Chapter 14 The Industrial Age
Themes: Science and Technology, The American Dream, Women in America
Section 1, The Expansion of Industry
Section 2, The Age of the Railroads
Section 3, Big Business Emerges
Section 4, Workers of the Nation Unite
Starting With the Student
What images of the phrase "The Industrial Age" come to mind when you hear the phrase?
Who might be the key players during this age?
What does the quote from "Mother" Jones mean in your own words?
Based on the image that accompanies the quotation and on the time line, what do you think the people fought for during the Industrial age?
Previewing the Chapter
Examine the entries and images on the time line. What issues seem to characterize the era?
More About. . .
"Mother" Jones
Mary Harris "Mother" Jones (1830-1930) worked tirelessly during most of her long life to win decent working conditions and adequate pay for laborers. She particularly supported miners and railraod workers.
Section 1 The Expansion of Industry
Overview
Objectives1. To explain how the abundance of natural resources, new recovery and refining methods, and new uses for them led to intensive industrialization.
2. To identify inventions that changed the way people lived and worked.
Focus & Motivate
Starting With the Student
Can you imagine life without electricity, the light bulb, or the telephone. How would your daily activities be affected?
How eager do you think people would have been to acquire these conveniences when they became available?
More About. . .
Mark Twain
Mark Twain (1835-1910) was an enthusiastic traveler. He made many trips to the East and West coasts of the United States, to Hawaii, to Europe, and he even circled the globe. Yet, at least in his books, he seemed to resist change. His most popular books, Adventures of Tom Sawyer and The Adventures of Huckleberry Finn, took place before the Civil War. In A Connecticut Yankee in King Arthur's Court, he ridicules the boorish ways of modern society.
Objective 1 Instruct
Natural Resources Fuel Industrialization
Starting With the Student
What components do you think are required for industrialization to occur. Industry needs: resources, power, transportation to market, markets, technology.
Discussing New Ideas
New methods of recovery and refining oil touch off an oil boom.
Abundance of iron and coal fuel steel production.
New uses for steel emerge.
History From Visuals
Natural Resources and the Birth of a Steel Town
1886-1906
Reading the Maps
The Map of Pittsburgh is projected out from the United States map.
Extention
Choose a city other than Pittsburgh and identify the nearest coal and iron deposts and waterway.
History From Visuals
The Technological Explosion
Reading the Time Line
How much time elapsed between the invention of the steam engine used in trains and the internal combustion engine used in cars (170 years)? How much time between the combustion engine and the airplane (43 years)?
Objective 2
Instruct
Inventions Promote Change
Starting With the Student
How would your life be made more difficult without electricity? Make a chart listing ways you use electricity and nonelectrical alternatives.
The chart should include:
Use: Pencil sharpener, Substitute: Knive or mechanical sharpener, Clothes dryer, Outdoor clothesline
Discussing Key Ideas
The harnessing of electricity transforms American business.
A profusion of inventions promotes rapid change.
New products affect people at home and at work.
Historical Spotlight
Illuminating the Light Bulb
Critical Thinking: Clarifying
Thomas Edison defined genius: "1% inspiraton and 99% perspiration." How does the search for the perfect lamp filament illustrate this definition?
Close
An industrial explosion created a demand for shipping routes for both raw materials and finished products and increased the demand for rail networks. Technological advances in the production of steel made rapid expansion of the railroads possible.
Critical Thinking
A. Inexpensive, readily available raw materials gave inventors and entrepreneurs the means they needed to develop and implement new products and methods.
Geography Skillbuilder.
Human-Environment Interaction: Coal
Location: Steel mills were located near coal deposits and along the transportation routes formed by rivers.
B. It changed the nature of business, made the invention of new appliances possible, and helped cites and industries grow.
C. Development of natural resources and a growing receptive market.
D. The created new jobs and made factory work easier; but contributed to a loss of worker's self-esteem.
Assessment
1. Drake, p. 410
Bessemer process, p. 411
Edison, p. 412
Sholes, p. 412
Bell, p. 412
2. Possible answers
oil drill--initiated oil boom
Bessemer steel process--made steel production cheaper and more efficient
barbed wire and farm--
machines--increased farmers' output or production
light bulb--made artificial light widely available
telephone--revolutionized communications
3. Possible Responses:
Agree--Availability of products and increase of promotional gimmicks.
Disagree--Low incomes and increasing dependence on manufactured (rather than homemade) products.
4. Possible Responses:
Some may cite electricity as the invention with the greatest impact because it changed the nature of business, of travel, and of home and social life. Others may cite the telephone and the Bessemer steel process for similar reasons.
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Wednesday, September 28, 2005
Sunday, September 25, 2005
Study Guide: Test #1, Chs. 12-13, US History
STUDY GUIDE: Test #1, Chs. 12-13, Fall 2005 US History, Dr. Smith
Name:_____________________________________________________Per.:_______
Terms & Names
1. Andrew Johnson was:
a) governor of Ohio; b) impeached President; c) a Southern Civil War hero; d) Vice-President under Grant.
2. Radical Republicans were composed of:
a) scalawags, scallops, and carpetbaggers; b) scalawags, African-Americans, cowboys, and the military; c) scalawags, carpetbaggers, and African-Americans; d) scalawags, Native Americans, and prairie women.
3. The Freedman's Bureau was a:
a) local initiative; b) state initiative; c) county initiative; d) federal initiative.
4. The Fifteenth Amendment that no one could be barred from voting because of:
a) European descent; b) former status; c) the Freedman's Bureau; d) immigration and position.
5. Hiram Revels was the:
a) first American hero; b) first American villian; c) first American runner; d) first African-American Senator.
6. Rutherford B. Hayes was the first:
a) African-American President; b) President whose election ended the period known as Reconstruction; c) Reconstructed “bonanaza farms,” and prairie settlement; d) settled disputes in 1866.
7. What factor played a significant role in the 1868 presidential election?
a) Rutherford B. Hayes' settlement in the dispute over Electoral College votes; b) the redemption of the South; c) newly enfranchised African-American voters; d) cowboys, scalawags, and so-called “exodusters.”
Section 2 Reconstructing Society
8. In what ways did emancipated slaves exercise their freedom?
a) in churches, schools, their families, the political process, and voting; b) in music,
art, and culture; c) as a part of the New South; d) in sports and in music.
Section 3 The Collapse of Reconstruction
9. What economic and political developments weakend the Republican party during Grant's second term?
a) Reconstruction and settling the praire; b) Economic Crisis 1873 and scandals during Grant's term; c) the Tenure of Office Act and redemption; d) the Ku Klux Klan and scalawags.
10. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
a) this was the end of the Civil War; b) this was the end of the prairie wars; c) this was the end of the Indian wars; d) this was the end of Reconstruction.
11. In which years were there more immigrants than at any other period in American history?
a) 1776-1865; b) 1865-1877; c) 1876-1914; d) 1860-1865.
12. The government policy in regards to the cultures of Native Americans was:
a) resignation; b) redemption; c) revival; d) assimilation.
13. The causes and effects of the Battle of Wounded Knee are:
a) the end of the Civil War; b) the end of the Electoral College: c) the end of assimilation, resignation, and redemption; d) the end of the Native American wars.
Ch. 13 Section 2, The Growth of the Cattle Industry14. Which movie stars have largely formed our ideas and images of cowboys?
a) Harry Shearer and Clint Eastward; b) Lil' Kim, Clint Eastwood, Pink, and John Travolta; c) Clint Eastwood and John Wayne; c) ODB, Fifty Cent, and John Wayne; d) Abraham Lincoln and Linkin Park,
15. Who introduced horses and cattle into the Southwest?
a) Mexican vaqueros; b) native American vaqueros; c) military explorers; d) Spanish explorers.
16. Many aspects of cowboy culture--food, clothing, vocabulary-are borrowed from:
a) native American vaqueros; b) military explorers; c) Spanish explorers; d) Spanish ranchers in Mexico.
17. A cowboy's hat could be used for:
a) one thing only, as a hat; b) as a metaphor; c) as a bucket, a fan, to direct cattle, as a hat, and other creative uses; d) as an indication that a cowboy was a good guy or a bad guy or crook.
18. Cattle herds were rounded up:
a) in the spring; b) in the summer: c) in the fall; d) in the winter.
