18.2

Objective: Students develop an understanding of the Spanish American War by thinking about how they would respond.

1. Read the scenario below and respond as the leader of “Country A”.  The map is drawn on the board! Country A is a young, growing world power isolated geographically from the rest of the world powers.  Country B has many territories as close as 90 miles from your shores.  There is a large movement in your country to go to war with country B because of several problems and things Country A could accomplish at the same time.

Country B is a perennial world power and has been accumulating colonies all over the world for hundreds of years.  Territories 1, 2, 3 and 4 are just about all that is left of their colonies.  Most of the countries in Country A’s part of the world speak the language and carry on the traditions of Country B.  Those countries have become independent though.  Country B is weaker politically, economically, and militarily than it ever has been before.

Country C is another perennial world power.  They have fought wars against and along side both country A and B.  Both countries A and B have sought diplomatic alliances with Country C before.  Country C is the world’s largest superpower and has no intention of getting involved in a current conflict.

Scenario:

• One of Country A’s ships has been sunk off of the coast of territory 2.  260 men were killed.  Country A newspapers link the incident to Country B!
• There was a letter intercepted from a Country B diplomat, calling you, the leader of country A “spineless and weak”.
• There are a lot of settlers and businessmen from your country in territory 2 and 3.  They feel danger because there is a civil war going on there.  The natives are fighting Country B and many people are dying.  The war is definitely violent and Country A newspapers say that Country A citizens are being mistreated and even slaughtered!
• 90% of the territory 2 sugar crop is controlled by businessmen from Country A
• A famous poet from territory 2 lives in Country A’s largest city and writes literature for Country A to help fight Country B and free territory 2 and others from Country B’s cruel reign
• Your newspapers report a general called “the Butcher” sticking civilians in concentration camps in territory 2.  Atrocities are being committed to innocent bystanders.
• Country B is also fighting a violent war against Territory 4

Write a response of what your actions or thoughts will be as leader of Country A

2. Read “A Personal Voice” on page 552.  Respond to the quote.
3. What is the personal voice an example of?  Explain

4. Why would yellow journalism newspapers want war?

5. What is this war called?
6. Who was country A?
7. Who was country B?
8. Who was Country C?
9. Where is territory 1?
10. Where is territory 2?
11. Where is territory 3?
12. Where is territory 4?
13. Who was the poet, where was he from and where did he defect to? (553)
14. How and why did Hearst and Pulitzer fuel the war? (553)

15. What was the letter all about? (553)

16. What really happened to that ship?

17. How was war won in Cuba?

18. How was war won in the Philippines?

19. Explain the Treaty of Paris. (What did the US gain from Spain?)

20. Why was Booker T. Washington against the Treaty of Paris? (557)
21. Why was Samuel Gompers against the Treaty of Paris? (557)
22. What happened in the Philippines in response to the 1898 Spanish American War and the 1898 Treaty of Paris? (561)

23. What was wrong about that? (561)

24. When did the Philippines become a free country?

25. How has the US relationship changed with Cuba since 1898?

26. What is the US-Puerto Rico (and US-Guam) relationship like today?

Note- Reflection was done before the notes.

18.1 Notes and Reflection

American History 10- Chapter 18.1 notes (pages 546-553)

Directions: Questions answered together in class.  If absent, read pages 546 through 553 and answer the questions.

1.       What is the title of Chapter 18 (page 546)?

2.       Would you use the word “empire” with America today?  Why or why not?

3.       What is an empire?

4.       How can America be defined as an empire?

5.       What is imperialism? (548)

6.       How has the United States exercised imperialism?

7.       How does the United States exercise imperialism today?

8.       How did the belief in cultural superiority play into Europeans and Americans gaining colonies? (550)

9.       Dates: Write the year of the event in the space provided.

_______________ Secretary of State William Seward buys Alaska from Russia for $7.2 million. (550)

_______________  Alaska becomes a state. (550)

_______________McKinley annexes Hawaii (550)

_______________  Hawaii becomes a state. (550)

_______________  Jose Marti launches the Cuban revolution against Spain using the inspirational motto “Cuba Libre!” (552-553)

_____1898__________ The Spanish American War

10.    Who was the Hawaiian monarch who threatened to behead anyone who would want Hawaii to be part of the United States? ______________________________ (548)

