Chapter 12, 13 and 14 Notebook Check

Follow these directions!  Must be submitted by class time on the day of the test, 10/2, or before.  There will not be time to upload during the test block, because the test is being taken on a 27 minute block day X. Upload onto turnitin.com on our class page under Chapter 12, 13 and 14 Notebook Check and all items should be on the same document in THIS ORDER.  If you chose to do all on paper, turn in IN THIS ORDER AS WELL.  Separate paper documents can be stapled or paperclipped or I can just collect the notebook if they are in order with other things in between.  I can skip the other things.

Page 374 Intro (Chapter 12 Intro)
Chapter 12 Reflection
Page 406 Intro (Chapter 13 Intro)
13.1 Reflection
13.2 Reflection
13.3 Reflection
Page 434 Intro (Chapter 14 Intro)
14.1 Reflection
14.2 Reflection
14.3 Reflection

Chapter 12, 13 and 14 Test format

Study all notes and items in preparation for the Chapter 12, 13 and 14 Test which is scheduled for Tuesday, October 2.  I am aware that it is a 27 minute block.  The test will be made up of matching, multiple choice and a short essay.

14.3 Notes and Reflection

American History 10- Chapter 14.3 Notes

1. Who are the most impressive entrepreneurs, moguls, businessmen, etc of our time?  How did they get to where they are or who they are?

2. What is Social Darwinism?

3.  Explain your feelings regarding Social Darwinism.  Do you agree with it?  Do you disagree?  Why?

4. Where was Andrew Carnegie born?
5. What was Andrew Carnegie’s first success?

6. Why did Carnegie leave his job at the age of 29?
7. Where did he go and what did he do?

8. By 1899, Carnegie Steel produced more steel than all the factories in ________________.
9. Carnegie is known as a philanthropist or a very kind person to people.  Why is that?

10. What are vertical and horizontal integration?

11. Who owned Standard Oil Company?
12. How did John Rockefeller become the world’s first billionaire?

13. Why did people call Rockefeller a “Robber Baron”?

14. How did Rockefeller try to preserve his image?

15. What did the government try to do with the Sherman Antitrust Act?

16. How did Cornelius Vanderbilt die in 1877 worth about $100 million?

17. Who did Rockefeller say “and to think he wasn’t even a rich man” about?
18. How was J.P. Morgan rich though?

19. What contribution did he make to the U.S. government?

20. Why did people want to be in unions?

21. What are sweatshops?

22. How many members did the “Knights of Labor” have before they dissolved into smaller groups?
23. What did Samuel Gompers do?

24. Who was the founder of the U.S. Socialist party?
25. What is Socialism?

26. Why were the Industrial Workers of the World (IWW) seen as socialists?

27. Give an example of union actions that turned to disaster.

28. Give an example of a union being ignored which led to a disaster!

29. Why did “Mother Jones” lead 80 mill children to President Theodore Roosevelt’s house?

NOTE- Reflections named after sections are always a minimum 4 sentences that you write connecting to the topic.  Students can just remark on something from that section or the best is when they compare it to what they know and show they understand how relevant it is to their lives.

14.2 Notes and Reflection

14.2 notes (pages 442-444)

1)       How did people tell time before established time zones?

2)       Why was our current time zone system established?

3)       How was our current time zone system established?

4)       How many time zones are there in the world?

5)       What are the time zones in the continental United States?

6)       Who was George Pullman?

7)       What did Pullman factories produce?  Explain what the product is!

8)       Who lived in the town of Pullman, IL?

9)       What facilities and services were offered or given to Pullman, IL residents?

10)       What restrictions were the people of Pullman, IL held to? (What weren’t they allowed to do that other adults anywhere could?)

11)   Explain the famous Credit Mobilier Railroad scandal

NOTE- Reflections named after sections are always a minimum 4 sentences that you write connecting to the topic.  Students can just remark on something from that section or the best is when they compare it to what they know and show they understand how relevant it is to their lives.

14.1 Notes and Reflection

American History 10- Chapter 14.1 notes

Chapter 14 pages 436-441

1)       Rank the inventions or innovations of the following inventors from most important to least important

1. Edwin Drake (first used the steam engine to drill for oil)
2. Henry Bessemer (Bessemer Process to create steel from Iron)
3. Thomas Edison (Incandescent Light bulb)
4. Christopher Sholes (Typewriter)
5. Alexander Graham Bell (Telephone)

2)       Explain why you ranked them as you did

3)       Look at the map on page 437.  How did natural resources fuel industrialization?

4)       Give three reasons why the United States went through an intense industrial boom between 1860 and 1920 (436).

