Hey everyone. Quick reminder that your current events are due tomorrow by 3 P.M. (A Day classes) and Wednesday (B Day class).
Also, you will be having a test next week on the Progressive Era (A Day-Tuesday; B-Day-Wednesday). I will hand out the study guide at your next class. The study guide is due on Friday and is MANDATORY.
Lastly, for those theatre majors who will not be in class on Wednesday: I will post up the notes for the class on that day on this blog. Make sure you read it. You are responsible for reading these notes.
Have a great day everyone and break a leg to the cast and crew of Romeo & Juliet!
~Mr. Mazur
Monday, November 29, 2010
Wednesday, November 24, 2010
Withdrawal of Troops in Afghanistan
Hey everyone! I hope everyone is having a happy Thansgiving!
Homework for all classes is to do the current events assignment on the Current Event Blog. Remember to post two comments; do not do this at the last minute. If you have problems with the video, you have to tell me in advance. A Day comments are due by 3 PM on Tuesday; B Day comments are due by 3 P.M. on Wednesday.
The current event is about NATO stating that they will withdraw all combat forces from Afghanistan by 2014. Interestingly, we may be involved in another issue over the next few days: North Korea. Keep your eyes on the news to see what is going on between North and South Korea.
Lastly, the Periods 1-2 B Day class has the campaigns for the Election of 1912 due on Monday.
Have a great Thanksgiving!
~Mr. Mazur
Homework for all classes is to do the current events assignment on the Current Event Blog. Remember to post two comments; do not do this at the last minute. If you have problems with the video, you have to tell me in advance. A Day comments are due by 3 PM on Tuesday; B Day comments are due by 3 P.M. on Wednesday.
The current event is about NATO stating that they will withdraw all combat forces from Afghanistan by 2014. Interestingly, we may be involved in another issue over the next few days: North Korea. Keep your eyes on the news to see what is going on between North and South Korea.
Lastly, the Periods 1-2 B Day class has the campaigns for the Election of 1912 due on Monday.
Have a great Thanksgiving!
~Mr. Mazur
Wednesday, November 17, 2010
Election of 1912: Periods 1-4 (A Day)
Hey everyone. Today we learned about reform of businesses and the government at the municipal, state, and national levels. We talked about how more legislative power was given to common citizens in cities and towns in several states. We also talked about two of our very own Progressive governors, Franklin Murphy and Woodrow Wilson. Lastly we talked about two of our Presidents and how they brought about reform.
Remember, Theodore Roosevelt's string of reform was called the Square Deal. It consisted of trustbusting, conservation, and health laws (such as the Meat Inspection Act and the Food and Drug Act).
Roosevelt decided not to run for re-election in 1908,so he personally picked a successor who would continue his reform program, William Howard Taft. Unfortunately, Taft was more conservative (wanted to keep the old ways) then progressive. He more enforced the laws that already existed instead of going to extremes to reform society. Although he actively participated in trustbusting, he was not as popular as Roosevelt. Taft also kept tariffs high (against what he said he would do) and hired a man (Richard Ballinger) who sought to take 1 million acres off the reserve list (therefore going against Roosevelt's conservation plan) as Secretary of the Interior.
Therefore, Roosevelt was outraged and the Republicans split in the Election of 1912. The more conservative member of the Republican Party nominated Taft as President, whereas the more progressive members created their own political party (Bull Moose Party) and nominated Roosevelt. Woodrow Wilson was the Democratic Party's candidate and Eugene V. Debs ran for the Socialist Party.
FOR HOMEWORK:
I have given each of you a different candidate. Using information we learned in class, you are to create an election campaign for the candidate. You should have at least one poster or campaign song for the candidate. This source should include what ideas you stand for and you should also mudsling (insult the other candidates' policies). If you have any questions, email me. This is going to be worth 15 points (5 points each for creativity, information on candidate, and mudslinging against the other candidates). Good luck!
~Mr. Mazur
Remember, Theodore Roosevelt's string of reform was called the Square Deal. It consisted of trustbusting, conservation, and health laws (such as the Meat Inspection Act and the Food and Drug Act).
Roosevelt decided not to run for re-election in 1908,so he personally picked a successor who would continue his reform program, William Howard Taft. Unfortunately, Taft was more conservative (wanted to keep the old ways) then progressive. He more enforced the laws that already existed instead of going to extremes to reform society. Although he actively participated in trustbusting, he was not as popular as Roosevelt. Taft also kept tariffs high (against what he said he would do) and hired a man (Richard Ballinger) who sought to take 1 million acres off the reserve list (therefore going against Roosevelt's conservation plan) as Secretary of the Interior.
Therefore, Roosevelt was outraged and the Republicans split in the Election of 1912. The more conservative member of the Republican Party nominated Taft as President, whereas the more progressive members created their own political party (Bull Moose Party) and nominated Roosevelt. Woodrow Wilson was the Democratic Party's candidate and Eugene V. Debs ran for the Socialist Party.