11.    Leading the United States in Imperialist thought, who wrote the Influence of Sea Power Upon History which caused American leaders to build naval power and want to control other parts of the world? ______________________________ (549)

12.    Why was Alaska called “Seward’s Folly” or “Seward’s Icebox” when that huge amount of territory was bought from Russia for just $7.2 million? (550)

13.    Why has buying Alaska not been a folly at all? (550)

14.    Who overthrew the Hawaiian monarch to establish the Republic of Hawaii? ______________________________ (551)

15.    How could you describe Dole?

16.    How did someone like Dole affect Hawaii so much? (2 answers)

17.    How did the American President react?  Explain! (551)

18.    Who favored making Hawaii a state after Cleveland’s presidency was over? (551) ______________________________

19.    What Spaniard was called the “Butcher” for his treatment of people in Cuba in fanatical newspapers that were using a tactic or journalism style called “yellow journalism”? (553) ______________________________

20.    What was “yellow journalism”? (553)

21.    What does it remind you of?  Why?

22.    Who were two owners of newspapers that used “yellow journalism”? (Indicate who was the owner of which paper)

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.  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.

Page 546 Intro

1.What is the name of the chapter?
2. What does that mean?
3. From the timeline, what is relevant to the thematic unit?
4. Describe the scene.
5. How does the painting depict TR and the Rough Riders?
6. How does such a depiction differ from the way soldiers probably act in battle?
7. Blue question on 547- "Does the US have a duty to fight for freedom in neighboring countries?"
8. 1st "examine the issues" question- "When should the US intervene in the affairs of another country?"
9. 2nd "examine the issues" question- "In what ways do dramatic headlines influence American opinion?"

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch18.pdf


When you finish, do the Chapter 18 Vocab and skillbuilders (all 4 sections) due 11/1.  Remember this will only be accepted on paper.  No digital copy.  There are 26 vocab and the skillbuilders are on pages 550 (18.1), 551 (18.1), 555 (18.2), 560 (18.3), 562 (18.3) and 568 (18.4).

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch18-1.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch18-2.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch18-3.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch18-4.pdf

"America: The Story of US- Cities" assignment

Directions: In 2 column notes, keep track of things you learned in class, and things you learned from the video but not from class.

Learned from video and class:                                       Learned from video only:

17.4-17.5 Notes and reflection

Overarching Objective:

• Students develop an understanding of the impact of the Progressive era

Objectives:

• Develop an understanding of the impact of the Taft presidency on the US and world
• Develop an understanding of the impact of the Wilson presidency on the US and world

William ______________

• 6 foot 335 lbs
• pictures 535, 536
• Born 1857, son of a distinguished ______________ 
• ______________ University graduate
• By the time he was 34, he was a federal circuit ______________ 
• 1900- chief civil administrator in ______________ 
• T.R.'s secretary of ______________ 
• T.R. chose him as successor and the American people voted for him
• Remembered for:
• Payne-Aldrich ______________ 
• Baseball's Presidential first ______________ ceremony
• The stories of him playing golf at Myopia Hunt Club in South Hamilton, ______________ 
• After being President for one term, he returned to the courtroom and became a Supreme Court ______________ !
• Progressive President- Woodrow ______________ (1856-1924)
• Pictures page 605
• Son of a Presbyterian minister and abolitionist in VA
• Grandparents were Scottish and Irish immigrants to the US
• Grew up to have values like his father and uncles, etc.
• Could not read or write until he was 12- He was severely ______________ 
• His biggest weakness became his biggest strength.  He is regarded as one of our most intellectual presidents despite his learning disability!
• Davidson College, PHD at Johns Hopkins, passed the Georgia Bar exam, faculty at Bryn Mawr College and Wesleyan U, President of Princeton University 1902
• Governor of ______________ 
• 1912- Elected 28th President of the US
• 1913- Inaugurated
• The debate with him is- was he an idealist or a ______________ ?
• The thing that people debate the most is his post-WWI concept/plan of the League of Nations

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.  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.

17.2 and 17.3 Notes and Reflection

17.2
Women in workplace

• Farm women
• Factory women
• Domestic workers

Women in higher education

Women's Suffrage movement

Film clip- 1920- 19th Amendment- Women's right to vote!

