CP U.S. History (Period 3) Assignments

Agenda for May 5 – May 9

Mon., 5/5

Topic: Chap. 14, 15 & 16 Review

Agenda:

1. 1.  Turn in Rough Draft of Outline
2. 2.  Review of Chap. 13 Exam.
3. 3.  Complete Happy Daze Video: End, then the section on Civil Rights.
4. 4.  (If time) Schlesinger Video: Post-War US
5. 5.  Chap. 16, Sec. 1 & 2; Download and complete Chap. 16, Sec. 1 & 2 Questions

Tues., 5/6

Topic: Civil Rights to Civil Unrest
Agenda:
1. Civil Rights Movement—starts with the Supreme Court?  Jackie Robinson? Harry Truman?

2. Grade Chap. 16, Sec. 1 Homework while viewing Civil Rights I Overheads
       a. Question 1--overheads 1 & 2--discrimination & B v. B
       b. Question 2--overhead 3--demand for civil rights

       c. Question 3, 4, 5 & 6

3. Video: Civil Rights Section of Happy Daze video.

Wed., 5/7

Topic: Civil Rights to Civil Unrest

Agenda:

1. Chap. 16, Sec. 2 Homework/Civil Rights I Overheads
       a. Question 1 & 2--overhead 4--the political response
       b. Question 3 & 4
2. Question 5--overhead #5--Struggle Intensifies
3. Question 6
4. Question 7, 8, 9--3 Overhead 6-8 on voting

5. Assign: Chap. 16, Sec. 3; Chap. 16--2 handouts--download & complete for tomorrow

Thurs., 5/8

Topic: The Civil Rights Movement Evolves/Splinters?

Agenda:

1. Hand back of Research Paper Rough Outline and Discussion of next steps.

2. MLK handout and audio recording

3. Overheads: Civil Rights II

4. From Civil Rights to Civil Unrest--We Shall Overcome or Burn, Baby, Burn?
5. Detailed comparison of Malcolm/Stokely and MLK.

6. Malcolm X Handout making fun of MLK and I Have a Dream

Fri., 5/9

Topic: Late Civil Rights Movement

Agenda:

1. Turn in Chap. 16-2 Handouts assignment

2. Handouts and last slide of Civil Rights II: Riots in LA—Watts and LA Riots--
3. Burn, Baby, Burn

   A. Interpreting history isn’t always easy

   B. Violence causes as many problems as it seeks to solve.

4. Video & Handout (back of MLK handout): Poisoned Dreams 17:30--29:56 on Civil Rights & Peace Corps

5. (If time) Chap. 15 Highlights: Emphasis on Cuban Missile Crisis; Court Reforms, Great Society, Peace Corps

6. Peace Corps

   Cuban Missile Crisis—Cold War continues

   Great Society—civil rights movement over?

   Court Cases—start of civil rights movement p. 709

Agenda for April 28 – May 2

Mon., 4/28-Per. 1 in class; Per. 2 & 3 in Library
Topic: Research Paper

Agenda:

1.  Turn in topic and two book requirement.

2.  Assign: Read Chap. 14-2 & 14-3

Tues., 4/29-2 hour block class- Per. 1 & 3 ONLY.

Topic: Life in the 50s

Agenda:

1.  Complete topic and 2 book signoff

2.  Economic Changes in 50s (cont’d from Friday)

       A. Auto Sales Boom--but kills mass transportation
3. Social/Cultural Changes—    

    A. Role of women--back into the home, but not all
    B. A-Americans--good times aren't so good.
4. Chap. 14, Sec. 2 Overheads—only the first slide
5. Handout/Discussion: Prices & Ads from the 1950s
  A. Baby Boom—handout—The Future of America
  B. Levittown & Lakewood
  C. Multinationals & Franchises "Company Man"--more white collar
     than blue collar workers

6. Rest of 14.2 Overheads & Discussion

7. Assign: Chap. 14, 15 & 16 Study Guide; Note how this unit jumps around chronologically—we will cover everything, I promise.

Wed. 4/30—Per. 2—2 hour block class

Topic: Life in the 50s

1.  Complete topic and 2 book signoff

2.  Economic Changes in 50s (cont’d from Friday)

       A. Auto Sales Boom--but kills mass transportation
3. Social/Cultural Changes—    

    A. Role of women--back into the home, but not all
    B. A-Americans--good times aren't so good.
4. Chap. 14, Sec. 2 Overheads—only the first slide
5. Handout/Discussion: Prices & Ads from the 1950s
  A. Baby Boom—handout—The Future of America
  B. Levittown & Lakewood
  C. Multinationals & Franchises "Company Man"--more white collar
     than blue collar workers

6. Rest of 14.2 Overheads & Discussion

7. Assign: Chap. 14, 15 & 16 Study Guide; Note how this unit jumps around chronologically—we will cover everything, I promise.

Thurs., 5/1

Topic: More Life in the 50s; Review of Chap. 13; An “A” Research Paper

Agenda:

1. Chap. 14-3 Overheads

2. Video & Handout: Happy Daze
3. Review of Chap. 13 Exam.

4. Handout: What does an “A” paper look like?

Fri. 5/2
Topic: Post-WWII US and Research Paper Outline

Agenda:

1.  Schlesinger Video: Post-War US

Agenda for April 14 - 18

Mon., 4/14

Topic: Cold War Review

Agenda:

1. McCarthyism—Handout— from Chap. 13 Handouts-McCarthy Era & Readings—McCarthy’s speech before the Senate.

       A. McCarthy used wild accusations, poor evidence, distortions and outright lies to

       destroy reputations and convince Americans that a vast communist conspiracy

was seeking to undermine the U.S. government—list of 57 (eventually 205) communists

B. McCarran Act—it is illegal to: “combine, conspire or agree with any other person to perform any act which would substantially contribute to…establishment of a totalitarian state.”  For instance: saying nice things about Stalin?  But, wasn’t he an ally not too long ago?

C. McCarthy fades out—accuses Army, Eisenhower—really done in by TV.

2. Handout: Timeline 13-from Chap. 13 Handouts

3. In pairs. Using all of Chap. 13 and Chap. 15, Sec. 2, and Timeline 13, list as many Cold War Events (such as creation of the Berlin Wall or the Cuban Missile Crisis) as you can find between 1945 and 1965.  You may use whatever method you wish, but the events should be in order. For Example:

       1945—WWII Ends

       1948—Marshal Plan announced.

4. Assign: Read Chap. 13, Sec. 4; Add to timeline and type for Wed.

Tues., 4/15

Topic: Cold War Under Ike

Agenda:

1. Complete Best Years video & handout

2. Cold War Under Ike—Review of Events in Chap. 13, Sec. 4

3. Hand back all homework and (if time) Review Chap. 12 Exam

4. Assign: Complete Chap. 13 Study Guide; download Research Paper Info 2013-14 and Term Paper—Sample Topics and bring to class tomorrow.

