Your answers are due by 12:25 p.m. on Nov. 2.
Questions for Part II—The Spanish-American War
1. What connections did the U.S. have to Cuba in the late 1800s? List at least two.
The United states was by far the largest consumer of of Cuban sugar and about fifty million dollars worth of America investment went to Cuba after the revolt was over. Most all of it went to the Sugar industry. A legislation was passed that boosted the fortunes of both the Cuban economy and American investors on the island.
2. What were the Spanish “reconcentration camps”?
They were towns filled with Cuban peasents. They were used by the spanish to prevent non-rebels from helping nationalist forces. The towns lacked food and housing and a result thousands died from starvation.
3. List three reasons why the United States went to war with Spain in Cuba.
a.The newspapers publicisized that the bombing of the U.S Maine was the fault of the Spanish.
b.The De Lome letter insulted the Americans and proved that the Spanish were against them.
c.The Spanish were taking over Cuba and making them slaves and America wanted to have free access to their sugar so they went into Cuba.
4. Which do you believe was the most important reason? Why? I believe that the De Lome letter was the most important reason because the letter made all of the Americans have hatred towards all of the Spanish, the Americans called it "the worst insult the country has ever gotten." It embarrssed the president and made everyone in America furious with Spanish.
5. What did the Teller Amendment say?
The Teller-Amendement showed that America had no interest in asserting sovereignty, jurisdiction, or control over Cuba and promised to "leave the government and control of the island to its people" once peace was restored.
6. Why was a portion of the Spanish-American War fought in the Philippines?
Because the Spanish had a fleet base there and the Americans knew that the Filippinos would be on their side.
7. Dewey’s victory in the ____Philippines________________________ sparked an outpouring of ______pride___________ in the United States.
8. Why did Teddy Roosevelt and the Rough Riders want to fight in Cuba?
They wanted to fight in Cuba in pride for where they live and they didn't want to bring the war into the United States.
9. a. Why were many African-Americans eager to serve in the Spanish-American War?
They wanted to fight in the S-A war because they realized it would issure them more respect, it would show that African Americans care about their country and they are willing to die for it.
b. What forms of discrimination and prejudice did they encounter?
They were the firts units to be mobilized, they were denied promotion, they were not given the chance to fight in Cuba and they had to withstand tropical disease.
10. How did racism influence American perceptions of Cuba, Puerto Rico, and the Philippines? Give two examples of events where racism affected U.S. policy after the war.
a. The businessmen in America took over the Cuban land and railroads and they were in control of the economy because they believed that rebels needed guidance and managing all their affairs.
b. White Americans had little faith in African Americans and Asian soldiers that were on their side. They did not believe the Puerto Ricans, people from guam, and the filippins would be able to have a stable economy.
Friday, October 30, 2009
Thursday, October 29, 2009
Imperialism: The Origins of a Global Power
Questions for Introduction and Part I - The Origins of a Global Power
1. Why did American plantation owners and U.S. Marines topple Hawaii’s queen in 1893? Why was Hawaii considered to be a valuable prize? What was President Grover Cleveland’s reaction? Do you agree or disagree with his quote on page 1?
American plantation owners and U.S. Marines toppled Hawaii's queen in 1893 because the island of Hawaii was a critical stopping point for U.S. ships heading to East Asia and also because Hawaii's rich soil was excellent for growing tropical plants such as pineapples and coffee. All this together persuaded the U.S. that it would be a good idea to acquire the islands before another country. President Cleveland did not approve of this however and when the new American government in Hawaii tried to take over the islands, Cleveland withdrew the treaty that permitted them to do so. I agree with his quote on page one because the U.S. did not have the right to steal this land from its native people and a nation that claims to give its citizen's freedom is stealing this very right from the people of Hawaii.
2. Identify five important changes that transformed America in the nineteenth century. How did these five changes affect Americans?
The Industrial Revolution- gave Americans new technology to complete everyday tasks with greater ease, mass immigration- created greater diversity within the U.S. and expanded the American culture, end to slavery- enabled African Americans to be free and allowed them to be true citizens of the U.S., food and drug laws- gave people a greater sense of security when purchasing meat products and drugs in stores, urban growth- caused an influx of people in U.S. cities where the most jobs were located.
3. How did the economic depression that began in 1893 deepen the divisions in American society? Which groups suffered the most during the depression?