19. The invention of:
a) the steel plow transforms the open plains into fenced-in ranches and farms; b) barbed plows transform the open plains into fenced-in ranches and farms; c) barbed reapers transform the open plains into fenced-in ranches and farms; d) barbed wire transforms the open plains into fenced-in ranches and farms.
Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains
20. The phrase "strike it rich" originated during:
a) the settlement of the American Great Plains; b) the American gold rush of 1849; c) the American land rush of 1849; d) the American Oklahoma rush of 1849.
21. What natural resources other than gold figure in modern American dreams of striking it rich?
a) oil, precious stones, such as diamonds; b) water, barbed wire, and the reaper; c) water, barbed wire, and the steel plow; d) oil, water, barbed wire, and the steel plow.
22. The word placer comes not from the English word place, but from the
a) native American word placer; b) immigrant word placer; c) Spanish word placer; d) "exoduster" word placer.
23. Placer deposits are created when gold-bearing rock is eroded and the particles are:
a) cleaned downstream; b) washed downstream; c) sluiced and rocked; d) rocked and rolled.
24. In the second half of the 19th century, the possibilities of finding gold draws many people to the American West. Which statement is true?
a) Many succeed in this peaceful pursuit of wealth; b) Few succeed in this dangerous pursuit of wealth; c) Few succeed in this peaceful pursuit of wealth; d) Many succeed in this dangerous pursuit of wealth.
25. How does a pan work in gold mining?
a) a pan is moshed and jumps in the pit; b) a pan is jumped and a claim is sloshed; c) a pan is spammed and phishing is the result; d) a pan is sloshed and the heavy diamonds are found in the bottom.
26. In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of:
a) five fingers lost two boys a week in such mishaps; b) one boy a week lost fingers in such mishaps; c) mishaps lost one a week in such buoyant mishaps; d) boys lost track of time in such mishaps.
Section 3, Settling On the Great Plains
27. Which of the following statements is true?
a) Transcontinental buffalo close up the West for settlement; b) Transcontinental natives open up the East for settlement; c) Transcontinental military close up the West for settlement; d) Transcontinental railroads open up the West for settlement.
28. Which of the following statements is true?
a) The government encourages settlement by offering free land; b) Native Americans encourage settlement by offering free buffalo; c) The government encourages teflon by offering free gold and silver bi-metal policies; d) "Exodusters" encourage settlement by offering free buffalo.
29. Which of the following statements is true?
On the Central Pacific line, over:
a) 90% of the union force, about 120,000, were Chinese; b) 90% of the native American fighting force, about 12,000, were Chinese; c) 90% of the labor force, about 12,000, were Chinese; d) 90% of the buffalo force, about 12,000, were Chinese
30. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as:
a) $350 a month; b) $50 a month; c) $35 a month; d) $53 a month.
White workers often received $40 to $60 a month—plus board and lodging.
31. Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in:
a) 1972; b) 1873; c) 1875; d) 1872.
32. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until:
a) 1961; b) 1916; c) 1876; d) 1896,
when the National Park service was established.
33. The settlers’ first task is to provide shelter for themselves on the treeless prairies. According to the textbook:
34. Which is true?
a) Pioneer natives do much of the work of feeding, clothing, and sustaining their families; b) Pioneer women do much of the work of feeding, clothing, and sustaining their families; c) Pioneer military do much of the work of feeding, clothing, and sustaining their families; d) Pioneer "exodusters" do much of the work of feeding, clothing, and sustaining their families
35. Who invented the steel plow?
a) Jethro Tull; b) Harry Caterpillar; c) John Deere; d) Joey Mazda.
Section 4, Farmers and the Populist Movement
36. How does a typical political cartoon during the era of populism illustrate the plight of the farmers? (e.g., p. 402) It depicts how they are at the mercy of the:
a) politicians and natives; b) immigrants and the army; c) railroads and businessmen; d) aristocracy and nobles.
37. How would farmers benefit from inflation?
a) they would receive more land; b) they would get more money for their
crops; c) they would get more money from the government; d) they would
get more equipment for “bonanza” farms.
38. Why did farmers think that an increased money supply would help solve
their economic problems?
a) It would increase prices for their products; b) It would increase
their ability to grow crops; c) It would increase land they got from the government; d) It would increase land received at the hands of Native Americans.
39. Fill in.
In a discussion of the problems farmers faced, fill in a flow chart describing the development of those problems. Sample phrases to chart are enclosed:
What phrase is missing first in this chart (see chart below)?
a) prices rise; b) immigrants arrive; c) emigrants leave; d) crops prices fall.
>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
40. Farmers go into debt because of:
a) deflation and high shipping costs and demand monetary reform; b) inflation, high prices, and organize into granges; c) “cheap money,” the gold standard, and unions; d) taxes, government interference, and fights on the Great Plains.
41. Fill in the blank for The _______ Farmers’ National Alliance:
1. African-American; b) NAACP; c) Black; d) Colored.
42. Why were landowners and suppliers more hostile to black farmers than to
white farmers?
1. because of racial prejudice; b) because of where they lived; c) because of the “exodusters;” d) because of the cowboys.
43. The Populist Party provides a political power base for the farmers'
alliances. Which of the following is true?
1. The Populist Party proposes a union of the Party, Natives, the Army, and African-Americans; b) The Populist Party proposes financial and governmental reforms; c) The Populist Party is led by Rutherford B. Hayes; d) The Populist Party is led by Samuel Tilden.
44. Farmers suffer increasingly as a general business collapse deepens
into:
1. an economic deflation; b) an economic bonanza farm; c) an economic recreation; d) an economic depression.
45. The metal backing paper currency becomes a major issue in the:
1. 1892 presidential campaign; b) Johnson-Grant presidential campaign; c) 1896 presidential campaign; d) 1900 presidential campaign.
46. The Populist Party and the Democrats both back:
1. William Jennings Bryan, who favors a bi-metal policy; b) Tilden who favors a bi-metal policy; c) McKinley who favors a bi-metal policy; d) Hayes who favors a heavy metal policy.
47. Which of the following is a true statement?
1. Johnson is defeated and the Populist Party collapses; b) Custer is defeated and the Populist Party collapses; c) Jefferson Davis is defeated and the Populist Party collapses; d) Bryan is defeated and the Populist Party collapses.
48. Fill in the phrase for the following diagram (see below) during the boom and bust cycle.
1. Wages fall; b) Crops fall; c) Debts fall; d) Wages rise>
prices rise>Demand falls>Profits decrease>Business activity
falls>Incomes fall>Prices fall>Demand increases>Companies begin to
recover>Production increases>back to . . . .?
49. The U.S. monetary system was established by the Coinage Act of:
1. 1992; b) 1792; c) 1892; d) 1893.
50. The government began issuing paper currency during the:
1. Revolutionary War; b) War of 1812; c) Civil War; d) Reconstruction War; but, it printed so much that the money became almost worthless.
51. It was not until the: a) 1960s; b) Civil War; c) 1860s; d) 1870s; that the government again issued paper money, "greenbacks," that could not be exchanged for gold or silver.
52. The Gold Bug and Silverite positions may lead respectively to:
a) decreation and transubstantiation; b) deflation and inflation; c) recreation and stimulation; d) “greenbacks,” and “easy money.
53. A typical cartoon of the period might use the central symbols of:
a) the flag, stars, and bars; b) a June bug and a Lady bug; c) the crown of thorns and the cross of gold; d) cross stitch of thorns, and the circle of the cross.
54. The Populist Party collapsed with a) McKinley's election; B) Hayes’ election; c) Grant’s election; d) Lincoln’s assassination.
Name:_____________________________________________________Per.:_______
Terms & Names
1. Andrew Johnson was:
a) governor of Ohio; b) impeached President; c) a Southern Civil War hero; d) Vice-President under Grant.
2. Radical Republicans were composed of:
a) scalawags, scallops, and carpetbaggers; b) scalawags, African-Americans, cowboys, and the military; c) scalawags, carpetbaggers, and African-Americans; d) scalawags, Native Americans, and prairie women.
3. The Freedman's Bureau was a:
a) local initiative; b) state initiative; c) county initiative; d) federal initiative.
4. The Fifteenth Amendment that no one could be barred from voting because of:
a) European descent; b) former status; c) the Freedman's Bureau; d) immigration and position.
5. Hiram Revels was the:
a) first American hero; b) first American villian; c) first American runner; d) first African-American Senator.