Wed., 4/16—Double Late Start

Topic: Cold War Review

Agenda:

1. Discussion: Term Paper Topics and Timeline

2. Hand-in/Review of Cold War Timelines

3. (if time) Begin Review of Study Guide or Chap. 12 Exam

Thurs. 4/17

Topic: Chap. 13--Cold War Test Review

Agenda:

1. Review Study Guide

2. Assign: Per. 2 & 3—Bring laptop/tablet/smartphone to class on Monday.

Fri. 4/18

Topic: Chap. 13 Exam--Just kidding! No school today.

Agenda for March 31 – April 4

Mon., 3/31

Topic: Why a “Cold” War?

Agenda:

1. Cold War—term

2. Why are the U.S. and Soviets fighting?  Weren’t we Allies in WWII?

3. On White Board: Start with headings and let students fill in the details

4. Chap. 13, Sec. 1 Guided Reading Worksheet

5. Video & Handout: Best Years: ’46-’52 (you may only get in a few minutes).

6. Assign: Read Chap. 13, Sec. 2; download and complete 13.2 worksheet; download Chap. 13 handouts and bring to class

Tues., 4/1

Topic: Cold War Spreads

Agenda:

1. Turn in Chap. 13, Sec. 2 worksheet.

2. Take out Chap. 13, Sec. 1 worksheets from yesterday.

3. Chap 13 Sec 2 Powerpoint.

       A. The agreement at Yalta is ignored—why?

              1. Slide #1: Characteristics of Communist Rule—discuss importance of security to Soviets.

       B. Germany must be occupied and “changed”—the mistakes of WWI are not to be repeated.  How did the Allies accomplish this?

              1. Slide #2: Map of the Division of Germany

       C. After confrontation with the Soviets in Iran, Turkey and Greece, Pres. Truman decides on a policy of Containment:

              1. The Truman Doctrine-Handout—from Chap. 13 Handouts

       D. The continuing economic problems in Europe led the US to propose a program to re-build the continent—while also building up a valuable and reliable ally against the Soviets

              2. Marshall Plan—Handout-from Chap. 13 Handouts

       E. Berlin Crisis—Overhead

              1. Slide #3—Map of Europe

                      a. US, Britain & France Merge their Zones

                      b. Soviets Blockade Berlin

                      c. Americans provision Berlin by Air—Soviets eventually give in

       F. Division of Europe—NATO and Warsaw Pact

              1. Slide #3—NATO & Warsaw Pact Countries

              2. Slide #4—NATO Preamble

       G. Overview of Period

              1. Slide #5-Early Cold War Timeline

5. Assign: Be sure to bring downloaded Chap. 13 Handouts to class the rest of the week.; the re-writes of your European Battle Report are due Thursday at midnight (actually 11:59:59pm);

Wed., 4/2

Topic: The 50s

Agenda:

1. (Powerpoint from yesterday)

       C. After confrontation with the Soviets in Iran, Turkey and Greece, Pres. Truman decides on a policy of Containment:

              1. The Truman Doctrine-Handout—from Chap. 13 Handouts

       D. The continuing economic problems in Europe led the US to propose a program to re-build the continent—while also building up a valuable and reliable ally against the Soviets

              2. Marshall Plan—Handout-from Chap. 13 Handouts

       E. Berlin Crisis—Overhead

              1. Slide #3—Map of Europe

                      a. US, Britain & France Merge their Zones

                      b. Soviets Blockade Berlin

                      c. Americans provision Berlin by Air—Soviets eventually give in

       F. Division of Europe—NATO and Warsaw Pact

              1. Slide #3—NATO & Warsaw Pact Countries

              2. Slide #4—NATO Preamble

       G. Overview of Period

              1. Slide #5-Early Cold War Timeline

2. Video and handout: The Best Years

Thurs., 4/3

Topic: Cold War and the Fall of China

Agenda:

1. Video and handout: The Best Years

2. Last slide from 13.2 Powerpoint—Fall of China

3. The Cold War Spreads—1948--China “Falls” goes communists and scares the bejeezus out of the US

       A. Soviets explode atomic bomb

       B. Hiss, Fuchs, Rosenbergs accused of spying (providing nuclear secrets)

       C. “Fall” of China

D. Soviets & China sign pact

4. These events cause the US to respond internationally—both actions represent containment:

A. Hasten rebuilding of Japan to serve as a “bulwark” against China.

       b. US backs Taiwan and keeps “Red” China out of the UN

5. Content Vocabulary 13-from Chap. 13 Handouts—first 10 questions; Read Chap. 13, Sec. 3; Bring textbook to class tomorrow.

Fri., 4/4

Topic: Cold War Continues

1. These events combine with war in Korea--Open Chap 13 Sec 3 Powerpoint

2. Korean War

       A. Slide #1 & Handout-Critical Thinking Skills Activity 13-from Chap. 13 handouts

              1. US goes to UN security council and asks UN to aid S. Korea against N. Korean aggression—USSR could veto as a permanent member of council, but does not because it has walked out—angry over the refusal of the UN to recognize Beijing as the legitimate representative of China.

       B. Discussion of the course of the war and the outcome.  Why important?

              1. “Limited” War—no clear victory like “unconditional surrender” of WWII.  This conflict is very difficult for Americans to understand—what is a “police action?”

2. The atomic bomb is something not to be used—no “nuclear belt” between China and N. Korea.

              3. The US will remain on a permanent war footing from now on—no more small military for the US.

3. US responds to Cold War Domestically: The “Red” Scare--Communist “Subversion” feared—why?

       C. “Red” Hunt Begins

              1. Slide #2-Federal Employee Loyalty Program

              2. FBI—J. Edgar Hoover hunting “Commies” with illegal wiretaps

              3. Slide #3--House Unamerican Activities Committee--H.U.A.C.

              4. Other groups start hunting commies—cities, states, businesses, churches

4. Enjoy your break. Remember to bring your Chap. 13 handouts and textbook to class on Monday.

Agenda for March 17 - 21

Mon., 3/17
Topic: War in the Pacific
Agenda:
1. Complete the rest of the Pacific battles.

2. World at War—Volume 6--Pacific—show Island by Island and Iwo Jima

3. Homework Assignment: p. 583-5, 599-603; 609-12—War in Europe; 7 European/African battles. Have students count off by 7.  This number corresponds to a battle listed below.  Students must describe: A)What happened—describe the battle in one-two paragraphs; and, B) Why is this battle famous/important? Also in one-two paragraphs. (Students should ask themselves--how did this battle change the course, duration, outcome or aftermath of WWII?) Your book will partially answer the question, but you must also do some internet research to prepare a complete answer.  Remind students to site their sources—no wikipedia!!!!!!
--Students must type up their answers—12 pt, double spaced, 1” margins--and be prepared to present them to the class Wednesday. 