5)       How exactly did the Bessemer Process work?

6)       What are some “new uses for steel” from page 438?

7)       What important discoveries did Thomas Alva Edison make?

8)       Critical Thinking: How do the innovations and inventions or Thomas Edison, Christopher Sholes and Alexander Graham Bell affect what our society is like today?

9)   Look at the three pictures on pages 440-441.  A) Describe the scene of each picture.  B) How did Industrialization severely change our country? (by observing the pictures)

NOTE- Reflections named after sections are always a minimum 4 sentences that you write connecting to the topic.  Students can just remark on something from that section or the best is when they compare it to what they know and show they understand how relevant it is to their lives.

turnitin.com quick guide instructions

go to turnitin.com
create account (or log in)

At the bottom of the page it says Create A New Account. Click Student.

Put in the class ID and Password and filling out the prompts and click Agree at the end.

Class ID
9729081

password
pcook

Students Submitting a Paper

When students are logged on, they click on their class and then on the assignment they want to submit.

They then click the blue Submit button on the bottom right.
Upload from Google Drive
Press "grant access" the first time
Select document
Confirm
Wait until it says "upload success"

After you confirm you will get a digital receipt.

Page 434 Intro

Open your textbook to pages 434 and 435
or
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch14.pdf

1. What is happening?
2. Describe the work of constructing railroads.
3. Why might this be difficult or dangerous?
4. What questions would you ask these people?
5. blue question (What are the pros and cons of railroad expansion?)
6. 1st "Examine the issues" question (What dangers do railroad workers encounter?)
7. 2nd "Examine the issues" question (How will businesses and the general public benefit from the transcontinental railroad?)
8. 3rd "Examine the issues" question (How might railroad construction affect the environment?)

Chapter 14 Vocab and Skillbuilders due 9/26

Follow the same directions given for Chapter 13 Vocab and skillbuilders.  We do this every chapter.  Accurately define all boldfaced terms and names in all 3 sections of chapter 14.  Also, do all of the skillbuilder questions from the chapter.

I counted 21 key terms and names from sections 1, 2 and 3 combined.  I saw skillbuilder questions on pages 437 (14.1), 445 (14.2), 446 (14.2) and 453 (14.3).

These are done on pen/pencil and paper only to avoid academic dishonesty.

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch14-1.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch14-2.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch14-3.pdf

Outline for Writing Diagnostic

1- Intro
Thesis statement- Identify purposes and effectiveness of assimilation of Native Americans

2- Use JDC Atkins source to prove your thesis statement

3- Use Zitkala-Sa source to prove your thesis statement

4- Conclusion

Other things to remember:

• Paragraphs should be 4-8 sentences
• NO PLAGIARISM- Zero will be given in any case of this per school rule and my syllabus
• No cutting and pasting
• No taking someone else's work
• Quotes must be marked with quotation marks
• Every paragraph must have at least one citation whether quoted or paraphrased.  Naming the source is a citation or put the source in parentheses.

• Do not use bold face, italics or underlining
• Always save your work
• Always double space
• Times new Roman 12 font ALWAYS
• "I didn't know" is not a valid excuse.  Seek writing help.
• Stick to your thesis and use the sources to prove it
• Remember you will be graded on the rubric which is also on the blog

Writing Diagnostic

US History 2 CP2 Writing Diagnostic Directions:

1. Read the 2 given sources
2. Develop a thesis statement- Explain what the purpose of assimilating Native Americans was and explain if it was effective or not. Write this on a google doc titled Writing Diagnostic
3. Write a 4 paragraph essay with an introduction including the thesis statement, 2 body paragraphs and a conclusion.

On the Use of English in Indian Schools

J.D.C. Atkins

1887

Starting in the 1830s, the United States government forced Native Americans into designated territories or reservations. The government saw schools as a prime means of assimilating Native Americans. The number of students enrolled in government schools increased from 3,000 in 1877 to 21,000 in 1900, and government funding soared from $20,000 to almost $3 million in that time. In an annual report written in the 1880s, J. D. C. Atkins, the commissioner of Indian affairs, states the importance of using the English language in all missionary and Indian schools on reservations.

…Longer and closer consideration of the subject has only deepened my conviction that it is a matter not only of importance, but of necessity that the Indians acquire the English language as rapidly as possible. The Government has entered upon the great work of educating and citizenizing the Indians and establishing them upon homesteads. The adults are expected to assume the role of citizens, and of course the rising generation will be expected and required more nearly to fill the measure of citizenship, and the main purpose of educating them is to enable them to read, write, and speak the English language and to transact business with English-speaking people. When they take upon themselves the responsibilities and privileges of citizenship their vernacular will be of no advantage. Only through the medium of the English tongue can they acquire a knowledge of the Constitution of the country and their rights and duties thereunder.

