Handley,+Noella+Rose

Position Paper:
 * AUGUST 10 Congress Activity*****

__Exploration and Colonization__ 1. Ask students to brainstorm reasons for and against space exploration. What are the possible benefits and drawbacks? After completing the listing of pros and cons, have students compile a similar pro and con listing of reasons for the exploration and colonization of the new world in the 14th and 15th centuries. How are student lists alike and how are they different? (11.1.2, 11.1) **wiki** **__Space travel__** **Pros** **Cons** **__European colonization__** **Pros** **Cons**
 * More living space
 * Knowledge of the universe and our own planet
 * Technological advancement
 * Knowledge of external threats such as meteroites
 * Economic resources
 * Political power
 * Invasion of other planets
 * Pollution of other space
 * Discovery of potential enemies (aliens)
 * Introduction of earthly diseases to new planets
 * More living space
 * Economic resources
 * Knowledge of unknown
 * Places
 * Political power
 * New markets
 * Intorduction of diseases to colonies
 * Invasion of colonies
 * Mass murder of natives
 * Forced migration of natives
 * Slavery
 * Conflicts between colonists and natives
 * Conflicts between european countries trying to conquer the same place

The pros and cons of both space exploration and exploration and colonization in the 14th and 15th century are very similar since they are both cases of exploration and imperialism applied to different situations. Hence, a reason that some of the potential pros and cons of space exploration are so similar to European exploration and colonization is that since space exploration has not advanced enough to know the extent of all the potential pros and cons, people take experiences from exploration and colonization on Earth and apply them to space exploration. A key difference between space exploration and exploration and colonization in the 14th and 15th century is the scope of the exploration and resources. There are limited resources on Earth, despite seemingly like an endless amount to the colonists, but if the universe is infinite then there is the potential for unlimited resources if people explore and colonize outer space.

3. Display the following Robert Frost quotation to students.


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 * introducing ||

Have students write about the validity of Frost’s idea, providing evidence to support their point of view. **WIKI**(11.1.1)

Frost’s idea does have validity, although in the case of the growth of the United States it was not just the geography itself but the colonists’ adaptation to the geography that stimulated growth. The colonies were originally just little Europe transplanted into the New World, but by adapting the United States began to grow. In New England, the soil was rocky and poor for farming cash crops. However, instead of trying to farm cash crops in the poor soil, the settlers took advantage of the geography they did have to build fishing ships and fish in the Great Banks. This terrific piece of geography helped the colonies grow, but the settlers wouldn’t have noticed if they had singularly looked for land in which to grow cash crops. Similarly, the colonists of Jamestown had tried to grow tobacco in the fertile soil, yet the local tobacco was just too bitter. However, because the soil was too plentiful a resource to waste, John Rolfe adapted by using seeds from Trinidad and a new curing method in the Virginian soil. By adapting to the geography in order to use it to his advantage, John Rolfe developed more profitable tobacco that stimulated the economy. These adaptations to the local geography allowed the United States to develop economically. America is isolated on both sides by the Atlantic and Pacific oceans, so it developed in isolation from the activity of Europe and Asia. This could have been a disadvantage because the United States did not have immediate access to the technology and advancements of Europe, but it became an advantage by the way the Americans crafted their situation. They distanced themselves from European affairs, while maintaining contact and trade via sea. This allowed the United States to develop in peace during times of European conflict, but also allowed it profit from economic and intellectual trade with Europe. Thus, Frost’s statement is correct in that geography is important, yet the most important factor in a nation’s growth is how the people use the geography to their advantage.

4. Divide students into pairs or small groups, and have them use the internet or maps in the text to identify the geographic characteristics of the United States. Emphasize the rich, varied, and productive environment and the advantages conferred by location. Stimulate student analysis of the effects of geography on the historical development by suggesting alternative situations (What if the Atlantic Coastal Plain was very narrow? What if the Appalachian Mountains were like the Rockies or the Himalayas? What if the Mississippi flowed northward instead of southward?) (11.1.1) **WIKI**


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Land to offer colonists so that they would travel to the colonies. || Communication was difficult before the technology was developed to facilitate long distance communication. || The United States grew economically because it had so many natural resources and land because of its size, and || The Great Banks in the Atlantic Ocean off the coast of New England facilitated the fishing industry. Forests and waterfalls close to the ocean in New England allowed for fishing ships to be built cheaply and fast. || The Appalachian mountains prevented early colonists from expanding into the surrounding territory. || Many of the landforms facilitated the development of the economies in the colonies, while confining them to the land bounded by the Appalachian mountains. The natural boundaries stimulated the development of technology needed to get past them. || River systems allow for faster travel and trade on the continent. || The Atlantic and Pacific oceans isolate the Americas on both sides. This separation hampers communication between people in America and others in Europe. || The United States develops in isolation from its European roots, so it remains out of European affairs until it enters the first world war. || Harsh winters lead to famine and disease. || The harsh winters devastated the early colonists and hampered their progress in developing their settlements. This caused them to try and take from the Native Americans, which caused conflict between the two groups. This lead to war, which lead to the massacre of Native Americans. The conflict between the colonists and the Native Americans would lead to the extermination of almost all of the Native Americans. || Forests in New England support the timber industry. Fauna throughout the United States is fonder for the fur industry and other industries that rely on animals. || Conflicts over the ownership of territory and resources. Some areas had did not have the resources for farming, such as New England’s rocky soil. This put a burden on the colonists when they needed to grow food. || The resources allowed the colonies and the United States to develop economically, while also drawing more settlers to the area. The resources allowed the colonies to survive in that area. ||
 * Geographic Characteristics || Advantages || Disadvantages || Historical Effects ||
 * Relative Location || Surrounded by relatively friendly countries on both sides; can develop in a peaceful situation. || Since it had no dangerous enemies on both sides, the United States started to become powerful and more developed, and an America-centric perspective developed with it. || The United States developed in peace, without the constant danger of attack. This allowed it to grow constantly and focus it’s industries in other areas rather than war. This allowed the United States to emerge as the leading power in North America. ||
 * Size || Abundance of land to farm and harvest natural resources from.
 * Landforms || The coastal plain in the Southern colonies allowed the colonists to grow hundreds of acres of cash crops.
 * Bodies of Water || Atlantic coastline is a center for maritime trade and fishing and whaling.
 * Climate || Temperate climate allows for tobacco farming which generates revenue. || Seasonal weather prevents crop growth all year round.
 * Resources || Fertile soil in Southern and Middle colonies allow for cash crop growth.

5. Use a Venn diagram to compare Spanish and French exploration and settlement in the Americas. (11.1.3) After completing the diagram, have students write a summary statement that addresses the effects of Spanish and French settlement in the Americas. **WIKI**
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6. As students review reasons for European colonization on pages 4- 51, have them complete a semantic features analysis chart, such as the one below to categorize specific reasons under the conceptual headings. Students place a check in each space if appropriate. More than one category can be checked. (11.1.2) **WIKI**
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 * || Political || Religious || Economic ||
 * Connecticut || x ||  ||   ||
 * Delaware || x ||  || x ||
 * Georgia || x ||  || x ||
 * Maryland ||  || x ||   ||
 * Massachusetts ||  || x ||   ||
 * New Hampshire || x ||  || x ||
 * New Jersey || x ||  || x ||
 * New York || x ||  || x ||
 * North Carolina ||  ||   || x ||
 * Pennsylvania ||  || x || x ||
 * Rhode Island || x || x ||  ||
 * South Carolina ||  ||   || x ||
 * Virginia || x ||  || x ||

7. Using Chapter 1 or internet resources and fill in a map of the American colonies. Label each of the colonies, create a color key to identify Southern, Middle, and New England colonies, and locate the following political/geographical features: (11.1.1) Upon completion of the map research the following questions: **WIKI**
 * **Physical Features** || **Political Features** ||
 * Appalachian Mountains || Boston, Massachusetts ||
 * Atlantic Ocean || Philadelphia, Pennsylvania ||
 * Hudson River || New York City, New York ||
 * Chesapeake Bay || Baltimore, Maryland ||
 * || Charleston, South Carolina ||
 * What natural resources are available?
 * How are the physical features barriers to development in the 18th century?
 * What reasons can you provide for the location of the cities? Why did cities develop at those specific places?

The natural resources varied between the different regions of the thirteen colonies, ﻿since the three regions vary in geographic features. In New England there is fur, timbre, fish, and other wild game, while in the more southern regions the colonists make more use of the fertile soil. There is plenty of fresh water from the many river systems, and throughout the colonies the settlers grow food or cash crops such as tobacco in the soil.

The physical features are barriers to development in the 18th century because natural boundaries such as the Appalachian mountains prevent the colonists from expanding into the area beyond and building more settlements and plantations. However, the physical barriers also enable development by exposing the flaws in the settlers technology and forcing them to develop new technology in order to over come the barriers. Since the early colonists did not really have the resources to develop the technology to overcome the physical boundaries, they remained as barriers to the settlers' current enterprise but an opportunity to develop new technology.

The cities are all in locations next to a large body of water such as an ocean or an inlet that connects directly to an ocean. They develop in these areas because this location allows them to be a sea port, which brings in trade, people, and money. The trade brings the city goods and money which they can use in their own city, but also it brings in people to populate and habitate the city. The constant coming and going of ships to and from other ports in the colonies and in Europe allow the colonists to stay relatively informed of the news from other locations. A sea port also allows for local fishing and whaling, which provides a easily accessible food source for the city. The cities developed on the coastline because it allowed them to thrive and stay connected to other places rather than just remain an isolated town.

8. In order to reinforce the link between physical characteristics and resources with early colonial economic activity. (11.1.1, 11.1.6, 11.1.7, 11.1.8) **WIKI**
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Forests Waterfalls ^next to the coast Grand Banks in the Atlantic (shallow area in the ocean with cod, mackerel, halibut, and herring) || Fertile soil and long growing season. Three wide rivers: the Hudson, the Delaware, and the Susquehanna. || Fertile soil and long growing season. Acres of farmland || Livestock Fishing and whaling Lumber Shipbuilding Factories to refine raw sugar Distilleries to turn molasses into rum || Crops Cash Crop: Wheat Flour Mills Glass and pottery works || Growing cash crops for export.
 * || New England || Middle || Southern ||
 * Physical Characteristics || Thin and rocky soil
 * Economic Activities || Subsistence farming
 * Rye
 * Oats
 * Barley
 * Potatoes
 * Tobacco
 * Rice
 * Indigo ||
 * How did the geographic resources affect the economies that developed in the American colonies? || Since the soil was not fertile, they had to subsistence farm for food and rely on other markets to make money. Forests and waterfalls near the coast allowed for fishing ships to be made cheaply and fast, and the Great Banks provided a location where fish could be harvested easily by the multitudes. This geography facilitated the development of these economies, which lead to trade with the Caribbean and England. The sugar and molasses imported from the Caribbean also became incorporated into the economy because of this trade. || The soil and long growing season allowed the colonists to grow many crops, and the rivers allowed them to ship and trade these crops easily. Mills developed to refine the wheat into flour, which not only created more jobs but created another product to be sold. || The climate and sheer amount of land allowed the colonists in the South to grow many cash crops. Many of the cash crops had to have a specific type of soil in order to grow, like indigo, and because of the geography the colonists had the land to experiment with different crops and grow enough to make a profit. Selling a few plants do not make a profit, the colonists made their money because they had hundreds of acres to grow their crops on. ||

__Revolutionary War__

1. Have students create a set of criteria to determine if a group should be identified as “revolutionary.” As they study the events of the American Revolution ask them to use these criteria to evaluate the actions of the Americans. **WIKI** __Criteria for a group to be called revolutionary__
 * Goal is to overthrow and change the current government
 * Take action in an attempt to achieve their goals.
 * Not within governmental control

3. R eferring to the copy of the Declaration of Independence on pages 74-75 of the text, have students identify the preamble, theory of government, grievances against the king, and the formal declaration of independence as the four parts of the document. To assist students with their reading, have them answer the following questions. **WIKI**
 * What are the four parts of the Declaration?
 * To whom is the Declaration addressed?
 * Why was it written and published?
 * Name two-self-evident truths.
 * List three unalienable rights.
 * What is the purpose of governments?
 * What is the source of the power and authority of government?
 * What conditions justify abolishing a government?
 * What evidence is offered to show that the colonists tried to secure their rights peacefully?
 * Who is the “he” referred to in part three of the document?
 * Why is “he” blamed rather than Parliament?
 * List five grievances in part three that justified abolishing the British government in the colonies.
 * List two grievances that are based on exaggeration or emotional appeals.
 * What powers did the new government claim as free and independent states?
 * Cite the passages that announced the independence of the colonies.

Have students discuss the following:
 * Can the overthrow of a government ever be justified?

Preamble: "When in the course of human events...the causes which impel them to the seperation." Theory of Government: "That to secure these rights, Governments are instituted among men...shall seem most likely to effect their Safety and Happiness." Grievances against the King: "He has refused his Assest to the Laws...is an undistinguished destruction of all ages, sexes and conditions." Formal Declaration Against the King: "In every stage of these Oppressions... unfit to be the ruler of a free People."
 * Noella's Answers**

__ What are the four parts of the Declaration? __
 * Preamble
 * Declaration of Natural Rights
 * List of Grievances
 * Resolution of Independence by the United States

__To Whom is the Declaration Addressed?__
 * King George III and the British Government

__ Why was it written and published? __ __ Name two-self-evident truths. __ __ List three unalienable rights. __ __ What is the purpose of governments? __ __ What is the source of the power and authority of government? __ __ What conditions justify abolishing a government? __ __ What evidence is offered to show that the colonists tried to secure their rights peacefully? __ __ Who is the “he” referred to in part three of the document? __ __ List five grievances in part three that justified abolishing the British government in the colonies. __ __ List two grievances that are based on exaggeration or emotional appeals. __ __ What powers did the new government claim as free and independent states? __ __ Cite the passages that announced the independence of the colonies. __ __Can the overthrow of a government ever be justified?__
 * To declare the independence of the United States and to hallmark the beginning of the American revolution.
 * All men are created equal
 * All men are endowed with certain unalienable rights
 * Life
 * Liberty
 * The pursuit of happiness
 * To secure man's unalienable rights
 * the people
 * consent of the governed
 * When any form of government becomes destructive to its own ends
 * The mention of the "patient sufferance" of the colonies.
 * "We have warned them from time to time of attempts by their legistlature to extend an unwarrantable juristiction over us... connections and correspondence."
 * King George III
 * The King disolved the Representative Houses repeatedly
 * Refused his Asset to the Laws
 * Kept standing armies in the colonies during times of peace without consent
 * Quartering troops with the civilians
 * Protecting the troops from being punished for murders they commit on American soil.
 * He has plundered our seas, ravages our Coasts, burnt our towns, and destroyed the lives of our people.
 * He is at this time transporting large armies of foreign mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & perfidy scarely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
 * levy war
 * conclue peace
 * contract alliances
 * establish commerce
 * do all other acts and things which indepedent states may of right do.
 * Preamble
 * Declaration of Natural Rights
 * List of Grievances
 * Resolution of Independence by the United States
 * The overthrow of a government can be justified because if a government abuses its people than those people are justified in overthrowing it. Although it is technically illegal to overthrow a government (that would be treason), a seriously flawed government should be taken down if the people that support it don't want it anymore. However, there are some instances where it would be a mistake to overthrow a government, but people still want it gone. Despite the consequences of that usurpation, the government can only be as effective as the people let it be, so a government will go down if enough people want it to. Even if the usurpers suffer because of it, they were justified in tearing the government down because it is their government. However, it is not justifiable for an extreme revolutionary group to overthrow a government when the general public does not want it to be overthrown. If the government is taking care of the people and they want it there, then it is selfish, egotisitical, and elitist for a small revolutionary group who only care about their impact of the world and not the people in the country to overthrow the government for their own selfish reasons. The overthrow of a government can be justified, but there are also situations when it is not justified.