17.3
Progressivism
Progressives
Progressive movement (1900ish-1920ish)
Progressive President- Theodore Roosevelt

• born NY to a wealthy, powerful family in 1858
• suffered from asthma but then became physically fit.  He turned his weakness into his strength
• Analyze picture on 524
• marksman, horse-back riding, boxing, wrestling, American football, etc.
• Harvard _________________ graduate
• 3 terms in NY state assembly
• _________________ police commissioner
• assistant secretary of _________________ (advocated war against Spain in 1898)
• "Rough Riders"
• pictures 546, 547, 566
• Quotes 568, 526 (blue quotes)
• Governor of _________________ 
• McKinley's _________________ in 1900
• Youngest President ever when McKinley is assassinated (______years old)
• Unique accomplishments
• _________________ (map 529)
• Teddy Bear (notable- pg 524)
• Saved the game of football (see separate item)
• _________________ Deal
• Bully _________________ 
• Nobel Peace Prize- Treaty of Portsmouth, NH (film clip available)
• Election of 1904
• Election of 1908
• _________________= previous nominee of party wishing to run again gets automatic nomination
• Roosevelt in Africa but then returns and challenges Taft
• Election of 1912
• _________________ (R)
• _________________ (D)
• _________________ (Progressive/Bull-Moose)
• Debs (Socialist)
• Why did Wilson prevail other than being a good candidate?
• Map pg 537

Film clip- 1901- McKinley's assassination

NOTE- 17.2 or 17.3 can be reflected about thus the name is 17.2 or 17.3 Reflection.  Did the film clip or the vocab from 17.2 resonate?  If not, find something in these notes to talk about.  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.

After school day Wednesday 10/24 moved to Thursday 10/25

Just a reminder that Mr. Cook is unavailable today, Wednesday, 10/24 after school.  It is my usual after school day, but I will be available after school Thursday 10/25 instead.  Thank you.

How T.R. saved the game of football

American History 10- “How T.R. saved the game of football”

In the early 1900’s football was threatened to be an outlawed sport.  As many as 8 football players died in one year.  Something had to be done.  President Theodore Roosevelt was a lover of sports, including “American Football”.  T.R. founded a group of men who changed the rules of football to make it safer, so that it would not become a banned sport.  These rules are close to the rules we know and love today.

1. Before TR’s rules there was no _______________, only rushing.
2. How did this make football less dangerous? 

3. Teams only needed to gain ___ yards instead of 10 for a first down.
4. How did this rule make the game safer? 

5. Late hits, unnecessary roughness, gang tackling penalties and the concept of _______________ progress were all brought in by TR’s group.
6. How did this make the game safer? 

 We watched clips from youtube and explained how TR's rules effected those and ANY play ever in today's game

8. Explain what TR rules you saw on what plays.

• 
  

•  

•  

• 
  

•  

Muckraker Questions

Directions: Read page 532 and 533 of your textbook and answer the questions

1. Who named the muckrakers? Theodore ______________ 
2. What did he mean by “muckraker”? 

3. Was the term used negatively or positively? ______________ 
4. What is ironic about Roosevelt naming the muckrakers and his actions taken as president? He called them a ______________ name but helped their causes by trying to put an end to the problems that they pointed out
5. What did Ida Tarbell expose in the “History of the Standard Oil Company”? Ruthlessess of John D. ______________ 
6. What 2 things were pointed out by Upton Sinclair's "The Jungle"? 1- _________________ working conditions and 2- unsanitary meat
7. The US government did not pass a law protecting the workers but how did the US government respond? The ______________  Inspection Act and the Pure Food and Drug Act (from page 528)
8. Why did workers put baking soda on the meat? 
9. What was wrong with the sausage in the Chicago stockyards? 