The economic depression that began in 1893 deepened the divisions in American society by causing more labor strikes because the workers realized their vulnerability in an economy based on industry and manufacturing and this caused people to worry about the nation's future and caused plant owners to worry about profits as well. Laborers suffered a great deal due to constant strikes and labor unions and farmers also suffered greatly because the depression only hurt their recent slump in income.
4. What were the values many Americans attached to the frontier? Why did many Americans fear that the closing of the frontier would harm America’s national character?
Americans attached values to the frontier such as bravery, individualism, ingenuity, and patriotism. Americans feared that the closing of the frontier would harm the nation's character because they felt that once the frontier was closed there would no longer be anything to work or strive for and no new opportunity to be found.
5. Why did some Americans suggest greater involvement overseas?
Some Americans suggested greater involvement over seas because this could be America's new frontier and there could be new land to claim and settle. This would allow the American frontier to live on in the eyes of Americans.
6. What policy did expansionists say would ensure the economic success of the United States? What did imperialists say? The policy was called imperialism , imperialism would enable the United States to secure export markets, raw materials, and cheap labor. The imperialists the second group, considered it's strategy central to America's role in the world.
7. How did the theories of social Darwinism and scientific racism lend support to the cause of American imperialism? How were these pseudo-scientific theories used to justify racist policies and imperialism? Are they still used today? It lended support to the cause of American imperialism because the same principles of Darwin, "survival of the fittest," was applied to the same principles in an effort to chart the social and economic progress of different groups of people. Propents justified racism and imperialism by explaining differences among the world's racial and ethnic groups in terms of evolution. Imperialism was reflected by the "survival of the fittest." Social Darwinists believed that the "success" of Western Europeans was a result of their being more suited to postitions of power than other races and cultures.The considered western European cultures to dominate as a natural process in the advancement of civilization. Followers of scientific racism assigned differences aming people according to ethnic and racial groups. They considered mental abilities and personality traits as racial characteristics. Of course they are still used to today, not close to as much but still there is a great deal of racism and people who are racist are different in racist ways and the reason for why they are racist. Racism wasnt just directed toward African Americans. Native Americans, the Irish and the Italian were all discriminated against when they first arrived in the United States as well.
8. What did many Protestant churches say was America’s role in the world? Many Protestant churches said that America's role in the world was to "lift up" the "downtrodden" of other nations, and sent missionaries over seas to do this work.
9. Why did the United States become involved in several Latin American nations in the nineteenth century? Summarize why the United States became involved in Samoa, Hawaii, and other Latin American nations.
The United States was involved with Samoa because they had free access to Samoas harbor but when Germany and Britain each made plans to take over Samoa, the Unites States got involved. They were involved in the conflict which included Germany, Britain, and various Samoan groups for eight years. The United States got territories in Samao. The United states was involved in Venezuela because Britiain was bullying them and they bordered the Brititsh colony of Guiana and held large deposits of gold. The United states did not want Britain or any other European countries to go all through Latin America looking for gold. The United states was involved with Hawaii because they wanted to put a restriction on Japanese immigration. They annexed the United States so the Japanese would not expand into it and it became a colony of the United states in 1898.
10. Why was the United States concerned about British involvement in Venezuela? What concept did U.S. Secretary of State Richard Olney invoke in response? The United States was concerned about British involvement in Venezuela because they did not want them find gold in Venezuela and Guiana and then carve up Latin America like they and other European countries had done to Africa. U.S secrartary of State Richard Olney invoked the Monroe Doctrine to try to prevent Britain from taking any further steps.
1. Why did American plantation owners and U.S. Marines topple Hawaii’s queen in 1893? Why was Hawaii considered to be a valuable prize? What was President Grover Cleveland’s reaction? Do you agree or disagree with his quote on page 1?
American plantation owners and U.S. Marines toppled Hawaii's queen in 1893 because the island of Hawaii was a critical stopping point for U.S. ships heading to East Asia and also because Hawaii's rich soil was excellent for growing tropical plants such as pineapples and coffee. All this together persuaded the U.S. that it would be a good idea to acquire the islands before another country. President Cleveland did not approve of this however and when the new American government in Hawaii tried to take over the islands, Cleveland withdrew the treaty that permitted them to do so. I agree with his quote on page one because the U.S. did not have the right to steal this land from its native people and a nation that claims to give its citizen's freedom is stealing this very right from the people of Hawaii.
