Flash Game in Nation Building

http://www.icivics.org/games/crisis-nations

Webquest

Use the website: http://pbskids.org/wayback/tech1900/ to answer the questions on the sheet.

Immigration Newsletter

Using Microsoft Publisher, you will create a newsletter that will be distributed to immigrants just entering New York City from Eastern Europe in 1895.  Choose the Publisher program from Microsoft Office, then choose "Publications for Print", then choose "Newsletters" for your template. Your newsletter will have four pages and contain the following information:

What they should expect from their processing at Ellis Island.  There is a good website at

http://teacher.scholastic.com/activities/immigration/tour/

A housing opportunity at 97 Orchard Street in NYC and tell the immigrants what kind of housing they can expect there.  There is a website dedicated to the building at http://www.tenement.org/

At least three different job opportunities in different fields and let them know the hours they are expected to work in those jobs, the pay, and any dangers they may face doing them.
http://www.eyewitnesstohistory.com/immigrating.htm


Your newsletter should also contain the following:

At least 3 photographs
At least one political cartoon
At least one advertisement from the time period

Remember that you are writing this newsletter as if you are living in 1895, so remember to use the present tense and not look like you are writing about the past.

Newsletters are due Monday, 11/28.

Facebook Pages for the Wizard of Oz

Using the template below, you will create a fake facebook page that assumes a character from the Wizard of Oz.  Your postings must relate to the rise of the Populist Party and the issues surrounding it.

http://www.classtools.net/fb/home/page

You will add at least:

 5 friends (they do not have to from the book)

6 postings from your character

3 postings from others (you create the postings)

information about your character

3 photographs

You will choose one of the characters from the listing below and post your choice in the comments section below, first come, first serve.  No more than 3 students per character.

Dorothy
Scarecrow
Tinsman
Wizard of Oz
Cowardly Lion
Wicked Witch of the East
Wicked Witch of the West
Winged Monkeys

A printed copy of your page will be due at class time on Monday, 11/7

Useful websites

http://en.wikipedia.org/wiki/Political_interpretations_of_The_Wonderful_Wizard_of_Oz

http://www.thirdworldtraveler.com/Banks/Wizard_of_Oz_parable.html

http://www.usagold.com/gildedopinion/oz.html

Examples are below:

http://www.classtools.net/fb/3/VTN9df

http://www.classtools.net/fb/42/JYRQek

http://www.classtools.net/fb/14/AKQ2HR

We will be using a version of the following rubric:

http://mrvan.yolasite.com/resources/Fake%20Facebook%20Rubric.pdf

Wizard of Oz and Populism

The Wonderful Wizard of OzAn Examination of the Underlying Political Allegory

By Grant Wang '01 and Dan Jacobs '01

The Gold Standard as the

Yellow Brick Road

...

"After a few hours the road began to be rough, and the walking grew so difficult that the Scarecrow often stumbled over the yellow brick, which were here very uneven. Sometimes, indeed, they were broken or missing altogether, leaving holes that Toto jumped across and Dorothy walked around. As for the Scarecrow, having no brains he walked straight ahead, and so stepped into the holes and fell full length on the hard bricks."

In the late 1890s, a major issue was the currency of the United States. The gold standard was perceived as insufficient and was already almost cornered by Jim Fisk and Jay Gould. Baum, like many others, favored bimetallism. Here, he reveals his opinion that although the gold standard had holes and obstacles, it could still last through the long haul.

---

Silver Coinage as the Silver Shoes...

"'The Witch of the East was proud of those silver shoes,' said one of the Munchkins; 'and there is some charm connected with them; but what it is we never knew.'"

"At that moment Dorothy saw lying on the table the silver shoes that had belonged to the Witch of the East. 'I wonder if they will fit me,' she said to Toto. 'They would be just the thing to take a long walk in, for they could not wear out.'"

Supporters of the silver movement argued that it had the elasticity and abundance to last for a long time. Dorothy likewise felt the silver shoes to "be just the thing to take a long walk in, for they could not wear out." Additionally, the Wicked Witch of the East was proud of the silver shoes because "there is some charm connected with them." The banker bosses during that time had the power to control money but the addition of silver to the gold standard would dampen their ability to hold power by money.

---

Uncle Sam as Dorothy

"She (the Witch of the West) looked down at Dorothy's feet, and seeing the Silver Shoes, began to tremble with fear, for she knew what a powerful charm belonged to them. At first the Witch was tempted to run away from Dorothy; but she happened to look into the child's eyes and saw how simple the soul behind them was, and that the little girl did not know of the wonderful power the Silver Shoes gave her."

