The majority of our US History class work will be done straight off of School Loop. Assignments will be listed there, with occasional resources that can be found here. Please start each of your class periods on the START HERE page. On the START HERE page you will have online survey’s each week and announcements. Please check that page prior to going to the site specific pages.

ANNOUNCEMENTS:

“We will hold our first online class meetings through Zoom on Tuesday 3/24/2020. Please download and login to Zoom using Google (student account) and test before the time comes that you are to login. You will have a 1.5 hour window to check in to class, connect, ask questions, and get any information that may be pertinent before you can log off. You will not be required to stay on the Zoom meeting for the entire 1.5 hours. ”

— Mr. McCune

“We will be using Remind.com for communication. Please sign up with the links at the bottom of the page or by clicking the buttons right below this announcement. ”

— Mr. McCune

Block 2 Remind Sign Up

Block 3 Remind Sign Up

“We are in week #3 at this point, if you haven’t done any of the work you aren’t looking good for passing. Please contact me with any questions or issues. Spring break is next week, there will be no online class, and your assignment #3 will be due after we return to online class from break.”

— Mr. McCune

“Special Office Hours today on Watergate. Resources are posted inside the meeting post and linked below assignment #4. We will be discussing the Watergate Assignment (Assignment #4) on Tuesday. ”

— Mr. McCune

“For assignment #7 you will have to use google to do some outside research to come up with your answers. Please re-read your work prior to submitting. Also, there are two videos below the submission form with more information. ”

— Mr. McCune

CLICK ON THE CALENDAR EVENT TO GET THE DETAILS FOR THE ZOOM VIDEO CONFERENCE

Final Questions

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SAI US History

ASSIGNMENT #7

Unit 6 Objective 3 - Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

Time Period: 1890s - 1920s

Background Information: During the Industrial Revolution (1800s -1929) many problems arose. Immigrants from Ireland, Italy, Germany, Eastern Europe, China, Japan, and Mexico were coming to America to escape problems in their home countries. These immigrants settled in urban or rural areas – urban places (cities) provided unskilled factory jobs and rural (farmland) areas had unskilled jobs in agriculture, mines, and railroads. They were paid low wages and lived in poor buildings (tenements) in poor neighborhoods (slums). Lack of safety laws made the workplace very dangerous and a lack of food and drug laws made many products unsafe to eat or drink. In the antebellum period, slavery became more widespread, but after 1865 when the 13th Amendment made slavery illegal, free blacks were being mistreated by individuals, groups (like the Ku Klux Klan), the police, and businessmen. On top of all this, half of the population who were women had no suffrage rights in state or national elections, and they were legally treated different from men. The government was not helping to change these problems, and some people called Populists wanted more ways to let citizens participate in their government. With all these problems, many people fought to make our society more fair and helpful.

This was called the Progressive Era.

Assignment: For each problem below, write two detailed laws that would solve the problem. When you have 2 laws, use the Progressive Individuals handout or ask your teacher about what they did so you can explain if they did enough to help solve the problem or not (and explain WHY). Finally, describe what the government did for the problem.

Movie Link: N/A

Sample Google Doc: N/A

SOURCE: adapted from Progressive Era Review

Name

First Name

Last Name

Problem #1:

Immigrants from Ireland, Italy, Germany, Eastern Europe, China, Japan, and Mexico were coming to the United States to escape problems in their home countries. These immigrants settled in urban or rural areas - urban areas (cities) provided unskilled factory jobs and rural areas (farmland) areas had unskilled jobs in agriculture, mines, and railroads. They were paid low wages and lived in poor buildings (tenements) in poor neighborhoods (slums).

Law Idea #1

Law Idea #2

Progressive Individual: Jane Adams

pioneered the settlement house movement and was an important Progressive Era urban reformer, the "mother" of American social work, a founder of the NAACP, a champion of women's suffrage, an antiwar crusader and winner of the 1931 Nobel Peace Prize. Addams carved out a new way for women to become influential in public affairs. In 1889 she and her college friend Ellen Gates Starr (1859–1940) founded Hull House in Chicago's immigrant slums, inspired by similar efforts she had seen in England. Initially the women at Hull House took care of children, nursed the sick and offered kindergarten and evening classes for immigrant adults. They then added an art gallery, public kitchen, gym, swimming pool, coffeehouse, cooperative boarding club for girls, book bindery, art studio, music school, drama group, circulating library and employment bureau. Hull House soon became a hub of social activism around labor and immigrants' rights, crusades against political corruption, slum housing, unsafe workplaces and child labor. It was the inspiration for other settlement houses in cities across the country.