4. Have students complete a chart such as the one below to identify and categorize the causes of the American Revolution. **(11.2.1, 11.2.3) WIKI** Have students complete a chart such as the one below to identify and categorize the causes of the American Revolution. **(11.2.1, 11.2.3) WIKI**

Sons of Liberty demonstrations Boycotts by the colonists Boston Tea Party The Gaspee Affair || The First Continental Congress || The First Continental Congress ||
 * Cause Category || Explanation || Illustrative Events ||
 * Economic || The British exploited the colonies for their resources, and put taxes on things such as tea, sugar, all printed materials, and similar items. They also banned paper money. || Nonimportation agreement
 * Political || The colonists wanted some control over their governance, so they became angry when the King dissolved the different legislative bodies and started to appoint officials to public office. They also demanded a representative in Parliament, which the British government refused to do. || Boston Tea Party
 * Social/Philosophical || Many people had begun to resent the British soldiers that had been stationed in the colonies during peacetime, since they committed crimes and caused trouble for the colonists. They also thought that the British had become tyrants, and desired to become an independent country. || The Boston Massacre

5. Use the INSERT strategy to identify the events leading to the outbreak of the Revolutionary War. (11.2.1) **WIKI**
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 * C || The British enact the Stamp Act, which places a tax on all imported goods such as printed materials, tea, and sugar. ||
 * E || The American colonists begin to boycott British goods. ||
 * W || The Boston Tea Party ||
 * F || Merchants signed nonimportation agreements. ||
 * O || I think that bloody conflict could have been avoided, but the acts of defiance of the Patriots were deliberately trying to provoke the British. ||

6. Write a speech or letter to the editor that accurately portrays a Patriot or British viewpoint of the Boston Tea Party. (11.2.2) **WIKI**

Speech to the Parliament by a member of the British East India Company

Honorable members of the English Parliament, my name is Joseph Langley and I am a representative of the British East India Company. I appear before the chamber today in protest of the atrocity that has just occurred in theharbor of Boston. Recently, the Lord North passed the Tea Act in a generous act of aid towards our struggling company. This allowed us to continue selling our tea without having to compete with Dutch contraband, and also allowed us to empower the shopkeepers of the colonies by allowing them the choice of cheaply buying directly from the company. However, this generous offer of trade was defiled by the ungracious so-called patriots across the colonies, and ou rshipments were either forced to return or illegally seized and horded in warehouses.We had just recently freed our tea from decaying in warehouses, so you can imagine our horror at this act. This conspiracy against us is no doubt the work of the greedy colonist merchants, who seek to suck up profits from our tea. Despite these horrors, the real atrocity occurred on the night of December 17, the year of our Lord 1773. Although they disguised themselves as filthy savages, several rebel patriots snuck onto our ships docked in the Boston harbor and destroyed and tossed our all of our tea crates into our harbor. The honorable gentlemen of these chambers can only imagine the horror of the company with this act!Therefore we of the British East India Company demand that the colonies be punished for this. We shall hear none of this “no taxation without representation” nonsense, because the thirteen colonies in the American territory are the property of the British Empire, and she shall see fit to use and govern them as she sees fit. The colonists should be grateful for the protection and trade of Great Britain, and should recognize that the self-governance allowed to them by the crown is a privilege that he the king has the power torevoke if and when he sees fit. We of the British East India Company employ theParliament to take action against the rebels of the colonies, and bring them back under the grace of the crown. May God bless all of the Gentlemen of the Parliament, and all of the colonists in America despite their misguided ways.

7. The following reading selection provides a different view of the American Revolution. **WIKI**

__ Excerpt __ 1 Understood whole passage __ Exceprt 2 __ Brad masses - general population Heretofore- Before now __ Source __ 3 Understood whole passage __Excerpt__ 4 Understood whole passage __Excerpt 5__ precarious -Dependent on chance; uncertain __Excerpt 6__ Understood whole passage
 * Read the excerpts and type any words or phrases that you do not understand. Research the words or phrases and type clarify the parts of the excerpts that you did not understand.
 * Ensuring the students understand the following terms used in the piece will assist student comprehension: - suzerain (Okay, I’ll admit it- I have never seen this word before in my life. It is, however, legitimate. It’s meaning? A nation that controls another in international affairs but allows it domestic sovereignty.)- bourgeois/bourgeoisie- gentry- clique- propagate- enunciated- exploitation- legitimacy- annihilate- precarious
 * Provide students with the following reading. In addition, ask students to complete the following statements as they read: - One way this is different from what I know is…- I really disagree with …- One thing that makes sense to me is…- (Add others as needed)

__Terms__ Suzerain - A nation that controls another in international affairs but allows it domestic sovereignty Bourgeois/bourgeoisie - the middle classes (usually used in context of upper middle class) Gentry -People of good social position, specifically (in the UK) the class of people next below the nobility in position and birth Clique -A small group of people with shared interests, who spend time together and exclude others. Propagate -to multiply or breed enuciated -to multiply or breed exploitation -Utilization of another person or group for selfish purposes legitimacy -undisputed credibility, the quality of being believable or trustworthy annihilate -To destroy completely precarious - Dependent on chance; uncertain __Statements__ One way this is different from what I know is that Source 3 casts the Declaration of Independence in a whole different light than typical textbooks do. It seems to be a more Marxist interpretation of the Declaration of Indepedence. I really disagree with the way the colonists treated the Native Americans like pests to be exterminated, and the textbook doesn't even describe the atrocities done onto the Native Americans by the colonists in detail during this specific period. One thing that makes sense to me is how the women took over production at home while the men went off to fight the war. When I learned about WWI in my European history class, it was described as a war like no other because it was a total war, and the women were involved in production. However, Excerpt 6 describes how women aided the war effort, so the idea of women aiding the war effort in areas of production is not a novel concept to WWI.

__Comparison to Information in the__ Text The information that the sources provide seems to include much information that was omitted from the text, such as the part of women in the war, different interpretations of the Declaration of Indepedence, the slaughter of Native Americans, and the treatment of African slaves during the war. However, Excerpts 1 and 2 and the second half of Excerpt 6 seem to follow the interpretation of events that the textbook does. This alternative information demonstrates the bias in the textbook, and that the perspective on events can change even the communication of basic facts. The textbooks have a pro-American standpoint, so they leave out the George Washington's opinion of the Native Americans because he is a great American hero, and Americans don't want their first president portrayed as a racist murderer of Native Americans. Similarly, they don't want to think that they're declaration of Indepedence was not geared towards all people. It's not so much that the textbook contains misinformation, but rather the authors omits information and take a perspective on events that lead to the desired interpretation.

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__Constitution__ __﻿__ 1. Read pages 98-103 in the text and create a chart showing the pros and cons of the Articles of Confederation. Wiki

Establishment of Western Settlements Promotion of trade in foreign countries Commercial treaties || No separate executive or judicial branches Congress lacked the power to tax or regulate trade It lacked the power to carry out the terms of the treaty of Paris No common currency No federal system Each state got one vote ||
 * Pros || Cons ||
 * Congress had the power to
 * Declare war
 * Raise armies
 * Sign Treaties

2.Venn Diagram: Articles of Confedreation Versus Constitution **WIKI** 3.Discuss with students the meaning of compromise and consensus and explain their significance to the Constitutional Convention. Explain that the Constitution is often referred to as “a bundle of compromises.” Identify the major compromises (Great Compromise, Three-fifths Compromise, Slave Trade Compromise) and have students read text pages 106-107 to identify the issue and solution for each compromise. (11.3.2) **WIKI** Compromise-settlement of differences by [|arbitration] or by consent reached by mutual concessions Consensus- general agreement; unanimity

__Great Compromise__ Issue: Whether representative in Congress should be based on population or equal for all states. Solution: There were two houses of Congress; The House of Representatives where representation was based on population and The Senate where every state got two senators.

__Three-fifths Compromise__ Issue: Whether enslaved people counted for representation or taxes. Solution: Every five enslaved people would count as three free people for determining both representation and taxes.

__Slave Trade Compromise__ Issue: The Southern States wanted to prevent the federal government from outlawing the slave trade and interfering with trade, but the Northerners needed a government capable of controlling foreign imports in the U.S. Solution: Congress could not tax exports or ban the slave trade until 1808 or impose high taxes on the importation of slaves.

5.Have students review the viewpoints of the Federalists and Anti-Federalists over the ratification of the Constitution and complete a data chart such as the one that follows. **WIKI** 6.Read the passages, determine whether the speaker was a Federalist or an anti-Federalist and underline the statement or statements which led them to draw that conclusion. You can use the chart as a template(11.3.4) **WIKI**
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 * = **Name** ||= **Anti-Federalists or Federalists** ||= **Statement of Proof** ||
 * = **__James Wilson__** ||=  ||=   ||
 * = **__Edmund Pendleton__** ||=  ||=   ||
 * = **__Patrick Henry__** ||=  ||=   ||
 * = **__John Smilie__** ||=  ||=   ||

“It will be the duty of the State, as of an individual, to sacrifice her own convenience to the general good.” ||
 * Name || Anti-Federalist or Federalist || Statement of Proof ||
 * James Wilson || Federalist || “ they must have a strong binding force, which must be either external or internal.”
 * Edmund Pendleton || Anti-Federalist || “ The Senate derives its existence immediately from the state legislatures” ||
 * Patrick Henry || Anti-Federalist || “ States are the characteristics and the soul of the confederation.” ||
 * John Smilie || Federalist || “ The national government may take from the people just what they please.” ||

7. Have students answer the following questions using the copy of the //Constitution// that begins on page 130. ( 11.3.5) **WIKI** Identify the Article, Section, and Clause of the Constitution that can be used to prove or disprove the following statements.
 * 1) Members of the House of Representatives must be at least thirty-five years old.
 * 2) Article I, Section 2, Clause 2.
 * 3) Each state has one senator.
 * 4) Article I, Section 3, Clause 1.
 * 5) If there is a tie vote in the Senate, the Vice President may vote.
 * 6) Article I, Section 3, Clause 4.
 * 7) Impeachment trials are held in the House of Representatives.
 * 8) Article I, Section 3, Clause 6.
 * 9) Congress has the power to borrow money.
 * 10) Article I, Section 8, Clause 2.
 * 11) Congress has the power to declare war.
 * 12) Article I, Section 8, Clause 11.
 * 13) Congress has the power to create courts.
 * 14) Article I, Section 8, Clause 9.
 * 15) Congress may not appropriate funds for the military for more than two years.
 * 16) Article I, Section 8, Clause 12.
 * 17) The President is elected by the Electoral College.
 * 18) Article II, Section 1, Clause 3.
 * 19) Only natural-born citizens may hold the office of President.
 * 20) Article II, Section 1, Clause 5.
 * 21) The President must appoint at least nine cabinet officers.
 * 22) Article II, Section 2, Clause 1.
 * 23) Persons accused of breaking federal laws are entitled to a jury trial.
 * 24) Article III, Section 2, Clause 3.
 * 25) Treason is the only crime defined in the Constitution.
 * 26) Article III, Section 3, Clause 1.
 * 27) Amendments can be repealed.
 * 28) Article V
 * 29) Constitutional amendments can be proposed by state legislatures.
 * 30) Article V
 * 31) Senators have always been directly elected by the people.
 * 32) Article I, Section 3, Clause 1

8. Have students compare the //Virginia Declaration of Rights// with the //Bill of Rights of the U.S. Constitution and// complete a chart that illustrates the similarities and differences. (11.3.1, 11.3.5) **WIKI**
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=205cd4f2-5dce-4036-8d9d-adb66b0eb182.25e593ef-e935-4334-ac0b-989f53c449a8.jpg caption="teaching 10"]] ||
 * teaching 10 ||

and ensure the preservation of life, liberty, and property. They both detail the rights of man for a just trial with a jury of their peers. Protect against excessive bail and cruel and unusual punishment Allow for a well regulated militia A jury must be preserved in a suit between man and man || The Bill of Rights also protects freedom of speech, right to assemble, and the right to petition Bill of Rights prohibits soldiers from being quartered in homes during times of war Unnamed rights are guaranteed to the people in the Bill of Rights The Bill of Rights reserves powers not give to the United States to the States The Virginia Declaration of Rights includes details that are found in other parts of the constitution: power is vested in and derived from the people the legislatie and executive powers are seperate from the judiciary election of memebers to serve as representatives of the people It also includes things not in the Bill of Rights such as the right to uniform government ||
 * Similarities || Differences ||
 * Both guarantee rights the rights of freedom of the press, religious freedom,

__Early National Period__ 1. Display the following chart and ask students to identify the trend illustrated by the data, and identify factors that would explain the information.
 * Voter Participation ||
 * Year ||  Percentage of Eligible Voters   Casting Ballots  ||
 * 1824 ||  27%  ||
 * 1828 ||  58%  ||
 * 1832 ||  55%  ||
 * 1836 ||  58%  ||
 * 1840 ||  80%  ||

Explain to students that the term “Jacksonian Democracy” refers to an increase in citizen participation in government. Students will be investigating the factors and processes that led to changes in American democracy.

The trend is this graph is positive, with the percetage of eligible voters casting ballots increasing as the years progress. Factors that would explain this information include: the expansion of suffrage as states lowered or eliminated property ownership as a voting qualification Average people began to get more involved in political affairs President Andrew Jackson believed in the average American, leading to: The spoils system gave people government jobs based on party loyalty, and that includes increased political participation and voting Jackson replaced the caucus system with a national nominating convention.

2. Give students the following list of ideas and have them identify which reflect the political philosophy of Alexander Hamilton and which reflect the ideas of Thomas Jefferson. **(11.4.1)** Noella's answer Strong state governments Pro-French Emphasis on agriculture Opposed a national bank Anti-tariff Strict interpretation of the Constitution “The mobs of great cities add just so much to the support of pure government, as sores do to the strength of the human body.” “I am persuaded myself that the good sense of the people will always be found to be the best army. They may be led astray for a moment, but will soon correct themselves.” || Favored a national bank Pro-British Strong central government Emphasis on manufacturing/trade Pro-tariff Wealthy, well-educated should lead government Loose interpretation of the Constitution “Has it not…invariably been found that momentary passions, and immediate interests, have a more active and imperious control over human conduct that general or remote considerations of policy, utility,and justice?” ||
 * Jefferson || **Hamilton**  ||
 * People should have political power

Classify each of the following as representative of Jefferson’s political beliefs or a Hamilton’s beliefs:


 * People should have political power
 * Favored a national bank
 * Loose interpretation of the Constitution
 * Strict interpretation of the Constitution
 * Strong state governments
 * Pro-French
 * Pro-British Strong central government
 * Emphasis on manufacturing/trade
 * Wealthy, well-educated should lead government
 * Emphasis on agriculture
 * Opposed a national bank
 * Pro-tariff
 * Anti-tariff
 * “Has it not…invariably been found that momentary passions, and immediate interests, have a more active and imperious control over human conduct that general or remote considerations of policy, utility,and justice?”
 * “The mobs of great cities add just so much to the support of pure government, as sores do to the strength of the human body.”
 * “I am persuaded myself that the good sense of the people will always be found to be the best army. They may be led astray for a moment, but will soon correct themselves.”

3. Evaluate and grade the first five (5) United States Presidents on a Report Card such as the one that follows. Students will evaluate each President’s actions and accomplishments in light of the six purposes of the Constitution. They must be prepared to justify the grade to the parents. Students should use the VBCPS grading scale in their determination.

**Presidential Report Card**

**﻿** __ Justifications for Grades __ Made the U.S. a "more perfect union:" Through Pickney's treaty, the US gained the rights to navigate the Missississppi and to deposit goods at New Orleans. The U.S. gained additional lands when the Native American rebellion was put down. Established Justice: Despite taking lands from the Native Americans, Washington did so after an attack on American forces. The Native Americans were also compensated for this. Insured domestic tranquility: The Jay treaty caused turmoil within the political parties of the time, causing political strife despite saving the economy from potential disaster. Provided for the common defense: Washington managed to put down an armed Native American uprising, and also kept the U.S. out of the war between France and Britain. promoted the general welfare: Washington's treaties allowed for settlers to expand into the surrounding territories, and the Jay treaty saved the American economy. secured liberty for posterity: Pickney's treaty allowed Americans the opportunity to travel farther west, although he did that by taking away land from Native Americans.
 * ** President ** ||  ** made the U.S. a “more perfect union” **  ||  ** established justice **  ||  ** insured domestic tranquility **  ||  ** provided for the common defense **  ||  ** promoted the general welfare **  ||  ** secured liberty for posterity **  ||  ** Final Grade **  ||
 * George Washington || A || B+ || B || A || A || B ||   ||
 * John  Adams  || C || C || B || B || C || C ||   ||
 * Thomas Jefferson || A || B || B || B || B- || A ||   ||
 * James Madison || B || A || B || B- || B || A ||   ||
 * James Monroe || A || A || A || A || A || A ||   ||
 * Andrew Jackson || B || B || B || A || B || B ||   ||
 * George Washington**

Made the U.S. a "more perfect union:" The Alien and Sedition acts impeded the process of naturalization and it was more difficult more immigrants to gain their legal rights. Established Justice: The Alien and Sedition acts limited the rights of the people to criticize their government, which was not just. Insured domestic tranquility: The Quaso-War and Alien and Sedition acts caused conflict between the political parties, even to the extent where the Republicans were secretly trying to overthrow the Alien and Sedition acts. Provided for the common defense: The Quasi-War with France put a strain on the US, although a treaty was negotiated. promoted the general welfare: The Alien and Sedition acts were passed in order to control the Republicans politically and they supressed the people. secured liberty for posterity: The Alien and Sedition acts limited rights in a variety of ways, which impeded the securing of liberty. Made the U.S. a "more perfect union:" The Louisiana purchase almost doubled the size of the United States and allowed settlers to move even farther west. Established Justice: Judicial review was established during Jefferson's term, although it was establish by John Marshall, who was had been appointed Chief Justice by John Adams. Insured domestic tranquility: Although he kept the US out of the European wars, there was severe economic stress due to the struggle between France and Britian at sea, and the subsequent American embargo. Provided for the common defense: Jefferson kept the US out of the wars in Europe, although many Americans were impressed into British crews. promoted the general welfare: The Louisiana purchase allowed settlers to seek a life out west, although the embargo on Europe hurt America finacially. secured liberty for posterity: Jefferson protected the liberty of the people. Made the U.S. a "more perfect union:" Feelings of nationalism began to permeate the nation after the war. Established Justice: Since the war lead to the collapse of the Federalist party, the Republicans became the sole party in the US. Insured domestic tranquility: The war disturbed the peace of the US, and the Federalists were trying to undermine the Republican program. However, the Federalist party basically fell apart after the war. Provided for the common defense: During the war of 1812, there were few victories in the beginning. The British even took D.C. However, the Americans managed to win the war. promoted the general welfare: The losses to the British in the war led to some wartime suffering for the American people. secured liberty for posterity: The victory in the war of 1812 somewhat secured the future for America. Made the U.S. a "more perfect union:" The establishment of the second national bank and tariffs to protect American manufacturers improved the economy. Established Justice: Several court cases addressed states rights and reafirmed the idea of national sovereignty. Insured domestic tranquility: Several economic reforms improved interstate commerce Provided for the common defense: The Monroe doctrine protected the United States from the power struggles of Europe. promoted the general welfare: the industrial development during this period improved the economy and country. secured liberty for posterity: The Monroe Doctrine protected the United States from being colonized by a European power. Made the U.S. a "more perfect union:" Settlers could move farther west because of the lands taken from Native Americans. Established Justice: He brought more people into the government, although he used the spoils system rather than merit. Insured domestic tranquility: South Carolina had thought of seceding from the union, although Jackson clearly defended the union. Provided for the common defense: Jackson pushed through acts that would remove Native Americans from their lands, causing conflicts. However, the US was able to mostly force them without any massive conflicts. promoted the general welfare: Jackson fought against the national bank becaue he felt that it favored the wealthy elite. secured liberty for posterity: Although he expanded suffrage and included the common man in the government, Jackson was also reponsible for the forced relocation of Native Americans.
 * John Adams**
 * Thomas Jefferson**
 * Thomas Jefferson**
 * James Madison**
 * James Madison**
 * James Monroe**
 * James Monroe**
 * Andrew Jackson**
 * Andrew Jackson**

4.Provide students with the guidelines for creating a Cinquain. (Some may be familiar with the strategy from other classes.) Have them select a topic and complete a Cinquain for that topic. Possible topics include: Spoils System, Trail ofTears, Seneca Falls, King Cotton, Manifest Destiny, Corrupt Bargain,Nullification, Daniel Webster, Andrew Jackson, Eli Whitney



__ Pre-Civil War __ 1. Complete a First Word Activity, using the term sectionalism. This strategy offers teachers the opportunity to quickly preassess student’ knowledge based about the time period. **WIKI**


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 * S ** lavery
 * E ** xpansionism
 * C ** ompromise
 * T ** ariffs
 * I ** ndustry
 * O ** ppression
 * N ** ational soverignty
 * A ** griculture
 * L ** incoln-Douglas Debates
 * I ** nvention of the cotton gin
 * S ** tates Rights
 * M ** issouri

2. Provide students with the following list of slang terms that originated during the Civil War Era. Ask them to identify (or guess) at their meaning.


