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Tuesday, November 27, 2012

Important Upcoming Dates...

November 28-29: Ch. 12 (WW1) Videos and Notes
December 3 and 6, 2012: Ch. 13 Stuff (the end of 1st Semester Stuff)
November 30, 2012: Receive Final Review Study Guide
December 3, 2012: Outlines for the Written Final are Due by Today
December 4, 2012: Written of the Final due or write it in class (outline needs to be turned in as well)
December 4-5, 2012: Ch. 12 Quiz
December 10-14, 2012: Finals Prep Week
December 17-21, 2012: Finals Week

Sunday, November 25, 2012

Don't Forget Your Textbook...

You will need it every day, but for sure tomorrow because we will be having an open book/note quiz for Ch. 11. And don't forget I'm checking the Ch. 11 packet tomorrow! I hope everyone had a great break!!! I did! 3 more weeks left!!!

Tuesday, November 20, 2012

Ch. 11 Packet for You to Check...

SECTION 1: Expansion in the Pacific
Boxers: Pg. # 330; The Fists of Righteous Harmony was another name for the secret Chinese society called the Boxers.
The Boxer Rebellion: Pg. # 330; The Boxer Rebellion was the result of Chinese resentment towards the presence of foreigners in China.
The Russo-Japanese War: Pg. # 332; In Feb. 1904, Japanese troops attacked Russian forces in Manchuria, starting the war.
T. Roosevelt, Russia, and Japan: Pg. # 332; Roosevelt was awarded the Nobel Peace Prize for his role his role in negotiating peace between Japan and Russia.
Hawaiian League: Pg. # 328; Some 400 American businesspeople, planters, and traders formed the league when King Kalakaua denied their demand for renewing tax-free status on sugar. Their goal was to overthrow the monarchy and persuade the US to annex Hawaii.
Hawaiians and Disease: Pg. # 328; Thousands of native Hawaiians died from diseases brought by missionaries, settlers, and traders who arrived by ship.
The Bayonet Constitution and Kalakaua: Pg. # 328; In July 1887 the Hawaiian League forced Hawaiian King Kalakaua at gunpoint (a bayonet) to sign a new constitution that limited his role to that of a figurehead and limited native Hawaiians right to hold office in their own country.
Queen Liliuokalani: Pg. # 328-329; Queen Lili believe that being annexed by the US (wasn’t in) the best interests of the Hawaiian people.
Hawaiians and Annexation: Pg. # 329; Most of the people of Hawaii (did not) want the US to annex their islands.
Spheres of Influence: Pg. # 330; (define) Regions where a particular country has exclusive rights over mines, railroads, and trade.
Subsidy: Pg. # 328; (define) Government payment made to farmers.
UMI #1: What led industrialized nations to seek overseas colonies in the late 1800s and early 1900s? The desire for markets, raw materials, power, and prestige, as well as the desire to spread democracy and Christianity.
RTD #1: Define IMPERIALISM and give an example. Imperialism is the quest for colonial empires and an example is the US acquiring Hawaii.
SECTION 2: War with Spain
Rough Riders: Pg. # 336; Cavalry unit of American Indians, college athletes, cowboys, and ranchers that was led by Theodore Roosevelt.
Pres. William McKinley: Opposed to any US action in support of the Cuban rebels and was opposed to the Spanish-American War at the onset because he felt that the US had been in too many wars in its recent past.
William Randolph Hearst: Pg. # 334; A journalist (and newspaper owner) who believed that newspapers, as the voice of the people, could control the nation. **FUN FACT: The movie that is widely considered to be the greatest film ever produced, Citizen Kane, is a slightly fictionalized account of Hearst’s life.
Valeriano Weyler: Pg. # 334; Spanish general called “The Butcher” by the US press because of his cruel treatment of Cubans.
Jose Marti: Pg. # 333; A Cuban (exile) living in NYC who took up the cause of Cuban independence.
George Dewey: Pg. # 335; Before war was declared in the Philippines, Assistant Secretary of the Navy Theodore Roosevelt had cabled secret orders to Commodore Dewey. In the event of war between the US and Spain, Dewey was to attack Philippines.
Emilio Aguinaldo: Pg. # 336; A famous Filipino rebel who would help the US fend of Spanish forces in the Philippines.
Organic Act: Pg. # 339; Philippine Government Act, which established a governor and a two-house legislature.
Cuban Independence: Pg. # 334; To many Americans, the Cuban’s struggle for independence reminded them of the American fight for independence against the British.
The Philippine Islands and the end of the Spanish-American War: Pg. # 336; The islands, acquired by the US for $ 20 million, were ceded by Spain, along with Cuba and Puerto Rico.
UMI #2: What were the major causes of the Spanish-American War? The major causes of the Spanish-American War were imperialist ambition, yellow journalism, humanitarian concerns, and the Maine incident.
UMI #3: What economic effects did the war have on the US? The economic effects of the Spanish-American War on the US caused it to become more of a world power, increased its trade, and gained more territory.
RTD #2: How did Spain respond to the revolt in Cuba? Spain responded to the revolt in Cuba by sending in General Weyler who forced thousands of farmers in to concentration camps to prevent them from aiding the rebels.