6. Rutherford B. Hayes was the first:
a) African-American President; b) President whose election ended the period known as Reconstruction; c) Reconstructed “bonanaza farms,” and prairie settlement; d) settled disputes in 1866.
7. What factor played a significant role in the 1868 presidential election?
a) Rutherford B. Hayes' settlement in the dispute over Electoral College votes; b) the redemption of the South; c) newly enfranchised African-American voters; d) cowboys, scalawags, and so-called “exodusters.”
Section 2 Reconstructing Society
8. In what ways did emancipated slaves exercise their freedom?
a) in churches, schools, their families, the political process, and voting; b) in music,
art, and culture; c) as a part of the New South; d) in sports and in music.
Section 3 The Collapse of Reconstruction
9. What economic and political developments weakend the Republican party during Grant's second term?
a) Reconstruction and settling the praire; b) Economic Crisis 1873 and scandals during Grant's term; c) the Tenure of Office Act and redemption; d) the Ku Klux Klan and scalawags.
10. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
a) this was the end of the Civil War; b) this was the end of the prairie wars; c) this was the end of the Indian wars; d) this was the end of Reconstruction.
11. In which years were there more immigrants than at any other period in American history?
a) 1776-1865; b) 1865-1877; c) 1876-1914; d) 1860-1865.
12. The government policy in regards to the cultures of Native Americans was:
a) resignation; b) redemption; c) revival; d) assimilation.
13. The causes and effects of the Battle of Wounded Knee are:
a) the end of the Civil War; b) the end of the Electoral College: c) the end of assimilation, resignation, and redemption; d) the end of the Native American wars.
Ch. 13 Section 2, The Growth of the Cattle Industry14. Which movie stars have largely formed our ideas and images of cowboys?
a) Harry Shearer and Clint Eastward; b) Lil' Kim, Clint Eastwood, Pink, and John Travolta; c) Clint Eastwood and John Wayne; c) ODB, Fifty Cent, and John Wayne; d) Abraham Lincoln and Linkin Park,
15. Who introduced horses and cattle into the Southwest?
a) Mexican vaqueros; b) native American vaqueros; c) military explorers; d) Spanish explorers.
16. Many aspects of cowboy culture--food, clothing, vocabulary-are borrowed from:
a) native American vaqueros; b) military explorers; c) Spanish explorers; d) Spanish ranchers in Mexico.
17. A cowboy's hat could be used for:
a) one thing only, as a hat; b) as a metaphor; c) as a bucket, a fan, to direct cattle, as a hat, and other creative uses; d) as an indication that a cowboy was a good guy or a bad guy or crook.
18. Cattle herds were rounded up:
a) in the spring; b) in the summer: c) in the fall; d) in the winter.
19. The invention of:
a) the steel plow transforms the open plains into fenced-in ranches and farms; b) barbed plows transform the open plains into fenced-in ranches and farms; c) barbed reapers transform the open plains into fenced-in ranches and farms; d) barbed wire transforms the open plains into fenced-in ranches and farms.
Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains
20. The phrase "strike it rich" originated during:
a) the settlement of the American Great Plains; b) the American gold rush of 1849; c) the American land rush of 1849; d) the American Oklahoma rush of 1849.
21. What natural resources other than gold figure in modern American dreams of striking it rich?
a) oil, precious stones, such as diamonds; b) water, barbed wire, and the reaper; c) water, barbed wire, and the steel plow; d) oil, water, barbed wire, and the steel plow.
22. The word placer comes not from the English word place, but from the
a) native American word placer; b) immigrant word placer; c) Spanish word placer; d) "exoduster" word placer.
23. Placer deposits are created when gold-bearing rock is eroded and the particles are:
a) cleaned downstream; b) washed downstream; c) sluiced and rocked; d) rocked and rolled.
24. In the second half of the 19th century, the possibilities of finding gold draws many people to the American West. Which statement is true?
a) Many succeed in this peaceful pursuit of wealth; b) Few succeed in this dangerous pursuit of wealth; c) Few succeed in this peaceful pursuit of wealth; d) Many succeed in this dangerous pursuit of wealth.
25. How does a pan work in gold mining?
a) a pan is moshed and jumps in the pit; b) a pan is jumped and a claim is sloshed; c) a pan is spammed and phishing is the result; d) a pan is sloshed and the heavy diamonds are found in the bottom.
26. In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of:
a) five fingers lost two boys a week in such mishaps; b) one boy a week lost fingers in such mishaps; c) mishaps lost one a week in such buoyant mishaps; d) boys lost track of time in such mishaps.
Section 3, Settling On the Great Plains
27. Which of the following statements is true?
a) Transcontinental buffalo close up the West for settlement; b) Transcontinental natives open up the East for settlement; c) Transcontinental military close up the West for settlement; d) Transcontinental railroads open up the West for settlement.
28. Which of the following statements is true?
a) The government encourages settlement by offering free land; b) Native Americans encourage settlement by offering free buffalo; c) The government encourages teflon by offering free gold and silver bi-metal policies; d) "Exodusters" encourage settlement by offering free buffalo.
29. Which of the following statements is true?
On the Central Pacific line, over:
a) 90% of the union force, about 120,000, were Chinese; b) 90% of the native American fighting force, about 12,000, were Chinese; c) 90% of the labor force, about 12,000, were Chinese; d) 90% of the buffalo force, about 12,000, were Chinese
30. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as:
a) $350 a month; b) $50 a month; c) $35 a month; d) $53 a month.
White workers often received $40 to $60 a month—plus board and lodging.
31. Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in:
a) 1972; b) 1873; c) 1875; d) 1872.
32. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until:
a) 1961; b) 1916; c) 1876; d) 1896,
when the National Park service was established.
33. The settlers’ first task is to provide shelter for themselves on the treeless prairies. According to the textbook:
34. Which is true?
a) Pioneer natives do much of the work of feeding, clothing, and sustaining their families; b) Pioneer women do much of the work of feeding, clothing, and sustaining their families; c) Pioneer military do much of the work of feeding, clothing, and sustaining their families; d) Pioneer "exodusters" do much of the work of feeding, clothing, and sustaining their families
35. Who invented the steel plow?
a) Jethro Tull; b) Harry Caterpillar; c) John Deere; d) Joey Mazda.
Section 4, Farmers and the Populist Movement
36. How does a typical political cartoon during the era of populism illustrate the plight of the farmers? (e.g., p. 402) It depicts how they are at the mercy of the:
a) politicians and natives; b) immigrants and the army; c) railroads and businessmen; d) aristocracy and nobles.
37. How would farmers benefit from inflation?
a) they would receive more land; b) they would get more money for their
crops; c) they would get more money from the government; d) they would
get more equipment for “bonanza” farms.
38. Why did farmers think that an increased money supply would help solve
their economic problems?
a) It would increase prices for their products; b) It would increase
their ability to grow crops; c) It would increase land they got from the government; d) It would increase land received at the hands of Native Americans.
39. Fill in.
In a discussion of the problems farmers faced, fill in a flow chart describing the development of those problems. Sample phrases to chart are enclosed:
What phrase is missing first in this chart (see chart below)?
a) prices rise; b) immigrants arrive; c) emigrants leave; d) crops prices fall.
>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
40. Farmers go into debt because of:
a) deflation and high shipping costs and demand monetary reform; b) inflation, high prices, and organize into granges; c) “cheap money,” the gold standard, and unions; d) taxes, government interference, and fights on the Great Plains.
41. Fill in the blank for The _______ Farmers’ National Alliance:
1. African-American; b) NAACP; c) Black; d) Colored.
42. Why were landowners and suppliers more hostile to black farmers than to
white farmers?
1. because of racial prejudice; b) because of where they lived; c) because of the “exodusters;” d) because of the cowboys.
43. The Populist Party provides a political power base for the farmers'
alliances. Which of the following is true?
1. The Populist Party proposes a union of the Party, Natives, the Army, and African-Americans; b) The Populist Party proposes financial and governmental reforms; c) The Populist Party is led by Rutherford B. Hayes; d) The Populist Party is led by Samuel Tilden.
44. Farmers suffer increasingly as a general business collapse deepens
into:
1. an economic deflation; b) an economic bonanza farm; c) an economic recreation; d) an economic depression.
45. The metal backing paper currency becomes a major issue in the:
1. 1892 presidential campaign; b) Johnson-Grant presidential campaign; c) 1896 presidential campaign; d) 1900 presidential campaign.