 * Civil War Slang**

Guess: an important person and a nonimportant person Meaning: person in charge, or someone who can do anything || greenhorn Guess: unexperienced person Meaning: officer || Guess: raw materials Meaning: hard tack || snug as a bug Guess: wrapped up in blankets Meaning: very comfortable || Guess: place to get things Meaning: stomach || sawbones Guess: bare minimum Meaning: surgeon || Guess: an unimportant person Meaning: money || skedaddle Guess: dash away Meaning: run away, escape || Guess: a musket Meaning: a long, sharp knife || hornets Guess: annoying people Meaning: bullets || Guess: ready to go Meaning: angry || blowhard Guess: a mean or arrogant person Meaning:braggart, bully || Guess: ability with horses Meaning: common sense, good judgement || fit as a fiddle Guess: in perfect condition Meaning: in good shape || Guess: friendly or chummey Meaning: very good, all is well || uppity Guess: energetic Meaning: arrogant || Guess: very rare or nonexistant Meaning:exceedingly rare or hard to find || played out Guess: finished Meaning: worn out, exhausted || Guess: as close as possible Meaning: do as told, follow orders || wallpapered Guess: drunk Meaning: drunk || Guess: crazy person Meaning: tough guy || goobers Guess: small children Meaning: peanuts || Guess: a lie Meaning: trick or deceive || whipped Guess: very tired Meaning: beaten || Guess: a person who has escaped from jail Meaning: criminal || number one Guess: the most important person Meaning: first class || Guess: rebuttal or failed attempt Meaning: hard times, ill use || bully Guess: an exclamation Meaning: exclamation meaning, &'terrific!' or 'hurrah!' || Guess: been through a tough time Meaning: been through a lot, seen it all || fresh fish Guess: new recruits Meaning: new recruits ||
 * chief cook and bottle washer
 * sheet iron
 * bread basket
 * greenbacks
 * Arkansas toothpick
 * fit to be tied
 * horse sense
 * hunkey dorey
 * scarce as hen’s teeth
 * toeing the mark
 * Hard case
 * bluff
 * jailbird
 * hard knocks
 * been through the mill

Source of definitions: [] []

3. Look at the chart for the Causes of the Civil War. Direct students to simply enter a check if the event should be classified under the causes of the war that are listed across the top of the chart. When done, conduct a discussion with students where they justify the associations they made. Ask them to analyze their charts and determine which of the causes was the most influential/responsible for bringing on a war.
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=32dcd9e1-d862-46f7-bd61-2e8a07a020e2.5d754985-09c1-4ed9-b194-6dd6c7fc16c4.jpg caption="teaching 4"]] ||
 * teaching 4 ||
 * Noella's chart**

4.Look at the chart below for important vocabulary terms or phrases from the unit, such as the one that follows. Students are to complete the middle and last column by recording definitional information and them drawing a memory clue.
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=32dcd9e1-d862-46f7-bd61-2e8a07a020e2.0f8cae65-51b8-4f0a-bac1-6f350d530e20.jpg caption="https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=32dcd9e1-d862-46f7-bd61-2e8a07a020e2.0f8cae65-51b8-4f0a-bac1-6f350d530e20.jpg"]] ||
 * Noella's Chart**

__Civil War and Reconstruction__

2. Look at the list of the “Civil War First” items. Tell students that the Civil War is often considered to be the first modern war, and that they will be looking at some of the “firsts” that occurred during the era. Discuss with students their ideas about “old” wars versus “modern” wars. Have each group review the items in their envelope, and then work together to create categories under which the items can be classified. All items must be accounted for. Ask students to use their categories to create a Venn Diagram comparing the difference between old and modern wars. After completing their categorization activity, have students review the items and select specific items for the following:

Most interesting Most surprising Most humane Most sad Most devastating Most applicability to civilian life

Discuss student categories and “awards” as a class. At the conclusion of the discussion, have students write a brief paper that contains the following introductory stem : Noella's answers __Military Technology__ __Military Organization__ __Social Changes__ __Economic Changes__ __Political Changes__ __Technology__
 * Categories**
 * workable machine guns
 * steel ship
 * successful submarine
 * “snorkel” breathing device
 * railroad artillery
 * Electrically exploded bombs and torpedoes
 * flame throwers
 * repeating rifles
 * revolving gun turrets
 * periscopes
 * telescopic sights for rifles
 * wire entanglements
 * Ironclad navies
 * land-mine fields
 * military telegraphs
 * military railroads
 * naval torpedoe
 * hospital ships
 * conscription
 * organized medical and nursing corps
 * blackouts and camouflage under aerial observations
 * commissioned Army chaplains
 * the bugle call “Taps”
 * U.S. Navy Admiral
 * aerial reconnaissance
 * Army ambulance corps
 * Medal of Honor
 * fxed trenches on a large scale
 * press corps in battle areas
 * photography of battle
 * legal voting for servicemen
 * black U.S. Army officers
 * bread lines
 * cigarette and tobacco tax
 * income and withholding tax
 * Presidential assassination
 * Department of Justice (Confederacy)
 * U.S. Secret Service
 * wide-scale use of anesthetics
 * long-range rifles for general use

Most interesting: Snorkel Most surprising: Flame Thrower Most humane: wide-scale use of anesthetics Most sad: land-mine fields Most devastating: Electrically exploded bombs and torpedoes Most applicability to civilian life: bread lines

The best evidence that the American Civil War should be designated the first modern war in history is the use of advanced technology in many aspects of the war. By its very definition, modern is incorporating recent developments, so the civil war is a modern war because the militaries were using recently developed technology. These technologies included the new steel and ironclad ships, various torpedoes and bombs, new rifles and scopes for rifles, as well as the incorporation of new medical technologies such as anesthetics in order to improve the Army medical system. Telegraphs also facilitated military communication. However, advanced technology was also used outside of the military system. Photography technology documented the war for ages to come, and telegrams helped keep people informed about the war. Although many aspects of the civil war made it different from older wars, it is the use of advanced technology for the time that made it the first modern war.

3. Complete the following pre-assessment to students, directing them to write “North” or “South” next to the item. When reviewing items, ask students to explain the reasons why they associated an item with the North or the South.
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.0fb7b4f8-a89f-486b-bb30-07d94b75e894.jpg caption="https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.0fb7b4f8-a89f-486b-bb30-07d94b75e894.jpg"]] ||
 * https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.0fb7b4f8-a89f-486b-bb30-07d94b75e894.jpg ||


 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.06e95d49-873f-4322-a45a-d7d740f14d55.jpg caption="https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.06e95d49-873f-4322-a45a-d7d740f14d55.jpg"]] ||
 * [] ||

4. R.A.F.T. papers provide a simple framework that helps students focus their thinking and written expression. Students assume a specific role and use a given format to present information to an identified audience. Allow students to select one of the following to demonstrate their knowledge and understanding of unit topics. (Additional options may be added at the discretion of the teacher.) Esteemed President Lincoln, It is with my greatest regret that I must decline to accept command of the Union army. Despite my long and respected service in the Union army, I cannot answer this call to fight against the land of my birth. Although I do consider slavery a moral and political evil, I cannot raise my hand against my birthplace, my home, and my children. My family remains here in the land of the proclaimed Confederacy, and despite my longstanding fidelity to Union, I cannot in good faith order violence onto the place that is as much a part of me as this Union’s army ever was. If not for my family and the land of Virginia, I would not be who I am today. I still believe that Virginia was in the wrong for seceding from the Union, yet as one of its children I must follow it into the dark and defend it despite my reservations.
 * Noella's Answers**
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.c9c49323-3b36-4e08-82f2-51d38a6bd7ed.jpg width="381" height="317" caption="https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=c31656d6-5d90-4016-8690-75bb43a39710.c9c49323-3b36-4e08-82f2-51d38a6bd7ed.jpg"]] ||
 * [] ||

Although I fear there are many dark times ahead for the Union and the Confederacy, President Lincoln, know that it is my greatest wish to be able to uphold the sanctity of the union and abolish the evil of slavery. I must however follow Virginia in the hope that there is still salvation for it and its people. May you fare well in the times ahead, President Lincoln, and never forget that despite their differing beliefs, the Confederacy are still Americans.

Sincerely, Robert E. Lee

5. Direct each group to use class and media center resources and complete the following tasks for each site > 1. Location > 2. Date of event > 3. Brief synopsis of event > 4. Importance of event __Antietam__ 1. Location: Sharpsburg, Maryland 2. Date of event: September 17, 1862 3. Brief synopsis of event: Lee brought his troops into Maryland in order to invade the North, but McClellan had been sent after him. The confederate troops congregated near Sharpsburg, Maryland, while the Union troops took positions along the Antietam creek. The battle was the bloodiest in the war and in American history. Over 6,000 men were killed and 16,000 were injured. Although McClellan did not break the confederate line, Lee decided to retreat back into Virginia. 4. Importance of event: The victory was crucial for the union. Instead of perhaps recognizing the sovereignty of the confederacy, the British decided to wait and see how the war progressed. The battle also convinced Lincoln that the time had come to end slavery in the South. __Fort Sumter__ 1. Location: Charleston 2. Date of event: April 12, 1861 3. Brief synopsis of event: Fort Sumter was one of the only Union strongholds left in the South, and President Davis decided to capture the fort before the supply ship sent by Lincoln arrived. The Confederate forces bombarded the fort, wrecking it but killing no one, until Major Robert Anderson and his exhausted men finally surrendered. 4. Importance of event: This event marked the beginning of the Civil War. __Gettysburg__ 1. Location: Gettysburg, Pennsylvania 2. Date of event: July 1-3, 1863 3. Brief synopsis of event: The confederate army had marched up to Pennsylvania, and Lee sent some troops to scout for the enemy in the small town of Gettysburg. However, they encountered Union Cavalry here. The Confederates pushed the Union troops out of the town and into the hills of the south. THe next day, the confederates attacked again with no sucess. The following day, nearly 15,000 men undertook a massive attack known as Pickett's charge towards the Union's positions on Cemetery ridge. The assault failed, and the battle had massive casualties on both sides. 4. Importance of event: This was the turning point in the war. The Union's victory ensured that Britain would not recognize the confederacy and strengthened the Republicans politically. For the rest of the war the Confederates were on the defensive. __Appomattox__ 1. Location: Appomattox, Virginia 2. Date of event: April 9, 1865 3. Brief synopsis of event: After the Union cut the last railroad line into Petersburg, where the confederates camped in trenches, Lee drew his troops out and attempted to escape west. Sheridan's cavalry cut them off at Appomattox courthouse and Lee was forced to surrender. 4. Importance of event: This surrender marked the victory of the Union in the Civil War, and ensured that the Confederate soldiers would not be prosecuted for treason. The Confederates were treated with relative kindness by the Union. __Vicksburg__ 1. Location: Vicksburg, Mississippi 2. Date of event: July 4th, 1863 3. Brief synopsis of event: Grant and his army laid seige to Vicksburg for six weeks, until the Confederate commander surrended on July 4, 1863 because of starvation of both troops and city residents. 4. Importance of event: The Union victory had cut the Confederacy in two.
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 * [] ||

6. Look at the map of the southern states at the end of the Civil War and have them identify, label, and color key the five military districts the South was divided into by the Reconstruction Act of 1867.
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 * [] ||


 * [[image:http://www.enchantedlearning.com/usa/label/south/labelsouth.GIF width="561" height="385" caption="Southern US states to label" link="http://www.enchantedlearning.com/label/"]] ||

7. Complete the following crossword puzzle [|puzzle.xps]

__Across__ 2. Habeas corpus 3. secession 4. Demand notes 6. Hard tack 7. Mandate 13. Popular sovereignty 15. Pillage 16. Forage 17. Seige __Down__ 1. Transcontiental 5. Attrition 8. Bounty 9. Blockade runner 10. Martial Law 11. Prisoner of war 12. Conscription 14. Insurrection.

__Immigration__

1 __Twelve hours__ a day, there’s no reason I have no say, nor do my children 2 We stand today, against indifference For __better pay__, __despite resistance__ 3 We will not give in, not this time There is nothing left, but our pride 4 The day has come, for our inclusion We have the right to __form a union__ 5 The Civil War has finally ended The __working class has ascended__ 6 We will not give in, not this time We have to prevent our decline 7 The movement unfolds, as unions surface __We can’t unite__, in common purpose 8 __Soldiers shoot at us__ with their rifles Innocents die, but not their struggle 9 We will not give in, not this time We cannot forget those who’ve died
 * 1) Analyze lyrics to the following song to students. Its title is and it was one of the most popular labor movement songs of the late 19th century.

After the students have reviewed the nine short verses, ask them to make a list of issues that workers had, including concerns they had about resistance they were facing. Underlined words/phrases can be used to focus student work; for example, “the working class has ascended” refers to the dramatic increase in the number of factory workers – from 1.5 million in 1861 to 3.5 million by 1900. Students can refer to their text to locate information that expands on the issues they identify. Use the internet to find proof of the underlined words.

__Worker Issues __
 * long work days:
 * inadequate pay
 * Concerns about resistance to workers' rights movement: companies viewed unions as conspiracies that interferred with proptery rights, and allowing workers more rights would reduce the company's profit in some cases.
 * the right to form a union:
 * Violence towards people campaigning for workers' rights:
 * Right to strike and protest unfair treatment towards worker
 * Harrasment towards workers

__Proof of Underlined words__ Twelve hours: Workers in factories worked for around 12 hours a day. better pay: The factory workers were paid very little. Women were paid less than men, and children were paid the least. despite resistance: companies viewed unions as conspiracies that interferred with proptery rights, and allowing workers more rights would reduce the company's profit in some cases. form a union: In the 1800s, laborers started to begin to form unions. working class has ascended: dramatic increase in the number of factory workers – from 1.5 million in 1861 to 3.5 million by 1900. we can't unite: Companies created blacklists in order to to prevent strikes and unions. soldiers shoot at us: During the Pullman strike, the mail cars were attached to Pullman cars so President Cleveland sent in the troops to break up the strike so the mail could keep going.

2. Use the text or internet to identify Progressive governmental reforms and their effects.

** Progressive Governmental Reforms ** it. Also, women were very active in campaigning for reform in labor. ||
 * ** Reform ** || ** Effects ** ||
 * primary elections || All party members could vote for a candidate to run in the general election. ||
 * initiative || A group of citizens could introduce legislation and the legislature would be required to vote on it. ||
 * referendum || Citizens could vote on proposed laws directly without going to the legislature. ||
 * recall elections || Voters had the option to demand a special election to remove an elected official from office before his or her term had expired. ||
 * secret ballot || People could vote without political pressure in theory, which lead to deceased political corruption. ||
 * women’s suffrage || Women got the right to vote, which in turn affected the Temperance movement because for the most part women lead
 * city manager form of government || Experts became involved in managing the city. This lead to more efficient and less corrupt city governments. ||
 * commission form of government || Experts became involved in managing the city. This lead to more efficient and less corrupt city governments. ||

3. Have students investigate the beliefs and actions of **Booker T. Washington**, **W.E.B. DuBois**, and **Marcus Garvey**. Have them create a graphic organizer that illustrates the recommendations made and actions taken by the three men to address racial inequality in America.