Every nation is jealous of its own language, and no nation ought to be more so than ours, which approaches nearer than any other nationality to the perfect protection of its people. True Americans all feel that the Constitution, laws, and institutions of the United States, in their adaptation to the wants and requirements of man, are superior to those of any other country; and they should understand that by the spread of the English language will these laws and institutions be more firmly established and widely disseminated. Nothing so surely and perfectly stamps upon an individual a national characteristic as language. So manifest and important is this that nations the world over, in both ancient and modern times, have ever imposed the strictest requirements upon their public schools as to the teaching of the national tongue. Only English has been allowed to be taught in the public schools in the territory acquired by this country from Spain, Mexico, and Russia, although the native populations spoke another tongue. All are familiar with the recent prohibitory order of the German Empire forbidding the teaching of the French language in either public or private schools in Alsace and Lorraine. Although the population is almost universally opposed to German rule, they are firmly held to German political allegiance by the military hand of the Iron Chancellor. If the Indians were in Germany or France or any other civilized country, they should be instructed in the language there used. As they are in an English-speaking country, they must be taught the language which they must use in transacting business with the people of this country. No unity or community of feeling can be established among different peoples unless they are brought to speak the same language, and thus become imbued with like ideas of duty.

In all schools conducted by missionary organizations it is required that all instructions shall be given in the English language.

In reply I have to advise you that the rule applies to all schools on Indian reservations, whether they be Government or mission schools. The instruction of the Indians in the vernacular is not only of no use to them, but is detrimental to the cause of their education and civilization, and no school will be permitted on the reservation in which the English language is not exclusively taught.

Your attention is called to the regulation of this office which forbids instruction in schools in any Indian language. This rule applies to all schools on an Indian reservation, whether Government or mission schools. The education of Indians in the vernacular is not only of no use to them, but is detrimental to their education and civilization.

The first step to be taken toward civilization, toward teaching the Indians the mischief and folly of continuing in their barbarous practices, it to teach them the English language. The impracticability, if not impossibility, of civilizing the Indians of this country in any other tongue than our own would seem to be obvious, especially in view of the fact that the number of Indian vernaculars is even greater than the number of tribes. Bands of the same tribes inhabiting different localities have different dialects, and sometimes can not communicate with each other except by the sign language. If we expect to infuse into the rising generation the leaven of American citizenship, we must remove the stumbling blocks of hereditary customs and manners, and of these language is one of the most important elements.…

Citation:

[House Executive Document no. 1, 50th Cong., 1st sess., serial 2542, pp. 19– 21.] Source: Annual Report of the Commissioner of Indian Affairs, September 21, 1887 by J. D. C. Atkins. Reprinted in Documents of United States Indian Policy, edited by Francis Paul Prucha (Lincoln: University of Nebraska Press, 1975), pp. 174–176.

School Days of an Indian Girl

Zitkala-Sä (Gertrude Simmons Bonnin)

1900

The first turning away from the easy, natural flow of my life occurred in an early spring. It was in my eighth year; in the month of March, I afterward learned. At this age I knew but one language, and that was my mother's native tongue.

From some of my playmates I heard that two paleface missionaries were in our village.

"Mother, my friend Judewin is going home with the missionaries. She is going to a more beautiful country than ours; the palefaces told her so!" I said wistfully, wishing in my heart that I too might go.

Judewin had told me of the great tree where grew red, red apples; and how we could reach out our hands and pick all the red apples we could eat. I had never seen apple trees. I had never tasted more than a dozen red apples in my life; and when I heard of the orchards of the East, I was eager to roam among them. The missionaries smiled into my eyes, and patted my head. I wondered how mother could say such hard words against him.

"Mother, ask them if little girls may have all the red apples they want, when they go East," I whispered aloud, in my excitement.

The interpreter heard me, and answered: "Yes, little girl, the nice red apples are for those who pick them; and you will have a ride on the iron horse if you go with these good people."

I had never seen a train, and he knew it.

"Mother, I am going East! I like big red apples, and I want to ride on the iron horse! Mother, say yes!" I pleaded. . . .

[Her mother reluctantly agreed to let her go, saying] "My daughter, though she does not understand what it all means, is anxious to go. She will need an education when she is grown, for then there will be fewer real Dakotas, and many more palefaces. This tearing her away, so young, from her mother is necessary, if I would have her an educated woman. The palefaces, who owe us a large debt for stolen lands, have begun to pay a tardy justice in offering some education to our children. But I know my daughter must suffer keenly in this experiment.For her sake, I dread to tell you my reply to the missionaries. Go, tell them that they may take my little daughter, and that the Great Spirit shall not fail to reward them according to their hearts."