RTD #3: What happened to the Philippines after the Spanish-American War? The Philippines were annexed by the US in 1899, though was granted full independence in 1946.
SECTION 3: Expansion in Latin America
Protectorate: (define) Pg. # 340; Country dependent on another for protection. Cuba became a protectorate of the US if they agreed to put the Platt Amendment in to their constitution.
Dollar Diplomacy: (define) Pg. # 344; Pres. Taft’s policy of influencing Latin American affairs through economic influence rather than military force.
John Hay and the Panama Canal: Pg. # 341; Although the French had tried to build a canal in Panama, the US started its efforts when Secretary of State Hay began negotiations with Colombia.
Yellow Fever: Pg. # 342; Serious disease carried by mosquitoes that threatened workers on the Panama Canal project.
Panama: Pg. # 342; Army colonel Dr. William C. Gorgas worked on improving living conditions by applying his experiences with tropical diseases in Cuba.
Panama Canal: Pg. # 341; The canal was known as the path between the seas.
Philippe Bunau-Varilla: Pg. # 341; The engineer for the French canal-building project who helped the Panamanian rebels get support from the US.
The Roosevelt Corollary: Pg. # 343; The West African proverb that began “speak softly and carry a big stick” was a favorite saying of his.
Puerto Rico: Pg. # 340-341; The Foraker Act and the Jones Act were 2 steps the US took in the process of making Puerto Rico a self-governing commonwealth.
UMI #4: What steps did the US overcome to build the Panama Canal? The steps that the US overcame to build the Panama Canal included tying to negotiate a treaty with Colombia, supporting Panamanian rebels, negotiating the Hay-Bunau-Varilla Treaty (to gain control over Canal Zone), and starting to build the canal.
RTD #4: How did the US govern Cuba and Puerto Rico? The US governed Cuba and Puerto Rico by President McKinley setting up military governments. In Cuba, a US protectorate, the US could intervene when it felt necessary. In Puerto Rico, the US ruled the island as a territory and it eventually became a self-governing commonwealth of the US.
RTD #5: What was U.S. policy toward Latin America during the late 1800s and early 1900s? The US has a long history of involvement in Latin America. Since the early 1800s it has sought to limit the influence of foreign nations there.
SECTION 4: Conflict with Mexico
Pancho Villa: Pg. # 347; 1 of the leaders of the Mexican revolutionary armies that continued to fight Huerta.
Porfirio Diaz: Pg. # 345; Diaz’s gov (Mexico) was responsible for improvements in the railroad, petroleum, and mining industries.
Emiliano Zapata: Pg. # 345; Led a rebel army that fought for land for the American Indian peasant population.
Francisco Madero, Diaz, and Huerta: Pg. # 346; A wealthy landowner from N Mexico, Madero was an unlikely candidate to fight against Diaz. Madero’s ideas sparked the Mexican Revolution that toppled Diaz’s dictatorship. Madero would later be betrayed by his commanding general Victoriano Huerta.
Woodrow Wilson and Huerta: Pg. # 347; Outraged by Francisco Madero’s murder, Wilson, the new US pres, refused to recognize Huerta, thought Huerta gained recognition from most European countries.
Carranza’s Constitution: Pg. # 349; The constitution placed the interests of common welfare above individual rights and provided protection for workers.
Veracruz: Pg. # 347; Site of the 1st armed fight between the US military and the Mexican soldiers.
ABC Powers: Pg. # 347; Argentina, Brazil, and Chile.
Mexico’s Rebel Leaders: Pg. # 347; Due to differing interests, the rebel leaders in Mexico, Venustiano Carranza, Pancho Villa, Emiliano Zapata, and Alvaro Obregon, were NOT united.
UMI #5: How and why did the US intervene in Mexico? The US intervened in Mexico because President Wilson wanted Huerta, whom he regarded as a murderer, removed from office and ordered intervention.
RTD #6: What were the causes of U.S. intervention in Mexico? The reign of the murderous Huerta, the taking of crew members of the USS Dolphin, and the Germans trying to bring Huerta arms were causes of the US intervention in Mexico.
RTD #7: What were the outcomes of the Mexican Revolution? The outcomes of the Mexican Revolution were Carranza in power, his new constitution, and Mexico declaring national ownership of the entire mineral, oil, and water rights in the country.
CHART:


President:

Policy:

Place:

Taft

Dollar Diplomacy

Nicaragua

Wilson

Democratic Govs

Haiti

Roosevelt

Roosevelt Corollary

Dominican Republic
Pg. 351: Interpreting Graphs
1. B
2. The Underwood Tariff Act caused US exports to increase.

Written Portion of the Fall Final 2012 Directions and Prompts


OVERVIEW and DUE DATE: You are going to complete the WRITTEN PORTION of the FALL FINAL EXAM. This will consist of writing an OUTLINE start the topic of your choosing from the topics listed below AND writing a 5 PARAGRAPH essay. I will be checking your outline (grade #1) on Monday December 3, 2012 and the written portion of the final (grade #2) is Tuesday December 4, 2012. You are permitted, and encouraged to turn this in early (you can write it at home and bring it in if desired). Any type of plagiarism will result in an automatic 0 for the entire final. This assignment is worth a test level grade and up to 50 points towards your final grade (the whole exam is out of 200 points with the written portion being worth 50 and the multiple choice portion worth 150 and then dividing by 2). This can be TYPED if you choose to turn this in early. If written out, BOTH PARTS must be written in PEN.
DIRECTIONS and FORMAT: The OUTLINE and WRITTEN PORTION must be 5 paragraphs (no more, no less) in length. Your outline must be in outline format, no fully written papers will be counted as the outline.
1. INTRODUCTION and THESIS STATEMENT (all 3 issues you will discuss in the body paragraphs must be mentioned within your intro)
2. BODY #1 (1st point)
3. BODY #2 (2nd point)
4. BODY #3 (3rd point)
5. CONCLUSION and SUMMARY (you must once again make sure to mention ALL 3 issues you discussed)
TOPICS: Pick one of the following TIME PERIODS and IMPORTANT EVENT within it. Make sure that you discuss the significance of your event in terms of why it was important in the time period. Possible ways to take paper are written in ().
1. 2nd INDUSTRIAL REVOLUTION: (Chapter 6)
Steel Industry and Carnegie (Good & Bad Legacy, Philanthropy, Vertical Integration)
Oil Industry and Rockefeller (His Legacy – Good & Bad, Horizontal Integration)
Communications and Edison, Menlo Park (The Importance and Effects)
 Railroad Giants (Pullman, Westinghouse, Vanderbilt and their importance )
2. IMMIGRATION AND URBANIZATION IN 1900s: (Chapter 7-8)
 New Immigrants (Issues, Jobs, Importance on Industries, Crimes Against)
New Life for Immigrants (Life in the Cities – Good and Bad Aspects)
City Life and Urbanization (The Rise of Cities – Good and Bad Aspects)
Sports and Entertainment (The Creation, Importance, and Effects on the US)
Immigrants and Political Machines (Their Role, Crimes, Intimidation, Issues, Uses)
3. GILDED AGE: (Ch. 8-9)
Political Bosses and Machines (Their Role, Crimes, Intimidation, Issues, Uses)
Grant’s Spoils Scandal (The Issues and the Consequences)
Garfield’s Assassination and Consequences (Effects and Issues)
Pendleton Civil Service Act vs. the Spoils System (Why the Spoils System went away)
Fighting Within Political Parties AND the New Parties that Emerge (Importance & Issues)
The Populist Movement and its Effects on Government and the US
4. PROGRESSIVE MOVEMENT: (Ch. 9-10)
Progressive Issues and the Effects on the US (19th Amend, Work Conditions, Laws, etc)
Muckrakers and Their Importance (The Effects of News Industry)
Yellow Journalism (Spanish-American War and Sensational News Reporting)
Reforming the Workplace and Social Issues and the Effects on the US
Issues with Female and Child Labor and the Effects on the US
Triangle Shirtwaist Fire and its Effects on Women and Industry
 Labor Unions, Their Importance, and Their Controversy
Acts and Laws that Changed Society (Pick 3)
5. IMPERIALISM: (Ch. 11)
 Acquisition of Hawaii and the Controversy (Imperialism and its effects)
US Involvement in China (The need for new markets)
Spanish-American War, Its Causes, and its Effects (Yellow Journalism, McKinley’s stance)
 The Importance of the Philippines to the US
The Building of the Panama Canal (The major issues for the US)
War with Mexico (Causes/Issues, or Important People)
6. WW1: (Ch. 12)
The Causes of the War (US Perspective or From Another Country)
 Nationalism and its Effects on the Entry into War (Discuss as many countries as possible)
Military Alliances and Their Effects and Consequences on the War Effort
Why(The US Joined) AND the Effects of the US Joining the War
Victory, The Treaty of Versailles AND Effects of Winning (US) OR
Losing (i.e. Germany)
Wilson’s 14 Points and Their Effect on the US and the World