 * Person || Beliefs || Actions ||
 * Booker T. Washington || He thought that African-Americans should concentrate on achieving economic goals rather than political ones. He advised African-Americans to postpone the fight for civil rights and instead concentrate on preparing themselves educationally and vocationally for future equality. || He ran the Tuskegee Institute, a school built for training black leaders, and encouraged the development of African-American owned businesses. He organized the National Negro business League in 1900. ||
 * W.E.B. DuBois || He believed that African-Americans should be insistent in their campaign for equal treatment civil rights, especially voting rights. || He published //The Souls of Black Folk//, which had a great impact on the civil rights movement. He helped found the Niagara Movement (the forerunner to the NAACP). He began publishing //The Crisis//, the official magazine of the NAACP, in 1910. ||
 * Marcus Garvey || African Americans could gain economic and political power by educating themselves. He also advocated separation and independence from whites. He proposed leading African Americans to Africa. Inspired African American pride in their heritage and inspired hope for the future. || Founded the Universal Negro Improvement Association, which aimed at promoting Black pride and unity. He attempted to lead his followers "back to Africa." ||

4. Describe the causes, patterns, and contributions of immigration in the late 19th - early 20th century. Push Pull Patterns (Where did the different ethnic groups settle?) Contributions (What did they add to "American") (What did each group add to the definition of "American"

Pushes:
 * Noella's Answers**
 * avoid military service
 * high food prices
 * population pressures
 * religious persecution
 * class system
 * Political insurrection
 * violence
 * economic problems

Pulls: Patterns: Immigrants made up a large percentage of the population of large cities such as New York, Chicago, Milwaukee, and Detroit. Many immigrants lived in neighborhoods seperated by ethnicity where they spoke their native language and recreated parts of their homeland. Ex. Little Italy and Jewish Lower East Side. Chinese immigrants settled mainly in western cities.
 * jobs
 * land
 * Democratic system
 * chance to move up the social ladder
 * Chinatown in big cities

Contributions: Immigrants had a role in shaping the United States into the country it is today. Much of the culture that immigrants brought over with them from their native country has been incorporated into American culture in some place, especially with food. Pizza is considered a hallmark of American culture today, yet it wasn't introduced into the US until the late 19th century when Italian immigrants. Immigrant labor was also crucial in the construction of the transcontinental railroad, which was constructed on the labor of Chinese immigrants in the west and Irish immigrants on the west end. Japanese immigrants also introduced sophisticated irrigation methods that allowed for the cultivation of fruit, vegetables, and flowers on previously unusable land. There was also an introduction of religion from immigrants such as the Irish Catholics and the Eastern European Jews escaping religious persecution, although many of these religious groups faced persecution in the predominantly Protestant United States.

5. Memorize this chart.



__Industrialization__
 * 1) Complete complete a First Word activity, using “INVENTION” as their word, as an informal prep-assessment of the unit. Students write the word vertically down a sheet of paper and brainstorm a word or phrase that begins with each letter of “INVENTION.” Give students a few minutes to complete this activity. When time is called have students share the information they have written down. Have students save their First Word sheet for later in the unit.
 * I ** ndustrilization
 * N ** ight shift
 * V ** ertical integration
 * E ** dison
 * N ** ew York City
 * T ** rusts
 * I ** ngenuity
 * O ** il
 * N ** ew unions emerge

2. Provide the following graphic organizer to students as they begin their study of the Progressive Era. As they move through the unit have them record information that will assist them in evaluating the successes and failures of Progressive reforms ** PROGRESSIVE REFORM ** and creating monopolies Companies were cutting corners with their products and poor sanitation in the creation of products || Prevent Monopolies Consumer Protection || Theodore Roosevelt William Howard Taft || Standard Oil had a monopoly || The Sherman Anti-Trust Act The Clay Anti-Trust Act Meat Inspection Act Pure Food and Drug Act Hepburn Act || dark, and unsafe Laborers had to work for long hours with little pay Laborers had little to no benefits Company owners treated laborers like machines in the factories; they were reluctant to cooperate with unions. Child labor was rampant || The unions wanted to protect workers and their rights. They worked to obtain shorter working hours, safer working conditions, and better pay. Abolisment of child labor workers' compensation law || Samuel Gompers Eugene V. Debs Knights of Labor AFL American Railroad Union Industrial Ladies Garment Workers Union || Muckrakers like Upton Sinclair and the Union strikes || The Homestead Strike, Haymarket Strike, and Pullman strike all ended in failure, which allowed the companies to regain control. Children's Bureau || inflation poor wages for factory labor deflation || better conditions in cities better education better medical care spread of religious awareness || The Social Gospel The Salvation Army the YMCA Jane Addams Farmers' Alliance Oliver H. Kelley Charles W. Macune || The poverty level in the cities were extremely high || Establishment of YMCAS, settlement houses, public education creation of cooperatives Formation of the People's Party (populists) || Traditional gender roles limited rights of women (i.e they couldn't vote) || voting rights for women labor laws protecting women || Jane Addams Susan B. Anthony Mary Church Terrel Elizabeth Cady Stanton || Women could not vote || The 19th amendment granted voting rights for women || lynching rampant racism in the south (Ku Klux Klan) || stop lynching equal rights economic stability education || Booker T. Washington W.E.B. DuBois Marcus Garney Ida. B. Wells Mary Church Terrel || Discrimination against African Americans || Lynching decreased significantly the creation of the NAACP || 3. Use the internet to research a brief synopsis of the **The Homestead Strike of 1892**. Explore the reasons, tactics, and results of the strike. Why is the strike important to U.S. history.
 * || **Causes** || **Goals** || **Leadership** || **Influences** || **Degrees of Success** ||
 * **Business Practices** || Companies were forming trusts
 * **Conditions of**
 * Industrial Workers** || Factories were dirty,
 * **Poverty** || Social Darwinism
 * **Women’s Rights** || Discrimination against women
 * **Rights of**
 * African Americans** || Jim Crow laws

Reasons: Carnegie and his chairman Frick wanted to do away with the union, and the workers were angry that their wages were going to get cut Tactics: Carnegie put up barbed wire fence around the factory in order to provoke the workers into forming a strike. He also hired Pinkerton armed thugs, but at the same time they were to arrive in Homestead, around 10,000 armed strikers and their supporters were there to greet them. After a long day of fighting, most of the Pinktertons mutinited. After 4 months of strike, federal troops were brought in and several strikers were arrested. Hugh O'Connel, one of the leaders, was arrested, tried, and aquitted of treason, murder, and assualt. However, the strike's moral had been broken and the union was driven out. Results: Spokespeople of the capitalist class were furious and called the strikers a mob, although country workers were supportive of their fellow workers. The company regained firm control of the factory. Why is the strike important in U.S. History?: The strike represents a class struggle in U.S. history in which the worked used organized class violence in an attempt to resist the capitalists.

4. Have students consult a **list of inventions** of the period and compile a list of how the invention led to other inventions or practices (for example, the increasing popularity of cars lead to road construction, gas stations, motels, vacation destinations). CDs, etc. Music could now be produced and sold, rather than paying to watch it. This lead to widespread interest in music as a hobby, rather than it being a specialized lifestyle. || lead to the development of the celebrity lifestyle. || hand could now be operated by motors. This lead to the creation of || the demand for oil, which stimulated the oil industry. || commerical jets and airlines, which in turn has lead to the development of resorts and tourist destinations as people as a way to reach them. However, it also lead to the development of airplanes used in warfare, which has helped modernize warfare. It also lead to the development of Navy pilots and aircraft carriers, and also the airforce. || economy, especially the US. Since products are readily avaliable, companies have the money to keep making more and more products. This has lead to the development of cell phones, computers, cars, etc. ||
 * Invention || Impacts ||
 * Phonograph || The idea of recording sounds would lead to the development of the music industry, leading to radios, records, casette tapes,
 * Motion Picture || This lead to development of film, television, and the TV lifestyle.Film eventually changed the way that news is transmitted, and
 * Induction Electric Motor || The invention of the electric motor allowed for the development of more sophisticated machines. Parts that had to be operated by
 * Diesel Engine || The diesel engine lead to the development of cars, which lead to the construction of roads, gas stations, etc, but also intensified
 * Airplane || The airplane has revolutionized both transportation and warfare. The Wright Brothers' airplane has lead to the development of
 * Assembly line || The assemble line lead to the development of mass production, which has changed the economy of the world into a consumer

5. Have students collect current **political cartoons** which reflect the philosophy of the muckrakers. Identify issues or problems that are related to the Progressive Era. Ask students why these issues continue to be important in America. 

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">The problems conveyed in the article are corruption, manipulation, use of industry for personal gain, abuse of regular people for profit, and these issues relate to the Progressive era because many of the factory owners misused their power in order to gain profit in the same way that Murdoch misused News World for profit. These issues are still important in America because although times have changed, many people still have the drive to abuse people for their own profit. People need to recognize that there are people who will cut corners and take advantage of them, the same way that factory owners took advantage of labor. They will also do anything to suppress people who try to stand up to them, just like the companies supressed unions and abused the workers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">6. Select and rank order the top **ten** inventions from the 20th century; then evaluate each for its enriching or detracting impact on social and economic life in the United States.

Many computer programs, such as Excel, accounting programs, tax programs, etc. help people in their daily lives or work. || Computers are one of the most important products on the market, so they stimulate the economy because people keep buying them. Computer programming and computer software has also become some of the most important fields in the workforce today. || It also became a staple for valentine’s day gifts. || Stuffed animals stimulate the economy because since they are safe and fun for children to play with, parents buy many for their children. People of all ages buy teddy bears and other stuffed animals as gifts or otherwise, and the success of lines like Beanie Babies and Webkins show how popular they are. The more popular something is, the more money it makes. ||
 * Invention || Social || Economic ||
 * Internet || The internet has connected the world; so many people around the world have a global social network. News travels faster, so knowledge can be shared easier. However, it is easier to spread untruths through the internet, and since people rely on the internet to get information, it is easier to limit their access by cutting off their access to places on the internet. || The internet has allowed individuals and small businesses to market their products independently, although freedom on the internet is continuingly being limited as corporations buy popular sites and domains. The internet has helped in the creation of a global economy, and has made the transfer of money faster. However, electronic storage of money is vulnerable to hackers, which are a constant threat throughout the internet. ||
 * Airplane || The creation of the airplane has helped connect the world as people travel all over the world for business, pleasure, and to vacation spots. Airplanes allow easy access to many areas, so it is easier to bring supplies to people in need after a disaster or famine. However, airplanes are also used in warfare, where they can fight, scout, and drop bombs. This has contributed to the destruction of war, and the destruction of cities and people. || The manufacture of airplanes is a huge business, which creates jobs and stimulates money. However, as the airplane industry struggles, people must pay a lot of money to ride on an airplane. However, the vacation and resort industries rely on airplanes, and these are also a great source of revenue. ||
 * Television || The television changed the lifestyle of many Americans. People got their news from the TV, and also relied on it for entertainment. However, many people consider this lifestyle shift to be bad. With the inception of the TV, family life began to center around in. Instead of playing outside, children watched TV, and instead of eating meals in the kitchen or the dining room together, families ate it by the Television. This has lead to a decrease in health and an increase in obesity. || The television has stimulated the economy in many ways, as it has spawned the creation of a new market. Hollywood became more mainstream and available with the television; now people can watch movies on TV, and the television show and soap operas came about because of the TV. Recently, reality television shows and the celebrity lifestyle have become popular. These pop culture images stimulate people to buy products they see in these shows. ||
 * Computers || The computer changed the way that people live not just in the aspect of the internet, but also in other ways. People rely on the word processor for work instead of a typewriter, and the spell checker has greatly impacted this generation.
 * Atomic bomb || The atomic bomb was responsible for the massacre of thousands of people, and the radiation poisoning of many more. Although its creation became a hallmark in scientific history, there was a significant tradeoff for its power. However, it did help end WWII, so it potentially saved thousands of more lives. || The development and construction of the atomic bomb came at great cost, although by helping to end the war it helped conserve the resources of the Allies from the rest of the war. The resources of Japan were needed to build itself back up after the atomic bomb hit, and the bomb crippled Japan in more ways than one. ||
 * Tank || The tank became integral in modern warfare, and changed the way that warfare was fought. The focus became less on groups of soldiers fighting other groups of soldiers, but both sides fighting the other sides’ technology with technology. This helps protect actual soldiers in some ways, although tanks themselves are very deadly to soldiers. || The production of tanks during wars helped stimulate the economy. The constant development of new technology for tanks stimulates scientific and technological research, which creates jobs, although the result of these developments is a deadly weapon which can lay ruin another country and its economy. ||
 * FM radio || The FM radio had an impact on social life and culture because it was the first way to listen to live news. Radios could also be used by the military to send coded messages, which became a part of warfare. Music became readily available to a large amount of people when it was broadcast through the radio, so that helped widely integrate music into popular culture. || The production of radios would eventually lead to the development of the television. Also, as music began to be played over the radio, people would want to buy it. ||
 * Mobile phone || The mobile phone revolutionized interpersonal communication. People could communicate with each other from anywhere, and as it developed in faster and faster ways. People can send each other text messages, which has lead to the decline of face-to-face conversations and/or voice conversations. As smart phones develop, people have everything that they need on their cellphone: internet, mp3 player, communication device, GPS, etc. || Cell phones stimulate the economy because people buy them all the time. Everyone needs a cellphone; and they also need a plan or a card with a cellphone. If somebody has a smart phone, then they start paying for internet and applications on their cell phone. ||
 * Model T || The Model T started the development of cars, which changed the way that people get around. Since the car was invented, many towns or cities have become more spread out, so people have to drive everywhere. There are also subcultures filled with people obsessed with cars, and car thieves make their living stealing cars and either cutting them up for parts or reselling them. || The Model T became a success, and then the development and consumption of cars took off. Cars are made in many places, and factories that build cars can offer very good jobs. Many people have a car, many more than one. The shipping industry relies on trucks to take products from one place to another, and the mail service needs them to deliver mail. ||
 * Teddy bear || The teddy bear is important because it starts this popularity of stuffed animals as toys for children. It also anthropomorphizes animals for children, which changes the way that people view nature.

__Imperialism and World War__ 1. Define foreign policy, and ask students to identify **3 current events related to foreign policy**. Identify or suggest factors that influence American actions in the current events identified. How would other contries view these actions.


 * Foreign Policy ** : a policy governing international relations

__ Current events __ __ Factors that Influence American Actions __ Other countries could view these actions in different ways; it really depends on the country's attitude towards the United States and towards the other country or countries involved in the event. Some countries could view the United States as trying to be the most powerful country in the world or trying to be the international police. Countries in the Middle East that detest Israel could also hate the United States for giving Israel aid. Countries are probably divided on the issue on the war in the Middle East, some probably don't like it but some can understand why it is being fought. The U.S. suspending aid to Pakistan could be seen as understadable but tragic. The U.S. has to punish Pakistan for hiding Osama bin Laden, but it may cause problems with U.S.-Pakistan relations due to faults of the US as well.
 * The war in the Middle East
 * U.S. gives monetary aid to Israel every year
 * U.S. suspending monetary aid to Pakistan
 * The need for political influence
 * Expansion of American markets and companies overseas
 * Protection of the U.S. against potential threats
 * Spread of American culture
 * Spread of American political ideology
 * Moreal and ethical obligation
 * Obligation to allies

2. As students investigate this era of increasing American involvement in world affairs, have them define **imperialism** and **isolationism**, then **list American events** and use the graphic of a foreign policy continuum to rank American actions. (**11.10.2, 11.10.3, 11.10.14, 11.10.6, 11.10.8, 11.10.9)** ** FOREIGN POLICY CONTINUUM **

Imperialism <--> Isolationism __Imperialism__: the policy of extending the rule or authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. __Isolationism__: the policy of isolating one's country from the affairs of other nations by decling to enter into alliances, foreign economic commitments, international agreements, etc, seeking to devote the entire efforts of one's country to its own advancement and remain at peace by avoiding foreign entanglements and responsibilities. __American Events__ Pan-Americanism: Imperialism <-*-> Isolationism Explanation: There was an idea that the United States and Latin America should work together, and Amerians wanted more US maunfactured goods in Latin America. The US wanted Europe to understand that it was the dominant power in the region, and so that Europe would stay out of America. Opening of Japan by Commodore Perry: Imperialism <*--> Isolationism Explanation: Faced by the technological and miltary might of the US warships in Edo Bay, the Japanese signed the Treaty of Kanagawa and granted the US trading rights in Japan and a peace agreement. Although the US did not want to conquer Japan, it used its power to influence it. Spanish-American War: Imperialism <--*> Isolationism Explanation: The US fought with Spain in order to protect its interests, but at the end of the war it annexed Puerto Rico and Guam, and there was a question of annexation of the Philippines. Open Door Policy: Imperialism <---*---> Isolationism Explanation: The United States was in an agreement with the all countries over trade in China, but it was in spheres of influence rather than colonies or protectorates. Foreigns were expected to respect Chinese law. United States declares war on Germany in 1917: Imperialism <---*---> Isolationism Explanation: The US broke out of its strick policy of isolation from European affairs during WWI after the British intercepted the Zimmerman telegram and send it to the US.