17.1 Outline

I. The Origins of ______________
A. Four Goals of Progressivism
-Progressive movement- Make American life better
1. Protecting Social Welfare
a. Social Gospel Movement takes it upon themselves to help people
b. ______________
c. ______________Army
d. Florence Kelly- Women and children advocate
2. Promoting ______________Improvement
a. Prohibition
    i. ______________- Women's Christian Temperence Union
    ii. Carry Nation
    iii. Anti-______________League
3. Creating ______________Reform
a. ______________and the Socialist Party
b. ______________exposing corruption
4. Fostering ______________
a. Henry Ford's ______________line
B. Cleaning Up Local Government
1. Reforming Local Government
a. After natural disasters, help needed
   i. Hurricane and tidal wave- Galveston, ______________
   ii. Flood in Dayton, ______________
2. Reform Mayors
a. Hazen Pingree of Detroit, MI
b. Tom Johnson of Cleveland, OH
C. Reform at the State Level
1. Reform ______________
a. "Fighting Bob" La Follete (WI)
b. James Hogg, TX
2. Protecting Working Children
a. End child labor
b. National Child Labor Committee
3. Efforts to Limit Working Hours
a. 10 hour work day
4. Reforming Elections
a. ______________- bill proposed by the people
b. ______________- a yes or no vote on an initiative (Ballot questions)
c. ______________- Removing an elected official
5. Direct Election of Senators
a. ______________ amendment

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.  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.

Presidential Responsibilities

American History 10- Chapter 17 Presidents’ Responsibilities around 1900

(1) Assume you are President of the United States around 1900.  On the left side of your paper, rank in which order you would address each of the issues below.

1= most important, most urgent issue

20= least important, least urgent issue

Do not reuse any numbers

(2) Afterwards, in your notebook or on google drive explain and describe the decisions American Presidents have to make then and now, how they are under such pressure and also explain why you picked the certain things you did as most important!  This should be a minimum 4 sentences!

American social, political and economic issues in 1900.  What to worry about?  What is your responsibility the most as President?

·         Create colonies in Asia, Africa, etc.

·         Create colonies in Latin America

·         Work on political relationship with Germany, France, Great Britain, Spain and Italy

·         Work on economic relationship with Germany, France, Great Britain, Spain and Italy

·         Improve political and economic relationship with Canada and Mexico

·         Promote women’s suffrage

·         Promote constitutional rights for minorities of the USA

·         Improve urban living conditions

·         Fund research on better “city planning”

·         Fund developments and research for new weapons and war technology

·         Reform democratic representation (elected representatives and law-making)

·         Reform corruption in local governments

·         Reform corruption in state governments

·         Reform Central government (Federal government, Washington D.C.)

·         Reform lifestyle laws

·         Cut down on “treason”/make laws restricting freedom of speech

·         Improve industries

·         Reform workers’ hours, wages and working conditions

·         Create national parks, state parks, city parks, save wildlife (conservation)

·         Strengthen economy (strengthen monetary system, stop rising prices, stabilize banks and stock market)

Page 510 Intro (Chapter 17 Intro)

1. What is the title of the chapter?
2. What does that mean?
3. What event is occurring?
4. Who are the participants and why are they dressed the way they are?
5. What is "progressive" from the timeline?
6. Blue question on 511- "What kinds of actions can bring about social change?"
7. 1st examine the issues question on 511- "What types of actions might pressure big business to change?"
8. 2nd examine the issues question on 511- "How can individuals bring about change in their government?"
9. 3rd examine the issues question on 511- "How might reformers recruit others?"

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch17.pdf

Chapter 17 Vocab and Skillbuilders due 10/22

Follow the same directions given for Chapter 13, 14, 15 and 16 Vocab and skillbuilders.  We do this every chapter.

I counted 32 key terms and names from sections 1, 2, 3, 4 and 5 combined.  I saw skillbuilder questions on pages 517 (17.1), 525 (17.3), 529 (17.3), 540 (17.5), 542 (17.5)

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

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch17-1.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch17-2.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch17-3.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch17-4.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch17-5.pdf

Chapter 16 Outline and Reflection

American History 10- Chapter 16 Outline (16.2-16.3)

I.                    Science and Urban Life (Section 1 can be studied by students via vocab- Not much in the curriculum here)

1. Technology and City Life

1.      Skyscrapers

2.      Electric Transit

3.      Engineering and Urban Planning

4.      City Planning

2. New Technologies

1.      A revolution in printing

2.      ___________________

3.      Photography Explosion

II.                 Expanding Public Education

1. Expanding public Education

Many students went for 4 years, dropped out, few went to high school

1. Schools for children
1. 1865-1895- school year was 12-16 weeks, ages 8-14
2. Reading ______________ arithmetic
3. Memorization and _________________ punishment
4. Read personal voice on page 489
5. 1880- 62% whites in elementary school and 34% of Blacks
2. The growth of High Schools
1. Pg 489- Carnegie quote
2. Expanding Education/Increasing Literacy graph pg 489
3. Edison quote pg 490
3. Racial Discrimination
1. 1890- less than 1% black students went to high school.
2. 1910- 3% (mostly private schools
4. Education for Immigrants
1. _________________ were encouraged to go to High school