The first day in the land of apples was a bitter-cold one; for the snow still covered the ground, and the trees were bare. A large bell rang for breakfast, its loud metallic voice crashing through the belfry overhead and into our sensitive ears. The annoying clatter of shoes on bare floors gave us no peace. The constant clash of harsh noises, with an undercurrent of many voices murmuring an unknown tongue, made a bedlam within which I was securely tied. And though my spirit tore itself in struggling for its lost freedom, all was useless.

Late in the morning, my friend Judéwin gave me a terrible warning. Judéwin knew a few words of English; and she had overheard the paleface woman talk about cutting our long, heavy hair. Our mothers had taught us that only unskilled warriors who were captured had their hair shingled by the enemy. Among our people, short hair was worn by mourners, and shingled hair by cowards!

We discussed our fate some moments, and when Judéwin said, "We have to submit, because they are strong," I rebelled.

I cried aloud, shaking my head all the while until I felt the cold blades of the scissors against my neck, and heard them gnaw off one of my thick braids. Then I lost my spirit. Since the day I was taken from my mother I had suffered extreme indignities. People had stared at me. I had been tossed about in the air like a wooden puppet. And now my long hair was shingled like a coward's! In my anguish I moaned for my mother, but no one came to comfort me. Not a soul reasoned quietly with me, as my own mother used to do; for now I was only one of many little animals driven by a herder.

At length, in the spring term, I entered an oratorical contest among the various classes. As the day of competition approached, it did not seem possible that the event was so near at hand, but it came. In the chapel the classes assembled together, with their invited guests. The high platform was carpeted, and gayly festooned with college colors. A bright white light illumined the room, and outlined clearly the great polished beams that arched the domed ceiling. The assembled crowds filled the air with pulsating murmurs. When the hour for speaking arrived all were hushed. But on the wall the old clock which pointed out the trying moment ticked calmly on.

One after another I saw and heard the orators. Still, I could not realize that they longed for the favorable decision of the judges as much as I did. Each contestant received a loud burst of applause, and some were cheered heartily. Too soon my turn came, and I paused a moment behind the curtains for a deep breath. After my concluding words, I heard the same applause that the others had called out.

Upon my retreating steps, I was astounded to receive from my fellow students a large bouquet of roses tied with flowing ribbons. With the lovely flowers I fled from the stage. This friendly token was a rebuke to me for the hard feelings I had borne them.

Later, the decision of the judges awarded me the first place. Then there was a mad uproar in the hall, where my classmates sang and shouted my name at the top of their lungs; and the disappointed students howled and brayed in fearfully dissonant tin trumpets. In this excitement, happy students rushed forward to offer their congratulations. And I could not conceal a smile when they wished to escort me in a procession to the students' parlor, where all were going to calm themselves. Thanking them for the kind spirit which prompted them to make such a proposition, I walked alone with the night to my own little room.

A few weeks afterward, I appeared as the college representative in another contest. This time the competition was among orators from different colleges in our state. It was held at the state capital, in one of the largest opera houses.

Here again was a strong prejudice against my people. In the evening, as the great audience filled the house, the student bodies began warring among themselves. Fortunately, I was spared witnessing any of the noisy wrangling before the contest began. The slurs against the Indian that stained the lips of our opponents were already burning like a dry fever within my breast.

But after the orations were delivered a deeper burn awaited me. There, before that vast ocean of eyes, some college rowdies threw out a large white flag, with a drawing of a most forlorn Indian girl on it. Under this they had printed in bold black letters words that ridiculed the college which was represented by a "squaw." Such worse than barbarian rudeness embittered me. While we waited for the verdict of the judges, I gleamed fiercely upon the throngs of palefaces. My teeth were hard set, as I saw the white flag still floating insolently in the air.

Then anxiously we watched the man carry toward the stage the envelope containing the final decision.

There were two prizes given, that night, and one of them was mine!

The evil spirit laughed within me when the white flag dropped out of sight, and the hands which furled it hung limp in defeat.

Leaving the crowd as quickly as possible, I was soon in my room. The rest of the night I sat in an armchair and gazed into the crackling fire. I laughed no more in triumph when thus alone. The little taste of victory did not satisfy a hunger in my heart. In my mind I saw my mother far away on the Western plains, and she was holding a charge against me.