Progressive Individual: Florence Kelly

was a leading organizer against sweatshops and an advocate for children's rights, the minimum wage and the eight-hour workday. Part of the first generation of women to attend college, she joined the Intercollegiate Socialist Society, was active in women's suffrage and was a founder of the NAACP. She worked at Hull House from 1891 to 1899 and the Henry Street Settlement in New York City from 1899 to 1926. In 1893 Governor John Altgeld appointed her Illinois's first chief factory inspector, a position she used to expose abusive working conditions, especially for children. She successfully lobbied for the creation of the federal Bureau of Labor Statistics so that reformers would have adequate information about the condition of workers. In 1908 she gathered sociological and medical evidence for Muller v. Oregon and in 1917 gathered similar information for Bunting v. Oregon to make the case for an eight-hour workday.

Progressive Individual: Lincoln Steffens

As a writer and editor for McClure's magazine and later for The American Magazine, he (along with colleagues Ida Tarbell and Ray Stannard Baker) was an influential practitioner of "muckraking" journalism. In The Shame of the Cities (1904), he exposed corruption by local governments, which took advantage of poor immigrants and colluded with business power brokers. After visiting the Soviet Union in 1919, he became an enthusiastic supporter of the Russian Revolution, famously proclaiming, "I have been over into the future, and it works." He later soured on Soviet-style communism.

Progressive Individual: Eugene V. Debs

Through his leadership of the labor movement, his five campaigns as a Socialist candidate for president and his spellbinding and brilliant oratory, Debs popularized ideas about civil liberties, workers' rights, peace and justice, and government regulation of big business. In 1893 he organized one of the nation's first industrial unions, the American Railway Union, to unite all workers within one industry, and he led the Pullman Strike of 1894. He was elected city clerk of Terre Haute, Indiana, and served in the Indiana State Assembly in 1884. In 1900, 1904, 1908, 1912 and 1920, Debs ran for president on the Socialist Party ticket. His speeches and writing influenced popular opinion and the platforms of Democratic and Republican candidates. His 1920 campaign took place while he was in Atlanta's federal prison for opposing World War I; he won nearly 1 million votes.

How did the Federal or State governments address the problem?

Problem #2:

Lack of safety laws made the workplace very dangerous and a lack of food and drug laws made many products unsafe to eat or drink.

Law Idea #1

Law Idea #2

Progressive Individual: Upton Sinclair

A Pulitzer Prize–winning author, Sinclair wrote ninety books, most of which were novels that exposed social injustice or studies of powerful institutions (including religion, the press and oil companies). His 1906 novel The Jungle, which vividly described awful conditions in the meatpacking industry, caused a public uproar that led to passage of the Pure Food and Drug Act and the Meat Inspection Act. In 1934, in the depths of the Depression, he left the Socialist Party and won the Democratic nomination for governor of California on a platform to "end poverty in California." The state's powerful agricultural, oil and media industries mounted an expensive negative campaign to attack Sinclair and help elect his Republican opponent. Sinclair lost, but his campaign mobilized millions of voters, helped push FDR to the left and changed California politics for the next several decades.

How did the Federal or State governments address the problem?

Problem #3:

In the antebellum period, slavery became more widespread, but after 1865 when the 13th Amendment made slavery illegal, free African Americans were being mistreated by inidividuals, groups (like the Ku Klux Klan), the police, and businesses.

Law Idea #1

Law Idea #2

Progressive Individual: W.E.B. Debois

was a civil rights activist, sociologist, historian, polemicist and editor. He was the first African-American to receive a PhD from Harvard and a founder of the NAACP. In his studies and books he challenged America's ideas about race and helped lead the early crusade for civil rights. Du Bois's intellectual and political battles with Booker T. Washington shaped the ongoing debate about the nature of racism and the struggle for racial justice, summarized in his book The Souls of Black Folk (1903), in which he described blacks' "double consciousness" and famously predicted, "The problem of the twentieth century is the problem of the color line." From 1910 to 1934 he served as editor of The Crisis, the NAACP's monthly magazine, which became a highly visible and often controversial forum for criticism of white racism, lynching and segregation, and for information about the status of black Americans. It gave exposure to many young African-American writers, poets and agitators. Du Bois was a socialist, although he often disagreed with the party, particularly on matters of race. His writings had enormous influence on civil rights activists and on the burgeoning fields of black history and black studies.

How did the Federal or State governments address the problem?

Problem #4:

On top of all this, half of the population who were women had no suffrage rights in state or national elections, and they were legally treated different from men.

Law Idea #1

Law Idea #2

Progressive Individual: Margaret Sanger

worked as a nurse among poor women on New York City's Lower East Side and became an advocate for women's health. In 1912 she gave up nursing and dedicated herself to the distribution of information about birth control (a term she's credited with inventing), risking imprisonment for violating the Comstock Act, which forbade distribution of birth control devices or information. She wrote articles on health for the Socialist Party paper The Call and wrote several books, including What Every Girl Should Know (1916) and What Every Mother Should Know (1916). In 1921 she founded the American Birth Control League, which eventually became Planned Parenthood. In 1916 she set up the first birth control clinic in the United States, and the following year she was arrested for "creating a public nuisance." Her activism helped change public opinion and led to changes in laws giving doctors the right to give birth control advice (and later, birth control devices) to patients.