3. Identify the international events during President Roosevelt’s, Taft's and Wilson's administrations. Compile a list, and identify the American action in each event. Have students construct a chart like the one below on their wikis. Use the data compiled to draw conclusions about the goals, methods, and effectiveness of the big stick policy. __ International Events __
 * Roosevelt **
 * Helped negotiate the end to the war between Japan and Russia in 1905
 * Acquistion and Construction of the Panama Canal
 * Hay-Pauncefote Treaty
 * Roosevelt Corollary
 * Taft **
 * Believed in helping Latin American Industry
 * American bankers took over debts that Honduras owed to Britain
 * American bankers took control of Haiti's national bank
 * American Bankers began making loans to Nicaragua
 * After civil unrest occured in Nicaragua, American marines entered the country, replaced the collector of customs with an American agent, and formed a committee of two Americans and one Nicaraguan to control the customs comissions.
 * Wilson**
 * Wilson set up a new policy that stated that groups that seized power in Latin AMerica would have to set up a "just government based upon law, not upon arbitrary or irregular force" in order to win American recognition
 * WIlson ordered the navy to intercept arms shipments to Huerta's government and permitted Americans to arm Huerta's opponents.
 * He ordered the shelling of the Veracruz harbor (where a german ship was unloading weapons) and for marines to take the city
 * After Pancho Villa and his group of guerillas burned the town of COlumbus, New Mexico and killed 16 Americans, WIlson sent in 6,000 troops to capture Villa
 * He entered WWI in 1917 after the Zimmerman telegram was discovered
 * He attempted to use his Fourteen points for the WWI peace treaties, but the other Allies refused to be lenient towards Germany.

(Roosevelt) Dollar Diplomacy (Taft) Moral Diplomacy (Wilson) || **GOALS** Increasing American Power on the world stage. Helpin Latin American industry, which would be beneficial for both the US and Latin America. Establishment of just systems of government and international relations. || METHODS Demonstrations of US force, such as the construction of the Panama canal and aggressive military tactics Interference in Latin American industry by Americans in order to save their failing economies and reestablish them Refusal to recognize governments besides the ones he supported, and the use of force to overthrow "unjust" governments. Use of idealism in order t solve problems. || **EFFECTIVENESS** His diplomacy was not very successful, as people throughout Latin America and the US condemned his actions as unjustifiable aggression. There were a few successes of dollar diplomacy, but on the whole it failed to counteract economic instability and revolutions still ran rampant in Latin America. Wilson's efforts managed to get ride of the vicious Huerta and install Carranza as the Mexican president, but he was unsuccesful in catching the guerilla Villa. His Mexico policy damaged U.S. foreign relations, and his ideas at the Paris Peace talks failed to go anywhere, and he quickly lost popularity in Europe. || 4. Jerold Starr, author of //The Lessons of the Vietnam War//, identifies five reasons why nations go to war. Use his model as an entry level evaluation tool to **assess the reasons for American participation in the Spanish-American War and World War I**. **(11.10.6)**
 * **POLICY** Big Stick Diplomacy

Reasons Nations Go To War

Spain withdraw from the island and authrorized the president to used armed force if necessary. || Although many of the stories were a result of yellow journalism, the Cubans did suffer greatly at the hand of the Spanish. || Interests || The economies of Cuba and the US were closely linked until a tarrif in 1894 devestated the Cuban economy. The United States would gain access to Puerto Rico and Guam, which would be great economic resources. || was suspected to be the work of the Spanish. || 5. Work cooperatively to **create illustrated dictionaries of important unit terms** from the text book chapters 14, 15 and 16. <span style="display: block; font-size: 15px; margin-left: 0.75in; text-align: center; text-indent: -0.25in;">1) define the term in your own words
 * **Reason** || **Definition** || **Evidence** ||
 * Power || To increase one’s power or decrease one’s enemies power || Congress declared Cuba independent on April 19, 1898. The US demanded that
 * Prestige || To defend or advance one’s standing in the eyes of the world || The war dramatically altered the position of the United States on the world stage. ||
 * Principles || To enforce cherished ideals || Many Americans were enraged at the way the Spanish treated the Cubans.
 * Profit || To advance economic
 * Protection || To defend one’s people and/or territory || McKinely was afraid for the Americans in Cuba, and the sinking of the USS //Maine//

<span style="display: block; font-size: 15px; margin-left: 0.75in; text-align: center; text-indent: -0.25in;">2) provide a synonym for the word

<span style="display: block; font-size: 15px; margin-left: 0.75in; text-align: center; text-indent: -0.25in;">3) provide and antonym for the word

<span style="display: block; font-size: 15px; margin-left: 0.75in; text-align: center; text-indent: -0.25in;">4)

<span style="display: block; font-size: 15px; margin-left: 0.75in; text-align: center; text-indent: -0.25in;">illustration that represents the word



6. List the major events of WWI and why each event was significant? paragraphy When you are finished, answer the question, whay was WWI seen as the war to end all wars? Explain in a paragraph.

Franz Ferdinand || June 1914 || The assassination was the immediate cause that started the war at the particular moment in time. Because of the long term causes of nationalism, militarism, imperialism, and alliances coupled with short term causes such as the Balkan wars in the years preceding the assassination, Europe was locked in a tension where everyone knew that war was coming. The assassination triggered the alliances, and soon all countries on both sides were at war with each other. || defeat Germany, and the war turns into a war of attrition. Trench warfare becomes characteristic of the war from this point on. || Lusitania || May 7, 1915 || The sinking of the Lusitania increases the tension between Germany and the United States, and later it becomes a catalyst to the US entering the war. || 1917 || The Zimmerman telegram is what finally causes the US to declare war on Germany. || war on Germany || April 4, 1917 || The Allies now had another country to aid them in the fight; it had fresh troops, more weapons, and more supplies. Germany was virtually alone in the fight, so the entrance of the US in the war marked a turning point in the war. || (Russia-Germany) || March 3, 1918 || This hallmark's Russia's exit from the war, and also the start of the fear of communism. || 11, 1918 || With the armistice, the war was over. || 1919 || The Treaty of Versailles only sufficed to punish Germany, and did not solve any of the problems that had causes the war. This treaty lead to ill will between Germany and the rest of Europe, and would lead to WWII. || Treaty of Versailles || Nov. 1919- March 1920 || The US's refusal to ratify the treaty almost guarantees the failure of the League of Nations. || World War I was seen as a war to end all wars because it was so different than any other war Europe had fought before. There was more destruction and loss of life in WWI than any other war that Europe had seen. Also, WWI changed Europe in technological, political, and social ways. Many new technologies were introduced into warfare, such as the tank. Although not used much during WWI, the development of these technologies changed warfare from the warfare of the 18 and 19th century to the high tech warfare of the late 20th and 21st century. This technology also permeates European (and American) society. Technology begins to develop faster and faster after WWI. After WWI, there are several political changes throughout Europe. Russia becomes a communist country, which would affect the tide of the next century between the fear of communism and the power of the Soviet Union. The Paris Peace Treaties created several new countries in the Balkans based on the priniple of national self-determination. Many social changes also followed WWI. The enlightenment had hallmarked the 18th and 19th century, but the devestation of WWI began the age of anxiety in Europe. WWI also facilitated the development of the women's movement, and the the African American movement gained steam after many served in WWI. WWI was considered the war to end all war simply because of the grand scale it was on in terms of devestation and impacts, and the build up of the war was so that every country in Europe knew the war was coming.
 * Event || Date || Significance ||
 * Assassination of
 * Battle of the Marne || Sept. 1914 || The Battle of the Marne changed the tide of the war. This is where Germany's swinging door plan fails, since the French
 * Sinking of the
 * Zimmerman Telegram || January
 * Congress declares
 * Brest-Litovsk treaty
 * Armistice || November
 * Treaty of Versailles || June 28,
 * Congress rejects

7. What technological advancements changed the way WWI was fought? LList each invention or tactic and state the importance.
 * Invention/Tactic || Importance ||
 * Trench Warfare || Trench warfare made WWI the war like Europe had never seen before. It resulted in horrific losses of hundreds of thousands of men on both sides, yet neither side was able to break through the others’ line. The trenches were wrought with poor sanitation, disease, and death. ||
 * Artillery Guns & Shell || Artillery guns were used to fire at the enemy from behind the line. Artillery shells were responsible for more deaths than any other weapon in WWI, and it resulted in massive death and destruction. Artillery fire helped to shape the no-man’s land in between the ally and enemy trenches. ||
 * Machine Guns || The machine guns were employed to prevent the enemy overrunning the trenches, and many people were killed from it. ||
 * Poison Gas || Poison gas fumes caused vomiting, blindness, and suffocation. Both sides developed gas masks in order to combat poison gas. The use of poison gas added another layer to the brutality of the war. ||
 * Tanks || Tanks in WWI were slow and unreliable, but they could crush barbed wire and cross trenches. There were not many of them, but they mainly supported troops in WWI. However, by the time that WWII rolled around they had replaced cavalry in modern armies and made trench warfare obsolete. ||
 * Airplanes || First used as scouts, airplanes were equipped with machine guns to combat the German Zeppelin fleet. Sometimes they carried rockets to attack zeppelins or bombs to drop on enemy lines. ||
 * Submarines || The Germans used U-boats (submarines) in order to block American ships from delivering supplies to the Allies. The sinking of the ship //Lusitania// by a German U-Boat (who had suspected that there were weapons on board – which there were) was one of the reasons the US entered the war. ||
 * Zeppelins || The Germans used Zeppelins to drop bombs on British warships in the North Sea. ||

8. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Look at the chart below and follow the directions. Items from the Treaty of Versailles are listed below. Read each statement carefully, and after research compare it with Wilson’s Fourteen Points. Check the statements that agree with Wilson’s Fourteen Points and note the number of the related point. (11.10.8) Articles that Agree with the Fourteen Points
 * Article || Point ||
 * Article 51 || VIII ||
 * Article 10 || XIV ||
 * Article 159 || IV ||

__Great Depression__ 1. Explain the economic consequences of World War I on the United States. The effects of WWI hurt the American economy visibly at the end of the war. Government agencies had controlled the economy during the war, and once they relaxed their control, the economy bounced in the other direction that it had been in during the war. People raced to buy goods that they had been restricted from due to rationing, and businesses raised prices that the government had forced them to keep low during the war. This resulted in rapid inflation, which lead to an increase in the cost of living. Factories began to lay off workers as the demand for war materials decreased, and soldiers returning home found very little civilian jobs. During the war, unions had become stronger, and workers wanted more pay to counter rising inflation. Companies refused because inflation also increased operating costs, so strikes began to increase in 1919. This economic turmoil lead to both worker unrest and heightened the fear of communism, which many people feared the unions were promoting with their use of strikes.

2. Describe the effects of mass media and changing values on Americans during the 1920s. (Hint: Roaring 1920's)

Mass media had a great effect on Americans and American culture because it connected the country together and gave Americans more exposure to things they had never experienced before. Radios allowed people access to local and international news. This made people more aware of current events, and this awarenss also connected Americans in a greater way; such as the famous Louise-Schmelling fights where the country was united behind Joe Louise to defeat the German Schmelling. Mass media also facilitated the development of mass advertising, which lead people to start buying new products. There was also more information about stocks avaliable to a wider audience of people, and with the growth of credit, people began to borrow on credit and invest. Thus, America began to shift towards a consumer culture. Mass media such as radio, movies, newspapers, and magazines introduced people to upcoming music and entertainment, and movies became a major leisure time activity. The greater awareness of news and entertainment unified Americans and helped spread new idea and attitudes. A "new morality" had begun to spread throughout the United States as many people began to challenge tradition. The role of women began to change after they had won their right to vote, and they began to enter the workforce, attend college, contribute to major fields of study such as science, medicine, law, and literature, and dress in the changing and liberating new fashion. Mass media popularized new attitudes towards marriage, and new ideas of friendship, romance and pleasure became linked to successful marriages. The Harlen Renaissance brought international fame to African-American arts, and the changes that were taking place in Harlem and other African-American communities lead into political changes.

3. What political events were taking place in Europe that went largely ignored by the United States during the early years of the Great Depression? Identify the totalitarian leaders that came to power and assess why the came to power with little opposition? > || Germany || Adolf Hitler || Many new political parties emerged in the political and economic chaos of postwar Germany. After the Nazi's first > attempt to seize power failed, Hitler focused on getting Nazis elected to the Reichstag after his release from prison. Once the Great Depression hit, many desperate Germans began to vote for radical parties. Once Hitler was appointed Prime Minister, he used his power to gain political power and used the police to intimidate voters. He used the Nazi controlled Reichstag to give himself dictatorial powers. He was able to gain power with such little opposition because Germany was in such a poor state because it had to pay reparations and had been stripped by the Treaty of Versailles. He appealed to the Germans' frustration and anger, and he created scapgoats, mainly the Jews, in order to increase German anger. || > || Italy || Benito Mussolini || Mussolini was able to rise to power because he took advatange of the fear of communism, and marketed the facists a bulwark against communism. He also used military force, the Fascist militia known as the Blackshirts, to intimidate the King. After the cabinet resigned after the King refused to declare martial law, the king appointed Mussolini as the premier. Since the Italian people were tired from economic turmoil, strikes and riots, they welcomed Mussolini. || > || Spain || Francisco Franco || A rebellion broke out in Spain after the election of Republicans, Socialists, and Communists. The revolt became a civil war, and Franco, backed by Spanish facists, army officers, landowners, Catholic Church leaders, and aided by military support from Hitler, won the civil war and became the dictator of Spain. The democratically elected government had no aid from other democratic governments. || > || Soviet Union || Joseph Stalin || Between World War I, the Russian civil war, and the war communism practiced by the communists during the latter, the Russian economy had been devestated. The communists implemented one party rule, suppressed individual liberties, and punished oppnents. After Lenin died, there began a power struggle between Leon Trotsky and Joseph Stalin. The only obstacle between Stalin and political power were his political opponents since the people were suppressed and economically devestated; Stalin was able to disarm his a political threat. Stalin tolerated no opposition, and continued to oppress the people. || > || Japan || Hideki Tojo || Difficult economic times undermined the political system, and they had to important all of the resources they needed to produce goods. Japan did not earn enough from its exports to pay for its importants, and when the depression struck, other countries raised their tarrifs. Japanese military officers blamed the problems on corrupt politicians. Military leaders argued that seizing territory was the only way to get needed resources. In Sept. 1931, Japan invaded Manchuria. When the Japanese prime minister tried to stop the war by negotiating with China, officers assassinated him. The military now controlled the government, and a military officer was elected as prime minister. ||
 * Germany
 * Italy
 * Spain
 * Soviet Union
 * Japan
 * Country || Dictator || Rise to Power ||

4. For each category below, explain the causes of the Great Depression. Many investors began rapidly selling their stocks out of a fear of losing money due to falling values; This also lead to a more dramatic increase in the stock market. People began to spend less money and attempted to take their money out of the bank, which hurt the economy even more. Many bank runs got out of control. Many people became optimistic after a prolonged period of rising stocks, which caused them to invest in stocks. The bootleg industry kept millions of dollars in the hands of criminals instead of legally in the economy. The Republicans took credit for the prosperity of 1920s, so they planned to continue the boom era.
 * Social
 * Political

The advancement of technologies such as the car and development of railroads The economy collapsed because of:
 * Religious
 * Intellectual
 * Technology
 * Economic
 * Low Interest Rates**: the Federal Reserve kept interest rates low; companies borrowed money and expanded more than necessary.
 * Overproduction**: Companies made more goods than could be sold.
 * Uneven Distrubution of Wealth**: Not everyone who wanted consumer goods could afford them.
 * High Tarrifs**: Tarrifs restricted foreign demand for American goods.
 * Falling Demand**: With too many goods unsold, production was cut back and employees were laid off.
 * Stock Market Speculation**: Low interest rates encouraged borrowing money to speculate, endangering bank solvency.

5. Describe the initial response of the U.S. government to the Depression.

Hoover tried to downplay the public's fears, and optimistically told them that the worst had passed. He urged customers and business owners to make rational decisions in hopes to avoid more bank runs and layoffs. In order to create strategies to improve the economy, he organized a series of conferences that brought together the leaders of banks, railroads, big businesses, labor leaders, and government officials. After industry leaders broke their pleges to keep factories open and stop slashing wages, Hooever increased the funding for public works. These created some jobs, but millions were still unemployed.Then, Hooever focused on expanding the money supply, but the Federal Reserve Board refused to put more currency into circulation. He set up the National Credit Corporation that created a pool of money that allowed troubled banks to continue lending money in their communities. He then asked Congress to set up the Reconstruction Finance Corporation to make loans to businesses. However, it failed to increase its lending sufficiently to meet the need. From the beginning, Hoover had opposed federal participation in relief, money given directly to impoverished families. However, by Spring of 1932, local and state governments were running out of money and private charities lacked the resources to handle the crisis. Hoover reluctantly signed the Emergency Relief and Construction Act in July. Although the federal government was supplying direct relief funds after state governors applied for loans, the new program was too late to reverse the accelerating collapse.