In Baum's mind, the nation was unknowing and innocent. They always had the chance to implement silver, but they were too "simple" to realize its power. Dorothy owned the power of the silver shoes but was too innocent to recognize it. In this passage, Baum reveals his opinion that the railroad barons and banker bosses fed off of the innocence of the nation (Dorothy).

---

William Jennings Bryan as the Cowardly Lion...

"I learned that if I roared very loudly every living thing was frightened and got out of my way. Whenever I've met a man I've been awfully scared; but I just roared at him, and he has always run away as fast as he could go."

Bryan, who never actually won a presidential election, ran many times, including the 1896 election against William McKinley. In speeches such as the Cross of Gold, Bryan was known for his tremendous oratory skills. Baum symbolized his strong words but less powerful actions in the ways of the cowardly lion, who roared loudly but tightened with fear.

---

An Eastern Worker as the Tin Woodman...

"He (the Cowardly Lion) struck at the Tin Woodman with his sharp claws. But, to the Lion's surprise, he could make no impression on the tin, although the Woodman fell over in the road and lay still."

The eastern laborers of Baum's era were often cruelly subjected to long hours, low pay, and an inability to argue for themselves because labor unions were prohibited and the ones that existed were powerless. Baum noted in this passage how William Jennings Bryan could not get the vote of the worker during his election. Baum was taking a stand against the approach of the Populists and Bryan. He contended that the worker could find his own solution just as the Tin Woodman, in accepting his fake heart, found his own emotions.

---

A Midwestern Farmer as the Scarecrow

"As for the Scarecrow, having no brains he walked straight ahead, and so stepped into the holes and fell at full length on the hard bricks. It never hurt him, however, and Dorothy would pick him up and set him upon his feet again, while he joined her in laughing merrily at his own mishap."

Baum's experiences during the droughts that he observed in Aberdeen, SD made him sympathize for the farmer. He took a stand in favor of the motives of the common farmer as represented by the Scarecrow. For this character, Baum contradicted his theme, which pointed out that the individual could find the solution to his dilemma. Baum suggested for the Scarecrow that farmers do need some aid.

---

William McKinley and Mark Hanna as the Wizard of Oz...

"'No; you are all wrong,' said the little man, meekly. 'I have been making believe.'

'Making believe!' cried Dorothy. 'Are you not a great Wizard?'

'Hush, my dear,' he said; 'don't speak so loud, or you will be overheard--and I should be ruined. I'm supposed to be a Great Wizard.'

'And aren't you?' she asked.

'Not a bit of it, my dear; I'm just a common man.'

'You're more than that,' said the Scarecrow, in a grieved tone; 'you're a humbug.'"

"'What is that (a balloonist)?' asked Dorothy.

'A man who goes up in a balloon on circus day, so as to draw a crowd of people together and get them to pay to see the circus,' he explained."

Mark Hanna presented William McKinley, who won the election of 1896, as a great man and coerced the people into electing him, even though he was simply a common man. The Wizard of Oz was "supposed to be a Great Wizard," but was in reality just an ordinary man. Baum supported the common man and objected to Mark Hanna's dominance.

A Banker Boss as the Wicked Witch of the East

"'She was the wicked Witch of the East, as I said,' answered the little woman. 'She has held all the Munchkins in bondage for many years, making them slave for her night and day. Now they, are all set free, and are grateful to you for the favour.'"

The banker bosses during the late 1800s easily controlled manufacturing and business in the east using such methods as trusts and interlocking directorates. The common worker, especially the child worker, suffered at the expense of the profits of these banker bosses. In Oz, the Wicked Witch of the East held the Munchkins in bondage, who were forced to "slave for her night and day."

---

A Railroad Baron as the Wicked Witch of the West

"She (the Witch of the West) looked down at Dorothy's feet, and seeing the Silver Shoes, began to tremble with fear, for she knew what a powerful charm belonged to them. At first the Witch was tempted to run away from Dorothy; but she happened to look into the child's eyes and saw how simple the soul behind them was, and that the little girl did not know of the wonderful power the Silver Shoes gave her. So the Wicked Witch laughed to herself, and thought, 'I can still make her my slave, for she does not know how to use her power.' Then she said to Dorothy, harshly and severely, 'Come with me; and see that you mind everything that I tell you, for if you do not I will make an end to you, as I did of the Tin Woodman and the Scarecrow.'"