How did the Federal or State governments address the problem?

Problem #5:

The government was not helping to change these problems, and some people called Populists wanted more ways to let citizens participate in their government.

Law Idea #1

Law Idea #2

Progressive Individual: William Jennings Bryan

Was a politicians who advocated for more citizen participation in government. Four of Bryan’s issues would result in changes to the Constitution. The Sixteenth Amendment (1913) allowed Congress to collect taxes on incomes. Direct election of U.S. Senators became law in 1913 with the Seventeenth Amendment. The Eighteenth Amendment legalized Prohibition while the Nineteenth gave women the right to vote. Bryan also fought for direct primaries (voting on who becomes the candidate for your political party), the recall (getting a bad politician out of his job), the initiative and the referendum (ways for citizens to vote on actual laws in an election). He was the presidential candidate for the Populist Party – a political party supposedly that represented rural people who wanted to end corruption in government and make government work for everyone in the population (thus the term “populist”).

How did the Federal or State governments address the problem?

Progressive Individuals Worksheet

Assignment #6 (5/6/2020 - 5/12/2020)

Distance Learning Assignment #6

Name

First Name

Last Name

1. Corroboration: What were two similarities between Bryan’s speech and Lease’s speech (in Document A)?

2. Corroboration: What might these similarities suggest about how populist leaders appealed to people in the 1890s?

3. Corroboration: What might these similarities suggest about the people who supported the Populist Party in the 1890s?

Assignment #5 (4/29/2020 - 5/5/2020)

Distance Learning Assignment #5

Name

First Name

Last Name

1. Sourcing: Who gave this speech? When was it given?

2. Contextualization: Where was this speech delivered and who was his audience?

3. This speech was received with enthusiastic applause and cheers by the convention goers. Based on the context of the speech, how do you think the audience may have felt about each of the following. (Use evidence from the speech to justify your response.)

Big Business:

Religion:

Farmers:

Assignment #4 (4/21/2020 - 4/28/2020)

Watergate Resource from Office Hours

Distance Learning Assignment #4 Background Worksheet

Watergate Background Worksheet

Name

First Name

Last Name

Define the following terms from the reading:

Impeachment

The "plumbers"

CREEP

Perjury

Political espionage

"Saturday Night Massacre"

subpoena

separation of powers

judicial review

indictment

Distance Learning Assignment #4 Watergate Primary Source Worksheet

Watergate Primary Source Worksheet

Name

First Name

Last Name

I. U.S. v. Nixon (1974)

a. What were the three reasons that Nixon gave for refusing to turn over the White House tapes?

b. What do these reasons illustrate about Nixon's understanding of the division of power within the federal government?

c. How did Nixon's argument illustrate his ideas about the power of the presidency?

d. What did Chief Justice Burger say about the origins of executive privilege? How does this origin justify his decision about Nixon releasing the tapes?

e. Explain Burger's statement, "A President and those who assist him must be free to explore alternatives in a way many would be unwilling to express except privately." How did the court interpret executive privilege?

f. Do you agree with this analysis that United States v. Nixon expanded the power of the presidency? Why or why not?

II. Transcript of White House Tapes, June 23rd, 1972 - conversation between President Nixon and Chief of Staff H.R. Haldeman.

(Note: Pat Gray is the Acting Director of the FBI, and Mark Felt is the Associate Director of the FBI. Helms is the Director of the CIA and Walters is the Deputy Director of the CIA)

a. Haldeman tells Nixon, "the FBI is not under control." Why does the FBI need to be controlled?

b. What is Nixon's plan for dealing with the FBI's investigation of the Watergate break-in?

c. What does this excerpt imply about the relationship between the FBI and the CIA?

d. What does this tape reveal about Nixon's view of his power as the president?

e. Why is this tape called the "Smoking Gun" tape?

Assignment #3 (4/7/2020 - 4/21/2020)

Distance Learning Assignment #3

Name

First Name

Last Name

What was Kennedy up against? What is the occasion for the speech?

What situation in the country caused the need for a Presidential address?

What did the author have to keep in mind when composing the text?

What were his goals?

Kennedy has multiple goals in the speech, list something you noticed.

What was his ultimate purpose?

What benefits did Kennedy have, in comparison to Truman, being able to give the speech on TV?

Compare and contrast as best you can.

Assignment #2 (3/31/2020 - 4/7/2020)

Distance Learning Assignment #2

Name

First Name

Last Name

How do the visual images change your perception of the speech (if at all)?

How do Truman’s frequent references to the place or location of his address work to persuade his audience?

Assignment #1 (3/24/2020 - 3/31/2020)

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BLOCK 2 CLICK HERE

BLOCK 3 CLICK HERE