2. Identify five important changes that transformed America in the nineteenth century. How did these five changes affect Americans?
The Industrial Revolution- gave Americans new technology to complete everyday tasks with greater ease, mass immigration- created greater diversity within the U.S. and expanded the American culture, end to slavery- enabled African Americans to be free and allowed them to be true citizens of the U.S., food and drug laws- gave people a greater sense of security when purchasing meat products and drugs in stores, urban growth- caused an influx of people in U.S. cities where the most jobs were located.
3. How did the economic depression that began in 1893 deepen the divisions in American society? Which groups suffered the most during the depression?
The economic depression that began in 1893 deepened the divisions in American society by causing more labor strikes because the workers realized their vulnerability in an economy based on industry and manufacturing and this caused people to worry about the nation's future and caused plant owners to worry about profits as well. Laborers suffered a great deal due to constant strikes and labor unions and farmers also suffered greatly because the depression only hurt their recent slump in income.
4. What were the values many Americans attached to the frontier? Why did many Americans fear that the closing of the frontier would harm America’s national character?
Americans attached values to the frontier such as bravery, individualism, ingenuity, and patriotism. Americans feared that the closing of the frontier would harm the nation's character because they felt that once the frontier was closed there would no longer be anything to work or strive for and no new opportunity to be found.
5. Why did some Americans suggest greater involvement overseas?
Some Americans suggested greater involvement over seas because this could be America's new frontier and there could be new land to claim and settle. This would allow the American frontier to live on in the eyes of Americans.
6. What policy did expansionists say would ensure the economic success of the United States? What did imperialists say? The policy was called imperialism , imperialism would enable the United States to secure export markets, raw materials, and cheap labor. The imperialists the second group, considered it's strategy central to America's role in the world.
7. How did the theories of social Darwinism and scientific racism lend support to the cause of American imperialism? How were these pseudo-scientific theories used to justify racist policies and imperialism? Are they still used today? It lended support to the cause of American imperialism because the same principles of Darwin, "survival of the fittest," was applied to the same principles in an effort to chart the social and economic progress of different groups of people. Propents justified racism and imperialism by explaining differences among the world's racial and ethnic groups in terms of evolution. Imperialism was reflected by the "survival of the fittest." Social Darwinists believed that the "success" of Western Europeans was a result of their being more suited to postitions of power than other races and cultures.The considered western European cultures to dominate as a natural process in the advancement of civilization. Followers of scientific racism assigned differences aming people according to ethnic and racial groups. They considered mental abilities and personality traits as racial characteristics. Of course they are still used to today, not close to as much but still there is a great deal of racism and people who are racist are different in racist ways and the reason for why they are racist. Racism wasnt just directed toward African Americans. Native Americans, the Irish and the Italian were all discriminated against when they first arrived in the United States as well.
8. What did many Protestant churches say was America’s role in the world? Many Protestant churches said that America's role in the world was to "lift up" the "downtrodden" of other nations, and sent missionaries over seas to do this work.
9. Why did the United States become involved in several Latin American nations in the nineteenth century? Summarize why the United States became involved in Samoa, Hawaii, and other Latin American nations.
The United States was involved with Samoa because they had free access to Samoas harbor but when Germany and Britain each made plans to take over Samoa, the Unites States got involved. They were involved in the conflict which included Germany, Britain, and various Samoan groups for eight years. The United States got territories in Samao. The United states was involved in Venezuela because Britiain was bullying them and they bordered the Brititsh colony of Guiana and held large deposits of gold. The United states did not want Britain or any other European countries to go all through Latin America looking for gold. The United states was involved with Hawaii because they wanted to put a restriction on Japanese immigration. They annexed the United States so the Japanese would not expand into it and it became a colony of the United states in 1898.
10. Why was the United States concerned about British involvement in Venezuela? What concept did U.S. Secretary of State Richard Olney invoke in response? The United States was concerned about British involvement in Venezuela because they did not want them find gold in Venezuela and Guiana and then carve up Latin America like they and other European countries had done to Africa. U.S secrartary of State Richard Olney invoked the Monroe Doctrine to try to prevent Britain from taking any further steps.
Sunday, October 25, 2009
Spanish-American War (1898)
Directions: As you read about the Spanish-American War, write notes to answer the questions about its causes and effects.
Causes: How did each of the following help to cause the outbreak of the Spanish-American War?