Citation:

American Indian Stories by Zitkala-Sa [aka Gertrude Simmons Bonnin] (1876-1938). Washington: Hayworth Publishing House, 1921. Retrieved from http://digital.library.upenn.edu/women/zitkala-sa/stories/stories.html

Writing Diagnostic Rubric

Social Studies Department Rubric for Writing to Texts DDMs

(aligned with Common Core standards and PARCC “condensed scoring rubric for prose constructed response items”)

Criteria	4	3	2	1	0
Understanding of Key Ideas and Details	The writing demonstrates thorough, sophisticated understanding of the ideas relevant to prompt that are stated explicitly and implicitly in the text.	The writing demonstrates understanding of the ideas in the text that are relevant to the prompt.	The writing demonstrates basic or general understanding of the ideas in the text that are relevant to the prompt even though the writing may include some inaccuracy, misunderstanding, and/or omissions.	The writing demonstrates limited understanding	The writing demonstrates
Development of claim with supporting evidence	The writing provides convincing and thorough development of a response to the prompt by using clear and persuasive reasoning supported by a command of relevant and accurate textual evidence.	The writing provides reasonably effective development of a response to the prompt by using mostly clear reasoning consistently supported by relevant textual evidence.	The writing addresses the prompt but may not respond in a completely appropriate manner. The writing provides some development of response to the prompt with some reasoning and appropriate textual evidence.	The writing addresses the prompt but provides minimal development, including limited reasoning and little to no textual evidence. Or, the writing shows little to know understanding of the prompt despite including reasoning and textual evidence.	The writing is undeveloped--no claim, no support--and/or the writing is inappropriate to the task.
Organization of written response	Organization of the writing (including awareness of historical sequence) is clear, cohesive, and coherent, making the progression of the response easy to follow.	Organization of the writing (including awareness of historical sequence) is clear, cohesive, and coherent enough to make the progression of the response reasonably easy to follow.	Organization of the writing (including awareness of historical sequence) demonstrates some clarity, cohesion, and coherence so that the progression of the response is sometimes difficult to follow.	Organization of the writing (including awareness of historical sequence) demonstrates limited clarity, cohesion, and coherence that impedes	Organization of the writing does not demonstrate clarity, cohesion, and coherence.
Use of formal style appropriate for history writing	Writing consistently maintains formal tone and style, including use of third person, avoidance of contractions, and use of the last names of historical figures.	Writing mostly maintains formal tone and style with few lapses.	Writing inconsistently maintains formal tone and style.	Writing seldom maintains formal tone and style.	Writing does not at all maintain formal tone and style.
Use of language and conventions	Writing demonstrates full command of standard English conventions. In timed in-class writing there may be a few minor errors in mechanics, grammar, and usage but they do not interfere with meaning.	Writing demonstrates understanding of standard English conventions. In timed in-class writing there may be some errors in mechanics, grammar, and usage but the meaning is clear.	Writing demonstrates some command of standard English conventions. Errors in mechanics, grammar, and usage occasionally impede understanding but the meaning is generally clear.	Writing demonstrates limited command of standard English conventions. Errors in mechanics, grammar, and usage frequently impede understanding. Or, the writing may not exhibit an appropriate level or complexity. Or, there may simply not be enough writing to evaluate the use of conventions.	Writing demonstrates no command of standard English conventions. Errors impede understanding.

13.3

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch13-3.pdf

1. In the late 1800's farmers were trapped in a viscous economic cycle.  Prices for crops were falling, so farmers often _______________ their farms so they could buy more land and produce more crops.  Farmers had trouble making enough money to pay off the mortgage so banks often _______________ people's mortgages and seized their property.
2. _______________ charged high prices to transport goods.
3. Farmers organized into Farmers' _______________like Oliver Hudson Kelly's Farmers' Alliance, the Grange.
4. Farmers' Alliances sent lecturers around to teach farmers good methods to farm, etc. so they could succeed and stay in business.
5. About 250,000 _______________ American farmers belonged to the Colored Farmers' National Alliance.
6. The _______________ party means the "party of the people".
7. _______________ is a positive change (brought in by a politician)
8. Populists wanted economic reforms including increasing the _______________ supply, a graduated income _______________, and a federal loan program.
9. The governmental reforms the populists pushed for were _______________ vote election of Presidents, single terms for President and VP, and a secret ballot to end voting fraud.  They wanted an 8 hour work day and restrictions on immigration.
10. in 1892, the Populist Presidential candidate got 10% of the popular vote.  5 _______________, 3 governors, and about 1,500 state legislators were from the Populist party.
11. In 1893, the economy took a very bad turn.  The Philadelphia and Reading _______________ company went bankrupt, followed by the Erie, Northern Pacific, Union Pacific and Santa Fe RR companies.  The stock market also crashed.  By the end of the year, over 15,000 businesses and 500 banks collapsed.  This is known as the Panic of 1893.
12. People started arguing about what needed to be done.  Bankers and businessmen, who were mostly _______________, argued that money should only be based on Gold, which is called the _______________ Standard.
13. Farmers and laborers, who were mostly _______________ argued that money should be based on Gold and Silver, which is called _______________.
14. Gold Standard vs. Bimetallism was a huge debate in the Presidential election of 1896.  William Jennings Bryan of the Democrat Party made a deal with the _______________ party.  The Populist Party agreed to not run against the Democrats if Bryan would take the Populist candidate as his VP and running mate.
15. Republican William _______________ still won the election which caused the death of the Populist Party despite Bryan's stirring Cross of Gold Speech.
16. Take a dollar bill out and read this part- "This note is legal tender..."
17. What does it mean?
18. What did it used to include that it doesn't now?