46. The Populist Party and the Democrats both back:
1. William Jennings Bryan, who favors a bi-metal policy; b) Tilden who favors a bi-metal policy; c) McKinley who favors a bi-metal policy; d) Hayes who favors a heavy metal policy.
47. Which of the following is a true statement?
1. Johnson is defeated and the Populist Party collapses; b) Custer is defeated and the Populist Party collapses; c) Jefferson Davis is defeated and the Populist Party collapses; d) Bryan is defeated and the Populist Party collapses.
48. Fill in the phrase for the following diagram (see below) during the boom and bust cycle.
1. Wages fall; b) Crops fall; c) Debts fall; d) Wages rise>
prices rise>Demand falls>Profits decrease>Business activity
falls>Incomes fall>Prices fall>Demand increases>Companies begin to
recover>Production increases>back to . . . .?
49. The U.S. monetary system was established by the Coinage Act of:
1. 1992; b) 1792; c) 1892; d) 1893.
50. The government began issuing paper currency during the:
1. Revolutionary War; b) War of 1812; c) Civil War; d) Reconstruction War; but, it printed so much that the money became almost worthless.
51. It was not until the: a) 1960s; b) Civil War; c) 1860s; d) 1870s; that the government again issued paper money, "greenbacks," that could not be exchanged for gold or silver.
52. The Gold Bug and Silverite positions may lead respectively to:
a) decreation and transubstantiation; b) deflation and inflation; c) recreation and stimulation; d) “greenbacks,” and “easy money.
53. A typical cartoon of the period might use the central symbols of:
a) the flag, stars, and bars; b) a June bug and a Lady bug; c) the crown of thorns and the cross of gold; d) cross stitch of thorns, and the circle of the cross.
54. The Populist Party collapsed with a) McKinley's election; B) Hayes’ election; c) Grant’s election; d) Lincoln’s assassination.
Friday, September 23, 2005
Ch. 13, Section 4, Farmers and the Populist Movement
Ch. 13, Section 4, Farmers and the Populist Movement
Section 4 Overview
Objectives
1. To identify the problems farmers faced and their cooperative efforts to solve them.
2. To explain the rise and fall of the Populist Party.
Skillbuilders: Interpreting political cartoons p. 402, Interpreting charts, p. 404.
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
Read a biography of Mary Elizabeth Lease and discuss how she might have come to be such a vocal promoter of the farmers' cause.
Objective 1 Instruct
Farmers Unite to Address Common Problems
Starting With the Student
Discuss the problems farmers faced. In groups, create a flow chart describing the development of those problems. A sample chart is enclosed:
Crops prices fall.>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
Discussing Key Ideas
Section 4 Overview
Objectives
1. To identify the problems farmers faced and their cooperative efforts to solve them.
2. To explain the rise and fall of the Populist Party.
Skillbuilders: Interpreting political cartoons p. 402, Interpreting charts, p. 404.
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
Read a biography of Mary Elizabeth Lease and discuss how she might have come to be such a vocal promoter of the farmers' cause.
Objective 1 Instruct
Farmers Unite to Address Common Problems
Starting With the Student
Discuss the problems farmers faced. In groups, create a flow chart describing the development of those problems. A sample chart is enclosed:
Crops prices fall.>Farmers mortage farms to buy more land.>Banks take over mortgages and farmers lose land.>
Discussing Key Ideas
- Farmers go into debt because of deflation and high shipping costs and demand monetary reform.
- Farmers form organizations to address their common problems.
History From Visuals
Political Cartoons
Reading the Cartoon
The people who form the railroad ties are businessmen and bankers who supported the railroad interests.
Extension
Write a title or caption for the cartoon.
Historical Spotlight
The Colored Farmers' National Alliance
Critical Thinking: Analyzing
Why were landowners and suppliers more hostile to black farmers than to white farmers?
Objective 2 Instruct
The Rise and Fall of Populism
Discussing Key Ideas
The Populist Party provides a political power base for the farmers' alliances.
- The Populist Party proposes financial and governmental reforms.
- Farmers suffer increasingly as a general business collapse deepens into an economic depression.
- The metal backing paper currency becomes a major issue in the 1896 presidential campaign.
- The Populist Party and the Democrats both back William Jennings Bryan, who favors a bi-metal policy.
- Bryan is defeated and the Populist Party collapses.
Economic Background
Boom or Bust?
In pairs, students can diagram the boom and bust cycle. Their diagram might look something like this.
Wages rise>Prices rise>Demand falls>Profits decrease>Business activity falls>Incomes fall>Prices fall>Demand increases>Companies begin to recover>Production increases>back to wages rise
More About. . .
U.S. Currency
The U.S. monetary system was established by the Coinage Act of 1792. It was a bimetallic system in which both gold and silver were used as legal tender. The government began issuing paper currency during the Revolutionary War, but it printed so much that the money became almost worthless. It was not until the 1860s that the government again issued paper money, "greenbacks," that could not be exchanged for gold or silver. Paper currency is no longer thought to require the backing of metal.
Key Player
William Jennings Bryan
Critical Thinking
Synthesizing
Students will be asked to consider the paradox of Bryan's fame as an orator while many of the causes he supported did not succeed.
History from Visuals
Gold Bugs and Silverites
Reading the Chart
First read the chart vertically to understand how the Gold Bug and Silverite positions may lead respectively to deflation and inflation. Then read the chart horizontally to compare characteristics of the two positions.
Extension
What categories might be added to the chart?
History From Visuals
Political Cartoon
Reading the Cartoon
What are the central symbols in the cartoon? The crown of thorns and the cross of gold referred to in Bryan's speech are the central symbols.
Extension
What are the religious meanings of the crown of thorns and the cross? Explain how Bryan adapted this meaning to suit his political purposes.
Close
Although the Populist Party collapsed with McKinley's election as president, efforts to remedy both the social and political problems continued into the 20th century.
Wednesday, September 21, 2005
Ch. 19 Section 2, Creating a New France
Ch. 19 Section 2, Creating a New France
Lesson Plan Focus
1. Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.
Vocabulary
emigre, sans-culotte
Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.
Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.
Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.
Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.
2. Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.
Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.
3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.
"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."
Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.
Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.
Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.
Background
Perspectives
Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.
Background
Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.
Activity
Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW p. 489, #1, 3-5, Extra Credit #6-7.
Lesson Plan Focus
1. Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.
Vocabulary
emigre, sans-culotte
Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.
Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.
Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.
Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.
2. Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.
Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.
3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.
"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."
Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.
Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.
Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.
Background
Perspectives
Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.
Background
Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.
Activity
Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW p. 489, #1, 3-5, Extra Credit #6-7.
22 September 2005 Agenda
What is history?
WHAT ARE PRIMARY SOURCES?
· Definition Primary sources are the evidence left behind by participants or observers. "Primary sources originate in the time period that historians are studying. They vary a great deal. They may include personal memoirs, government documents, transcripts of legal proceedings, oral histories and traditions, archaeological and biological evidence, and visual sources like paintings and photographs. " (Storey, William Kelleher. Writing History: A guide for Students. New York, NY: Oxford University Press, 1999, p.18).
Today, the definition of primary texts is broadened from the traditional realm of manuscript studies to encompass the less conventional "texts" of the twentieth century (film, sound recording, live performance, oral history, Internet contacts). Primary texts privilege direct confrontation with a creator, creation, or situation (including data gathered in the natural and social sciences), as opposed to secondary and tertiary sources such as textbooks.
Selected Primary Sources Web Sites
1) General Primary Sources
· Perseus Digital Library http://www.perseus.tufts.edu/Digital library of resources for the study of the ancient world. Originally begun with coverage of the Archaic and Classical Greek world, has now expanded to Latin text and tools, Renaissance materials, and Papyri. Contains hundreds of texts by the major ancient authors and lexica and morphological databases and catalog entries for over 2,800 vases, sculptures, coins, buildings, and sites, including over 13,000 photographs of such objects.
American Memory http://memory.loc.gov/Consists of collections of primary source and archival material relating to American culture and history. Topics include: African American Civil War, Conservation Movement, Continental Congress, Farm Security Administration, Architectural History, Early Motion Pictures, Variety Stage, Woman Suffrage, the papers of George Washington and Abraham Lincoln, Today in History, Portraits of the Presidents and First Ladies, 1789-Present, and more.
American Memory Timeline http://lcweb2.loc.gov/ammem/ndlpedu/features/timeline/Primary sources for seven time periods of United States history are provided at this site covering 1783-1968. Each period is subdivided into various topics and contains an overview. Included are images, letters, lyrics, interviews, and more.