1. American business owners- Many business owners wanted America to support Spain to protect their investments but it was a cause because other Americans were enthusiastic about the rebellion.
2. José Martí- Marti launched a revolution in 1895 and he organized Cuban resistance against Spain. Marti deliberately destroyed land, mostly American owned sugar cane plantations, he provoked U.S. intervention of Cuba. This was a cause because he revolted against both the Spanish and the Americans.
3. Valeriano Weyler- Weyler was a Spanish General that was sent to Cuba to restore order. He put an estimated 300,000 Cubans in concentration camps where thousands died. It was a cause of the Spanish-American war because it caused bad blood between the Americans and Spanish over news paper circulation.
4. Yellow journalism- Yellow journalism was a cause of the Spanish-American war because it exaggerated the news to lure and enrage readers of the horrors that the Spanish did and it turned people against the Spanish.
5. De Lôme letter- The Spanish minister of the United States wrote a letter that criticized the U.S. president (McKinley). The letter called him "weak" and a "bidder for the admiration of the crowd." This was a cause of the war because it angered Americans that their president was being insulted by the Spanish.
6. U.S.S. Maine- The U.S.S. Maine was a cause of the war because the ship blew up in Havana, newspapers reported the cause of the blow the Spanish so Americans became outraged and were infuriated by the Spanish.
Effects: What happened to each of the following territories as a result of the Spanish-American War?
7. Cuba- Cuba was freed by Spain after the Treaty of Paris.
8. Puerto Rico- Puerto Rico was turned over to the United States by the Spanish at the Treaty of Paris.
9. Guam- Guam was turned over to the United States by the Spanish at the Treaty of Paris.
10. Philippine Islands- The Philippine Islands were sold to the United States by Spain for twenty million dollars at the Treaty of Paris.
Causes: How did each of the following help to cause the outbreak of the Spanish-American War?
1. American business owners- Many business owners wanted America to support Spain to protect their investments but it was a cause because other Americans were enthusiastic about the rebellion.
2. José Martí- Marti launched a revolution in 1895 and he organized Cuban resistance against Spain. Marti deliberately destroyed land, mostly American owned sugar cane plantations, he provoked U.S. intervention of Cuba. This was a cause because he revolted against both the Spanish and the Americans.
3. Valeriano Weyler- Weyler was a Spanish General that was sent to Cuba to restore order. He put an estimated 300,000 Cubans in concentration camps where thousands died. It was a cause of the Spanish-American war because it caused bad blood between the Americans and Spanish over news paper circulation.
4. Yellow journalism- Yellow journalism was a cause of the Spanish-American war because it exaggerated the news to lure and enrage readers of the horrors that the Spanish did and it turned people against the Spanish.
5. De Lôme letter- The Spanish minister of the United States wrote a letter that criticized the U.S. president (McKinley). The letter called him "weak" and a "bidder for the admiration of the crowd." This was a cause of the war because it angered Americans that their president was being insulted by the Spanish.
6. U.S.S. Maine- The U.S.S. Maine was a cause of the war because the ship blew up in Havana, newspapers reported the cause of the blow the Spanish so Americans became outraged and were infuriated by the Spanish.
Effects: What happened to each of the following territories as a result of the Spanish-American War?
7. Cuba- Cuba was freed by Spain after the Treaty of Paris.
8. Puerto Rico- Puerto Rico was turned over to the United States by the Spanish at the Treaty of Paris.
9. Guam- Guam was turned over to the United States by the Spanish at the Treaty of Paris.
10. Philippine Islands- The Philippine Islands were sold to the United States by Spain for twenty million dollars at the Treaty of Paris.
Friday, October 23, 2009
U.S. Imperialism Begins
Title: U.S. Imperialism Begins Labels: Hawaii, Imperialism, Mahan, Frontier_Thesis, Alaska
Link to Reading Assignments and Digital Notes
1. Name at least five factors that fueled American Imperialism.
The five factors that fueled American Imperialism were the technology factor, economic factor, nationalist factor, military factor, and the humanitarian and religious factor.
2. Choose two of the above five factors and describe them in your own words.
The technology factor was that the Industrial revolution provides the ability to travel around the world. Industrialists created machniery that made it possible to do things that were not able to be done before the Industrial Revolution.
3. What was known as “Seward’s Folly” and why?
William Seward propsed the idea for the United States to buy Alaska but it was so expensive that people called it "Seward's Folly." The country bought it for 7.2 million dollars.