     1. El Alamein, 2. Kasserine Pass, 3. Tunisia, 4. Stalingrad, 5. Sicily Invasion, 6. D-Day, 7. Battle of the Bulge.

Tues., 3/18—CAHSEE Day
Topic: War in the Pacific

1. 1.  World at War—Volume 6--Pacific—show Island by Island and Iwo Jima
2. 2.  Europe Battle Reports Due tomorrow!!!

Wed., 3/19—CAHSEE Day

Topic: War in Europe

Agenda:

1. Show War in Europe Maps—so students can see the geography of the European theater.

2. European/African Battlefields Presentations. Randomly choose students to present each of the 7 battles—students should take notes on these presentations for their exam.

3. Homework Assignment: Read Chap. 12, Sec. 1 and p. 587-593   

Thurs., 3/20

Topic: The Homefront

Agenda:

1. Finish European Battle Reports

2. Overheads: The Homefront During WWII
  A. How did US industry react to the war?
  B. How were women affected by the war?
  C. How were A-Americans affected by the war?
  D. How were Teens affected by the war?
  E. How will the world change after the war?
3. Brief overview
  -Double V Campaign
  -Bracero Program
  -Zoot Suit Riots

  -Wage & Price Controls & Rationing
  -Japanese-American Internment

Fri., 3/21

Topic: Internment of Japanese-Americans

Agenda:

1. J-American Internment:
  A. Maps and Photos
  B. Handout: Executive Order 9066
  C. Handout: Why Internment--General DeWitt explains internment--analyze his reasons in detail--all basically come down to either race or irrational fear/ignorance.
2. Handout: Enrichment Activity 12--how was roundup begun?
3. General Internment Info:
    1. 120,000 internees
    2. 5,000 voluntarily move east
    3. Camps open from 1942-46, last one closes Mar. 46.
    4. 1943 people begin leaving the camps
      a. Volunteer for military service--recruited for translators
      b. Drafted for war; 291 refuse to serve out of 5,000 draftees
      c. 25,000 J-A serve in military; 442nd Combat most decorated unit in WWII.
      d. Labor shortages--people allowed to leave camps for jobs.

4. Handout: Life in the Camps
5. Korematsu vs. U.S.
6. Reparations and formal apology by Reagan.

7. Assign: Worksheet: Questions for Century Series Video.

Agenda for Feb. 24 – 28

Mon. 2/24

Topic: The Great Depression

Agenda:

1. Handout & Video: The Grapes of Wrath

Tues. 2/25

Topic: The Great Depression

Agenda:

1. Video: The Grapes of Wrath

Wed. 2/26

Topic: The Great Depression

Agenda:

1. Complete Video: The Grapes of Wrath

2. Hand in of video questions.

3. Assign: Download: Chap. 11 Review Sheet; Read Chap. 11, Sec. 1

Thurs. 2/27

Topic: Chap. 11-1: The Run-up to WWII

Agenda:

1) Handout/Discussion: Political ideologies—differences/similarities between Marxism and Fascism.

2) Handout/Discussion: Hitler’s Views on Dictatorship (Back side of entry #1 above.)

3) On White Board: Soviet Union, Italy, Germany & Japan—

4) Handout: Versailles Treaty to Polish Blitzkrieg—discussion and interpretation.

5) Assign: a) 11-1 Quiz tomorrow; Read Chap. 11.2

Fri. 2/28

Topic: WWII Begins

Agenda:

1) Handout from yesterday: Versailles Treaty to Polish Blitzkrieg: Look at these listings:

1935 April

1936 July Discussion: Spanish Civil War is often called the “rehearsal” for WWII. Why?

2) Quick review then: Quiz on Chap. 11, Section 1

3) Handout from yesterday: Versailles Treaty to Polish Blitzkrieg: Look at these listings:

1935 March: Hitler introduced military conscription

1936 March: German troops are sent to reoccupy the Rhineland

1938 March: German troops marched into and annexed Austria/ The Anschluss

1938 September: Munich crisis-Czechoslovakia gives up Sudetenland.

4) Handout/Overhead: A Policy of Appeasement—why not fight?

5) Video: World at War—A New Germany. Show only sections 4 & 5: Peace Time Militarization & European Tensions Increase.

6) Assign: No assignments--See link below for super cool WWII info!!

http://www.worldology.com/Europe/world_war_2_imap.htm

Agenda for Feb. 3 - 7

Mon. 2/3

Topic: Great Depression

Agenda:

1. Chap. 9-1 & 9-2 quizzes.

2. Trade & Grade. 

3. Handout: Century Series: 1929-36 Questions for: Stormy Weather.

4. Video: Stormy Weather--The Great Depression

5. Homework Assignment: Read Chap. 9-3and make a two column list.  Column 1: List the major actions that Hoover took or agencies he created to fight the Depression, including a brief description.  Column 2: Briefly explain why these actions/agencies failed. You must find 5 out of the 6 possible answers. Must be typed, 12 pt., 1” margins.

Tues. 2/4
Topic: Hoover vs. the Depression--Depression Wins
Agenda:

1. 2 column list check.

2. Handout: The Bonus Army—

3. Finish Century Series video.

4. Very Brief Lecture: Hoover president in a controversial election—anti-Catholic, rural, and “dry” vs. Al Smith—Catholic, urban, “wet”.

5. 2 column list Homework: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work? .
6. Assign: Chap. 9 short exam tomorrow.

Wed., 2/5

Topic: Chap. 9 Exam

Agenda:

1. Con’d from yesterday: 2 column list Homework: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work? .
2. Overhead: Hoover Against Gov't Intervention—

3. Chap. 9 Exam

4. Assign: Chap. 10.1; Download: Chap. 10 Review Sheet

Thurs., 2/6

Topic: 1st New Deal

Agenda:

1. Trade and Grade Chap. 9 Exam.

2. Overheads: Chap. 10-Early New Deal—

       A. Elections of 1928 & 33-If there is any better expression of what happened to Hoover’s popularity than these two maps, I can’t imagine what it is. His essential coldness, combined with the disaster of the Bonus Army, made it nearly impossible for Hoover to be reelected. Their respective campaign songs illustrate the problem. Hoover’s song was “Onward Christian Soldiers,” while FDR used “Happy Days Are Here Again.” To paraphrase one historian, to be elected president FDR’s only necessary qualification was that he not be Hoover.

B. Social Effects of Great Depression

C. Relief, Recovery, Reform (meaning)?--1933 Bank Crisis--Gold Standard & Bank Holidays

1. Glass-Steagall Act--

2. NIRA—.

3. FDIC--

D. Farming Someone Else’s Land-- AAA--problems--not all New Deal programs work—AAA made the problems of farmers worse by increasing production and encouraging landowners to throw tenant farmers and sharecroppers off the land.