The monopolistic railroad barons of the late 1800s ruled over the common workers and farmers, controlling the farmers shipping expenses and manipulating the earnings of railroad workers. In the same way, the Wicked Witch of the West made an end to the Tin Woodman and the Scarecrow. Many people, including Baum, feared that the population of the US (Dorothy) would be the next victim.

---

The Plains Indians as the Winged Monkeys...

"'Once,' began the leader, 'we were a free people, living happily in the great forest, flying from tree to tree, eating nuts and fruit, and doing just as we pleased without calling anybody master. Perhaps some of us were rather too full of mischief at times, flying down to pull the tails of the animals that had no wings, chasing birds, and throwing nuts at the people who walked in the forest. But we were careless and happy and full of fun, and enjoyed every minute of the day. This was many years ago, long before Oz came out of the clouds to rule over this land.'"

The Plains Indians, in the 1890s, were unable to find a home anywhere in America. At this time, the frontier was dying out, and the US government was unable to send them west again. Baum explains the very similar situation the Winged Monkeys endured through in this passage.

Populism study guide

Populism: Political movement to increase farmer’s power and pass pro-farmer legislation.

Problems facing farmers:

New Technology à More crops à Lower prices à Less profit

High Tariffs à Expensive farm machines + Fewer overseas markets

Debt à Eastern banks (High loan interest rates) +

Western railroads ( High shipping rates)

The Money Supply:

• Civil War:  Greenbacks cause inflation à Prices soar

• Post Civil War: End greenbacks and silver coins à Deflation

• Farmers: Falling crop prices à Difficulty paying off loans

• Increase money supply à Greenbacks or Silver coinage (limitless?)

Farmers Take Action:

• Grange: Cooperatives à Reduces shipping rates, crop price fixing

• Farmer’s Alliance: Larger Co-ops, resistance from Big Business

• People’s Party: 1890’s, Local candidates, pro-farmer legislation

• Pro-Alliance Democrats elected in South and West à Few reforms

• Populist Party Platform:

1. Coin silver to increase money supply (16 oz of silver to 1 oz of gold)
2. Reach out to Eastern Workers (Better working conditions, hours, etc.)
3. End to laissez-faire politics

Election of 1896:

• Democrats: William Jennings Bryan à pro silver, powerful speaker
• Republicans: William McKinleyà “Front-Porch Campaign”

Pioneer Life

Take the quiz below to learn about life in the late 1800s. 

http://pbskids.org/stantonanthony/day_in_life.html

Play the flash game on pioneer life:

http://americanhistory.si.edu/ourstory/f/sodhouse.html

Then do some research on pioneer life in order to complete an informative brochure that discusses the following issues:

1. How to get to your new home in Nebraska
2. How to get land through the Homestaed Act
3. How to build your house
4. What type of crops to grow
5. What type of chores you will be doing
6. What could you find in town
7. Play time

Brochure templates are located at Microsoft Office Publications.

Due Friday 10/28

Useful links

http://www.pbs.org/wnet/frontierhouse/frontierlife/index.html

http://www.nebraskastudies.org/0500/frameset_reset.html?http://www.nebraskastudies.org/0500/stories/0501_0109.html

http://www.hoover.archives.gov/LIW/pioneertown/activities_pioneertown.html

Study Guide for late 1800s.

Rise of the Railroad

Human Resources	·        Civil War Veterans ·        Ex-Farmers ·        Immigrants (Irish, Chinese)
Government Support	·        1860’s Transcontinental Railroad ·        Land Grants ·        Grant Era Scandals
Influence	·       Amassing Capital ·       Opening Up the West ·       Increasing Markets ·       Rise of the City in the West ·       Standardization
Culture	·        Entrepreneurs ·        Work Ethic ·        Self-made Men ·        Horatio Alger

Impact of Industrialization

New Technologies

Inventions ·        Communications ·        Electricity ·        Power Sources ·        Transportation ·        Machine Tools Improvements ·        Assembly Line ·        Efficiency Experts ·        Rubber ·        Steel

Rise of the City	Upwards ·        Elevator ·        Steel Outwards ·        Subway ·        Hinterland Support
Transportation	·        Automobile ·        Airplane ·        Subway ·        Shipping
Mass Consumerism	·        Department Store ·        Catalogue ·        Conspicuous Consumption ·        Disposable Income