American Treasures of the Library of Congress http://lcweb.loc.gov/exhibits/treasures/An unprecedented permanent exhibition of the rarest, most interesting or significant items relating to America's past.
A Chronology of US Historical Documents http://www.law.ou.edu/hist/US historical documents arranged from pre-colonial era to present.
Eighteenth-Century Studies http://eserver.org/18th/Covers archives works of the eighteenth century from the perspectives of literary and cultural studies. Novels, plays, memoirs, treatises and poems of the period are kept here (in some cases, influential texts from before 1700 or after 1800 as well), along with modern criticism.
Historical Newspapers Online http://historynews.chadwyck.com/Historical Newspapers Online is a website that provides valuable reference material of nineteenth and twentieth century history. It contains some of the best news coverage across two centuries.
Making of America http://moa.umdl.umich.edu/Making of America (MOA) is a digital library of primary sources in American social history from the antebellum period through reconstruction. The collection is particularly strong in the subject areas of education, psychology, American history, sociology, religion, and science and technology. The collection currently contains approximately 8,500 books and 50,000 journal articles with 19th century imprints. The project represents a major collaborative endeavor in preservation and electronic access to historical texts.
Nineteenth Century Documents Project http://www.furman.edu/~benson/docs/When completed this collection will include accurate transcriptions of many important and representative primary texts from nineteenth century American history, with special emphasis on those sources that shed light on sectional conflict and transformations in regional identity.
Primary Source Collections
http://memory.loc.gov/ammem/ndlpedu/resources/inres/index.htmlA list of Internet Resources from American Memory web site.
Project Gutenberg http://www.promo.net/pg/The Project contains free eBooks or etexts. There are more than 10.000 eBooks in the present collection. Most of these eBooks are older literary works that are in the public domain in the United States. All may be freely downloaded and read, and redistributed for non-commercial use.
Repositories of Primary Sources http://www.uidaho.edu/special-collections/Other.Repositories.htmlThis site contains links to "over 3,400 Web sites describing holdings of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar." Access is by region or by an alphabetical index of state, province, or country. "The list focuses on actual repositories; therefore virtual collections are excluded." There is also a list of other's lists of archives and repositories.
WHAT ARE PRIMARY SOURCES?
· Definition Primary sources are the evidence left behind by participants or observers. "Primary sources originate in the time period that historians are studying. They vary a great deal. They may include personal memoirs, government documents, transcripts of legal proceedings, oral histories and traditions, archaeological and biological evidence, and visual sources like paintings and photographs. " (Storey, William Kelleher. Writing History: A guide for Students. New York, NY: Oxford University Press, 1999, p.18).
Today, the definition of primary texts is broadened from the traditional realm of manuscript studies to encompass the less conventional "texts" of the twentieth century (film, sound recording, live performance, oral history, Internet contacts). Primary texts privilege direct confrontation with a creator, creation, or situation (including data gathered in the natural and social sciences), as opposed to secondary and tertiary sources such as textbooks.
Selected Primary Sources Web Sites
1) General Primary Sources
· Perseus Digital Library http://www.perseus.tufts.edu/Digital library of resources for the study of the ancient world. Originally begun with coverage of the Archaic and Classical Greek world, has now expanded to Latin text and tools, Renaissance materials, and Papyri. Contains hundreds of texts by the major ancient authors and lexica and morphological databases and catalog entries for over 2,800 vases, sculptures, coins, buildings, and sites, including over 13,000 photographs of such objects.
American Memory http://memory.loc.gov/Consists of collections of primary source and archival material relating to American culture and history. Topics include: African American Civil War, Conservation Movement, Continental Congress, Farm Security Administration, Architectural History, Early Motion Pictures, Variety Stage, Woman Suffrage, the papers of George Washington and Abraham Lincoln, Today in History, Portraits of the Presidents and First Ladies, 1789-Present, and more.
American Memory Timeline http://lcweb2.loc.gov/ammem/ndlpedu/features/timeline/Primary sources for seven time periods of United States history are provided at this site covering 1783-1968. Each period is subdivided into various topics and contains an overview. Included are images, letters, lyrics, interviews, and more.
American Treasures of the Library of Congress http://lcweb.loc.gov/exhibits/treasures/An unprecedented permanent exhibition of the rarest, most interesting or significant items relating to America's past.
A Chronology of US Historical Documents http://www.law.ou.edu/hist/US historical documents arranged from pre-colonial era to present.
Eighteenth-Century Studies http://eserver.org/18th/Covers archives works of the eighteenth century from the perspectives of literary and cultural studies. Novels, plays, memoirs, treatises and poems of the period are kept here (in some cases, influential texts from before 1700 or after 1800 as well), along with modern criticism.
Historical Newspapers Online http://historynews.chadwyck.com/Historical Newspapers Online is a website that provides valuable reference material of nineteenth and twentieth century history. It contains some of the best news coverage across two centuries.
Making of America http://moa.umdl.umich.edu/Making of America (MOA) is a digital library of primary sources in American social history from the antebellum period through reconstruction. The collection is particularly strong in the subject areas of education, psychology, American history, sociology, religion, and science and technology. The collection currently contains approximately 8,500 books and 50,000 journal articles with 19th century imprints. The project represents a major collaborative endeavor in preservation and electronic access to historical texts.
Nineteenth Century Documents Project http://www.furman.edu/~benson/docs/When completed this collection will include accurate transcriptions of many important and representative primary texts from nineteenth century American history, with special emphasis on those sources that shed light on sectional conflict and transformations in regional identity.
Primary Source Collections
http://memory.loc.gov/ammem/ndlpedu/resources/inres/index.htmlA list of Internet Resources from American Memory web site.
Project Gutenberg http://www.promo.net/pg/The Project contains free eBooks or etexts. There are more than 10.000 eBooks in the present collection. Most of these eBooks are older literary works that are in the public domain in the United States. All may be freely downloaded and read, and redistributed for non-commercial use.
Repositories of Primary Sources http://www.uidaho.edu/special-collections/Other.Repositories.htmlThis site contains links to "over 3,400 Web sites describing holdings of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar." Access is by region or by an alphabetical index of state, province, or country. "The list focuses on actual repositories; therefore virtual collections are excluded." There is also a list of other's lists of archives and repositories.
Back to School Night, 21 September 2005
Back to School Night
21 September 2005
7-8:30 pm
Dr. G. Mick Smith
Room #267
1st Period US History
Homeroom
3rd Period US History
4th Period World History
Dr. Smith’s Brief Bio & Contact Information
Contact info:
Fastest means to contact me:
gmicksmith@muchomail.com
Slower way to reach me:
215.276.2300 (Main office)
Website for daily class notes, assignments, homework:
http://gmicksmithsocialstudies.blogspot.com/
Website for grades:
Grades are not posted yet; however, when grades are posted you will need to create a parent and/or a student account to obtain access.
A Parent Account requires a $4.95 yearly membership fee. A valid e-mail address is required.
http://www.gradeconnect.com/current/index.php
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 95 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. Dr. Smith is a full-time single parent and has recently written his first novel.
21 September 2005
7-8:30 pm
Dr. G. Mick Smith
Room #267
1st Period US History
Homeroom
3rd Period US History
4th Period World History
Dr. Smith’s Brief Bio & Contact Information
Contact info:
Fastest means to contact me:
gmicksmith@muchomail.com
Slower way to reach me:
215.276.2300 (Main office)
Website for daily class notes, assignments, homework:
http://gmicksmithsocialstudies.blogspot.com/
Website for grades:
Grades are not posted yet; however, when grades are posted you will need to create a parent and/or a student account to obtain access.
A Parent Account requires a $4.95 yearly membership fee. A valid e-mail address is required.
http://www.gradeconnect.com/current/index.php
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 95 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. Dr. Smith is a full-time single parent and has recently written his first novel.
Tuesday, September 20, 2005
Ch. 13, Daily Life 1849-1900, Mining/Section 3, Settling On the Great Plains
Chapter 13 Daily Life (1849-1900), Mining: Some Struck It Rich—Most Struck Out
Objectives
To summarize the role of gold in luring people to the American West.
To describe people’s experiences in their often fruitless efforts to find gold.
Focus & Motivate
Starting With the Student
Students might be interested to know that the phrase strike it rich originated during the American gold rush of 1849. The term was later generalized to include other sources of quick wealth.