E. New Deal Remedies—

7. Assign: Chap. 10-1 Quiz tomorrow. Extra Credit Op: Find a WPA artwork in the South Bay (Hermosa, Redondo, Manhattan) that still exists today. Go to where it is located and take a picture of it--10 pts. of extra credit for the first 5 people who show me the photo upon my return after ski week.

Fri., 2/7

Topic: FDR Fights the Depression

Agenda:

1. Lecture: The 100 Days—:

       A. Bank Holiday—restored confidence and probably saved the US banking system from complete collapse.

       B. The Hundred Days.

C. SEC--

D. NRA--didn't work

E. HOLC & FCA--

F. CCC

G. FERA, PWA & CWA & TVA--jobs, jobs, jobs—

2. Quiz Chap. 10-1.

3. Trade and grade.

4. Music: Woody Guthrie--"If You Ain't Got the Do-Re-Mi"—

5. Music: Woody Guthrie--"This Land is Your Land"—6. Assign: Read Chap. 10, Sec. 2; Download: Chap. 10 Timeline Activity; Chap. 10 Interpreting Political Cartoons; Chap. 10-Townsend Plan; Chap. 10-Upton Sinclair's EPIC Plan--bring to class on Monday;

Agenda for Feb. 10 - 14

Mon. 2/10

Topic: Challenges to New Deal—.

Agenda:

1. Lecture and Discussion .

2. Chap. 10-Challenges to New Deal-.

A. Alphabet Soup overhead—.

B. Chap. 10 Timeline Activity handout—.

C. Political Cartoon Depicting the Stranglehold of New Deal Programs on the Government overhead—.

D. Alphabet letters overhead--too much gov't is getting in the way of democracy (Uncle Sam)

E. Chap. 10—Interpreting Political Cartoons handout—have .

F. Splitting Democratic Party overhead—.

3. Challengers to New Deal—.

1. Chap. 10-Townsend Plan handout—

2. Father Coughlin—.

3. Huey Long-SOW--Share Our Wealth—.

4. Chap. 10-Upton Sinclair’s EPIC Plan handout—.

4. Assign: Chap. 10-2 Quiz tomorrow. Read Chap. 10, Sec. 3; Download: New Deal Programs-1st & 2nd; Chap. 10-WPA; Chap. 10-FDR Takes On Supreme Court; Chap. 10-Sit-Down Strike--Bring to class tomorrow

Tues., 2/11

Topic: 2nd New Deal/Court-Packing—I included some more lecture notes in this file.

Agenda:

1. Handout: First and Second New Deal—why are there 2? .

2. Handout-Chap. 10-WPA-In pairs,.

3. Overhead: Court-Packing—show .

4. Chap. 10-FDR Takes On Supreme Court—in .

5. The Economy Dips Again. .

4. Quiz Chap. 10-2—short quiz. .

5. Trade & Grade

Wed., 2/12—Double Late Start Day

Topic: New Deal Legacy Rise of Labor
Agenda:
1. The Rise of Industrial Unions—.

A. NIRA gone—:

B. National Labor Relations Act (Wagner Act) and the NLRB—.

C. CIO (Congress of Industrial Organizations) formed.

2. Overheads: Rise of Unions

1. AFL-CIO—.

2. Workers Unite—.

3. Gen'l Strike in SF—.

4. Handout—Bob Stimson-Auto Worker—.

5. Back Side of #4—Charles Stewart Mott—.

6. Last slide in overhead—sign demanding equality for African Americans.—.

3. New Deal Ends—.

4. New Deal Legacy—.

5. Assign: Download Chap. 10 Content Vocabulary and Chap. 10 Reteaching Activity and bring to class tomorrow. Chap. Test on Friday!!!!!!

Thurs. 2/13
Topic: Chapter Review
Agenda:
1. Content Vocabulary Activity 10 handout. .

2. Reteaching Activity 10. .

3. Chap. 10 Exam Review—.

4. (If time) First 8:30 of Century Video: 1936-41

5. Assign: Chap. 10 Exam tomorrow!

Fri. 2/15
Topic: Chap. 10 Exam
Agenda:
1. Quick review—.

2. Take Chap. 10 Exam— .

Agenda for Jan. 13 – 17

Mon., 1/13

Topic: Politics in the 1920s

Agenda:

1. Harding--"A Return to Normalcy" What does this mean?

a. Let's mellow out for a while--go back to the way things used to be before all that hubbub--WWI, progressivism, immigration.

b. Pro Big Business--What is good for GM is good for America.

c. No League of Nations--WWI was a failure--didn't solve anything, so let's return to our old isolationism.

2. Problem--Harding brings "Ohio Gang" with him to Washington. They begin selling access to their offices--with the Teapot Dome Scandal--Sec. of Interior Fall selling oil exploration rights in Wyoming for $$$. Harding solves problem by dying.

3. Coolidge takes over--"Keep Cool w/ Coolidge" Same as normalcy--don't rock the boat. He is also a pro-biz Republican--this is when the Republican Party becomes the party of big biz--Teddy and Taft were liberal reformers--not any more.

4. Handout: Political Policies of the 1920s--Internationally isolationist--if possible.

a. Washington Disarmament Conference--nice talk, no action.

b. Kellogg-Briand Pact--"Hey, let's outlaw war." Yeah, that should work. Again, talk, no action.

c. Dawes Plan--$$ from US to Germany, who gives it to France and England, who give it back to the US--a stop gap measure at best which doesn't solve problem--but we don't want to get involved enough to solve problem--which will come back to haunt us later.

5. Short Quiz on Chap. 8.1 & 8.3.; download and complete final exam study guide

Tues., 1/14

Topic: The 20s

Agenda:

1. Video & Handout: Boom to Bust (Century Series)

2. Assignment: Have the students count off by 3s. Each number will be assigned the following organization. Each of these initials belongs to a civil rights organization that was created in the early part of the 20th century.

1. ACLU

2. NAACP

3. ADL

For the organization you have been assigned, answer the following 6 questions:

1. What do these initials stand for?

2. What year was this organization founded?

3. Who were the founders of this organization?

4. Where was this organization founded?

5. What incident(s)/events caused this organization to be founded?

6. What is the purpose of this organization?

Wed., 1/15—Single Late Start

Topic: Civil Liberties, Women, the automobile & Reds?