4. What plantation-based product accounted for three-quarters of Hawaii’s wealth in the mid-19th century and who controlled this product? Sugar that was controlled by the Americans.
6. Using as much detail as possible, outline the sequence of events that led to America gaining possession of Hawaii? In other words, why was the United States interested in these Pacific islands? In 1867 the United states took interest in the Midway Islands in the Pacific Ocean. The Hawaiian Islands had been economically important to the U.S. for a long time. American merchants would stop there on their way to China and the East Indies as early as 1790. Most of the sugar crop in Hawaii was sold to the United states. American owned sugar plantations accounted for about three-quarters of the Island's wealth. Immigrants came from China, Japan and Portugal to find work in Hawaii, and not long after they arrived, immigrants outnumbered native Hawaiians three to one. The McKinley tariff put Hawaiian sugar growers in competition with the American market. U.S. military and economic leaders understood the importance of Hawaii for its large ports, like Pearl Harbor.
Link to Reading Assignments and Digital Notes
1. Name at least five factors that fueled American Imperialism.
The five factors that fueled American Imperialism were the technology factor, economic factor, nationalist factor, military factor, and the humanitarian and religious factor.
2. Choose two of the above five factors and describe them in your own words.
The technology factor was that the Industrial revolution provides the ability to travel around the world. Industrialists created machniery that made it possible to do things that were not able to be done before the Industrial Revolution.
3. What was known as “Seward’s Folly” and why?
William Seward propsed the idea for the United States to buy Alaska but it was so expensive that people called it "Seward's Folly." The country bought it for 7.2 million dollars.
4. What plantation-based product accounted for three-quarters of Hawaii’s wealth in the mid-19th century and who controlled this product? Sugar that was controlled by the Americans.
6. Using as much detail as possible, outline the sequence of events that led to America gaining possession of Hawaii? In other words, why was the United States interested in these Pacific islands? In 1867 the United states took interest in the Midway Islands in the Pacific Ocean. The Hawaiian Islands had been economically important to the U.S. for a long time. American merchants would stop there on their way to China and the East Indies as early as 1790. Most of the sugar crop in Hawaii was sold to the United states. American owned sugar plantations accounted for about three-quarters of the Island's wealth. Immigrants came from China, Japan and Portugal to find work in Hawaii, and not long after they arrived, immigrants outnumbered native Hawaiians three to one. The McKinley tariff put Hawaiian sugar growers in competition with the American market. U.S. military and economic leaders understood the importance of Hawaii for its large ports, like Pearl Harbor.
Thursday, October 15, 2009
Progressive Era Presidents Taft and Wilson
Read Chapter 17-4 (Progressivism Under Taft) and Chapter 17-5 (Wilson's New Freedom)
Title: Progressive Era Presidents Taft and Wilson Labels: Wilson, Taft, Progressive_Era
1. How did William Howard Taft get selected to run for president? He got selected to run for president because after Roosevelt won the election in 1904, he pledged not to run for reelection in 1908 so he handpicked Taft, his secretary of war.
2. How did Teddy Roosevelt come to oppose Taft for the presidency in 1912? He came to oppose Taft for the presidency in 1912 because Roosevelt was running against him. Roosevelt was running for the Progressive party and Taft was his opponent, Taft was running for the Republican party. It was obvious that Roosevelt was wanted by Republicans but Taft supporters juggled around Taft's and Roosevelt's delegates from numerous delegations and put Taft in the Republican spot, so Roosevelt opposed Taft.
3. What events helped Woodrow Wilson win the election in 1912? The split in the Republican ranks gave the Democrats a real good chance of winning office and they chose Woodrow Wilson as their candidate. Taft and Roosevelt turned nasty on each other and with Wilson's progressive platform called the New Freedom, which demanded stronger antitrust legislation, banking reform and reduced tariffs, he was able to win the election of 1912.
4. What legislation did Wilson use to attack trusts and monopolies? Wilson supported small business and free market competition and he saw business monopolies as evil. Wilson described all business monopolies being a threat. Wilson won the 1912 presidency and in victory he could claim a mandate to break up trusts and to expand the governments role in social reform. The legislations he used were the direct primary, worker's compensation, and the regulation of public utilities and railroads. Wilson used the Clayton Antitrust Act to prevent monopolies.