Discuss natural resources other than gold that figure in modern American dreams of striking it rich (oil, precious stones, such as diamonds).
More About . . .
Placer Mining
The word placer comes not from the English word place, but from the Spanish word placer, which means “sandbar,” one of the places that placer deposits are found. Placer deposits are created when gold-bearing rock is eroded and the particles are washed downstream. Because gold is heavier than other minerals, it is deposited more quickly, often in places like sandbars, where the current of the stream slows down.
Instruct
Discussing Key Ideas
In the second half of the 19th century, the possibilities of finding gold draws many people to the American West.
Few succeed in this dangerous pursuit of wealth.
History From Visuals
Reading the Images
What do you think life is like in the Cripple Creek placer mining camp? What aspects of the photograph suggest these things to you?
Have any students ever been inside a mine? What was the experience like? Do you think you would be able to tolerate the dangers, the heat, poor air, and close quarters in the interior of the earth?
A pan demonstrates how sand and water works in mining.
More About . . .
Mining Hazards
In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of one boy a week lost fingers in such mishaps.
Section 3, Settling On the Great Plains
Objectives
To explain the rapid settlement of the Great Plains after they were opened for homesteading.
To describe how early settlers met the challenges of surviving on the plains and transformed them into profitable farmland.
Skillbuilder
Interpreting Charts, p. 398
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
· Think about the students who set the trends in the school and what qualities they have in common.
· Which of these qualities do they think were shared by pioneers on the Great Plains?
Objective 1, Instruct
Settlers Flock Westward to Farm
Discussing Key Ideas
· Transcontinental railroads open up the West for settlement.
· The government encourages settlement by offering free land.
· Thousands of settlers respond, including African Americans, and European immigrants.
· In response to the rapid disappearance of open land, the government sets aside some public land to preserve the wilderness.
More About. . .
Building the Railroads
On the Central Pacific line, over 90% of the labor force, about 12,000, were Chinese. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as $35 a month. White workers often received $40 to $60 a month—plus board and lodging.
History From Visuals
Reading the Photo
What can you tell about the people in the photograph? Think about:
· the way they are dressed
· their posture and expressions
· the setting.
More About. . .
Yellowstone National Park
Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in 1872. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until 1916 when the National Park service was established.
Objective 2 Instruct
Settlers Meet the Challenges of the Plains
Discussing Key Ideas
The settlers’ first task is to provide shelter for themselves on the treeless prairies.
Pioneer women do much of the work of feeding, clothing, and sustaining their families.
New technology and farming methods help tame the prairie.
Many farmers go into debt investing in technology and transporting their grain to market.
History From Visuals
Inventions That Tamed the Prairie
Reading the Chart
Be sure to understand that you should read the chart from the bottom to the top—that each prairie problem led to a difficult farming condition, which, in turn, was solved by a particular invention.
Extension.
You could research the types of agricultural technology used today, such as computer-controlled operations, fertilizers, and insecticides.
More About. . .
John Deere
In 1837, John Deere (1804-1886), a blacksmith, invented the steel plow. He used an old circular steel saw as the basis of his plow. As the plow turned, the heavy, sticky prairie soil fell away cleanly from the blade. Deere initially used hard steel manufactured in England, but then had Pittsburgh steel makers create similar steel. This invention was so popular that he was producing 10,000 plows a year by 1857.
More About. . .
Bonanza Farms
The labor needed to plow and harvest the bonanza farms was seasonal. A farm that required only a few hands most of the year might need 150 men for the April plowing and 400 men for fall harvesting. Harvesting crews moved from one farm to another, from south to north, during the summer. According to the writer Hamlin Garland, ”They reached our neighborhood in July, arriving like a flight of alien unclean birds, and vanished into the north as mysteriously as they had appeared.”
Close
Although many farmers successfully met the challenges of the plains, they lost money in the process. They needed to organize to solve common problems.
Objectives
To summarize the role of gold in luring people to the American West.
To describe people’s experiences in their often fruitless efforts to find gold.
Focus & Motivate
Starting With the Student
Students might be interested to know that the phrase strike it rich originated during the American gold rush of 1849. The term was later generalized to include other sources of quick wealth.
Discuss natural resources other than gold that figure in modern American dreams of striking it rich (oil, precious stones, such as diamonds).
More About . . .
Placer Mining
The word placer comes not from the English word place, but from the Spanish word placer, which means “sandbar,” one of the places that placer deposits are found. Placer deposits are created when gold-bearing rock is eroded and the particles are washed downstream. Because gold is heavier than other minerals, it is deposited more quickly, often in places like sandbars, where the current of the stream slows down.
Instruct
Discussing Key Ideas
In the second half of the 19th century, the possibilities of finding gold draws many people to the American West.
Few succeed in this dangerous pursuit of wealth.
History From Visuals
Reading the Images
What do you think life is like in the Cripple Creek placer mining camp? What aspects of the photograph suggest these things to you?
Have any students ever been inside a mine? What was the experience like? Do you think you would be able to tolerate the dangers, the heat, poor air, and close quarters in the interior of the earth?
A pan demonstrates how sand and water works in mining.
More About . . .
Mining Hazards
In very deep mines, the pressure within the rock built to such levels that the rock itself exploded, killing miners with flying debris. Miners were also notoriously careless with the copper blasting caps they used to set off dynamite. When children found the caps, their attempts to explore the inside could set off an explosion. In some mining camps, an average of one boy a week lost fingers in such mishaps.
Section 3, Settling On the Great Plains
Objectives
To explain the rapid settlement of the Great Plains after they were opened for homesteading.
To describe how early settlers met the challenges of surviving on the plains and transformed them into profitable farmland.
Skillbuilder
Interpreting Charts, p. 398
Critical Thinking
A-F
Focus & Motivate
Starting With the Student
· Think about the students who set the trends in the school and what qualities they have in common.
· Which of these qualities do they think were shared by pioneers on the Great Plains?
Objective 1, Instruct
Settlers Flock Westward to Farm
Discussing Key Ideas
· Transcontinental railroads open up the West for settlement.
· The government encourages settlement by offering free land.
· Thousands of settlers respond, including African Americans, and European immigrants.
· In response to the rapid disappearance of open land, the government sets aside some public land to preserve the wilderness.
More About. . .
Building the Railroads
On the Central Pacific line, over 90% of the labor force, about 12,000, were Chinese. They labored under extremely difficult conditions—including avalanches and 40-foot snowdrifts—for as little as $35 a month. White workers often received $40 to $60 a month—plus board and lodging.
History From Visuals
Reading the Photo
What can you tell about the people in the photograph? Think about:
· the way they are dressed
· their posture and expressions
· the setting.
More About. . .
Yellowstone National Park
Fueled by General Washburn’s enthusiasm for the natural wonders near the Yellowstone River, Congress created the country’s first national park there in 1872. Four more national parks were created in the 1890s—Yosemite, Sequoia, and General Grant (now King’s Canyon) in California, and Mount Rainier in Washington. The Army controlled Yellowstone National Park from 1886 until 1916 when the National Park service was established.
Objective 2 Instruct
Settlers Meet the Challenges of the Plains
Discussing Key Ideas
The settlers’ first task is to provide shelter for themselves on the treeless prairies.
Pioneer women do much of the work of feeding, clothing, and sustaining their families.
New technology and farming methods help tame the prairie.
Many farmers go into debt investing in technology and transporting their grain to market.
History From Visuals
Inventions That Tamed the Prairie
Reading the Chart
Be sure to understand that you should read the chart from the bottom to the top—that each prairie problem led to a difficult farming condition, which, in turn, was solved by a particular invention.
Extension.
You could research the types of agricultural technology used today, such as computer-controlled operations, fertilizers, and insecticides.
More About. . .
John Deere
In 1837, John Deere (1804-1886), a blacksmith, invented the steel plow. He used an old circular steel saw as the basis of his plow. As the plow turned, the heavy, sticky prairie soil fell away cleanly from the blade. Deere initially used hard steel manufactured in England, but then had Pittsburgh steel makers create similar steel. This invention was so popular that he was producing 10,000 plows a year by 1857.
More About. . .
Bonanza Farms
The labor needed to plow and harvest the bonanza farms was seasonal. A farm that required only a few hands most of the year might need 150 men for the April plowing and 400 men for fall harvesting. Harvesting crews moved from one farm to another, from south to north, during the summer. According to the writer Hamlin Garland, ”They reached our neighborhood in July, arriving like a flight of alien unclean birds, and vanished into the north as mysteriously as they had appeared.”