Agenda:

1. Civil Liberties in the 20s-- ACLU, ADL & NAACP—why now?—review of answers

2. New Morality

A. Women--Overheads/Handout: The New Woman--read & discuss

B. Scopes “Monkey” Trial--Read

3. Red Scare—how is this part of the battle between conservatism and progressivism?

4. Handout: Rural vs. Urban

5. Assignment: Bring your study guide and textbook on Friday.

Thurs., 1/16--

Topic: Wrap-up: 1920s

Agenda:

1. Work return—all homework

2. Discussion of study guide and study prep.

3. Automobile--Overheads: Powerpoint: Cars of the 1920s--Model T & Mass Production

a. Importance of moving assembly line

b. Importance of $5/day wages and 8 hr. day.

4. All is not well--farming.

5. Handout: Media in the 1920s

6. Handout: Jazz Era Slang

7. Assignment: Bring your study guide and textbook tomorrow.

FRI. 1/17

Topic: Final Review

Agenda:

1. Final Exam Prep

2. Assign: Test next week!

Agenda for Jan. 6 – 10

Mon. 1/6

Topic: WWI Ends and the 20s Begin

Agenda:

1. Turn in Content Vocabulary 6 and Reteaching Activity 6.

2. Video: Shell Shock-last 3 minutes or so

2. War's End--what happened?—Handout-14 pts/Versailles Treaty/League of Nations

A. Big 4--Italy, U.S., Britain, France. Who isn't there? An imposed peace is an unstable peace-Reading-Peace w/out Victory

3. What happened at Versailles Treaty? The basis for WWII.

--$33 billion in reparations will ruin Germany economy.

--Give back Alsace-Lorraine

--Downsize Army & Navy

--Lost land to Poland and Russia (split in two)

--Lost all colonies--Mostly to Britain and France

--War Guilt Clause

4. 14 pts--ignored. Why? B & F want to punish Germany. Wilson says--okay--as long as I can get:

5. League of Nations. But the Senate says: No! Reading: On the League of Nations.

6. Why no League of Nations?

a. Disillusionment after war—casualties (overhead), economic downturn, high immigration, no “real” solution to European problems—was WWI really worth fighting?

b. If League is supposed to defend weak nations, will this mean more war instead of less?

c. Wilson’s stroke

d. Wilson disrespects Senate

e. Legal argument—only people can transfer sovereignty to L of N, not gov’t. US Constitution is supreme law—not League of Nations charter.

3. Assignment: p. 406-23; Complete Guided Reading 7.1 & 7.2; Download and bring “Race Riots” and “How a Red is Made” to class tomorrow.

Tues., 1/7

Topic: Life in the 1920s

Agenda:

1. Handout: Race Riot 1919

A. What changed during WWI to cause these riots?

B. Do you agree with this woman’s comments?

2. Handout: How a Red is Made

A. Why a “Red Scare” now? What event helped produce this fear?

B. This is supposed to be a very sophisticated “comedy” piece. Is it funny? Why or why not?

3. Handout: Global Peacemaker

Discussion: How is the war going to effect people’s behavior in the 1920s? What will soldiers want? Women? African-Americans? How will it influence dress, morals, music?

4. Overhead: After WWI—1920s Timeline on page two

A. Stability--peace, jobs, family, small town life, quiet, familiar, slow, rural.

B. Excitement--fun, risky, modern, new, different, urban, fast, wild

5. 1920s--Looking Forward (Urban) or Looking Back (Rural) Ex: Music: Country and Jazz

6. Nativism & Immigration

A. Why was nativism popular in the 1920s?

1. WWI--War--no immigration and no unemployment; lots of anti-foreign propaganda

2. Post-WWI--returning soldiers, high (although temporary) unemployment

3. Red Scare (describe) “How a Red is Made” & Sacco & Vanzetti case (describe)--immigrant ideas were feared

B. How was nativism reflected in:

1. KKK resurgence?

2. Eugenics?—superiority is due to racial differences—like head size

3. Fundamentalism?

C. These nativist fears resulted in Immigration Reform

1. 1921--Emergency Quota Act--3% of ethnic population from 1910 census-overhead

2. 1924--National Origins Act--permanent--2% of ethnic population from 1890 census--why use old census data?-overhead

3. These acts ignored one group of immigrants, who, after the Newlands Reclamation Act was passed, started entering the US in very large numbers. What group of immigrants was this? Mexicans.

7. Assignment: Download, read and bring to class: 1920s--Middle Class on the Move. Download and bring to class: Give Me Your Tired Your Poor

Wed., 1/8

Topic: 1920s

Agenda:

1. Collect Chap. 7.1 & 7.2 Worksheets

2 Handout: Give Me Your Tired, Your Poor?--Do A-G one at a time in pairs, then offer answers to whole class.

3. California is not exempt from Nativism—Handout: "Middle Class on the Move".

4. Video: 1920-29: Boom to Bust

5. Assign: Read Chap. 7, Sec. 3; download: Jim Crow; KKK letter; African-Americans Protest; Harlem Renaissance--read and bring to class tomorrow.

Thurs. 1/9

Topic: New vs. Old--The 20s: African-Americans

Agenda:

1. Background to Harlem Renaissance:

A. Centered in NY because: --AA moved N during WWI and AA have money to support:

B. AA Culture—Art, literature and music.

2. Harlem Renaissance also related to:

A. Overhead: Jim Crow: Jim Crow is following AA out of the South—must live in Harlem

B. Plessy vs. Ferguson—“separate but equal” means Jim Crow is now national

C. Re-segregation of the Fed'l Gov't. Handout: African-Americans Protest—an example of Jim Crow’s spread even to national government.

D. AAs are advancing, but: Handout: KKK—again, racism is following them

3. Handout: Harlem Renaissance—Hughes poem—Renaissance is by and for AA—it is okay to write and speak in vernacular—it is who you are. Controversial however—middle class AA think it sounds uneducated—rap the same way?

4. Three great intellectuals of the AA experience: WEB DuBois, Booker T. Washington & Marcus Garvey—whose ideas shall A-A accept?

5. Garvey & Back-to-Africa

6. Assign: Download and bring to class tomorrow:

a. High School Expels Boy for Drinking—read and bring to class.

b. Guild Spirit Infects Speakeasies—read and bring to class.

c. Benefits of Prohibition--only print this if you sit on the left side of the class (my left). You should download, read and type a list of all the benefits of prohibition mentioned in this article.

d. Prohibition's Absurdities--only print this if you sit on the right side of the class (my right).You should download, read and type a list of all the problems with prohibition mentioned in this article.

e. Iron Laws of Prohibition--bring to class tomorrow!

Fri. 1/10

Topic: 1920s--Prohibition

Agenda:

1. Discussion: why certain substances are banned. Why are some drugs legal (tobacco, alcohol) and others are not (marijuana, heroin)? 

2. Debate: Prohibition--good or bad? Whiteboard lists to start.

3. Discussion: Are the problems associated with the prohibition of alcohol also true with our current prohibition on other drugs?. Has our war on drugs worked? What are the dangers of legalization or decriminalization? With all of the pot dispensaries in LA, do you think this will make legalization more likely?