5. What was the Nineteenth Amendment? The nineteenth amendment granted women the right to vote and it it was passed by Congress in 1919.
6. How did America's entry into World War I affect the reform movement? " Theres no chance of progress and reform in an administration in which war plays the principal part." Woodrow Wilson stated in 1913. It basically means that World War I destroyed any chance of further advancement for reform. World War I demanded Americas involvement and by getting involved, reform efforts stalled.
Title: Progressive Era Presidents Taft and Wilson Labels: Wilson, Taft, Progressive_Era
1. How did William Howard Taft get selected to run for president? He got selected to run for president because after Roosevelt won the election in 1904, he pledged not to run for reelection in 1908 so he handpicked Taft, his secretary of war.
2. How did Teddy Roosevelt come to oppose Taft for the presidency in 1912? He came to oppose Taft for the presidency in 1912 because Roosevelt was running against him. Roosevelt was running for the Progressive party and Taft was his opponent, Taft was running for the Republican party. It was obvious that Roosevelt was wanted by Republicans but Taft supporters juggled around Taft's and Roosevelt's delegates from numerous delegations and put Taft in the Republican spot, so Roosevelt opposed Taft.
3. What events helped Woodrow Wilson win the election in 1912? The split in the Republican ranks gave the Democrats a real good chance of winning office and they chose Woodrow Wilson as their candidate. Taft and Roosevelt turned nasty on each other and with Wilson's progressive platform called the New Freedom, which demanded stronger antitrust legislation, banking reform and reduced tariffs, he was able to win the election of 1912.
4. What legislation did Wilson use to attack trusts and monopolies? Wilson supported small business and free market competition and he saw business monopolies as evil. Wilson described all business monopolies being a threat. Wilson won the 1912 presidency and in victory he could claim a mandate to break up trusts and to expand the governments role in social reform. The legislations he used were the direct primary, worker's compensation, and the regulation of public utilities and railroads. Wilson used the Clayton Antitrust Act to prevent monopolies.
5. What was the Nineteenth Amendment? The nineteenth amendment granted women the right to vote and it it was passed by Congress in 1919.
6. How did America's entry into World War I affect the reform movement? " Theres no chance of progress and reform in an administration in which war plays the principal part." Woodrow Wilson stated in 1913. It basically means that World War I destroyed any chance of further advancement for reform. World War I demanded Americas involvement and by getting involved, reform efforts stalled.
Child Labor Reform Photographs
Examine the eight photographs taken by photographer Lewis W. Hine around the turn of the century.
For each photograph consider the following questions: (Copy the following and post it to your blog. Title: Child Labor Reform Photographs Labels: Child_Labor, Progressive_Era )
Objective Assessment
As you view each photograph take note about what you see. (note people, background, objects) Pretend you were describing the image to someone who could not see it. Try to avoid making judgments.
Where are these children? List any clues relating to their surroundings.
Describe any tools or objects you see.
Describe their clothing. What do their clothes reveal about their work?
Subjective Assessment
What questions do you have about each of these photographs?
Based on your observations, list three things you might infer about the lives of these children. (Be sure to consider Hine's notes about the photographs when considering this.
Photograph A
In photograph A I see a girl that looks like she is in a melancholy mood, her face is bland, and her emotions are hidden. She works in a Cotton mill on one of the spinners and she is just a little girl. There is a big Spinner behind her and she works for very little money a day. The little girl is wearing clothes that classify her as a low class girl that is not of age to work but is forced to.
Photograph B
The girls in this photo are seen as very tired and exhausted. The five girls are dressed in old ratty clothes. They do not look happy, they look deprived of sleep and warn down. I would infer that these girls work endless hours to support their families and themselves so they can buy food and get them through life.
Photograph C
Picture C is a little girl, very young in a cotton mill factory surrounded by big cotton mills. The machines are nearly twice her size and she is standing in the middle of them. Her face as dull as an unsharpened pencil. The picture explains how in the Child labor time, age did not matter and if you could talk, than you could work. It shows how excuses were given by the factory owners about how the small girls just shuffled in and are just helping.
Photograph D
Photograph D is a picture of a young boy, selling papers in the middle of downtown on a busy street. His facial expression shows anxiety. Perhaps anxiety to sell a paper so that he could enjoy a meal that day? He is surrounded by rich wealthy people of the higher class, and it appears that they just breeze right by him. His clothes are that of the lower class and he just looks sad, like nothing makes him happy and he is determined to sell of the papers he has.Lewis Hine calls the boy a newsie trying to sell papers.