How to Write an Outline for Fall Final 2012


Along with formulating a hypothesis, creating an outline is an indispensable part of preparing to write a history research paper. An outline is an organizational tool that summarizes the ideas and evidence that one plans to discuss in a speech or piece of writing. By presenting this information concisely and in a logical order, an outline serves as a kind of "road map" that can make the actual process of writing a paper much easier.
1. Write your thesis statement. First, formulate the hypothesis that you plan to focus on in your paper and write it out in a short, declarative statement. This thesis statement should make up the first major heading of your outline and be included in your paper's introduction.
2. Organize your material. Once you have settled on a thesis statement, organize logically the material that you wish to present in the paper. Determine what information belongs in the introduction, what should make up the body of the paper, and what to put in the conclusion.
3. Summarize the main ideas. Identify and briefly summarize the main ideas that you plan to use to support your thesis statement. Each of these main ideas should serve as a major heading in your outline and be labeled with a Roman numeral.
4. List the supporting details. As you summarize each main idea, identify the details or facts that support it and list them as subheadings in your outline. Make sure to order the subheadings logically and label them with descending levels of letters and numbers.
5. Put your outline to use. When you write your paper, structure it according to your outline. Each major heading, for instance, might form the basis of a topic sentence that begins a paragraph. Corresponding subheadings would then indicate the content of each paragraph. In a more lengthy paper, each subheading might constitute the basis of an entire paragraph.

Have a Happy Turkey Day and Break!!!

I hope that everyone has the happiest of Thanksgivings this year!!! I personally have a lot to be thankful for! I have a wonderful family, friends, students, job, life, and I cannot express enough gratitude to ALL of those who have helped make my life so great!!! I am truly the luckiest person on Earth! Have a great break and see you next Monday!

Sunday, November 18, 2012

Thanksgiving Extra Credit Opportunity Thru the Food Club

I will be offering +5 on a test and a dropped grade for the following:
Where: George R. Brown Convention Center
When: Thursday November 22, 2012
Time: 6am-3pm
** When at the Convention Center you MUST SIGN-IN and OUT with the Food Club's Secretary OR Treasurer in order to get extra credit. They will be wearing the Red Tie-Dye Mintyfresh Shirts (always good fashion!!!).**
Please leave NAME and PHONE # with your teacher (Mintz) who is giving you the extra credit!