4. Handout: "Boy Expelled" article. Do they think such an article would be written today? Why or why not? Why was the article written? What do you think happened to the boy in the article?

5. Handout: “Guild Spirit Infects Speakeasies” article. What does it tell you about the number of illegal saloons, and how excepted they are, that they are thinking of forming a union? What happens to respect for the law when it is so widely violated?

6. Assign for Mon: Chap. 8, Sec. 1 & Chap. 8, Sec. 3

Agenda for Dec. 16 - 20

Mon. 12/16

Topic: The US in WWI

Agenda:

1. War Breaks Out--The Schlieffen Plan—overhead from Friday

2. What was the war like? Reading: Poems (back side of Greatness of War handout from Friday.

3. We stay “neutral” at the beginning of WWI—why? Onion Overhead: War Declared

4. Why did the U.S. get involved—according to your book—can we trust these arguments? Do they make sense?

A. Unrestricted submarine warfare—Lusitania—sunk in 1915 and war in 1917? Big deal for British-why? Overhead: Timeline to US Entry

B. Zimmerman note—Mexico wars on US for part of US land—intercepted by Britain-reliable? How does this relate to US-Mexico relations before the war? (Pancho Villa in NM).

C. Trade links—overhead: WWI Because of $$$—the “real” cause of WWI? Or merely another good reason?

D. Cultural and linguistic ties—what about German cultural and linguistic ties?

5. What reasons did Wilson give for involvement? Reading-A Declaration of War.

A. Submarine warfare--but emphasis on loss of life not trade--why? Why did Germany do this?

B. Germany is already at war with us, we are just defending ourselves--and mankind. Germany is a bully and we are a peace-loving people.

C. We are "Making the world safe for democracy." Why is this argument flawed?

D. Why no arguments about cultural and linguistic ties? Zimmerman note?

6. What are American goals in the war? Reading: Peace w/out Victory

7. Assignment: Read Chap. 6, Sec. 2; download and complete Chap. 6-2 Guided Reading Activity

Tues., 12/17

Topics: The US Enters WWI-Chap. 6.2

Agenda:

1. Hand in 6.2

2. Video: Shell Shocked: 10-15 minutes—covers start and early course of war, American neutrality and early effects.

3. Effects of WWI

A. Conscription (Draft)-new system called “selective service” created—2.8 million men called up. Progressives worry this violates democratic principals.

B. African-Americans--they join the army to fight for equality and inclusion; acquire new jobs in factories--men at war leave many openings; move to northern cities (Great Migration) to acquire these jobs--A-A leaving the south in large numbers for the first time; experience equality in Europe.

C. Women--assume new roles--economic, social, political—11,000 serve in Navy. Used as clerks in the Army; nurses actually serve overseas. 19th amendment passed right after the war. Women move into workforce but most leave after the war

D. Gov't Policy--anti-trust and fear of big biz lessen during war--Big Biz runs the war effort and booming economy lessons concern about workers and consumers being taken advantage of.

1. War Industries Board--typical Progressives--gov't picks experts to run the war--also very different--Big Biz is running the war. What happened to anti-trust? It is gone for some time to come. Cooperation between Wall Street & Washington—Bernard Baruch—a Wall Street baron—runs the board.

2. Food Admin—victory gardens, and heatless, meatless and wheatless days

3. Daylight savings time introduced as a coal saving measure—originally proposed by Franklin.

4. Liberty and Victory Bond drives raise money.

E. Mobilizing the Workforce

1. No strikes (Nat’l War Labor Board). In exchange, workers get 8 hr. day, right to organize unions and bargain collectively.

2. Immigration from Europe slows during the war—this will lead to severe restrictions in the 20s.

3. Mexicans move north for jobs—severe discrimination.

4. Assignment: Read Chap. 6, Sec. 3; download and complete Chap. 6-3 Guided Reading Activity: Download WWI Readings package; download Weapons of WWI timeline

Wed., 12/18

Topic: 1) Civil Liberties in Time of War 2) New technologies & modern war. 3) American soldiers in the war.

Agenda:

1. Turn in Chap. 6-3 Guided Reading Activity

2. Ensuring public support for the war—Overhead: On The Home Front

A. Committee on Public Information--Are they to provide war information to the public? NO! They are to convince the U.S. people to support the war--this is a propaganda machine. They also sell war bonds to pay for the war.

B. Civil Rights-- Are civil rights secure during time of war? For the first time, the Supreme Court decides that the right of free speech is a limited one.

1. WWI Readings Package

a. Espionage Act--Limits Free Speech against the War

b. Schenk vs. U.S.

--Is the Espionage Act constitutional? Yes

--Can the 1st amendment be limited by the gov't? Yes

--Is war a good enough reason to limit the 1st amendment? Yes

c. Holmes says that as long as the danger is "Clear and present," such as yelling fire in a crowded movie theater, the gov't may restrict speech if it has a compelling reason for doing so.

3. On the Homefront Time Line Activity 6--Weapons of WWI. How did these weapons help WWI become the first modern war? What does the term "modern war" mean?

4. U.S. Soldiers--young, inexperienced, but plentiful. High morale and sheer numbers help swing the tide of battle to the Allies.

A. Women and African Americans enter the war--women for the first time.

B. Selective Service--what is it?

5. Assignment: Read: Chap. 6, Sec. 4; download and complete Chap. 6-4 Guided Reading Activity; download 14 pts/Versailles Treaty/League of Nations

Thurs., 12/19:

Topic: WWI Wrap-up

Agenda:

1. Turn in Chap. 6-4 Guided Reading Activity

2. Video: Shell Shock—until we hit the part on Versailles.

3. Spanish Influenza Pandemic—40 million dead—effects young adults—very unusual for a flu—how does this peculiarity interact with WWI to make the flu more deadly?

4. Handout: Letter Describing Effects of Flu on military base.

5. Assignment: Handout: Flu Epidemic of 1918 Sent Chills Through State

Fri., 12/20-—Hawaiian Shirt/Ugly Sweater Day!!

Topic: The End and Aftermath of WWI

Agenda:

1. Was the most important event during WWI--not WWI?

A. Handout: Flu Epidemic of 1918 Sent Chills Through State

B. Discussion Questions After They Have Read the Article:

1. Q: How did the war contribute to the pandemic?

2. Q: The US government enacted very strict rules to combat the disease. Do you think the US would use the same rules now? Why or why not?

3. Q: A great many “quack” medications came out to fight the disease. Would the same thing happen today?

4. Q: 40 million dead—flu still a problem today?

2. Handout: Global Peacemaker

Discussion: How is the war going to effect people’s behavior in the 1920s? What will soldiers want? Women? African-Americans? How will it influence dress, morals, music?