FOR HOMEWORK:
I have given each of you a different candidate. Using information we learned in class, you are to create an election campaign for the candidate. You should have at least one poster or campaign song for the candidate. This source should include what ideas you stand for and you should also mudsling (insult the other candidates' policies). If you have any questions, email me. This is going to be worth 15 points (5 points each for creativity, information on candidate, and mudslinging against the other candidates). Good luck!
~Mr. Mazur
Thursday, November 11, 2010
The Impact of Nature
Hey everyone! Everyone did a great job with determining what must be done by a city government after a natural disaster. We talked about how after the Galveston hurricane, many cities began to establish commission that would help the mayor run specific areas of governance, such as public water and emergency response. All of the natural disasters we discussed after it used this type of commission system. Therefore, these natural disasters showed people that we needed reform in the government to run it more efficiently.
Negative ideas of nature was not the only thing that prompted reform. The expansion of industries threatened the environment and the overexcessive reaping of natural resources. Therefore many people felt that the environment should be protected for future generations due to its usefulness and its beauty.
For homework, you are to research Theodore Roosevelt's efforts to protect the environment. If you would like, I have provided a website that would be a great source for you below this paragraph. Write down in your notebooks what Roosevelt did to protect the environment and why.
http://www.pbs.org/wgbh/amex/tr/envir.html
~Mr. Mazur
Negative ideas of nature was not the only thing that prompted reform. The expansion of industries threatened the environment and the overexcessive reaping of natural resources. Therefore many people felt that the environment should be protected for future generations due to its usefulness and its beauty.
For homework, you are to research Theodore Roosevelt's efforts to protect the environment. If you would like, I have provided a website that would be a great source for you below this paragraph. Write down in your notebooks what Roosevelt did to protect the environment and why.
http://www.pbs.org/wgbh/amex/tr/envir.html
~Mr. Mazur
Tuesday, November 9, 2010
Social Reform Homework
Hey everyone! We have been talking about various reforms who have tried to improve the conditions of African Americans after the Civil War. For homework, I want you to read the following biographies on 2 social reformers of the poor, Jacob Riis and Nellie Bly. Please write down what the conditions of the poor was for each article, what they wanted to reform, and how they did it.
Jacob Riis
http://www.spartacus.schoolnet.co.uk/USAriis.htm
Nellie Bly
http://www.pbs.org/wgbh/amex/world/peopleevents/pande01.html
Also, here are some primary sources that will help you understand what these reformers were fighting against. As another resource, I posted "Facebooks" of each reformer around the class. You can look at these if you want to understand more about the reformer
http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.html
Nellie Bly Primary Source
"...I have described my first day in the asylum, and as my other nine were exactly the same in the general run of things it would be tiresome to tell about each. In giving this story I expect to be contradicted by many who are exposed. I merely tell in common words, without exaggeration, of my life in a mad-house for ten days. The eating was one of the most horrible things. Excepting the first two days after I entered the asylum, there was no salt for the food. The hungry and even famishing women made an attempt to eat the horrible messes. Mustard and vinegar were put on meat and in soup to give it a taste, but it only helped to make it worse. Even that was all consumed after two days, and the patients had to try to choke down fresh fish, just boiled in water, without salt, pepper or butter; mutton, beef, and potatoes without the faintest seasoning. The most insane refused to swallow the food and were threatened with punishment. In our short walks we passed the kitchen where food was prepared for the nurses and doctors. There we got glimpses of melons and grapes and all kinds of fruits, beautiful white bread and nice meats, and the hungry feeling would be increased tenfold. I spoke to some of the physicians, but it had no effect, and when I was taken away the food was yet unsalted."
"...At first I could not sleep and did not want to so long as I could hear anything new. The night nurses may have complained of the fact. At any rate one night they came in and tried to make me take a dose of some mixture out of a glass 'to make me sleep,' they said. I told them I would do nothing of the sort and they left me, I hoped, for the night. My hopes were vain, for in a few minutes they returned with a doctor, the same that received us on our arrival. He insisted that I take it, but I was determined not to lose my wits even for a few hours. When he saw I was not to be coaxed he grew rather rough, and said he had wasted too much time with me already. That if I did not take it he would put it into my arm with a needle. It occurred to me that if he put it into my arm I could not get rid of it, but if I swallowed it there was one hope, so I said I would take it. I smelt it and it smelt like laudanum, and it was a horrible dose. No sooner had they left the room and locked me in that I tried to see how far down my throat my finger would go."
"...I always made a point of telling the doctors I was sane, and asking to be released, but the more I endeavored to assure them of my sanity, the more they doubted it. 'What are you doctors here for?' I asked one, whose name I cannot recall. 'To take care of the patients and test their sanity,' he replied. 'Very well,' I said. 'There are sixteen doctors on this island, and, excepting two, I have never seen them pay any attention to the patients. How can a doctor judge a woman's sanity by merely bidding her good morning and refusing to hear her pleas for release? Even the sick ones know it is useless to say anything, for the answer will be that it is their imagination.' 'Try every test on me,' I have urged others, 'and tell me am I sane or insane? Try my pulse, my heart, my eyes; ask me to stretch out my arm, to work my fingers, as Dr. Field did at Bellevue, and then tell me if I am sane.' They would not heed me, for they thought I raved."