REQUIRED REFLECTION DIRECTIONS- Reflections named after sections are always a minimum 4 sentences that you write connecting to the topic.  Students can just remark on something from that section or the best is when they compare it to what they know and show they understand how relevant it is to their lives.  Summaries will NOT be given credit on the next notebook check.  If you are uncertain how to write a reflection instead of a summary, see P. Cook.  If you need ammo, read and react to the Cross of Gold Speech, which is the "personal voice" on page 429.

13.2

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch13-2.pdf

1. ______________ was a way to search for gold.  People would take a pan, dig into the bottom of a stream or river and sift around the pan looking for gold.
2. A ______________ was trough through which a stream or river flowed, which would let the water through and catch the rocks and minerals.
3. A ______________ was a portable sluice.
4. ______________ was the most effective way to find gold because of course most gold was underground.  Mining is very dangerous due to explosions, collapses, etc.
5. Gleeson, ______________ is a good example of a ghost town.  The town sign illustrates that the population went from 5000 to 2000 to 1000 to 300 and eventually to 21.
6. In the Klondike Gold ______________ 200 people became rich out of the 100,000 people that traveled to Klondike looking for gold.
7. The ______________ Act gave 160 acres of free farm land sanctioned by the US government to selected applicants.
8. Settlers on the Great Plains lived in makeshift houses at first.  A ______________ was a home dug out from the earth.
9. A ______________ was built from the prairie.
10. In many cases, ______________did all of the work that men did because extra help was needed.
11. John ______________ invented the Steel Plow which revolutionized farming
12. The ______________ Act started the Agricultural college system in the US and also the State College system!
13. What state colleges are in MA?
14. What are some other state colleges outside of MA?
15. Before farming inventions and advancements, many farmers would live subsistence lifestyles and grow and raise everything they needed.  In the current US less than ______________ % of Americans are farmers.  The Bonanza Farm concept chased many people away from farming.  Little farms could not compete anymore and many ex-farmers pursued other jobs like working in factories.
16. A ______________ farm is a single-crop spread of 15,000-50,000 acres.  Companies like "Purdue" specialize in one crop or food item and grow or raise to sell on a massive scale.
17. Big business farms would use the ______________ to transport their products

REQUIRED REFLECTION DIRECTIONS- Reflections named after sections are always a minimum 4 sentences that you write connecting to the topic.  Students can just remark on something from that section or the best is when they compare it to what they know and show they understand how relevant it is to their lives.  Summaries will NOT be given credit on the next notebook check.  If you are uncertain how to write a reflection instead of a summary, see P. Cook.