Rise of the Corporation

Structure	·        Pools ·        Trusts ·        Stock Holders
Horizontal Integration	·        Reduce Competition ·        Monopolies ·        Standard Oil ·        Rockefeller
Vertical integration	·        Reduce Costs ·        Stabilize Supplies ·        Meat packing ·        Steel ·        Carnegie

Organization of Labor

Working Conditions	·        Long Hours ·        Poor wages ·        Dangerous Conditions ·        Monotony ·        Child labor
Unionization	·        Collective Bargaining ·        Strike ·        Share of Profits ·        Working Conditions ·        Knights of Labor ·        Molly Maguires
Resistance	·        Courts ·        Strike-Breaking ·        Lockout ·        Violence ·        Anti-American Sentiment ·        Haymarket Massacre ·        US Army vs. Workers
Samuel Gompers	·        American Federation of Labor ·        Nationalize Union ·        Businesslike Approach ·        Cash Reserves ·        Closed Shops ·        15% of Non-Farm Workers

Study Guide on Reconstruction

Documents to know:

13^th  amendment

14^th amendment

15^th amendment

Black Codes

Lincoln's Speech

Political cartoons related to Reconstruction

Court Cases to know:

Dred Scott

Plessy v. Ferguson

Brown v. Board

People to know:

Abraham Lincoln

Andrew Johnson

Ulyses S. Grant

Booker T. Washington

WEB DuBois

Freedmen

Carpetbaggers

Redeemers

Scalawags

Radical Republicans

Things to know:

10% Plan

Wade Davis Bill

Impeachment of Johnson

Military Reconstruction

“Waiving the Bloody Flag”

Compromise of 1877

NAACP

Segregation

Civil War Webquest

Using the archive http://valley.lib.virginia.edu/ answer the following questions on the research notesheet provided.

1. Using Eve of War: Newspapers:
a. According to the March 20th, 1863 Village Record, what new use did Southerners have for bloodhounds?
b. According to the November 27th, 1860 Staunton Spectator, what should happen to Senators that leave the Senate?
c. According to the March 30, 1864 Franklin Repository, how much did a share of the Gettysburg battlefield Memorial Association cost?

2. Using Eve of War: Church Records:
a. What religion founded the first churches in Augusta County?
b. What religion were the "Tunkers?"
c. What were the two "colored churches" in Staunton?

3. Using the The War Years: Battle Maps:
a. What battle did the 1st VA Cavalry fight on Sep. 16, 1862?
b. Which battle did the 107th PA fight that was closest to Washington, DC?
c. Which battle did the Staunton Artillery fight that was furthest north?

4. Using The War Years: Soldiers Records:
a. What unit did PA soldier Henry Frederick serve with?
b. How many VA soldiers under the age of 16 enlisted out of Augusta County?
c. What was Virginian Joseph Bailey's job after the war?

5. Using The War Years: Letters and Diaries:
a. Where did Franklin soldier Samuel Maxwell write his Oct 1, 1863 letter from?
b. According to Nancy Emerson's July 15th, 1864 letter, what happened to the house of the miller's wife?
c. According to Franklin Rosenbery's March 4, 1864 letter, how many regiments are in a corps?

6. Using Aftermath: Memory of the War:
a. According to the 1890 census, what wounds had Abraham D. Ferril received?
b. If you were an Augusta resident hoping to get a claim from the US government after the war, how would you answer #14 on the claimant form?
c. According to the January 24th, 1866 Valley Virginian, how old was Moses Crawford when he married Phyllis Hill?

7. Using Aftermath: Freedman's Bureau:
a. Who were the two teachers Frederick Tukey recommended to teach in Staunton?
b. According to Augusta Jorden in the loyalty section, why was James Stuart afraid to return to Staunton?
c. According to a May 4, 1868 letter by John Jordan, what was causing a disturbance in Staunton?