2. Expanding Higher Education

1.      Changes in Universities

2.      Higher Education for African Americans

a.       Freedmen’s Bureau

b.      Howard U

c.       U of Atlanta

d.      Fisk U
These are now called _________________ Black Universities

e.       1900- 3880 out of 9000000 African Americans in college

f.        Booker T. _________________

                                                                                                                                       i.      Born slave

                                                                                                                                     ii.      Beliefs

1.      learn and work hard

2.      Do not push too hard to end segregation and racism

3.      Work with whites

4.      achieve and prove your worth

5.      Go to trade schools and learn a trade and skills

6.      College is not always necessary

                                                                                                                                    iii.      Founded Tuskegee Normal and Industrial Institute

g.       W.E.B. Du Bois

                                                                                                                                       i.      1^st African American to graduate from _________________ Law School (Graduate school)

                                                                                                                                     ii.      Beliefs

1.      Criticized Washington for his “cowardly” approach

2.      End racism and segregation ASAP

3.      Encouraged African Americans to go to college

4.      Early leader of the NAACP

5.      Started the Niagara movement- send Blacks to college

6.      Pronounced his name unlike a European would

III.               Segregation and Discrimination

1. African Americans fight legal discrimination

1.      Voting restrictions

a.       _________________ Tests

b.      _________________ Tax

c.       _________________ Clause

2.      Jim Crow Laws

a.       _________________

b.      Origin- P. Cook

3.      Plessy vs. Ferguson (pg 496)

a.       Homer Plessy found guilty for riding in “Whites Only” RR car

b.      Appealed to the Supreme Court

c.       14^th Amendment (496)

d.      The ruling (496)- Separate but _________________

e.       Established legal segregation

f.        What did Harlan say? (496) _________________

g.       Overturned in 1954- Brown vs. Board of Education in Topeka, KS

2. Turn of the century race relations

1.      Violence

2.      Discrimination in the North

3. Discrimination in the west

1.      Mexican workers (slavery)

2.      Excluding the Chinese

IV.              The Dawn of Mass Culture (Section 4 can be studied by students via vocab- not much in the curriculum here)

A. American Leisure

1. Amusement Parks

2. Bicycling and tennis

3. Spectator Sports

4. Baseball

B. The Spread of Mass Culture

1. Mass Circulation newspapers

a. Pulitzer- New York World

b. Hearst- New York Journal

2. Promoting Fine Arts

3. Popular Fiction

C. New Ways to Sell Goods

1. Urban Shopping

2. The Department Store

3. The Chain Store

4. Advertising

5. Catalogs and Rural Free Delivery

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.  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 15 and 16 Notebook Check

Follow these directions!  Must be submitted by class time on the day of the test (10/17) or before.  Upload onto turnitin.com on our class page under Chapter 15 and 16 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.

Pg 458 Intro
15.1 Reflection
15.2 Reflection
Pg 480 Intro
Chapter 16 Reflection

Page 480 Intro

1. What is happening?
2. Describe the atmosphere.
3. What is reminiscent of modern times?
4. Why are a camel and Arabian architecture commemorating this occasion?
5. blue question on 481- "How will the latest technology change your life?"
6. 1st "examine the issues" question- "How can technology contribute to new forms of recreation?"
7. 2nd "examine the issues" question- "What types of inventions transform communications?"
8. 3rd "examine the issues" question- "Why would mass media emerge at this time?"




Objectives:
-Students will connect the holiday of Columbus Day to Chapter 16 and American History as a whole
-Students will develop an understanding of the changes taking place at the turn of the 20th Century

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch16.pdf

Chapter 16 Vocab and Skillbuilders due 10/15

Follow the same directions given for Chapter 13, 14 and 15 Vocab and skillbuilders.  We do this every chapter.