13.1 Notes

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch13-1.pdf

1. What were some cultural characteristics that Native Americans and settlers both had?
2. What were some cultural barriers between Native Americans and settlers?
3. Read the personal voice on page 408.  What had been done to her?
4. What are some unreasonable things to do to other cultures?  Why?
5. Indians live in India. _________________ American is a more politically correct term and less confusing as well
6. _________________ means nation.  Tribes varied greatly so calling the tribe by name when talking about them is helpful
7. What animal did not exist in North America until the Spanish brought them over in the 1500's?
8. Some plains tribes acquired horses and _________________
9. Most plains tribes hunted _________________ and used all parts of the animal
10. Tribes typically lived in extended _________________ groups
11. Many whites regarded Western lands as unused and vacant, but there were _________________ tribes that migrated throughout the area
12. Land _________________ was not a common concept among tribes until the Treaty of Fort Laramie forced the _________________ to live on reservations.
13. Many men "rushed" to Western lands when rumors of _________________ and silver circulated
14. The US government wanted to move tribes on to reservations to make it possible for the transcontinental _________________ to be completed.
15. In some cases US military regiments committed _________________
16. _________________ Bull said he never signed the "Treaty" of Fort Laramie
17. The Massacre at _________________ Knee is called a "battle" by many textbooks but it was in fact a one-sided massacre
18. Sitting Bull was nicknamed _________________ as a youngster but was given the honor of the name Sitting Bull after a battle with the Crow tribe.
19. In fact, _________________ is the word for "enemy" in the Crow language.  People refer to the Lakota, Dakota and Nakota as Sioux now.
20. The most famous anti-native was Lt. Col. George A. _________________
21. Custer died at the Battle of Little _________________
22. Picture page 411- In what states are the largest Indian Reservations today?
23. Google images map- What state has the most Indian reservations today?
24. What is located on tribal lands in CT and MA?
25. _________________ is when others Americanize or become like the rest of the country.  What are the pros to this?
26. What are the cons to assimilation?
27. The _________________ Severalty Act "Americanized" Native Americans, forcing them to live on 160 Acre lands and forcing schooling of English language among other things.
28. In 1800, the approximate buffalo population was _________________ (page 413)
29. In 1870, the approximate buffalo population was _________________ (page 413) due to hunting for sport
30. In 2000, the approximate buffalo population was _________________ (page 413)
31. Despite how they are portrayed in TV and film, being a _________________ was a very difficult job where they drove cattle from one state to another.
32. How are Cowboys portrayed in TV and film?
33. Vaqueros, or Mexican cowboys, were the original cowboys.  They called dried strips of meat "charqui" which people started calling _________________
34. The Chisholm Trail, the most major cattle route, was one route where the Cowboys drove Texas _________________ through Oklahoma to Kansas
35. As many as _________________ Cowboys worked from ranches and trails from 1866 to 1885.
36. Cowboys were _________________.  25% of them were African American and about 12% Mexican.
37. On the ranch, a typical workday for a Cowboy was 10 to _________________ hours.
38. On the trail, Cowboys would drive cattle for 14 or more hours.
39. "Wild Bill" Hickok, "Calamity Jane", "Annie Oakley" and even Sitting Bull toured with Buffalo Bill's Wild West Show and that is part of how Cowboys got the reputation for being drinkers, sharpshooters, etc.

REQUIRED REFLECTION DIRECTIONS- Reflections named after sections are always a minimum 4 sentences that you write connecting to the topic.  Students can just remark on something from that section or the best is when they compare it to what they know and show they understand how relevant it is to their lives.  Summaries will NOT be given credit on the next notebook check.  If you are uncertain how to write a reflection instead of a summary, see P. Cook.

Chapter 13 Vocab and Skillbuilders due 9/18/18

We do this assignment for each chapter.  Make sure you define all of the boldfaced terms and names in the chapter, not just a section.  Chapter 13 has 3 sections but some chapters have as many as 5.  Always make sure you defined all of the boldfaced terms and names.  That is what I am referring to as "vocab".  Just a quicker and easier name to say.  Also, look through the chapter and answer all of the skillbuilder questions.  I explained these two things in class too.  There are 3 skillbuilder sets of questions in chapter 13.  In class, I looked through the chapter and noticed every time I saw a map, chart, political cartoon or some other graphic that had "skillbuilder" next to or under it.  These are 2-3 easy to answer questions every time, but I love these.  They really help us understand some important stuff.  Always make sure you do them all in the chapter.  There are other things called "thinking critically" that are similar that I did not assign.  Some chapters just have 1-3, like this one, and other chapters have a lot of these.  Remember, when defining key terms and names (vocab) do not just write down what is directly after the boldface.  I will expect you to define it accurately and not miss the importance.  Sometimes you have to read the several sentences around the boldface to understand the context and definition ultimately.  Skillbuilders for Chapter 13 are on pages 411, 415 and 426.  Do not miss any of them.  I counted 23 boldfaced key terms and names in Chapter 13 as well.

This is the one assignment where I always require students to hand-write.  There was way too many examples of academic dishonesty with this assignment last year, so I changed my approach and make students write this.

Pg. 406 Intro (Chapter 13)

1. Describe the scene in the photograph
2. Why would owning this land be attractive?
3-6) Interact with History questions (blue question and 3 "examine the issues questions" on page 407)
3. "What do you expect to find on settling in the West?"
4. "What might be some ways to make a living on the Western Frontier?"
5. "If native peoples already exist in your intended home, how will you co-exist?"
6. "How might settlers and native Americans differ regarding use of the land?"