6. Describe the impact of the Depression on the American people. At the height of the Great Depression, 25% of the country was unemployed. People without jobs often went hungry, although they stood in bread lines or lined up outside soup kitchens for free food. Many newly homeless people put up shacks on unused or public land, forming communities called shantytowns. They referred to these places as Hoovervilles because they blamed the president for their plight. Many homeless people, called hobos, began to wander around the country. After crop prices dropped in the 1920s, many farmers left their lands uncultivated. After a terrible drought struck the Great Plains, the soil anything to hold rainfall, so it dried to dust. Harsh winds begain to whip up this dust, and huge Dust Storms buried the Great plains. Crops and livestock were buried under this dust, and farmers had no chance to grow anything on their buried land. Although some held onto their farms, many had no chance. If they had a mortgage, they had to turn over their fields to the banks. Many families headed west to California, looking for a better life. Many workers were laid off from their jobs, and many families and individuals lost their homes and had to be evicted. Although public works projects provided jobs for many people, they still failed to afford jobs to many of the millions of people who became unemployed. People began to turn to entertainment to escape their worries. Hollywood turned out movies such as King Kong, Walt Disney productions, Mr. Smith Goes to Washinton, THe Wizard of Oz, and Gone with the Wind as millions of people went to the movies. Tens of millions of people listened to the radio daily, and radio comedians and radio adventures of superheroes were very popular. Soap Operas began to develop.
 * Homeless
 * Farmers
 * Workers
 * Technology and Communication

7. Characterize Roosevelt’s efforts to combat the Depression in the chart below. Be sure to list all of the New Deal programs and place them in the right category.

Civilian Conservation Corps (CCC), Federal Emergency Relief Administration (FERA), Public Works Administration (PWA), Civil Works Adminstration (CWA), Works Progress Administration (WPA), Soical Security Act || Adminstration (NRA), National Housing Act - United States Housing Authority || Deposit Insurance Corporation (FDIC), creation of the Tenessee Valley Authority (TVA), National Labor Relations Act, National Labor Relations Board (NLRB), THe Wagner Act, Farm Security Administration || 8. For all of the programs that you have listed above, identify the importance/significance of each program. what was the goal for each government program created under the New Deal? Relief Act || Federal examiners had to survey the nations' banks and issue Treasury Department licenses to those that were financially sound. || This brought an end to the banking crisis. || Loan Corporation (HOLC) || Help homeowners make their mortgage payments. Bought mortgages from homeowners who were behind on their payments, then reconstructed them with longer terms of repayment and lower interest rates. || It did not help everyone. It made loans only to homeowners who were not farm owners and who were still employed. Between 1933 and 1936 it made loans to cover one million mortgages, one out of every ten in the United States. || (FCA) || Help farmers refinance their mortgages. || Saved millions of farms from foreclosure. Although the loans helped many farms in the short-term, their long-term value is less. Loans helped less efficent farmers keep their land, but the money was not avaliable to lend to more efficent businesses in the economy. It may have slowed overall economic recovery, but it helped many desperate and impoverished people keep their land. || (CCC) || Offered unemplyed young men 18 to 25 the opportunity to work under the direction of the forestry planting trees, fighting forest fires, and building reservoirs. || Planted a line of more than 200 million trees, the Shelter Belt, from north Texas to North Dakota to prevent a repeat of the Dust Bowl. Money could be sent to families. Workers were better-nourished and had greater self-respect when they returned home. Taught more than 40,000 of its recruits to read and write. || Administration (FERA) || channeled money to state and local agencies to fund their relief projects. || It helped people getting through everyday. In the first two hours, Hopkins, the director of the agency, spent $5 million of relief projects. It was criticized for not making sense in the long run, but he replied by saying that people don't eat in the long run - they eat everyday. Did not reduce unemplyment significantly. || (PWA) || Put the unemployed back to work by building highways, dams, sewer systems, schools, and other government facilities. Did not hire workers directly, but rather awarded contracts to construction companies. || Broke down some of the long standing racial barriers. Gave people jobs. However, it did not reduce unemployment significantly. || (CWA) || Hired workers directly, including women. Built or improved airports, roads, school buildings, playgrounds, and parks. || Helped people get through the winter, but President Roosevelt was alarmed at how fast the agency was spending money. He didn't want people getting used to the government giving them jobs. It was shut down the following spring. || (WPA) || Largest public works program of the New Deal. Built miles of highways, roads, streets, public buildings, and parks. Built or improved bridges and airports. Controversial program was Federal Number One, a program for artists, musicians, theater people, and writers. The artists created thousands of murals and sculptures for public buildings. Musicians established 30 symphony orchestras, as well as hundreds of smaller musical groups. The Federal Theater project financed playwrights, actors, and directors. It also funded writers who recorded the stories of former slaves and others whose voices were not often heard. || Helped people get jobs and build public works. || workers. Workers earned the right to recieve benefits by paying premiums. Also payed modest welfare payments to other needy people. Monthly welfare benefit, which people could collect when they stopped working at age 65. Also guaranteed unemployment insurance, which supplied temporary income to unemployed workers looking for new jobs. || Critics were concerned about the money coming from payroll taxes of workers and employers, however FDR maintained that the taxes were critical. It helped many people, but it initally left out the neediest, farm and domestic workers (African Americans often fell in those two categories) || Administration (AAA) || The government would pay some farmers not to raise certain livestock, not grow certain crops, and not to produce some dairy products. || The farm surplus fell greatly by 1936. Food prices rose, as did total farm income. However, raising food prices drew criticism. Large farmers who concentrated on one crop profited more than small farmers who raised several products. Thousands of poor tenant farmers, many African Americans, became homeless and jobless when landlords took their fields out of production. || and government to cooperate in setting up voluntary rules for each industry. Rules known as codes of fair competition. || It revived a few American industries, but its gains were short lived. Small businesses complained because large industries wrote codes to favor them, and employers disliked codes that helped unions. The codes were diffcult to adminster. || low-cost housing. || Helped people in the impoverished Appalachia region. || farms. || Helped expelled tenant farmers. || for most workers, and set the first minimage wage at 25 cents an hour. || Last major piece of New Deal legislation. || provide complete and truthful information to investors. || Protected investors. || to speculate on the stock market. || Protected despositers. || Commission (SEC) || Regulate the stock market and prevent fraud. || Helped regulate the stock market. || amount. || Greatly increased public confidence in the system. || and brought electricty to rural areas. || Today the TVA brings power to nearly 8 million people in a 7 state region. Since 1998 it has been working to reduce air pollution. It is committed to developing programs to protect the environment. || determine whether workers wanted a union. Could investigate employers' actions and stop unfair practices, such as spying on workers. || This lead to a burst of labor activity. The Committee for Industrial Organization was formed, and new union tactics, such as sit-down strikes, were used. ||
 * Issue || Programs Created ||
 * Relief || Emergency Banking Relief Act, creation of the Home Owner's Loan Corporation (HOLC), creation of the Farm Credit Administration (FCA),
 * Recovery || Agricultural Adjustment Act-Agricultural Adjustment Administration(AAA), National Industrial Recovery Act (NIRA) - National Recovery
 * Reform || Securities Act of 1933, Glass-Steagall Banking Act, creation of the Securities and Exchange Commission (SEC), creation of the Federal
 * Program || Goal || Importance/Significance ||
 * Emergency Banking
 * Home Owner's
 * Farm Credit Adminsitration
 * Civilian Conservation Corps
 * Federal Emergency Relief
 * Public Works Administration
 * Civil Works Administration
 * Works Progress Administration
 * Social Security Act || Provide security for older Americans and unemployed
 * Agricultural Adjustment Act/
 * National Recovery Administration || suspended anti-trust laws and allowed business, labor,
 * National Housing Act || Subsidize loans for builders willing to provide
 * Farm Security Administration || Give loans to tenants so they could purchase
 * Fair Labor Standards Act || Abolished child labor, limited workweek to 44 hours
 * Securities Act of 1933 || Companies that sold stocks and bonds had to
 * Glass-Steagall Banking Act || Banks were not allowed to use depositers' money
 * Securities and Exchange
 * Federal Deposit Insurance Corporation (FDIC) || Provide insurance for bank deposits up to a certain
 * Tenessee Valley Authority (TVA) || Built dams to control floods, conserved forest lands,
 * National Labor Relations Board (NLRB) || Organized factory elections by secret ballot to

9. Evaluate the long-term significance of the New Deal on the role of the American government in the economy.

The New Deal had a great impact on the role of the American government in the economy and how the public views the government's role in the economy. It established the broker state, where the government works out conflicts among different interests. After the 1930s, many Americans felt that the Federal government had an obligation to maintain the safety net, safegaurds and relief programs that protects them against economic disaster, although the safety produces a larger, more expensive government. The New Deal may have made the government too powerful, which leaves the continuing debate over how much the government should intervene in the economy or support the disadvantage. The New Deal's legacy has left some hypocrices in America; people complain about high taxes yet expect the government to provide them with public schools, social security, and other public programs. The New Deal redefined the government's role, as seen in some of the increasingly socialist policies the government is creating today. The New Deal also made the general public more aware of the federal government as a resource.

10. Explain the follwoing qoute.

I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our Nation impels. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself – nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in **these critical days**.

Franklin D. Roosevelt

March 4, 1933

The President is saying that he needs to address the failing economic conditions of the country honestly, and that the people shouldn't deny what is happening. The United States will survive the Great Depression, and it will recover and come out of it and flourish. When President Roosevelt says that the only thing they need to fear is fear itself, he means that they don't shouldn't be afraid of what is happening to them, because fear will only make the situation worse. They can survive the situation, and the only thing that could cause them to fail is fear. In every crisis the United States has faced, a good leader has shown that the people need to understand him and support him in order for the nation to be victorious in the crisis. President Roosevelt is sure that the public will understand him and support him in the days of economic crisis that will define the future of the United States.

__World War II__ 1. Look at the Information Search activity for the Second World War. Identfy the person, place, or idea from WWII.
 * [[image:https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=8edd51d4-d5ef-47d8-90cb-020510b14a53.c8aa3ba3-194e-480c-917e-eff8d054d0af.jpg caption="https://vbschools.schoolnet.com/align/ServeImage.aspx?filename=8edd51d4-d5ef-47d8-90cb-020510b14a53.c8aa3ba3-194e-480c-917e-eff8d054d0af.jpg"]] ||
 * [] ||

on the streets of Yokohama with my Honolulu mama doin those beato beato down on my seato Hirohito blues || MacArthur || Japanese-Americans || Germany, Japan, and Italy || The Jews || the bombing of Pear Harbor || Blitzkrieg || Six || The United States and The Soviet Union || Navajo || 2. Explain the **causes and effects** of the failure of collective security during the 1930s.
 * Eisenhower || Geneva conventions || Truman || June 6, 1944 || Mein Kampf ||
 * Bedford || United Nations || fabric || WInston Churchill || I'm a cranky old yank in a clanky old tank
 * Great Britain || Rosie the Riveter || USS Arizona || Poland || Hollywood ||
 * Kamikaze || Douglas
 * December 7, 1941

At the end of World War I, the League of Nations was created in the Treaty of Versailles. However, even though it was President Wilson's idea, the United States did not join the League of Nations in an attempt to maintain its isolationism. This hurt the power of the League of Nations dramatically, which is partially the reason why it failed. Additionally, the League of Nations had no military to support its decisions. This lead to the League of Nations have virtually no power, which lead to its failure. Since the purpose of the League of Nations was to prevent further wars in Europe, the failure of the League of Nations meant that tensions could arise between countries with no supervaillence. The failure of the League of Nations faciliated the rise of the dictators in Europe, since they faced virtually no opposition in the devestated Europe. The people of Europe were devestated from the war and the economic depression, so the League of Nations could have been the one to stop the dictators, but it couldn't. The failure of the League of Nations also meant that Britain and France had to restort to appeasement in order to try and stop Hitler and other dictators. However, this also failed and lead to the start of WOrld War II. THe Failure of the League of Nations facilitated the outbreak of WWII.

3. Describe American responses to the increasing totalitarian aggression in **Europe and Asia.**
 * Europe - The United States first tried to stay neutral, passing the Neutrality Act of 1935, since many people felt that WWI had been fought in vain because of the rise of these dictators. Congress banned the sale of arms to either side in a civil war (due to the Spanish civil war.) As the tensions worsned, Congress continued to legislate neutrality. THe United States remained neutral after war was declared, but it helped Britain and France. Germany declares war on the US after the US declares war on Japan, so the US enters the war in Europe.
 * Asia - After Japan invaded Manchura, Roosevelt, an internationalist, decided to help the Chinese and authorised the sale of weapons to China (neither side had declared war, so Neutrality Act of 1937 did not apply). Later, Roosevelt put an embargo on many strategic items that Japan imported from the United States in response to increasing Japanese aggression. Finally, the United States declares war on Japan after the Japanese bomb Pearl Harbor in Hawaii.

4. Describe the obstacles and opportunities encountered by **minorities** in the United States during World War II.
 * African-Americans - Factories resisted hiring African Americans during WWI, and a major African American railroad Union planned to take action. In response, President Roosevelt issued Executive order 8802, which said that there would be no discrimination in the defense industries or government. Under pressure from African American leaders, President Roosevelt urged the recruitment of African Americans into the army, airforce, marines, and navy. In early 1941, the air force created its first African American unit, known as the Tuskegee airmen. The successes of African Americans within the armed forces paved the way for President Truman's decision to fully integrate the military in 1948. African Americans began to move to the North and West when industrial jobs in factories opened up, but they were often met with suspicion and intolerance. This often lead to violence.
 * Women - Women joined the armed forces. The army enlisted women for the first time, although they were barred from combat. Congress establish the Women's Army Auxiliary Corps, although many women were unhappy that it was auxiliary and not a full part of the military. A year later it was replaced with the Women's Army Corps. The Women Airforce Service Pilots began in 1943. The Coast Guard, navy, and maries quickly set up their own womens' units. Another 68,000 women served as nurses in the army or navy. The war forced factories to recruit (married) women for industrial jobs, and the government hired nearly 4 million women, primarliyu for clerical jobs. The great symbol of the campaign was Rosie the Riveter.
 * Mexican Americans - In 1942 the federal government arranged for Mexican workers to helped with the harvest in the SouthWest (Bracero Program). In southern California, racial tensions became linked with juvenile delinquency. In LA, fear of juvenile crime and racism against Mexican Americans became linked because of the zoot suit, considered unpatriotic because it used alot of fabric. Violence broke out when soldiers and saliors attacked Mexican American teenagers after rumors that zoot-suiters had attacked several sailors circulated.

5. List the Allied strategies and efforts to achieve victory in the **Pacific and European theaters** during World War II. 6. Describe the **Holocaust** and **explain** its historical significance.
 * Pacific strategies?
 * Island hopping
 * Pacific Battles
 * Fall of the Philippines
 * Doolittle Raid on Tokyo
 * The Battle of the Coral Sea
 * The Battle of Midway: turning point in the war
 * Guadalcanal
 * Battle of Iwo Jima
 * The Invasion of Okinawa
 * The bombing of Hiroshima and Nagasaki
 * European strategies?
 * Striking the soft underbelly
 * Operation Overload
 * European Battles
 * Battle of the Atlantic
 * Battle of Stalingrad
 * Attack on Sicily
 * D-Day
 * Battle of the Bulge
 * V-E day
 * Description: Hitler's "final solution" to the Jewish problem would become known as the Holocaust. Jews were rounded up from Nazi-controlled Europe and taken to detention centers known as concentration camps. There, healthy individuals worked as slave labor until they dided of exhaustion, disease, or malnutrition. Many others were sent to extremination camps, were they would be executed in massive gas chambers. Many scientific experiments were conducted on prisoners in the concentration camps, the most horrible performed by Josef Mengele at Auschwitz. It was responsible for the death of 6 million Jews, although other undesirables such as Romani, Sinti (gypsies), Poles, Soviets, homosexuals, people with disabilities, and other religious and political opponents were rounded up and killed in concentration camps. In all, approximately 11 million to 17 million people died in the Holocaust.
 * Significance: The Holocaust represents the result of anti-Semitism in Europe, and its very existence shows one of the reasons why Hitler was able to rise to power in Germany. THe devestation caused by WWI in Germany combined with the economic depression made people desperate, which lead them to look to radicals like Hitler. Hitler used the Jews as scapegoats for Germany's problems, which allowed the people to feel justifiablly angry. The result is the Holocaust. It resulted in the destruction of over a thousand years of Jewish culture in the lands the Nazis conquered, and this coupled with the Holocaust led to the emergence of Zionism and the desire for a Jewish homeland. This would lead to the creation of Israel in Palestine, which causes the continuing conflicts between the Israelis and Palestinians, which often involves other parts of the Middle East. Many of the conflicts in the Middle East that the United States deals with today are related to the Palestine-Israel conflict, which is directly related to the Holocaust.