I counted 21 key terms and names from sections 1, 2, 3 and 4 combined.  I saw skillbuilder questions on pages 484 (16.1) and 489 (16.2).

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

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch16-1.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch16-2.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch16-3.pdf

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch16-4.pdf

15.3 Notes and Reflection

American History 10- 15.3 notes

1. What good purposes can (social) “connections” serve? 

2. Give a specific example of how a “connection” helped you, a friend or family member.

3. What is the bad side of “connections”?  Use specific examples.

4. How would you describe the picture on page 473?

5. What is unusual about the picture?

6. What was the time period of the 1870’s, 1880’s and 1890’s called?
7. Who named the era?
8. What does Gilded mean?
9. Why did he pick that name?

10. What vocabulary term from Chapter 14 explains how so many people became rich and even millionaires while many more were struggling in poverty? ____________ ____________________
11. What does one call an “organized group that controlled the activities of a political party in a city, which offered services to voters and/or businesses in exchange for political and/or financial support”? _________________ ____________________
12. What is an example of how immigrants or other people in cities could benefit from a political machine (powerful law-making group)?

13. What is an example of how political machines could use immigrants or other people in cities to their advantage?

14. What party controlled the powerful political machines of New York City?
15. What party controlled the powerful political machines of Kansas City, MO?
16. What does “naturalization” mean?
17. Who controlled municipal jobs, naturalization, business licenses, and influenced the courts for the political machine? _________________ ________________
18. What is the “giving of government jobs to people who helped a candidate get elected” called? _________________
19. How can you remember the word “patronage”?
20. What are the pros (+) of patronage?

23. What are the cons (-) of patronage?

24. Who used his power as New York City boss to create parks, sewer systems, hospitals, orphanages, etc.?

25. What were the supporters or followers of political machines, bosses, and patronage called?
26. Who was the leader of the Stalwarts?
27. Who was the good political boss of Kansas City, MO until 1905?
28. What is “Big Jim” remembered so fondly for?

29. Why did “Big Jim” quit politics in 1905?
30. Who took over as KC, MO boss?
31. What is this an example of?
32. What did Tom Pendergast do which made him a negative or bad boss?

34. William “_______” Tweed is the most infamous political boss (of New York City”.
35. His party was called _________________ _______________
36. He once charged taxpayers $13,000,000 for a courthouse that really cost ____________ to build.  He used ____________ to impose his way.
37. In 1871, disgruntled machine officials disclosed corrupt information about Tweed to the __________ _________ ___________
38. Tweed offered Thomas Nast ______________ to stop making political cartoons about his corruption
39. Tweed offered the owner of a newspaper __________________ not to publish material damaging his reputation.
40. Tweed’s ring is believed to have stolen between __________ and ___________.
41. Who was elected US President in each year?
1. Elected 1860 and 1864- Republican ______________
2. 1865 upon Lincolns's assassination Democrat ______________
3. Elected 1868 and 1872 Republican ______________
4. 1876- ______________ (tries unsuccessfully to end patronage) Republican
5. 1880- ______________ (runs on a campaign to end patronage) Republican

                                                               i.      1881- ______________ is assassinated by a _____________

                                                             ii.      1881- VP ____________ becomes President (Republican)

1.      Arthur was a ________________

2.      He still does the honorable thing and passes the ________________ _____________ _____________ ____________, which ended patronage!  A ____________ system was set up to determine who is the worthy government employee

3. 1884- ______________ (Democrat)
4. 1888- ______________ (Republican)
5. 1892- ______________ (Democrat)
6.  1896 and 1900 Republican- __________________.  He ends up assassinated in 1901 and VP ____________________ becomes President of the USA. (Also Republican)

No reflection required due to the discussion at the beginning of class and these notes being long.

15.2 Notes and Reflection

American History 10- 15.2 Notes (Pages 470-472)

Directions: Read pages 470-472 and fill in the blanks.  Then, the class will go over the vocabulary on the back

As urban populations skyrocketed, city governments all across the United States had to address problems related to ____________________, ____________________, ____________________, ____________________, ____________________ and ____________________ among others.  Some people began buying or renting property on the outskirts of town, but they would face transportation problems.  Others decided to live in cramped conditions within the cities.  Overcrowded and unsanitary multi-family urban dwellings called ____________________ became very common in cities like New York City.