Civil War Project

Your assignment is an in-depth answer to the following question:  Was the Civil War necessary to end slavery in America?  Your answer must demonstrate an in depth knowledge of the people and issues that caused a rise in conflict between the North and South.  Your answer must use the following terms as well as others that relate to your particular answer (it is not enough to just define the terms, you must relate them to your argument):

Civil War                                 Charles Sumner
Sectionalism                             Kansas-Nebraska Act
Fire-Eaters                               John Browns Raid
Republican Party                      Abolitionism
Uncle Tom's Cabin                   Dred Scott
Fugitive Slave Act                    Underground Railroad
Wilmot Proviso                         King Cotton

Instructions are as follows:
Monday 9/12
1. You will break into groups of 3 or 4 students
2. Using your venn diagrams, you will brainstorm a framework for your answer
3. Your will divide up the tasks amongst your group
4. You will create a basic outline for your answer

Tuesday 9/13
1. You will use your time in the computer lab to research information and think about how to present your answer

Wednesday 9/14
1. You will return to your groups
2. You will share information
3. You will create a more workable outline

Thursday 9/15
1. You will use your time in the computer lab to finish the creation of your assessment piece

Friday 9/16
1. You will present your answer
2. You will pass in any notes or other works
3. Peer evaluation sheets due

Possible ways to present your answer:
Powerpoint
Poster
Video
Newsletter

Rubrics are as follows:

Powerpoint: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1126764

Poster: http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/page3.htm

Video: See me

Newsletter: http://www.nisd.net/ward/LearningLinks/WebBasedLessons/TIPPA/1st_grade/Rubric-Historical%20Figures%20Newsletter%20.htm

Peer evaluation sheets can be found at:

Level One:  http://mason.gmu.edu/~montecin/peereval.htm

Level Two: http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf

Syllabus

Randolph High School

Teacher’s Name: Aaron Blais                                                                                             

Department: Social Studies

Syllabus for 2011-12

Course Title	Modern United States History
Length of Course	1 year (1 credit)
Prerequisite(s)	None
Course Description	This is a year survey course of the history of the United States. We will be using the text: Creating America: A History of the United States This course will begin with a brief history of slavery and then continue to the modern day.
Units and Topics Covered	The Failure of Politicians The Civil War To Punish or Forgive? The Passing of the Frontier The Nation Transformed The Challenge of the Cities Politics in the Gilded Age The United States and the World The Progressive Era The United States and World War I Return to Normalcy, 1918-1929 The Coming of the Great Depression “Nothing to fear, but fear itself” Reshaping American Life Clouds of War A World Conflict Truman: Neither War nor Peace Eisenhower, Moderate Republican Mobil People and Magic Machines Years of Hope and Promise
Skills	Students should be able to work in groups and one their own for major projects. Students will use technology to research and discuss issues.
Writing	Students will be writing term papers, short project papers and one major year long project paper.
Assessments	Students will do weekly section reviews and be tested on each chapter approximately every week and a half.  Papers on different topics will be assigned and library time provided.  There will also be group presentations. Homework will be assigned.  Blogs will be graded and discussed.
At the end of this course, students will be prepared for:	Senior electives

Grading Criteria:

Papers, Projects -                               30 %

Quizzes/Tests -                                   10/35%

Homework/Class work -                    10 %

Participation                                       15 %

PRHS EXPECTATIONS:

1.  Our graduates will acquire information.

            --Using texts and newspapers

            -Using the internet

            -From day to day contact with others

2.  Our graduates will critically think and problem solve.

            - Using what they have learned as a guide

            -Understanding problems this country has had in the past

3.  Our graduates will demonstrate effective communication.

            -though critical thinking

            -after problem solving

            -after listening to other opinions

4.  Our graduates will demonstrate the skills necessary to be active and responsible members of society.

            -by remembering the past

            -using their constitution rights

            -doing their civic duty

Class Expectations:

·        School rules apply within the classroom.  This applies to such things as food and drink, cell phones, dress code, and cheating.  If there are any questions about the policies of the school, please consult the student handbook or see me.

·        Make up work due to absences are due the second day of return unless otherwise noted by me.  You are responsible for collecting any assignments that were handed out during your absence upon your return to school.

·        Students missing a test due to an excused absence must make up the test after school on the day they return to school.  Make-up exams may be in essay format and may be more challenging than the original exam.  Students missing tests due to an unexcused absence may be ineligible to make up the exam.

·        Late work will be given up to 50% credit if turned in the next class period after it is due.  Any assignments turned in after this period will be graded but not given credit.

·        Hall passes are for emergencies only.  Please use the restroom before or after class.  Visits to other teachers, guidance, the cafeteria, the gym, etc are not allowed during class.

·        If there are ever any concerns, suggestions, problems, or need of extra help, I am more than happy to meet with you.  I am available after school on Mondays and Wednesdays, or any other time by appointment.