Photograph E
Photograph E is about boys working in a coal factory. There is many boys, all doing hard work in what looks like a basement, coal dust lingers in the air and through the boys lungs making it hard for them to breathe and inevitably very unhealthy. The working boys are all sitting down minding their own work and there is two other boys, that look to be a little older than the rest that are standing up. They have metal rods that they use as weapons when disobedience comes about. One would infer from this that these boys become very sick because all of the unhealthy dust that surrounds them day in and day out. The dust goes through their lungs and then eats away at their body. Louis Hine desribes the boys standing up as slave-drivers that keep the boys in line and obedient.
Photograph F
Photograph F is a group of boys in a glass making factory. Every one of them is wearing old, ratty, disgusting clothes that indicate their limited wealth. Big machines and pipes are all around the room. It almost looks like a giant spider with many legs, the legs being all of the pipes that run down through the room and the body is the big pipe that the small ones come off of. They boys have ripped clothes and it is late at night, nine p.m. to be exact and they all look tired and out of energy.
Photograph G
Photograph G is of a clam shucking factory. The picture literally shows people of all ages, a very young girl right next to an older woman, most likely her mother. There are many people around big tables all working hard, shucking clam after clam. Most of the workers are children but some are accompanied by adults and they are all a big help. One would infer from this that young children helped their parents at work. School was not an option for the children and they needed to help their parents work so that it would move along faster and they could earn more money.
Photograph H
Photograph H shows many kids walking into a factory on a cold night. They all are preparing for twelve hours of long,hard, work. The clothes they wear are very bad and they would definitely not keep the children warm on a cold December night. The photograph shows how they all dread walking into the factory.
For each photograph consider the following questions: (Copy the following and post it to your blog. Title: Child Labor Reform Photographs Labels: Child_Labor, Progressive_Era )
Objective Assessment
As you view each photograph take note about what you see. (note people, background, objects) Pretend you were describing the image to someone who could not see it. Try to avoid making judgments.
Where are these children? List any clues relating to their surroundings.
Describe any tools or objects you see.
Describe their clothing. What do their clothes reveal about their work?
Subjective Assessment
What questions do you have about each of these photographs?
Based on your observations, list three things you might infer about the lives of these children. (Be sure to consider Hine's notes about the photographs when considering this.
Photograph A
In photograph A I see a girl that looks like she is in a melancholy mood, her face is bland, and her emotions are hidden. She works in a Cotton mill on one of the spinners and she is just a little girl. There is a big Spinner behind her and she works for very little money a day. The little girl is wearing clothes that classify her as a low class girl that is not of age to work but is forced to.
Photograph B
The girls in this photo are seen as very tired and exhausted. The five girls are dressed in old ratty clothes. They do not look happy, they look deprived of sleep and warn down. I would infer that these girls work endless hours to support their families and themselves so they can buy food and get them through life.
Photograph C
Picture C is a little girl, very young in a cotton mill factory surrounded by big cotton mills. The machines are nearly twice her size and she is standing in the middle of them. Her face as dull as an unsharpened pencil. The picture explains how in the Child labor time, age did not matter and if you could talk, than you could work. It shows how excuses were given by the factory owners about how the small girls just shuffled in and are just helping.
Photograph D
Photograph D is a picture of a young boy, selling papers in the middle of downtown on a busy street. His facial expression shows anxiety. Perhaps anxiety to sell a paper so that he could enjoy a meal that day? He is surrounded by rich wealthy people of the higher class, and it appears that they just breeze right by him. His clothes are that of the lower class and he just looks sad, like nothing makes him happy and he is determined to sell of the papers he has.Lewis Hine calls the boy a newsie trying to sell papers.
Photograph E
Photograph E is about boys working in a coal factory. There is many boys, all doing hard work in what looks like a basement, coal dust lingers in the air and through the boys lungs making it hard for them to breathe and inevitably very unhealthy. The working boys are all sitting down minding their own work and there is two other boys, that look to be a little older than the rest that are standing up. They have metal rods that they use as weapons when disobedience comes about. One would infer from this that these boys become very sick because all of the unhealthy dust that surrounds them day in and day out. The dust goes through their lungs and then eats away at their body. Louis Hine desribes the boys standing up as slave-drivers that keep the boys in line and obedient.