Close
Although many farmers successfully met the challenges of the plains, they lost money in the process. They needed to organize to solve common problems.
Monday, September 19, 2005
World History 19 Sept. 05
Ch. 19 The French Revolution and Napoleon (1789-1815)
Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era
p. 478 Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Caption p. 479
Answer to Caption, Political and Social Systems
Possible answer: Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.
Sec. 1, On the Eve of Revolution
Amazing Transformation
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, member of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.
Instruct:
Work with a partner. Assign each partner to write brief profiles for three of the following: a nun, a priest, a nobleman, a banker, a manufacturer, a lawyer, a peasant, a member of the royal family, a journeyman, a servant girl. In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.
Close: Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.
Guide for Reading Section 1
What is the social structure of the old regime?
Why did France face an economic crisis by 1789?
Why did efforts at reform fail?
Vocabulary: bourgeoisie, deficit spending
Caption, p. 481 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.
Activity: Learning Styles (Visual)
After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.
Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words.
"Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation."
1. How would you feel and respond to these words if you were a member of the Third Estate?
2. What might your reaction be if you were a member of the nobility?
Caption, p. 482
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.
Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside.
"Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and proide the kingdon with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes."
This primary source can stimulate a class discussion about French peasant life and the policies of the French government.
Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.
Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.
HW Section 1 Review p. 484
#1, 3-5.
Extra Credit, #6 - #7.
Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era
p. 478 Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Caption p. 479
Answer to Caption, Political and Social Systems
Possible answer: Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.
Sec. 1, On the Eve of Revolution
Amazing Transformation
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, member of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.
Instruct:
Work with a partner. Assign each partner to write brief profiles for three of the following: a nun, a priest, a nobleman, a banker, a manufacturer, a lawyer, a peasant, a member of the royal family, a journeyman, a servant girl. In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.
Close: Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.
Guide for Reading Section 1
What is the social structure of the old regime?
Why did France face an economic crisis by 1789?
Why did efforts at reform fail?
Vocabulary: bourgeoisie, deficit spending
Caption, p. 481 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.
Activity: Learning Styles (Visual)
After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.
Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words.
"Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation."
1. How would you feel and respond to these words if you were a member of the Third Estate?
2. What might your reaction be if you were a member of the nobility?
Caption, p. 482
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.
Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside.
"Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and proide the kingdon with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes."
This primary source can stimulate a class discussion about French peasant life and the policies of the French government.
Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.
Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.
HW Section 1 Review p. 484
#1, 3-5.
Extra Credit, #6 - #7.
Friday, September 16, 2005
Ch. 13 Section 2, The Growth of the Cattle Industry
Ch. 13 Section 2, The Growth of the Cattle Industry
Objectives
1. To trace the development of the cattle industry.
2. To describe the myth and the reality of the American cowboy.
3. To explain the end of cattle ranchign on the open plains.
Focus & Motivate
What are your images of cowboys?
How have movies and novels influenced those images?
How true do you think those images are to the reality of life on the open plain.
Objective 1: Instruct
The Cattle Industry Becomes Big Business
Discussing Key Ideas
Spanish explorers introduce horses and cattle into the Southwest.
Many aspects of cowboy culture--food, clothing, vocabulary--are borrowed from Spanish ranchers in Mexico.
The growth of the railroads provides a market for the booming cattle industry.
Objective 2: Instruct
The Truth About Cowboys
Create a chart listing myths and truths about cowboys. Your chart may include:
Myth Truth
Good guys wore white hats. Cowboys wore hats of different colors
Discussing Key Ideas
The ordinary cowboy's life differed greatly from the popular conception of it.
Cattle herds were rounded up in the spring and were driven many miles to railroad shipping centers.
Objective 3: Instruct
The End of the Cattle Frontier
Starting With the Student
Which events might cause major physical changes on the earth or social changes in people's ways of life?
Perhaps to be mentioned are: severe weather, diseases, migrations, immigration, depletion of natural resources, and technological inventions.
Discussing Key Ideas
Overgrazing combined with a series of natural disasters brings an end to the cattle frontier.
The invention of barbed wire transforms the open plains into fenced-in ranches and farms.
Objectives
1. To trace the development of the cattle industry.
2. To describe the myth and the reality of the American cowboy.
3. To explain the end of cattle ranchign on the open plains.
Focus & Motivate
What are your images of cowboys?
How have movies and novels influenced those images?
How true do you think those images are to the reality of life on the open plain.
Objective 1: Instruct
The Cattle Industry Becomes Big Business
Discussing Key Ideas
Spanish explorers introduce horses and cattle into the Southwest.
Many aspects of cowboy culture--food, clothing, vocabulary--are borrowed from Spanish ranchers in Mexico.
The growth of the railroads provides a market for the booming cattle industry.
Objective 2: Instruct
The Truth About Cowboys
Create a chart listing myths and truths about cowboys. Your chart may include:
Myth Truth
Good guys wore white hats. Cowboys wore hats of different colors
Discussing Key Ideas
The ordinary cowboy's life differed greatly from the popular conception of it.
Cattle herds were rounded up in the spring and were driven many miles to railroad shipping centers.
Objective 3: Instruct
The End of the Cattle Frontier
Starting With the Student
Which events might cause major physical changes on the earth or social changes in people's ways of life?
Perhaps to be mentioned are: severe weather, diseases, migrations, immigration, depletion of natural resources, and technological inventions.
Discussing Key Ideas
Overgrazing combined with a series of natural disasters brings an end to the cattle frontier.
The invention of barbed wire transforms the open plains into fenced-in ranches and farms.
Thursday, September 15, 2005
World History, Chapter 18 Review, 15 September 2005
Reviewing Vocabulary
Define the vocabulary words from Chapter 18. Write the definition of each word.
1. Natural laws
2. social contract
3. natural rights
4. philosophe
5. physiocrat
6. laissez faire
7. free market
8. salon
9. enlightened despot
10. baroque
11. constitutional government
12. prime minister
Reviewing Facts
1. According to John Locke, what should happen if a goverment violates people's natural rights?
2. According to Adam Smith, how should wages and prices be regulated?
3. How did Enlightenment thinkers, differ from medieval thinker regarding a just society?
4. How did Eastern and Western Europe differ regarding serfdom?
5. What areas combined to form the United Kingdom of Great Britain?
6. What was the cabinet system?
7. How did taxation create tensions between the American colonies and the British government?
8. What idea from the Baron de Montesquieu was incorporated into the United States Constitution?
Critical Thinking
Write a sentence summarizing the major ideas of each of the following thinkers: a) Locke; b) de Montesquieu; c) Voltaire; d) Wollstonecraft; e) Adam Smith
Define the vocabulary words from Chapter 18. Write the definition of each word.
1. Natural laws
2. social contract
3. natural rights
4. philosophe
5. physiocrat
6. laissez faire
7. free market
8. salon
9. enlightened despot
10. baroque
11. constitutional government
12. prime minister
Reviewing Facts
1. According to John Locke, what should happen if a goverment violates people's natural rights?
2. According to Adam Smith, how should wages and prices be regulated?
3. How did Enlightenment thinkers, differ from medieval thinker regarding a just society?
4. How did Eastern and Western Europe differ regarding serfdom?
5. What areas combined to form the United Kingdom of Great Britain?
6. What was the cabinet system?
7. How did taxation create tensions between the American colonies and the British government?
8. What idea from the Baron de Montesquieu was incorporated into the United States Constitution?
Critical Thinking
Write a sentence summarizing the major ideas of each of the following thinkers: a) Locke; b) de Montesquieu; c) Voltaire; d) Wollstonecraft; e) Adam Smith
Tuesday, September 13, 2005
Unit 4, Chapter 13 Changes on the Western Frontier, Section 1, Native American Cultures in Crisis
Unit 4
1876-1914
Migration and Industrialization Change Society
Chapter 13 Changes on the Western Frontier
Section 1 Native American Cultures in Crisis
Overview
To describe the cultures of Native Americans living on the Great Plains.
To contrast the cultures of Native Americans and white settlers and to explain why white settlers moved west.
To identify restrictions imposed by the government on Native Americans and to describe the consequences.
To summarize the continuing conflict between Native Americans and settlers moving west.
To identify the government’s policy of assimilation.