7. Describe the **political consequences** of each topic at the end of World War II. Trials to try Japanese leaders for war crimes were held in Tokyo. The IMT for the Far east charged 25 Japanese leaders with war crimes. They did not indict the Japanese Emperor, which they feared would cause an uprising by the Japanese people. After WWII ended, MacAruther took charge of occupied Japan in order to introduce democracy and keep Japan from threatening war again. Once, the US lost China as its chief ally in Asia, it adopted policies to encourage the rapid recovery of Japan's industrial economy in order for Japan to become the US's asian ally. The Soviet Union began to take actions that the United States considered violations of the Declaration of Liberated Europe, such as presurring the king of Romania into appointing a communist government and refusing to allow more than three non-Communist Poles to serve in the 18-member Polish government. There were no inidcations that they intended to hold free elections. The Yalta conference marked a turning point in US-Soviet relations, and they became increasingly hostile towards each other. This lead to an era of confrontation and competition known as the Cold War. Germany became divided into four zones: Great Britain, the United States, the Soviet Union, and France would control zone one each. THe four same countries would also divide the German capital city of Berlin into four zones, even though it was in the Soviet zone. The Soviet Union also demanded that Germany pay reparations, although it was agreed that it would be based on Germany's ability to pay. At the Nuremberg trials, 22 leaders of Nazi Germany were prosecuted. The end of WWII resulted in the creation of a new international political organization called the United Nations. The UN had a General Assembly, in which every member nation in the world would have one vote. The UN would have a Security Council with 11 members. The five permanent members were: Britain, France, China, the Soviet Union, and the United States. The General Assembly had the power to vote on resolutions, to choose non-permanent members of the Security Council, and to vote on the UN's budget. The Security COuncil was resposible for international peace and security. They created a Commission on Human RIghts and Eleanor Roosevelt served as its first chair. The Commission drafted the Universal Declaration of Human RIghts, which lists 30 rights said to be universally applicable to all human beings in all societies. THe UN resides to this day, and has major influence in the international stage. THe Marshall Plan would give European nations American aid in order to rebuild their economies. Although the Marshall Plan was offered to the Soviet Union and its satellite nations in Eastern Europe, those nations rejected it and the Soviets developed their own program.
 * Japan
 * Soviet Union
 * Germany
 * United Nations
 * Marshall Plan

__Cold War__ 1. **Problems at Yalta** What took place at Yalta? Who were the leaders there? 5 Potential problems that came out of Yalta
 * What took place at Yalta?
 * Who were the leaders there?
 * List 5 potential problems that came out of Yalta?
 * Noella's Answers**
 * Yalta was a conference to plan the post world war II world. The leaders met to discuss Poland, Germany, and the rights of liberated Europe.
 * The type of government that Poland would have: Communist or noncommunist. Also, whether Poland should choose its own government and have free elections.
 * The leaders agreed to issue the Declaration of Liberated Europe, which asserted the right of all people to choose the form of government under which they will live.
 * The leaders agreed to divide Germany into four zones; Great Britain, France, USA, and Soviet Union would each control a zone. The same countries would divide the capital city, Berlin, into four zones as well.
 * Roosevelt (USA)
 * Churchill (Great Britain)
 * Stalin (Soviet Union)
 * The actions of the Soviet Union in pressuring other Eastern European countries to have communist governments lead to the United States and Soviet Union becoming increasing hostile towards each other, which would lead to the Cold War.
 * The creation of the Iron Curtain, the communist satellite nations of the Soviet Union and the Soviet Union
 * A push into the Middle east, beginning with the crisis in Iran, where the Soviets refused to withdraw out of Northern Iran and instead demanded its oil supplies.
 * Communism would spread to Asia, resultin gin the Chinese revolution and China's change to communism
 * The Korean war began after Soviet and American forces entered Korea to disarm Japanese troops. Kora was divided at the 38th parallel of latitude, with Soviets controlling the North and Americans contorlling the south. Two governments emerged, and clashes over who controlled Korea turned into the Korean war.

2. **Work in groups of three to Create a Cold War graphic organizer.**

Where do I look for information and what format? Important People and Why?
 * The information will come from Chapters 22-29 in the textbook and various internet sources.
 * The information can be in any graphic organizer format your group can come up with.
 * Each member of the group must post the graphic organizer to their wikispace

Important Places and Why?

Important Events and Explanation.

look here for all of the answers. __Civil Rights Movement__
 * This was updated on JUly 27 with the important events**

//Brown v. Board of Education// is significant because it ruled that segregation was unconstitutional, breaking the precedent established by earlier cases, and marked a dramatic shift. The ruling threatened the entire system of segregation. Anger and opposition was a common reaction, and many people tried to pressure their local governments and school boards to defy the Supreme Court’s decision. Thurgood Marshall was the NAACP’s chief counsel and director of its Legal Defense and Education Fund, and he focused his efforts on ending segregation in public schools. He represented the NAACP in //Brown v. Board of Education//. He fought many cases over segregation, and he won 29 out of the 32 cases he argued before the Supreme Court. His work helped desegregate schools in the United States, including universities. Oliver Hill will an attorney and advocate of equal rights in the school system, first winning pay equity for black teachers and equal transportation for school children. Later, his case //Davis v. County School Board of Prince Edward County// was one of the cases lumped together with //Brown V. Board of Education// and decided that segregation in public schools was unconstitutional. Virginia responded to //Brown v. Board of Education// by Senator Harry F. Byrd calling on Southerners to adopt “massive resistance” to the ruling. The March on Washington had a great influence on public opinion about civil rights because the peacefulness and dignity of the demonstration, as well as Martin Luther King Jr.’s The legislative process advanced the cause of civil rights for African Americans by passing laws to protect the rights of African Americans. The Civil Rights Act of 1957 was introduced to protect the African American right to vote, although its final form was much weaker than originally intended. President Kennedy, although cautious not to fight the Southern Democrats, introduced what would be the Civil Rights Act of 1964. After President Kennedy was assassinated, President Johnson committed himself wholly to the passage of Kennedy’s program. On July 2, 1964, Johnson signed the Civil Rights Act of 1964 into law. It was the most comprehensive Civil Rights Act Congress had ever enacted. It gave the Federal government the power to prevent racial discrimination, made segregation illegal in most places of public accommodation, and citizens of all races and nationalities gained equal access to public facilities. Established Equal Employment Opportunity etc. Legislation also helped secure voting rights, such as with the Twenty-fourth Amendment, which eliminated poll taxes in federal elections. The Voting Rights Act of 1965 authorized the US attorney to send federal examiners to register qualified officials, bypassing local officials who refused to register African Americans. It also suspended discriminatory devices, such as literacy tests, in counties where less than half of all adults had been registered to vote. There were many organizations that helped advance civil rights for African Americans, although the NAACP is the most well known. The NAACP’s main tactic in advancing civil rights was litigation. The former president of the local NAACP chapter convinced Rose Parks to challenge segregation in court, which was only one in a history of court cases. The NAACP had supported court cases since 1909. They had some victories, such as //Norris v. Alabama// and //Morgan v. Virginia//. Other cases include //Smith v. Allwright//, //Shelley v. Kraemer//, and //Sweatt v. Painter//. Their victories continued to increase, such as the success of //Brown v. Board of Education// despite the opposition to the ruling. The membership of the Supreme Court has become diverse over time because of the addition of members of both genders and different races. In 1967 Thurgood Marshall became the first African American Supreme Court Justice. In 1981, Nixon appointed Sandra Day O’Connor as the first female member of the Supreme Court. Today there are male and female, white, African American, and Hispanic judges on the Supreme Court. The decisions of the Supreme Court have promoted equality and extended civil liberties by making decisions such as //Brown v. Board of Education// when it declared segregation in schools unconstitutional. Although it allowed some states to avoid desegregation by saying to desegregate with “all deliberate speed,” it later ordered schools to desegregate “at once.” Many of the other court cases of the NAACP were ruled on in favor of civil rights by the Supreme Court, such as // Norris v. Alabama //, Alabama’s exclusion of African Americans from juries violated their right to equal protection under the law, //Morgan v. Virginia//, segregation on interstate buses was unconstitutional, //Smith v. Allwright//, political parties cannot deny voting rights in party primaries on the basis of race, //Shelley v. Kraemer//, states cannot enforce private agreements to discriminate of the basis of race in the sale of property, and //Sweatt v. Painter,// law schools segregated by race are inherently unequal.
 * 1) ** Answer the following questions on your wikispace in complete sentences. **
 * What was the significance of //Brown v. Board of Education?//
 * What roles did Thurgood Marshall and Oliver Hill play in the demise of segregated schools?
 * How did Virginia respond to the //Brown v. Board of Education// decision?
 * How did the 1963 March on Washington influence public opinion about civil rights?
 * How did the legislative process advance the cause of civil rights for African Americans?
 * How did the NAACP advance civil rights for African Americans?
 * How has the membership of the United States Supreme Court changed to become more diverse over time?
 * How have the decisions of the United States Supreme Court promoted equality and extended civil liberties?

2. Find a transcript of Dr. King's "I Have a Dream Speech". **Analyze and explain** each part of the speech. I have a Dream **Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.** **But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition.”**
 * “****I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.**

Dr. King hopes that the coming together of people of both genders and a multitude of different races will have a great enough impact on America that it will be remembered as the greatest demonstration for freedom. He says this to demonstrate to the world that the March on Washington is important, that civil rights is important, and that all kinds of different people have come together in peace and love in order to support freedom. He opens the speech with a memory of the Emancipation Proclamation, a time when the slaves when the slaves became free, to contrast the glorious image of freedom to the current condition of American society. He keeps reusing the expression one hundred years later to contrast that image of freedom with the stark images of current society. He does this to demonstrate the horror of the conditions of the African Americans and the need for change.

**It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.”** The African Americans have come to Washington, and continued on the path for civil rights, in order to gain the rights that were promised to them in the Constitution and the Declaration of Independence. Society may have denied them these rights so far, but they refuse to believe that there is not enough for African Americans in America. They march on Washington to demonstrate that they need to be guaranteed civil rights as soon as possible. The time to make wrong the rights of segregation is at that current time, not somewhere down the road where there will be more opportunities to deny rights to African Americans.
 * “ **** In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. **

_

Society should not view the civil rights movement as a passing fancy that will blow over in a few years. People need to recognize the necessity of granting civil rights to African Americans, or they will be rudely awakened by continued protest if they try to return to normal. The civil rights movement will not stop until civil rights have been legally guaranteed to African Americans. _ Dr. King urges his followers and all advocates of civil rights to maintain nonviolent protest, and maintain a high level of dignity and discipline. The African Americans mustn’t let their anger take a hold of them, and they must still remember that not all white people are the enemy. They future of whites are intertwined with that of African Americans, and the white supporters of civil rights have come to support the freedom of all people with them. However, no matter what, people must continue the civil rights movement and not try and revert back to the old ways. They cannot stop until they have guaranteed all of the civil rights and equality that is necessary for African Americans to have the same quality of life and are equal to white people in terms of opportunity. They cannot stop until these have been guaranteed, and they must remain strong.
 * “ **** It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. **
 * “But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.” **
 * We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone. **
 * As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating "For Whites Only". We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.” **

Dr. King realizes that many people have sacrificed for the civil rights movement and that it hasn’t been easy, and their work will be met with violence and hatred when they return home from the March on Washington. Many people have suffered, but they must continue to struggle for civil rights. If they go back to that place filled with violence, racism, and hatred, they can help change the situation. They must not lose hope.
 * “ **** I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. **
 * Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair.” **
 * “I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. **
 * I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." **
 * I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. **
 * I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. **
 * I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. **
 * I have a dream today. **
 * I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. **
 * I have a dream today. **
 * I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. **
 * This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. **
 * This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." **
 * And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! **
 * Let freedom ring from the snowcapped Rockies of Colorado! **
 * Let freedom ring from the curvaceous slopes of California! **
 * But not only that; let freedom ring from Stone Mountain of Georgia! **
 * Let freedom ring from Lookout Mountain of Tennessee! **
 * Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. **
 * And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!" “ **
 * And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!" “ **

The last major message that Dr. King puts in his speech is his hope, his “dream,” that one day everyone, whites and blacks, can live together in harmony and peace. Whites and blacks will be brothers, sisters, friends, and neighbors, most importantly, they will be together and equal. America could be “my country” to everyone. He hopes that freedom will be the common denominator of everyone throughout the nation, and that everyone can join in freedom together, without violence, hatred, or racism.

3. In a graphic organizer, make a list of all of the imprtant people that helped to make the Civi Rights movement a success. Be sure to include their significance.Use the chart feature on wiki or word.
 * Civil Rights Figure || Significance ||
 * Rosa Parks || After her refusal to move from her seat on the bus (challenge to segregation of public transportation) and arrest, there was a shift in the tactics of the civil rights movement. Instead of limiting their fight to litigation, African Americans began to organize protests, defying laws that require segregation, and demanding they be treated equal to whites. ||
 * Thurgood Marshall || The chief attorney for the NAACP, he made many contributions to the civil rights movement, including the Supreme Court cases that he argued for civil rights. His most famous win is //Brown v. Board of Education//, although he won 29 out of the 32 cases he argued before the Supreme Court. He later became the first African American to serve on the Supreme Court. ||
 * Martin Luther King Jr. || A pastor who first lead the Montgomery Bus Boycott, Dr. King later became the prominent spokesperson for the Civil Rights movement and lead the Southern Christian Leadership Conference (SCLC). He would be a great advocate of the civil rights law passes through Congress, and organized protests such as the March on Washington and the Selma March. He delivered the famous “I have a dream” speech at the March on Washington, and would be assassinated for his work on April 4, 1968. ||
 * Sit-in protestors (later Student Nonviolent Coordinating Committee (SNCC) || Nonviolent protest; played a key role in desegregating public facilities in dozens of Southern communities, and sent volunteers into the Deep South to help African Americans register to vote. ||
 * Ella Baker || Executive director of the SCLC and former NAACP official, she urged the student sit-in protesters to form their own organization. ||
 * Robert Moses || Started the idea for what would become the Voter Education Project. Urged the SNCC to start helping rural African Americans register to vote. ||
 * Freedom Riders || Volunteers, many college students, who were both African American and white, who traveled to the South on interstate buses to draw attention to its refusal to integrate bus terminals. They were met with violence, and the violence shocked Americans. This situation prompted Kennedy to do something to stop the violence. ||
 * John F. Kennedy || President; during his campaign he promised to actively support the civil rights movement, but when he was in office he acted cautiously. He appointed 40 African Americans to high-level positions in the government and appointed Thurgood Marshall as a federal judge. He introduced what would become the Civil Rights Act of 1964. ||
 * Lyndon B. Johnson || The president after Kennedy was assassinated; he committed himself wholly to the program and under his leadership the bill was passes and signed into law. He also supported other legislation such as the Voting Rights Act of 1965. ||
 * Malcolm X || A spokesperson for the civil rights movement, he was a member of the Nation of Islam and supported African Americans separating from whites and forming their own self-governing communities. His criticisms of white society and the mainstream civil rights movement gained national attention for the Nation of Islam. He broke with the Nation of Islam by 1964; discouraged by scandals involving the Nation of Islam’s leader, he went to the Muslim holy city of Makkah (Mecca) in Saudi Arabia. After seeing Muslims from many races worshipping together, he realized that an integrated society was possible after all. After he broke with the Nation of Islam, he continued to criticize the organization. For this, he was killed by members of the Nation of Islam. His ideas influenced a new generation of militant African American leaders who also preached black power, black nationalism, and economic self-sufficiency. ||
 * Black Panthers || A group influenced by the ideas of Malcolm X, they believed that a revolution was necessary in the United States, and they urged African Americans to arm themselves and prepare to force whites to grant them equal rights. Black Panther leaders called for an end to racial oppression and control of major institutions in the African American community, such as schools, law enforcement, housing, and hospitals. ||
 * Stokely Carmichael || The leader of the SNCC in 1966. He believed in black power, which meant that African Americans should control the social, political, and economic direction of their struggle. ||

4. **List five Supreme Court cases** that guranteed Civil Rights and **explain** each case.
 * Supreme Court Case || Explanation ||
 * // Morgan v. Virginia // || Segregation on interstate buses was ruled unconstitutional ||
 * // Smith v. Allwright // || Political parties cannot deny voting rights in party primaries on the basis of race. ||
 * // Shelley v. Kraemer // || States cannot enforce private agreements to discriminate on the basis of race in the sale of property. ||
 * // Sweatt v. Painter // || Law schools segregated by race are inherently unequal. ||
 * // Brown v. Board of Education // || Several similar cases, including //Davis v. County School Board of Prince Edward County//, were lumped into this case. A young African American girl had been denied admission to her neighborhood school in Topeka, Kansas. The Supreme Court ruled that segregation in public schools was unconstitutional and violated the equal protections clause of the fourteenth amendment. ||

5. Read the " Letter from a Birmingham Jail " and create a SOAPS S- Subject O-Occasion (What event prompted the writer?) A- Audience P- Purpose (Goal of the writer?) S- Summarize

‍ Letter from a Birmingham Jail ** S- ** The protests in Birmingham and the state of the town that lead up to them, the motivations for the civil rights movement, the supporters of the civil rights movement, and justification for actions and strategies of Martin Luther King

** O- ** Dr. King had been jailed for his work during the Birmingham protests, and he was criticized by his fellow clergymen.


 * A- ** The clergymen who criticized Martin Luther King, Jr.

** P- ** To address the criticism of the clergymen and to explain several components of the his moment in civil rights in order to justify the timing of the protests in Birmingham.

** S- ** Dr. King first addresses the clergymen’s concerns that the protest in Birmingham was “unwise and untimely” by explaining the horrible segregation in Birmingham and that the protesters followed the four steps of a nonviolent campaign, collection of the facts to determine whether injustices exist; negotiation; self purification; and direct action, before acting. However, they kept postponing the protest until after the elections in Birmingham so not to affect the outcome of the election. Although a new Mayor was elected, he was no help to the movement. Dr. King explains to them the difficulty of waiting and waiting for civil rights, and highlights the urgency of the need for civil rights. He uses examples of his children and himself to show how African Americans are being denied of things that affect the quality of their lives, and are being denied of basic human decency. He addresses the morality of disobeying laws during the course of the civil rights movement, saying that he supports and demands obedience to just laws, but that people have a moral obligation to challenge unjust laws. He also addresses the support for the civil rights movement, and his disappointment with the white moderates and his fellow religious leaders for failing to support the civil rights movement. He explains the role of the protestors in revealing the tension that has been created over the years, and that the advocates of civil rights need to use time constructively and that the need for civil rights is urgent. He ends the letter with a note of hope for the future.

