflect.

3 - What did you read that suggests there is a connection between industrialization, immigration, education, and the Women's Suffrage Movement? 

You should have about a page of writing when you are finished.


Wednesday, September 16, 2015

Democratizing Twentieth Century America Homework - Due - Thursday, Sept 17

1 - List part of speech, define, use in a sentence:

entrepreneur
foundries
lure
teeming
commute
populism
multifaceted
welfare state
domestic  

2 - Look at the link below: 

http://www.nwpc.org/statistics

Use the data to form questions for discussions. Furthermore, analyze the data. What are some things you notice about geography? Why do you think some parts of the country are more willing to elect women than others? Consider connections to the essential questions for this unit. I will expect to see about a page of writing from you. In addition, please be prepared to discuss this data in class tomorrow.

Politics and Government - Homework - Due Thurdsay, Sept 17

A) Read Who Built America Handout pgs 247 - 253 (up to Conflict Over Economic Issues)

B) Make sure you annotate the text and take notes in your notebook.

C) Answer the following questions:

1 – List the groups that made up the Revolutionary coalition. Why might it be difficult to maintain such a coalition?
2 – How are republicanism and monarchy different?
3 – Who is Thomas Paine and why is he significant?
4 – Describe Pennsylvania’s 1776 constitution. Was it democratic? Why or why not?
5 – Who were the Green Mountain Boys? Why were they significant?
6 – In what ways did the colonies become more democratic after the war? Provide specific evidence from the text.
7 – Why does Adams believe the legislature should consist of two houses? Do you agree? Explain.
8 – Compare Paine’s and Adams’s views of republicanism.
9 – How did the constitutions of NY, VA, and MD differ from the constitution of PA?