Transportation problems were answered by innovations in ____________________.  San Francisco introduced ____________________ in 1873 and Boston introduced electric____________________ in 1897.

Distributing safe drinking water to citizens was also a problem.  New York City and Cleveland built ____________________ to address this problem.  Some cities put ____________________(hint- an element) in the water to avoid more citizens getting diseases like ____________________ and ____________________.

Sanitation also needed to improve. ____________________, ____________________ and ____________________ were all problems in cities.  Even when some cities tried to ventilate tentements better, people started throwing their trash in the ventilation ducts and keeping their windows closed to avoid the stench.  Something had to be done.

To address crime, ____________________ organized the first, full-time police force in 1844.  It took many years for all cities to follow and/or get the kinks of the police system worked out.

Fires were a big problem in cities because many houses were made of ____________________.  The use of ____________________ and ____________________ heaters were a common fire hazard.  The city of ____________________ hired the first, full-time fire department in 1853.  In 1871, ____________________ had a blaze that lasted over 24 hours, about ____________________people died, over ____________________ people were left homeless and ____________________ buildings were destroyed.  The city of ____________________ had an earthquake in 1906 that lasted ____________________ (duration) and the fires that resulted lasted ____________________.  An estimated ____________________people died.  Over ____________________ people were left homeless from the earthquake and ____________________ buildings were destroyed.

Social welfare reformers decided people needed extra help to survive.  The ________________________________________ preached salvation through helping the poor.  These people set up settlement houses to aid the poor. ____________________(person) helped found the Hull House in Chicago.  This is a very famous example of a settlement house.  The Jubilee House is an example of a modern-day settlement house in Boston, MA (Dorchester).

Additional Vocabulary

Urban-

Rural-

Suburban-

Migration-

Immigration-

Emigration-

Reform-

Ethnicity-

Municipality-

Diversity-

Anglo-Saxon-

Social Work-

Welfare-

Tariff-

The New Colossus by Emma Lazarus

Not like the brazen giant of Greek fame,

With conquering limbs astride from land to land;

Here at our sea-washed, sunset gates shall stand

A mighty woman with a torch, whose flame

Is the imprisoned lightning, and her name

Mother of Exiles. From her beacon-hand

Glows world-wide welcome; her mild eyes command

The air-bridged harbor that twin cities frame.

"Keep ancient lands, your storied pomp!" cries she

With silent lips. "Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!" 

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.  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.  Feel free to reflect on this poem!

15.1 Notes and Reflection

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch15-1.pdf

American History 10- 15.1 Outline notes

I.                    The New Immigrants

1. Through the Golden Door

1.      Immigrants were coming to the US because

a.       _____________

b.      _____________shortages

c.       Religious or political _____________

d.      To be “_____________of passage”

2.      Europeans (East Coast- Ellis Island)

a.       _____________from Russia (pogroms)

b.      Rising population (today US population is 300,000,00 and Western Europe has roughly 370,000,000 people

c.       Scarcity of farming

d.      Jobs considered plentiful in the US

e.       Political revolts breaking out in Europe

3.      Chinese and Japanese (West Coast-Angel Island)

4.      West Indies and Mexico

a.       Jobs Scarce in West Indies, _____________boom in USA

b.      1902- National Reclamation Act- encouraged the irrigation of arid (dry) land- created farmland, which drew _____________to the US

c.       700,000 people (7% of Mexico’s population) came to the US between 1910-1930

2. Life in the New World

1.      A difficult Journey

a.       Steamship travel

b.      _____________Ocean took 1 week

c.       _____________Ocean travel took 3 weeks

2.      _____________Island

3.      _____________Island

4.      Cooperation for survival

3. Immigration Restrictions

1.      The rise of _____________

a.       Prescott Hall founded the Immigration Restriction League

b.      Literacy tests for immigrants

2.      Anti-Asian Sentiment

a.       _____________Exclusion Act

                                                                                                                                       i.      For 61 years only Chinese students, teachers, merchants, tourists and _____________ officials could come here

3.      The Gentlemen’s Agreement

a.       The government of _____________ agreed to limit immigration into the US.  In return the schools in San Francisco were desegregated

4 attitudes toward immigration
1-
2-
3-
4-

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.  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.