3. A WWI Christmas Story—the naivete and sense of order and rules that prevailed in 1914 will be crushed and disappear by 1915.

4. Assignment: Download and answer: Content Vocabulary Activity 6 and Reteaching Activity 6; download 14 pts/Versailles Treaty/League of Nations and bring to class.

Agenda for Dec. 9 - 13

Mon., 12/9

Topic: Progressives

Agenda:

1) Video: Seeds of Change

2) Test on Thurs.!!!!!

Tues., 12/10

Topic: Progressivism--Success of Failure? Review for Exam

Agenda:

1) Progressivism--a success?

A. Overheads: Progressivism--slides 1 & 2

B. DBQs--last page--Progressive Legislation

C. Overheads: Progressives & Education

D. Reading: Progressive Legacy

E. Conservation

2) Progressivism--a failure?

A. Progressivism & Racism (will discuss Racism in the Unit on 1920s)

B. Progressivism & Imperialism

1. Overhead: Big Stick Cartoon

2. Readings: Roosevelt Corollary

3) Structure of the test

4) Assign: Study for Test

Wed., 12/11—Late, Late start day

Topic: Chap. 5 Exam Review

Agenda:

1. Test Review.

2. Onion Headlines—making fun of the Progressives

Thurs., 12/12

Topic: Chap. 5 Exam

Agenda:

1. Chap. 5 Exam

Fri. 12/13

Topic: WWI—how it started, why it spread

Agenda:

1.  What do you know?

A. What caused it? (Proximate cause—assassination of Archduke Ferdinand)

B. Long Term Causes—from World History

2. Lecture/Discussion/Overheads: The four M.A.I.N. causes for The Great War—General Overview using maps, and readings.

--Maps of Europe before WWI

-Militarism/Mobilization--war is good/solves problems—Greatness of War reading

-Alliances—competition for land makes war more likely and bigger once it starts

--Maps of alliances

-Imperialism--war becomes a "world" war

--Overhead: maps of empire

-Nationalism--unity and patriotism above all else—the Greatness of War again--perfect for war

4. War Breaks Out--The Schlieffen Plan—overhead

5. Assign: Chap. 6, Sec. 1

Agenda for Dec. 2 - 6

Mon. 12/2

Topic: The Progressives

Agenda:

1. Progressives Chart—Extending Democracy—very quickly—Review

A. Overhead: Progressive Political Reforms—reforms & why they were needed

2. Progressives Chart—Social Problems—review

B. Overheads: Child Labor & Crowded Tenement

3. Handout: Voting Rights for Women A. In pairs, read the list and on a separate piece of paper answer questions 1 and 2 at the bottom.

4. Handout: Leroy Cummings Believes Women Have No Need to Vote

5. Handout: Progressive Legislation

6. Test Return/review

7. Assign: Chap. 5, Sec. 3 + Guided Reading Worksheet

Tues., 12/3

Topic: Roosevelt vs. Taft

Agenda:

1. Check/Grade Chap. 5, Sec. 3 worksheet.

2. Progressives Chart-Big Business

3. Discussion of Teddy Roosevelt:

A. Pure Food & Drug Act

B. Trust-Buster—not really, but did have the first prosecution of an anti-trust case under the Sherman Anti-Trust Act—Northern Securities Case—a monopolistic railroad (although the name sounds more like a bank).

C. Reformer, not a buster—wanted to regulate and persuade big companies to act better, not really interested in breaking them up—Coal Strike of 1902.

D. A progressive domestically, but a social Darwinist internationally—an unapologetic imperialist.

4. Lecture: Roosevelt vs. Taft

A. Similarities--Good Progressives

1. Economic reform--Children's Bureau to limit child labor (not to eliminate it, however)

2. Conservation--Bureau of Mines and many national park/forest lands.

B. Differences--Many and severe

1. Style--Roosevelt--bold, personable and visionary--set agenda and let others take care of the details; Taft--quiet, conservative, a good administrator, but not inspirational.

2. Trust-Busting--Roosevelt talked a good game, but really supported regulation and arbitration; Taft actually broke companies up--twice as many suits as Roosevelt.

3. Tariff--Roosevelt wanted a lower tariff, but was too smart politically to ask for one; Taft thought it was the right thing to do and tried to get it--although he failed.

4. Big Stick vs. Dollar Diplomacy

In the end, Roosevelt really liked being President, so after he got through killing off half the animals in Africa, he decided to run for a third term.

Wed., 12/4

Topic: How were the Progressives Different?--Economic Reforms for Women & Children

Agenda:

1) Handout: Role Reversal—what is the role of women at the beginning of the Progressive Period? Why do women want this to change? (Discuss Gibson Girl below).

2) Overhead: Gibson Girl

3) Overhead: Women at Work—Handout: Triangle Shirtwaist Fire—laws were needed to protect:

A. On board: Workplace Safety for men, women and children—children—child labor laws, compulsory ed; women—8 hr day—Muller vs. Oregon—gov’t can limit work hours; men—workmen’s comp

B. Laws start by limiting effects on women/children. Conjoins “weaker” groups, but paves way for men to enjoy same protections later.

4) Overhead: Patent Medicines--why the FDA was needed.

5) Overhead: Populists vs. Progressives—why did the Progressives succeed where the Populists failed?

Thurs., 12/5

Topic: Culture during the Progressive Era

Agenda:

1) Cultural History--fun and games in 1910 America--vaudeville, Coney Island and more

A. Reading: Transportation and Leisure Time in NY

B. Reading: Corbett-Sullivan Fight

2) DBQ Reading: A selection of quotes—last page has legislation--important

3) Assign: Chap. 5, Sec. 4--Wilson in the White House + worksheet

Fri., 12/76

Topic: Wilson in the White House

Agenda:

1) Grade Chap. 5. Sec. 4 worksheet.

2) Election of 1912--Overhead: Progressivism #3

3) Overhead: Daily Focus Skills Transparency--New Nationalism vs. New Freedom

4) Wilsonian Economic Reforms

a) Income Tax--legal or illegal?

b) Federal Reserve System--Handout

c) Fair Trade Commission-FTC--regulate trade practices

d) Keating Owen-Child Labor Act--no one under 14 in goods for interstate commerce--why only interstate goods?

e) Adamson Act--8 hr day for railroad workers

f) Overhead: 8 hr day letter

5) Assign: Download and complete Chap. 5 test review sheet for next Wed.!!!!

Agenda for Nov. 18 – 22

Mon. 11/18

Topic: Progressives & Immigration

Agenda:

1. Handout: Progressive Immigration Legislation

2. Assign: A) Handout: 6 letters to the editor B) Handout: Worksheet. Read the 6 letters and fill out the worksheet.

2. Review/discussion of worksheet

3. Write four counter-arguments (pro-immigration).

4. Begin a letter to the editor, either pro- or anti-immigration. Make sure to refer to at least one counter-argument in your letter.