Thursday, November 15, 2012

Ch. 10 Packet w/ Answers (In Bold)

**UPDATE: All Ch. 10 and 11 stuff that is needed is in the Google Drive folder. Please check out if you need anything besides what's below (Ch. 11 Graphic Orgs have been added among other things. More vids to come).
SECTION 1: Reforming Government
Direct Primary: Pg. # 298; Political event where voters choose the candidates who will later run in a general election.
Initiative: Pg. # 299; Voters have the power to put a law or policy on the ballot for all other voters to approve.
Referendum: Pg. # 299; Enough signatures on a petition allows citizens to get a recently passed law or policy to the ballot so that voters can approve or veto it.
Recall: Pg. # 299; Voters can remove an elected person from office by calling for another special election.
The Wisconsin Idea: Pg. # 302; Model reform program, created by Robert M. La Follette, which introduced the direct primary and other electoral changes to WI and other states.
Secret Ballot: Pg. # 299; Proved to be very effective in preventing voters from being threatened or forced to vote for one candidate or another by listing ALL candidates on a single, uniform sheet of paper.
City Manager(s): Pg. # 300-301; A person who is hired to manage a city the same way he or she would manage a business.
The average voter was NOT in favor of tax reform and pensions for city employees.
UMI #1: What were the strengths of the city-commission and city-manager forms of gov? The city commission and city manager forms of government allowed experts to manage cities more efficiently and reduce corruption.
UMI #2: How did the Wisconsin Idea lay the foundation for further reforms? The Wisconsin Idea laid the foundation for further reforms by influencing political leaders in other states.
RTD #1: What reforms were enacted to make U.S. voting procedures more democratic? (List)
Direct Primary, 17th Amendment, Secret Ballot, Initiative, Referendum, Recall
SECTION 2: Roosevelt and the Square Deal
Theodore Roosevelt: Pg. # 303; Pres. # 26; Considered to be a progressive pres. An avid OUTDOORSMAN, one of his lasting gifts to the US is many NATIONAL PARKS. Hands-ON pres. Wanted REGULATIONS, but was pro-BUSINESS and the WEALTH it created.
Square Deal: Pg. # 304; Was Pres. Roosevelt’s effort to balance the needs to business, consumers, and labor.
Gifford Pinchot: Pg. # 308; 1st used the word conservation to describe the responsible protection of the natural environment. Eventually would have a conflict with Richard Ballinger, known as the Ballinger-Pinchot Affair, over the sale of public lands that was viewed by progressive Republicans as an attempt to overturn the conservation program established by Pres Roosevelt.
Upton Sinclair and The Jungle: Pg. # 306; Muckraking journalist whose novel about unsanitary conditions at Chicago meatpacking plants forced Pres. Roosevelt to create the Meat Inspection and the Pure Food and Drug Acts (Pg. # 306) because of the public pressure caused by The Jungle and, as well as a government investigation.
New Nationalism: Pg. # 312; Pres. Roosevelt’s program that called for an active federal gov to pass laws protecting people and regulating businesses.
UMI #3: How did the Square Deal reflect Pres. T. Roosevelt's approach to gov? The Square Deal embodied Roosevelt’s belief in balancing the needs of business, labor, and consumers.
RTD #2: What was Pres. Roosevelt's governing style? Hands-on. Roosevelt believed that the president should use the office as a “bully-pulpit” to speak out on vital issues.
RTD #3: Why did the gov attempt to regulate trusts and the food and drug industries? The government attempted to regulate trusts, food, and drug industries to help consumers. “Bad” trusts did such things as force companies to give them discounts or rebates, selling inferior products, competing unfairly, and corrupting public officials. The government regulated the food and drug industries because of growing public concern that drug companies, food processors, and meat packers were selling dangerous products and/or lying to consumers.
SECTION 3: Reform Under Taft
William Howard Taft: Pg. # 310; Pres. # 27; Felt that pres. power was limited by the Constitution. Supported Richard Ballinger. Did NOT oppose high tariffs. Angered progressives who thought he was undoing Roosevelt’s gains. Roosevelt was known as a “trust-buster” but it was Taft who busted more trusts (90ish to 40ish). Did not like the limelight like Roosevelt did.
Mann-Elkins Act: Pg. # 310; Gave power to the Interstate Commerce Commission to regulate telephone and telegraph companies.
Joseph Cannon: Pg. # 312; Progressive Republicans believed that Speaker of the House Cannon had too much control over bills.