Photograph F
Photograph F is a group of boys in a glass making factory. Every one of them is wearing old, ratty, disgusting clothes that indicate their limited wealth. Big machines and pipes are all around the room. It almost looks like a giant spider with many legs, the legs being all of the pipes that run down through the room and the body is the big pipe that the small ones come off of. They boys have ripped clothes and it is late at night, nine p.m. to be exact and they all look tired and out of energy.
Photograph G
Photograph G is of a clam shucking factory. The picture literally shows people of all ages, a very young girl right next to an older woman, most likely her mother. There are many people around big tables all working hard, shucking clam after clam. Most of the workers are children but some are accompanied by adults and they are all a big help. One would infer from this that young children helped their parents at work. School was not an option for the children and they needed to help their parents work so that it would move along faster and they could earn more money.
Photograph H
Photograph H shows many kids walking into a factory on a cold night. They all are preparing for twelve hours of long,hard, work. The clothes they wear are very bad and they would definitely not keep the children warm on a cold December night. The photograph shows how they all dread walking into the factory.
Friday, October 9, 2009
TR's Square Deal
1. How did Roosevelt create the modern presidency? Roosevelt dominated the news with his many exploits. It was created by Roosevelt making bold decisions . His leadership and duplicity plans created the modern presidency.
2. How did Roosevelt's intervention in a coal strike set a precedent for federal arbitration? His actions demonstrated a new principle. From that point on when a strike threatened the public welfare, the government was expected to intervene, he set the example of intervening in strikes to make it get under control.
3. What did Roosevelt do to the trusts and railroads? He passed the Interstate Commerce Act, it was not fully enforced so Roosevelt pushed Congress to pass the Elkins Act in 1903, this made it so it was legal for railroads to give, and shippers to receive rebates for using particular railroads. It also made it so that railways could not change rates without notifying the public.
4. What legislation passed during Roosevelt's presidency protected citizens? The legislation that helped citizens was the Meat Inspection Act that protected people from eating harmful meat.
5. What did Roosevelt do to protect the environment? He established several national parks, fifty wildlife sanctuaries, one and half million acres of water power sites and another eighty million acres that would be explored for water and mineral resources.
While this isn't part of the homework, make sure you can describe (with good details) the following people and events:
Teddy Roosevelt (TR)
Upton Sinclair
The Jungle
Square Deal
Meat Inspection Act
Pure Food and Drug Act
Newlands Act (1902)
2. How did Roosevelt's intervention in a coal strike set a precedent for federal arbitration? His actions demonstrated a new principle. From that point on when a strike threatened the public welfare, the government was expected to intervene, he set the example of intervening in strikes to make it get under control.
3. What did Roosevelt do to the trusts and railroads? He passed the Interstate Commerce Act, it was not fully enforced so Roosevelt pushed Congress to pass the Elkins Act in 1903, this made it so it was legal for railroads to give, and shippers to receive rebates for using particular railroads. It also made it so that railways could not change rates without notifying the public.
4. What legislation passed during Roosevelt's presidency protected citizens? The legislation that helped citizens was the Meat Inspection Act that protected people from eating harmful meat.
5. What did Roosevelt do to protect the environment? He established several national parks, fifty wildlife sanctuaries, one and half million acres of water power sites and another eighty million acres that would be explored for water and mineral resources.
While this isn't part of the homework, make sure you can describe (with good details) the following people and events:
Teddy Roosevelt (TR)
Upton Sinclair
The Jungle
Square Deal
Meat Inspection Act
Pure Food and Drug Act
Newlands Act (1902)
Saturday, October 3, 2009
Urbanization
1. What is Urbanization?
Urbanization is the rapid growth of cities.
2. For what reasons did a number of Americans move from the country to the cities?
Rapid improvements in farming technology meant that less farmers were needed in rural areas, so some moved to the city to find whatever jobs they could. A lot of them were African Americans and they had to move to the city because they could not afford the technology equipment that made farming more efficient and there was no longer a use for farmers that worked by hand.
3. What were the housing problems that many poor city dwellers faced?
Poor city dwellers were faced with housing problems by being cramped into small apartments called tenements. Often two to three families were packed into a one family tenement making it unsafe, uncomfortable, and unsanitary. As cities grew, row houses were made, single family dwellings that shared side walls with other similar houses, they packed many families onto one block.
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