5. Assign: A) Finish and type your letter. It must be one page, double-spaced, 12 pt. typed, 1' margins.

Tues. 11/19

Topic: The Progressives—an overview

Agenda:

1.     The 20th C. has arrived! What is wrong with America? (On Whiteboard)

       A. Industrialization—Big Business

       B. Immigration

       C. Urbanization

       D. Poor working conditions/child labor

2. How do we fix these problems—gov’t—a big change. Previously, during floods and locust infestations you were expected to fend for yourself—gov’t would not and should not help. That belief is starting to change.

3.     Letters to the Editor: Read excerpts—focus on words—disease—bacterial basis for infection is now known—cleanliness and sanitation become very big middle class concerns. Also notice how important time is becoming—pace of life is increasing. Even our brand new wrist watches have a second hand.

4.     Begin Video: The Progressive Movement

5.     Assign: Bring Your Book to Class tomorrow; Read Chap. 5, Sec. 1

Wed., 11/20

Topic: Problems faced by the Progressives—an overview

Agenda:

1. Handout: Read & Discuss--Overview: The Progressive Era

2. Handout: Problems & Solutions of the Progressives Chart

     A. Progressive reforms can be broken into four categories, which are listed across the top of your chart. Using the information contained in your textbook, Chap. 5, Sec. 1, complete the “Extending Democracy” section. I have provided an example. The number next to the word “Solution” indicates how many listings you should have for each of the four categories. Students will work in pairs. Check answers as a class.

3. Finish Chart

4. (If time) Finish Video: The Progressive Movement-Schlesinger from yesterday.

5. Assign: Chap. 5, Sec. 2 + Download and Complete Guided Reading Worksheet; Bring book to class tomorrow.

Thurs., 11/21
Topic: Progressives & Immigration
Agenda:
1. Trade & Grade Chap. 5, Sec. 2 worksheet

2. Handout: Reading: The Jungle: On Whiteboard:
  A. What is the main goal of the plant owner?
  B. Do you think Jurgis’s enthusiasm about life in America was typical of the immigrants of this time?  Why or why not?
  C. What do you think Upton Sinclair’s purpose was in writing this story?  Did he succeed?
3. Share answers to questions.

4. Assign: Chap. 5, Sec. 1 & 2 quiz tomorrow—20 questions, no essay.

Fri., 11/22
Topic: Immigrants and the Progressives
Agenda:
1. Video: The Progressive Era—Just the Facts series + handout

2. Quiz: Chap. 5, Sec. 1 & 2

3. Assign: Chap. 5, Sec. 3 and have a Happy Thanksgiving Week—don’t get arrested. Don’t. Really.

Agenda for Nov. 11 - 15

Mon., 11/11-Holiday—No School

Tues., 11/12

Topic: Imperialism

Agenda:

1. Overheads: Imperialism

2. (If time) Video & Handout: U.S & The World 

3. Imperialism quiz.

Wed., 11/13-Late start

Topic: Review

Agenda:

1. Lecture: Imperialism continues—discussion of Japan & China, but particularly on Panama Canal—handout on conversation between state department and ambassador in Columbia—US planned and supported rebellion.

2. Handout and discuss Taft’s Dollar Diplomacy

3. Handout: Immigration and Statistics

4. Overhead: Ellis Island

5. Handout: Ellis Island

6. Handout: Standard Oil Packet—rich folks like Rockefeller thought they were doing good, although they often cheated and corrupted legislatures. What was it like to be on the other end of the scale--an immigrant? 7.

Thurs., 11/14

Topic: Test Review

Agenda:

1. Activity 3 & 4 handouts.

2. Rapid Review 

3. Hand back all work.

4. Final Hints

Fri., 11/15

Topic: Chap. 3-4 Exam

Agenda:

1. Chap. 3, 4 Exam

Agenda for Nov. 4 - 8

Mon., 11/4

Topic: Social Darwinism/Social Gospel

Agenda:

1. Quiz on presentation and Chap. 3-3: Immigration & Urbanization

2. Stamp Chap. 3, Sec. 4 worksheet

3. Presentation: Social Darwinism & Social Gospel

4. 4 issues for exam—Social Darwinism, Social Gospel, Americanization, Gospel of Wealth—who, what, where, when, why, how?—3 minutes to study!

5. Quiz on Social Darwinism, Social Gospel, Americanization, Gospel of Wealth.

6. Assign: Chap. 3, Sec. 5 + download and complete worksheet; Download Populist Study Guide and bring to class tomorrow.

Tues., 11/5

Topic: Populism

Agenda:

1.. Work Return

4. Schlesinger Video & Handout: A Nation in Turmoil—First few sections on Labor Strife

3. Stamp Grade Chap. 3-5 Worksheet.

4. Populism Presentation

5. City Troubles—strikes and violence between management and labor—gov’t is on the side of management almost exclusively.

A. Discussion-(very brief) Problems in the workplace:

1. Problems: Long Work hours, bad/dangerous conditions, low pay, giant corporations

2. Solutions: 8 hr day, strikes for better pay and safer conditions, union recognition

3. Business response: blacklist, closed shop, lockout, gov’t intervention

4. Country Troubles—farmers have it bad—low farm prices and high freight rates, tariffs, etc.

B. Problems in countryside

1. Problems—high freight rates, high interest rates, corrupt legislatures, bad economy-panics in 1857, 1873, 1893, low crop prices

2. Solutions: Populist Party: Graduated income tax—limit power of rich/corporations, Silver backed currency, Gov’t ownership of RRs, Direct election of Senators—avoid the political machines in the big cities.

6. Quiz on Populism tomorrow.

Wed., 11/6

Topic: Populism

Agenda:

1. Schlesinger Video & Handout: A Nation in Turmoil

2. Quiz on Populism.

3. Assign: Chap. 4, Sec. 1 & 2 + worksheets; Download Study Guide on Imperialism

 
Thurs., 11/7

Topic: Imperialism

Agenda:

1. Grade quiz on Populism in class.

2. Hand-in/Grade 4.1 and 4.2 worksheets

3. Presentation on Imperialism.

4. Handout and Discussion: Anti-Chinese Propaganda

Fri., 11/8

Topic: Imperialism

Agenda:

1. (If not completed yesterday) Handout & Discussion: Anti-Chinese Propaganda

2. Video & Handout: US and the World—stop and discuss.

3. Hand Back all Graded work.

4. Assign: a) Download from website: Chap. 3 & 4 Review Sheet--exam next Friday; b) Read Chap. 4, Sec. 3 c) Quiz on Imperialism and 4-3 on Tuesday!