Payne-Aldrich Tariff: Pg. # 311; High tariff measure, signed by President Taft, which angered many progressives. One of the 1st steps leading to the split between Taft and the Progressive Republicans was his refusal to veto this tariff.
Woodrow Wilson: Pg. # 313; Pres. # 28; Worked hard for changes in child-labor laws (though was unsuccessful in achieving great reform). The split in the Republican Party resulted in Democrats and some Republicans supporting Wilson for pres.
Taft, Roosevelt, 1912: Pg. # 313; Because Taft’s allies would not seat many of Roosevelt’s delegates, Theodore Roosevelt lost the Republican Party’s 1912 pres. nomination.
New Freedom: Pg. # 313; Program that was built on the belief that people did the best with the least amount of interference from government and business.
Ballinger-Pinchot Affair: Pg. # 311; Incident in which President Taft fired Gifford Pinchot as head of the US Forestry Service for criticizing Secretary of the Interior Richard Ballinger’s approval of the sale of Alaskan Timberland. This resulted in weakened support for Taft.
Progressive (Bull Moose) Party: Pg. # 313; Bull Moose was another name for the newly reformed Progressive Party. Theodore Roosevelt was their candidate for pres in the Election of 1912.
Progressives and African Americans: Pg. # 302; Even though they did much for (rich/poor) white Americans, the southern progressives still tried to prevent African Americans from voting.
UMI #4: What failures AND successes did Pres. Taft experience during his term in office? Taft’s biggest failure that was he engendered (caused) conflicts. Taft’s successes included limiting trusts and passing labor and tax reforms.
RTD #4: What progressive reforms were enacted during President Taft's administration? Suing trusts, Mann-Elkins Act, Department of Labor, mine safety laws, 8-hr workday for government workers, 16th Amendment (graduated income tax), and environmental conservation.
RTD #5: What divisions in the Republican Party led to the formation of the Progressive Party?
Payne-Aldrich tariff (high tariff), Ballinger-Pinchot Affair (the firing of Pinchot over the sale of coal-rich Alaskan land), and the Joseph Cannon-George Norris fight (Taft’s refusal to take a side).
RTD #6: How did Woodrow Wilson win the 1912 presidential election? The division in the Republican Party practically assured a victory for the Democrats (Wilson). The Dems united behind 1 candidate, while the Republicans split between Taft and Progressive (Bull Moose) candidate Theodore Roosevelt.
SECTION 4: Wilson’s “New Freedom”
Women were very involved in the reform movement.
Alice Paul: Pg. # 319; founder of the National Woman’s Party.
National Woman’s Party: Pg. # 319; Proposed an amendment to the Constitution guaranteeing women the right to vote.
Carrie Chapman Catt: Pg. # 319; Her leadership led to the successes at the state level for women’s suffrage.
19th Amendment: Pg. # 321; Constitutional Amendment that granted women the right to vote and became an amendment in 1920 (year).
Keating-Owen Child Labor Act: Pg. # 318; Came under Pres. Wilson; (Definition) (1916) Law that outlawed the interstate sale of products produced by child labor; was declared unconstitutional by the Supreme Court in 1918.
Federal Trade Commission: Pg. # 317; Created to give the gov the ability to investigate and bring to court corporations that had unfair business practices.
Graduated Income Tax (Tariffs) and Pres. Wilson: Pg. # 315; Pres. Wilson’s administration introduced the graduated income tax, which means your tax rate is based upon how much $ you earn, to make up for revenue that was lost by lowering tariffs.
UMI #5: How did women's suffrage leaders achieve success? Woman’s suffrage leaders achieved success by lobbying state legislatures and then by adopting a national strategy focused on a constitutional amendment. Suffragists also focused on senators who were running for reelection (to help persuade or go after their jobs).
RTD #7: How did President Wilson's proposals affect big business and U.S. citizens? Wilson’s proposals, Clayton Antitrust Act and the FTC, affected big business by looking out for small businesses. To help citizens, Wilson helped pass the Adamson Act (shorter work hours with no cut in pay), the Federal Workmen’s Compensation Act (benefits for federal workers hurt on the job), the Keating-Owen Child Labor Act (can’t sell products made by child labor), and the passage of the 19th Amendment (women’s suffrage).
RTD #8: Why were the 16th, 17th, and the 19th Amendments adopted? Fairer tax on income based on how much a person makes (16th); To prevent a spoils system type situation by giving voters the power to elect their senators (17th); To give women, who had issues with rights, pay, property, work, etc., the right to vote (19th) and become equal citizens under the law.