To summarize the causes and effects of the Battle of Wounded Knee.
Summarizing p. 381 ff.
Analyzing Causes
Clarifying
Analyzing Causes
Recognizing Effects
Recognizing Effects
Analyzing Causes
HW p. 387 #1-4
1876-1914
Migration and Industrialization Change Society
Chapter 13 Changes on the Western Frontier
Section 1 Native American Cultures in Crisis
Overview
To describe the cultures of Native Americans living on the Great Plains.
To contrast the cultures of Native Americans and white settlers and to explain why white settlers moved west.
To identify restrictions imposed by the government on Native Americans and to describe the consequences.
To summarize the continuing conflict between Native Americans and settlers moving west.
To identify the government’s policy of assimilation.
To summarize the causes and effects of the Battle of Wounded Knee.
Summarizing p. 381 ff.
Analyzing Causes
Clarifying
Analyzing Causes
Recognizing Effects
Recognizing Effects
Analyzing Causes
HW p. 387 #1-4
Monday, September 12, 2005
US History Agenda, 13 September 2005
Section 3 The Collapse of Reconstruction
Objectives
1. To summarize violent actions by opponents of Reconstruction.
2. To identify reasons for the shift of political power from the Southern Republicans to the Southern Democrats.
3. To describe the effect of the Supreme Court's decisions on Reconstruction.
4. To identify reasons for the collapse of congressional Reconstruction.
5. To list achievements and failures of Reconstruction.
A-F
HW p. 373 #1-4
Chapter 12 Assessment
Reviewing Chapter 12
Terms & Names
1. Andrew Johnson
2. Radical Republicans
3. Freedman's Bureau
4. Fourteenth Amendment
5. Fifteenth Amendment
6. carpetbagger
7. Hiram Revels
8. sharecropping
9. Ku Klux Klan
10. Rutherford B. Hayes
Main Ideas
Section 1
The Politics of Reconstruction
11. How did Andrew Johnson's plan to reconstruct the Confederate states differ from Lincoln's?
12. How did the Civil Rights Act of 1866 become law?
13. Why did the Radicals want to impeach Andrew Johnson?
14. What factor played a significant role in the 1868 presidential election?
Section 2 Reconstructing Society
15. What three groups made up the Republican party in the South during Reconstruction?
16. In what ways did emancipated slaves exercise their freedom?
17. How did white landowners in the South reassert their economic power following the Civil War?
Section 3 The Collapse of Reconstruction?
18. How did Southern whites regain political power during Reconstruction?
19. What economic and political developments weakend the Republican party during Grant's second term?
20. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
The Chapter 12 Assessment material above will be the basis for Quiz 1.
Preview Chapter 13
During and after Reconstruction, Americans continued expanding westward. This expansion caused destruction of the buffalo and crises for Native Americans, the growth of a new cattle industry and society on the Great Plains, and a reform movement known as populism. You will learn these significant developments in the next chapter.
Objectives
1. To summarize violent actions by opponents of Reconstruction.
2. To identify reasons for the shift of political power from the Southern Republicans to the Southern Democrats.
3. To describe the effect of the Supreme Court's decisions on Reconstruction.
4. To identify reasons for the collapse of congressional Reconstruction.
5. To list achievements and failures of Reconstruction.
A-F
HW p. 373 #1-4
Chapter 12 Assessment
Reviewing Chapter 12
Terms & Names
1. Andrew Johnson
2. Radical Republicans
3. Freedman's Bureau
4. Fourteenth Amendment
5. Fifteenth Amendment
6. carpetbagger
7. Hiram Revels
8. sharecropping
9. Ku Klux Klan
10. Rutherford B. Hayes
Main Ideas
Section 1
The Politics of Reconstruction
11. How did Andrew Johnson's plan to reconstruct the Confederate states differ from Lincoln's?
12. How did the Civil Rights Act of 1866 become law?
13. Why did the Radicals want to impeach Andrew Johnson?
14. What factor played a significant role in the 1868 presidential election?
Section 2 Reconstructing Society
15. What three groups made up the Republican party in the South during Reconstruction?
16. In what ways did emancipated slaves exercise their freedom?
17. How did white landowners in the South reassert their economic power following the Civil War?
Section 3 The Collapse of Reconstruction?
18. How did Southern whites regain political power during Reconstruction?
19. What economic and political developments weakend the Republican party during Grant's second term?
20. What significance did the victory by Rutherford B. Hayes in the 1876 presidential race have for Reconstruction?
The Chapter 12 Assessment material above will be the basis for Quiz 1.
Preview Chapter 13
During and after Reconstruction, Americans continued expanding westward. This expansion caused destruction of the buffalo and crises for Native Americans, the growth of a new cattle industry and society on the Great Plains, and a reform movement known as populism. You will learn these significant developments in the next chapter.
Sunday, September 11, 2005
4th Period, World History 12 September 2005 Agenda
Section 1 Philosophy in the Age of Reason
HW p. 460, #1, 3-5
Move to Section 2 Enlightenment Ideas Spread (already posted last week)
HW p. 460, #1, 3-5
Move to Section 2 Enlightenment Ideas Spread (already posted last week)
12 September 2005 Agenda
Review from Week 1
HW p. 355, #3, 1st Period
E in Section 1, 3rd Period
Move to Section 2 Reconstructing Society
Section 3 The Collapse of Reconstruction
Objectives
1. To summarize violent actions by opponents of Reconstruction.
2. To identify reasons for the shift of political power from the Southern Republicans to the Southern Democrats.
3. To describe the effect of the Supreme Court's decisions on Reconstruction.
4. To identify reasons for the collapse of congressional Reconstruction.
5. To list achievements and failures of Reconstruction.
A-F
HW p. 373 #1-4
HW p. 355, #3, 1st Period
E in Section 1, 3rd Period
Move to Section 2 Reconstructing Society
Section 3 The Collapse of Reconstruction
Objectives
1. To summarize violent actions by opponents of Reconstruction.
2. To identify reasons for the shift of political power from the Southern Republicans to the Southern Democrats.
3. To describe the effect of the Supreme Court's decisions on Reconstruction.
4. To identify reasons for the collapse of congressional Reconstruction.
5. To list achievements and failures of Reconstruction.
A-F
HW p. 373 #1-4
Thursday, September 08, 2005
US History Agenda 9 September 2005
Chapter 12
Section 1 The Politics of Reconstruction
A-F throughout Section 1
HW p. 355, #1-4
Section 2 Reconstructing Society
Overview
Objectives
1. To summarize economic problems in the South.
2. To identify differences among member of the Republican Party in the South.
3. To list efforts of former slaves to improve their lives.
4. To describes changes in the Southern economy.
HW
p. 365 #1-4.
World History Agenda 9 September 2005
Chapter 18 The Enlightenment and the American Revolution ( 1715-1800)
Section 1 Philosophy in the Age of Reason
Agenda and Review HR
Vocabulary
p. 456
Captions p. 457 and p. 459
European Political Thinkers Chart
Hobbes
Locke
Montesquieu
Rousseau
HW
p. 460 1, 3-5.
Section 2 Enlightenment Ideas Spread
Vocabulary
Caption p. 461
" p. 462
" p. 464
" p. 465
HW p. 465 #1, 3-5.
Section 1 Philosophy in the Age of Reason
Agenda and Review HR
Vocabulary
p. 456
Captions p. 457 and p. 459
European Political Thinkers Chart
Hobbes
Locke
Montesquieu
Rousseau
HW
p. 460 1, 3-5.
Section 2 Enlightenment Ideas Spread
Vocabulary
Caption p. 461
" p. 462
" p. 464
" p. 465
HW p. 465 #1, 3-5.
US History Agenda 8 September 2005
Chapter 12
Section1 The Politics of Reconstruction
Objectives
1) To summarize President Lincoln's Reconstruction policies.
2) T identify differences between presidential and congressional Reconstruction policies.
3) To summarize reasons for Prsident Johnson's impeachment.
4) To plot steps taken by Congress to protect rights of former slaves.
A-F throughout Section 1
HW p. 355, #1-4
Section1 The Politics of Reconstruction
Objectives
1) To summarize President Lincoln's Reconstruction policies.
2) T identify differences between presidential and congressional Reconstruction policies.
3) To summarize reasons for Prsident Johnson's impeachment.
4) To plot steps taken by Congress to protect rights of former slaves.
A-F throughout Section 1
HW p. 355, #1-4