__ Contemporary Society __

1. ReaganRevolution

Lower inflation Strict judicial interpretation of the Constitution – judges should follow the original intent of the Constitution Defeat of the Soviet Union and Communism Peace through strength Stop nations from supporting terrorism Destruction of Nuclear Weapons || Tax cuts and severe cut in social programs such as welfare benefits (food-stamp program, school lunch program), Medicare payments, unemployment compensation, student loans, and housing subsidies. Severe increase in budget deficit A lot of deregulation by the government on industries. Economic recovery and the biggest economic expansion in US history at that time Sandra Day O’Connor was the first woman elected to the Supreme Court The largest peacetime buildup of the US military in American History Support of guerillas trying to overthrow Communist governments New peace movement to halt the deployment of new nuclear missiles “Star Wars” plan for the development of weapons that could intercept and destroy incoming missiles Intermediate Range Nuclear Forces (INF) – called for the destruction of Nuclear Weapons Improved relations with the Soviet Union ||
 * Goals || Results ||
 * Restoration of the economy
 * Median income of families climbed steadily, rising 15 percent by 1989
 * Five million businesses and 20 million new jobs were created
 * By 1988, unemployment had fallen to 5.5%, the lowest in 14 years.
 * Created new jobs in the defense industry
 * Afghanistan
 * Nicaragua (contras)
 * Grenada
 * Iran-Contra scandal

America’s Response to post-Cold War tensions

Invasion of Panama and aid to Panamanians to organize a new government The Persian Gulf War || Intervention in the civil war in Bosnia, negotiation of the Dayton Accords. NATO intervention in the civil war in Kosovo Attempts at peace negotiations between Israel and Palestinians. || Beginning of the war on terror after the events of September 11, 2001. Beginning of the War in Afghanistan Rebuilding of Afghanistan Tracking down Al-Qaeda War in Iraq Nuclear Pact with India ||
 * President || Foreign Policy actions ||
 * George H. W. Bush || Refusal to allow very harsh sanctions in China
 * Bill Clinton || Haitian intervention to restore democracy after military leaders overthrew the first democratically elected President
 * George W. Bush || Strategic defense – effort to develop missiles and other devices that could shoot down nuclear missiles.

Identify factors andexplain the effects of tensions between unity and diversity in the UnitedStates and in the world today. These are just a few ofthe factors affecting tensions between unity and diversity in the United Statesand the world. There are several effects of these tensions, including thecontinued conflicts between the US and the Middle East and various terroristgroups, and also conflicts between groups in the Middle East. These factorspresent challenges to bringing people together in order to coexist and to worktogether.
 * Ethnic and racialdifferences
 * Religious differences
 * Class differences
 * Desire for wealth
 * Competition overresources
 * Competition overland/territory
 * Differences ofideologies
 * Differences of culture
 * Misunderstanding betweendifferent groups
 * Struggles for dominance

Assess factors affectingthe current U.S. and global economy. These and various otherfactors affect the current US and global economy by presenting barriers toeconomic success and also opening doorways for future economic success. The ageof a global market has increased the factors that affect the economies of all countries,so the factors play roles in strengthening and weakening economies.
 * Value of Currency
 * Stock Market
 * International expansionof businesses
 * Production levels
 * Success of Agriculture
 * Availability of naturalresources
 * Trade relations withother countries
 * Levels of exports andimports

2. The events sinceSeptember 11, 2001 have forcefully, and unfortunately, made students very awareof the connection between world events and their daily lives. Have studentsconduct interviews with members of their family or friends on the followingevents:


 * Assassination of John F.Kennedy
 * Assassination of MartinLuther King, Jr.
 * Resignation of RichardNixon
 * Bombing of the OklahomaCity Federal Building
 * Kent State University
 * Space Shuttle Columbia
 * September 11 Attack onthe World Trade Center

Interview questionsmight include:


 * When this happened, didyou think it was a historically significant event? Why or why not?
 * What were you doing whenyou found out about this?
 * Where did you get yourinformation about this event?
 * What do you think is thelasting importance of this event?

2. The events sinceSeptember 11, 2001 have forcefully, and unfortunately, made students very awareof the connection between world events and their daily lives. Have studentsconduct interviews with members of their family or friends on the followingevents: Interview questionsmight include: Interviewee: John A.Handley, Jr. Age: 82 // When this happened, did you think it was ahistorically significant event? Why or why not? // Heck yes. As a veteranof the Pearl Harbor announcement, when I was in 8th grade,especially with the emerging controversy of the Vietnam war. I knew everythingwould go up in the air, and his successor would not have been my first orsecond choice. I knew it was bad news. // What were you doing when you found out aboutthis? // I had come home fromlunch, we were talking about something important to do with the house we werein, so I thought I better get home quickly. We turned on the television just asI was about to leave. I was late for work, but everybody at work was in shock. // Where did you get your information about thisevent? // I learned about it fromthe television. // What do you think is the lasting importance ofthis event? // Lyndon Johnson becamePresident, who would have never been elected, and promoted America’s involvementin a war we never belonged in. People talk about how Johnson was a hero in theSenate, and he did a great job with civil rights, but his Texas we’re gonnashould em in the jungle didn’t work, and we didn’t belong there.
 * Assassination of John F.Kennedy
 * Assassination of MartinLuther King, Jr.
 * Resignation of RichardNixon
 * Bombing of the OklahomaCity Federal Building
 * Kent State University
 * Space Shuttle Columbia
 * September 11 Attack onthe World Trade Center
 * When this happened, didyou think it was a historically significant event? Why or why not?
 * What were you doing whenyou found out about this?
 * Where did you get yourinformation about this event?
 * What do you think is thelasting importance of this event?
 * Assassination of John F. Kennedy **

Interviewee: MarkHandley Age: 52 // When this happened, did you think it was ahistorically significant event? Why or why not? // Even though I was young,I knew that his death would have great significance in civil rights. I knew itwas a big deal, mostly because my parents were concerned about it. // What were you doing when you found out aboutthis? // I was at home, I thinkwe were living in Germany at the time. // Where did you get your information about thisevent? // My parents told me. // What do you think is the lasting importance ofthis event? // I think that it haschanged the way that we view minorities in our respect for all cultures andnationalities and religions. It further catapulted the civil rights movementinto the national spotlight. It became a strategic imperative for the US tomake civil rights a priority. Interviewee: HollyHandley Age: 49 // When this happened, did you think it was ahistorically significant event? Why or why not? // No, because I was youngat the time and I didn’t understand the implications of having the Presidentresign. However, looking back on the event, his offense seems minor compared towhat politicians do today. // Did it have any impact on your daily life? // No, except all of the TVchannels were on the news except for the regular news instead of the regularshows. My family didn’t talk about it, at least around me, and the one whowould have been interested would have been my dad since he was the one whowatched the news. // What were you doing when you found out aboutthis? // I was watching the newswith my Dad; I was turning the channel for him and I was his remote control // Where did you get your information about thisevent? // I got it from the blackand white newscast from the TV set. // What do you think is the lasting importance ofthis event? // Well, he was the firstpresident to resign because of a scandal linked back to him. He didn’t even dothe crime, he was guilty by association, whereas nowadays people resign becausethey actually commit an act, like Bill Clinton with his infidelity. I think it showedthat the Presidency was not above the law, and ordinary people began to take immediateinterest into the non-political affairs of the President and other politicians.
 * Assassination of Martin Luther King, Jr. **
 * Resignation of Richard Nixon **

Interviewee: John A.Handley Age: 82 // When this happened, did you think it was ahistorically significant event? Why or why not? // I didn’t think it wassignificant, I thought it was tragic. Somebody was angry enough to blow up agovernment building. // What were you doing when you found out aboutthis? // I didn’t really followit that much, I can’t really remember much about it. // Where did you get your information about thisevent? // I didn’t follow it as closely,but I heard about it over the television and I saw the pictures. I remember thepictures. They were gruesome. // Do you think it has any other lasting importanceor is related to any other acts of terrorism going on? // No, I think it was oneof those anomalies. It may have been related, but it was a lot of people killedfor no good reasons. I cannot remember what the issue that prompted it was, allI can remember was the tragedy. Interviewee: HollyHandley Age: 49 // When this happened, did you think it was ahistorically significant event? Why or why not? // Yes, because it was alltied to the Vietnam War, which was significant in itself. The war and everythingassociated with it was significant. It was the first time that the NationalGuard shot on students, so it was the establishment vs. the new order. It wasalso all over the media, there is a famous photo of a girl that has beenreproduced hundreds of times. She didn’t even go to Kent State, she justhappened to be visiting at the time. // What were you doing when you found out aboutthis? // I don’t think I foundout about it real time; my dad used to get Newsweek magazine and I read anarticle in that about the shooting. It came out once a week; information was alot slower back then. // Where did you get your information about thisevent? // The weekly Newsweekmagazine. // What do you think is the lasting importance ofthis event? // When is the use of forceagainst force against our own citizens acceptable? At the time the NationalGuard felt threatened, but these were just young adults trying to make astatement. I think showed the regular people do have a voice in the US’spolicies. // How do you think this event has affected laterprotests? // Well it spurred the developmentof non-lethal weapons for crowd control, things that don’t cause any lastingharm. It was one of the first times people began to actively protest the war,and people began to disagree with the government. Many people felt that thedraft targeted young poor people, so the protests reflected social disparity. Interviewee:Holly Handley Age: 49 // When this happened, did you think it was ahistorically significant event? Why or why not? // Yes because NASA hadalready had several accidents, and it showed that they hadn’t overcome all oftheir problems. There had been some uncertainty after takeoff about whether theshuttle was damaged or not, and the experts thought it would be fine, butobviously it was not. It reflected disparity of opinions that has plagued NASAsince Challenger. // What were you doing when you found out aboutthis? // I was in my car, in theparking lot at the work, coming back from lunch, and I heard it on the radio. // Where did you get your information about thisevent? // Initially from theRadio, then I read the article in the newspaper. // What do you think is the lasting importance ofthis event? // Safety first! NASA’sissues were more than technical, they were organizational. They had acommunication issue. // Do you think that relates to the nation’sprogression? // I think it reflects thenation’s desire to make advances in space flights without always taking thetime its being done correctly. I think NASA was facing great pressure to have asuccessful mission and did not want to postpone the launch for more safetychecks. // Do you think that same mentality applies toother parts of our political system? // Yes, I think that the USlikes to be the biggest, the best, and first at things, but sometimes we needto take a step back and make sure we are doing correctly.
 * Bombing of the Oklahoma City Federal Building **
 * Kent State University **
 * Space Shuttle Columbia **

Interviewee: MarkHandley Age: 52 // When this happened, did you think it was a historically significant event? Why or why not? // I knew when I saw thesecond plane crash into the second twin tower that it would change our nationforever. I knew it would have a profound impact on me as a member of the UnitedStates Navy, and it did. // In what ways did you think it would change the United States? // I knew that it wouldfundamentally change the way we look at security for our nation. We would haveto stretch beyond our borders to ensure our security and target terrorism atits roots. I knew that it would fundamentally change the way we view flying andtransportation. It would drastically impact financial future b/c resources itwould take to protect every border and every entry into the United States. // How did 9/11 impact the Navy and your role in the Navy? // It had an immediate anddirect impact on my role in the Navy. I scrambled to find a way to get back tomy unit in San Diego, California. I joined three other people who lived in San Diego in sharing a rental car as the only way to get back to San Diego. I arrived,and took my position in the command center for the Navy Southwest region where Istood watch in that command center for the next seven days in 12 hour shifts. Ourimmediate focus was on the security of our installations and the security ofour people. Shortly after the 9/11 attacks, the Navy and the Marine Coresupported operations in Afghanistan to attack terrorism at its roots. That wasfollowed very quickly by operation Iraqi freedom in 2003. In June 2003, I receivedorders to the 22nd Naval Construction Regiment and found myself inIraq in January of 2004. I deployed with 1500 CBs to support Marine operationsin Al Amber province for the next 8 months. While I was there, I saw firsthandthe impact that a radical extreme insurgency can have on a country. It was thedifficult but most important thing in my career to date. For the next twoyears, I prepared and trained forces to support operations in Iraq andAfghanistan. After my assignment with the CBs ended in 2005, I quickly foundmyself working in the Pentagon and I found that the operations supporting theglobal war on terror remained on the forefront to the Navy. In 2009, I foundmyself back with the Navy CBs as the division commander, supporting worldwideoperations with the primary focus in Iraq and Afghanistan. The most challengingpart of this assignment has been the support to those that we have lost or havebeen wounded in combat. Over the last ten years, the Navy CBs have lost 15 whowere killed in action and 127 who were wounded. These combat support troopshave answered the call for the Navy and our nation every time it rang. Theseare not the frontline troops, these are the combat support troops. It gives youa sense for the price of freedom. // What were you doing when you found out aboutthis? // I was attending aconference at Steven Covey’s //7 Habits of Highly Effective People// and I had just finished my morning run. I turned onthe television and walked in to take a shower, and something didn’t soundright. I turned to look at the TV, and just then the second plane hit the twintowers. I knew at that moment that it was no accident. For the next severalhours a whole group of us gathered in the lobby and watched the reports comein, and talked about what it would mean for our nation. It was pretty clearthat we weren’t going to be able to continue the course, and we all parted withplans to get back to our homes and our loved ones. // Where did you get your information about thisevent? // The live TV newscoverage and also the follow up reports.
 * September 11 Attack on the World Trade Center **

3. Using the followinglist of headline events, create a timeline. In addition, identify the eventsthey feel: a) Best represents the War on Terrorism b) Event that should havemade Americans realize a threat c) Event that the student remembers the most aboutd) Event the student remembers the least about. e) find a picture thatillustrates the event **Headline Events**


 * Iranian StudentsTakeover U.S. Embassy ( November 4, 1979 to January 20, 1981)
 * U.S. Embassy in BeirutBombed ( April 18, 1983)
 * 261 U.S. Marines Killedin Beirut Barracks Explosion ( October 23, 1983)
 * Car Bomb explodes atU.S. Embassy in Kuwait(December 12, 1983)
 * U.S. Soldier’s HangoutBombed in Madrid (April 12, 1985)
 * 22 Killed When VWExplodes at Rhein-Main Gate (August 8, 1985)
 * Achille Lauro Hijacked (October 7, 1985)
 * TWA Flight 840 IncidentKills Four (April 02, 1986)
 * 259 Killed overLockerbie, Scotland (December 21, 1988)
 * Two C.I.A. Agents ShotEntering Headquarters Building (January 25, 1993)
 * World Trade Center Bombkills 6, Injures over 1,000 (February 26, 1993)
 * Car Bomb kills 7Americans in Riyadh (November 13, 1995)
 * Khobar Towers Hit; 19Servicemen Killed; Over 500 Injured (June 25, 1996)
 * .S. Embassies in Kenyaand Tanzania Attacked (August 07, 1998)
 * // U.S.S. Cole // Explosion Kills 17 Sailors (October 12, 2000)
 * World Trade Center Hitby Two Passenger Planes, Pentagon Also Hit (September 11, 2001)


 * Date || Event ||
 * November 4, 1979 to January 20, 1981 || Iranian Students Takeover U.S. Embassy ||
 * April 18, 1983 || U.S. Embassy in Beirut Bombed ||
 * October 23, 1983 || 261 U.S. Marines Killed in Beirut Barracks Explosion ||
 * December 12, 1983 || Car Bomb explodes at U.S. Embassy in Kuwait ||
 * April 12, 1985 || U.S. Soldier’s Hangout Bombed in Madrid ||
 * August 8, 1985 || 22 Killed When VW Explodes at Rhein-Main Gate ||
 * October 7, 1985 || Achille Lauro Hijacked ||
 * April 02, 1986 || TWA Flight 840 Incident Kills Four ||
 * December 21, 1988 || 259 Killed over Lockerbie, Scotland ||
 * January 25, 1993 || Two C.I.A. Agents Shot Entering Headquarters Building ||
 * February 26, 1993 || World Trade Center Bomb kills 6, Injures over 1,000 ||
 * November 13, 1995 || Car Bomb kills 7 Americans in Riyadh ||
 * June 25, 1996 || Khobar Towers Hit; 19 Servicemen Killed; Over 500 Injured ||
 * August 07, 1998 || S. Embassies in Kenya and Tanzania Attacked ||
 * October 12, 2000 || // U.S.S. Cole // Explosion Kills 17 ||
 * September 11, 2001 || World Trade Center Hit by Two Passenger Planes, Pentagon Also Hit ||

a) Best represents theWar on Terrorism: World Trade Center Hitby Two Passenger Planes, Pentagon Also Hit (September 11, 2001)

b) Event that should have made Americansrealize a threat: World Trade Center Bombkills 6, Injures over 1,000 (February 26, 1993)

c) Event that thestudent remembers the most about: World Trade Center Hitby Two Passenger Planes, Pentagon Also Hit (September 11, 2001)

d) Event the studentremembers the least about: Car Bomb kills 7Americans in Riyadh (November 13, 1995) [First event where I wasactually alive]

e)find a picture that illustrates the event:

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