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch13.pdf

Chapter 12 Discussion Questions

1. Read and react to the personal voice on page 376
2. What was reconstruction?
3. Explain Lincoln's plan for Reconstruction.
4. Explain what the Radical Republicans wanted.
5. Upon Lincoln's assassination, who and what party took power?  Explain the importance.
6. What was the 13th amendment?
7. What was the 14th amendment?
8. What was the 15th amendment?
9. Why was Johnson impeached?
Who else was impeached?
Explain the Nixon situation.
10. What does impeachment mean?
11. How did scalawags and carpetbaggers shape the South politically?
12. What is your opinion of Black emigration?
13. What ended Reconstruction?  Explain.
14. On page 400, explain the point, counterpoint and your opinion!

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch12-1.pdf

Chapter 12 Reflection

Reflection upon Chapter 12 Discussion Questions.  There must be at least 1 thing if not multiple things that struck you.  What did you find interesting?  What is your opinion of things?  What drives you nuts?  What do you like and why?  What relates to your life or explains American history to you?  Every time we do a reflection, these are the kinds of things we are writing about.  We have to connect what we learn back to ourselves.  Do you know anything from music, TV, work, experiences, friends, family, etc. that relates to this or that any of this makes you think about? That makes the history interesting and real to us.  Write a paragraph-minimum about what we learned about today.  We will do these several times a chapter typically. If you want to write about 9/11 or something related to that feel free today.

Chapter 12 Intro (page 374-375)

In class 9/10 discussion

Directions:  Always write the questions and your answers down.

1. Describe the scene.
2. How would you feel or what would you do if you were in this situation?
3. What do you think these people from the photograph are thinking or want to do?
4. Should destroyed cities and towns be rebuilt?  Base this on historical evidence.

Directions for 5-8: Write your answer down only because the questions are in the book.

5. Blue question under the paragraph on 375- "What goals should the government set to reconstruct the South?"
6. First question under "examine the issues" on page 375- "How can Northern resources help the South?"
7. Second question under "examine the issues"- "In what ways can the South rebuild its economy?"
8. Third question under "examine the issues"- "What can the government do to assist African Americans?"

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch12.pdf

US States Map

Directions- Label the 50 states for the map quiz coming up 9/11

Required- Study for the map quiz 9/11

Websites that help- ilike2learn.com, www.lizardpoint.com/fun/geoquiz, etc., etc.

Books

For CP2 students it is optional to take a textbook home.  If you do not have internet connection, please do this.  If you were absent 9/5, sign one out for the year with Mr. Cook.  The syllabus covers the obligation.  Turn it in at the final in good condition or pay a $80 obligation.

The good news is that I have plenty for a classroom set and an online option (see below).  Each class will not be required to bring their book to class.  If you opt to sign out a book keep it at home. We have online text to use in class and in the building and at home.

ONLINE VERSION:

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch19-4.pdf

Copy and paste this link but change 19-4 to the section you would like.  For example:

13-1

September 2018 Forecast

September 2018

Forecast

US History II 10 CP2

Mr. P. Cook

3 Labor Day- No school	4 First day for teachers	5 First day for students Books 1:1 policy P Slips Forecast Syllabus	6 P Slip due 1:1 form due Syllabus Questions etc? 50 states in 10 minutes Geoguessr.com	7 Syllabus Quiz Midterm Pretest
10 Chapter 12 Intro US States Map	11 US States Quiz Chapter 12 discussion questions Chapter 12 Reflection	12 Page 406 Intro Chapter 13 Vocab and skillbuilders	13 13.1 Notes 13.1 Reflection Parent-Teacher Night	14 13.2 Notes 13.2 Reflection
17 13.3 Notes 13.3 Reflection	18 Chapter 13 Vocab and skillbuilders due (paper only) Writing diagnostic introduced and students work on it	19 Work on Writing diagnostic	20 Work on Writing diagnostic	21 Revision due (turnitin.com) Pg 434 Intro Chapter 14 Vocab and Skillbuilders
24 14.1 Notes 14.1 Reflection	25 14.2 Notes 14.2 Reflection	26 Chapter 14 Vocab and Skillbuilders due (paper only) 14.3 Notes 14.3 Reflection	27 Test format Notebook Check expectations Immigrant project assigned	28 Final draft of Writing Diagnostic due (turnitin.com) Health Fair is D block for sophomores
October 1 Chapter 12, 13 and 14 Review Game	October 2 Chapter 12, 13 and 14 Test and Notebook Check Day X- Early Release for Students	October 3 "America: The Story of US- Heartland"	October 4 Page 458 Intro Chapter 15 Vocab and Skillbuilders	October 5 15.1 Notes 15.1 Reflection Q1 Progress Reports