Jacob Riis
http://www.spartacus.schoolnet.co.uk/USAriis.htm
Nellie Bly
http://www.pbs.org/wgbh/amex/world/peopleevents/pande01.html
Also, here are some primary sources that will help you understand what these reformers were fighting against. As another resource, I posted "Facebooks" of each reformer around the class. You can look at these if you want to understand more about the reformer
http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.html
Nellie Bly Primary Source
"...I have described my first day in the asylum, and as my other nine were exactly the same in the general run of things it would be tiresome to tell about each. In giving this story I expect to be contradicted by many who are exposed. I merely tell in common words, without exaggeration, of my life in a mad-house for ten days. The eating was one of the most horrible things. Excepting the first two days after I entered the asylum, there was no salt for the food. The hungry and even famishing women made an attempt to eat the horrible messes. Mustard and vinegar were put on meat and in soup to give it a taste, but it only helped to make it worse. Even that was all consumed after two days, and the patients had to try to choke down fresh fish, just boiled in water, without salt, pepper or butter; mutton, beef, and potatoes without the faintest seasoning. The most insane refused to swallow the food and were threatened with punishment. In our short walks we passed the kitchen where food was prepared for the nurses and doctors. There we got glimpses of melons and grapes and all kinds of fruits, beautiful white bread and nice meats, and the hungry feeling would be increased tenfold. I spoke to some of the physicians, but it had no effect, and when I was taken away the food was yet unsalted."
"...At first I could not sleep and did not want to so long as I could hear anything new. The night nurses may have complained of the fact. At any rate one night they came in and tried to make me take a dose of some mixture out of a glass 'to make me sleep,' they said. I told them I would do nothing of the sort and they left me, I hoped, for the night. My hopes were vain, for in a few minutes they returned with a doctor, the same that received us on our arrival. He insisted that I take it, but I was determined not to lose my wits even for a few hours. When he saw I was not to be coaxed he grew rather rough, and said he had wasted too much time with me already. That if I did not take it he would put it into my arm with a needle. It occurred to me that if he put it into my arm I could not get rid of it, but if I swallowed it there was one hope, so I said I would take it. I smelt it and it smelt like laudanum, and it was a horrible dose. No sooner had they left the room and locked me in that I tried to see how far down my throat my finger would go."
"...I always made a point of telling the doctors I was sane, and asking to be released, but the more I endeavored to assure them of my sanity, the more they doubted it. 'What are you doctors here for?' I asked one, whose name I cannot recall. 'To take care of the patients and test their sanity,' he replied. 'Very well,' I said. 'There are sixteen doctors on this island, and, excepting two, I have never seen them pay any attention to the patients. How can a doctor judge a woman's sanity by merely bidding her good morning and refusing to hear her pleas for release? Even the sick ones know it is useless to say anything, for the answer will be that it is their imagination.' 'Try every test on me,' I have urged others, 'and tell me am I sane or insane? Try my pulse, my heart, my eyes; ask me to stretch out my arm, to work my fingers, as Dr. Field did at Bellevue, and then tell me if I am sane.' They would not heed me, for they thought I raved."
Wednesday, November 3, 2010
NAACP homework
Hey everyone! Today we learned about the early reformers of the Jim Crow Period. This would be part of the social welfare goal of the Progressive Movement. We learned about the different laws that limited African American rights. We then learned about one of the first reformers during this period, Ida B. Wells. Wells was a schoolteacher and muckraker who began to fight against discrimination, segregation, and lynching. Then we compared and contrasted the beliefs of Booker T. Washington and W.E.B. Dubois.
For homework, you are to read the handout (double-sided) about the foundation of the National Association for the Advancement of Colored People (NAACP). After reading it, answer these questions:
1.) What are the NAACP's goals?
2.) How does it relate to the Plessy v. Ferguson case?
3.) Is it still very strong today? Please find a current event (within the last 2 years) that the NAACP has had influence on (HINT- the NAACP website is a good place to start)
For the Period 1-2 (A) class, you all asked me if I could put up a debate between supporters of Washington and supporters of Dubois. If you are in that class and want to comment, you will get extra credit as long as you have an in depth response. The debate is below this post.
Have a great and long weekend!
~Mr. Mazur
For homework, you are to read the handout (double-sided) about the foundation of the National Association for the Advancement of Colored People (NAACP). After reading it, answer these questions:
1.) What are the NAACP's goals?
2.) How does it relate to the Plessy v. Ferguson case?
3.) Is it still very strong today? Please find a current event (within the last 2 years) that the NAACP has had influence on (HINT- the NAACP website is a good place to start)
For the Period 1-2 (A) class, you all asked me if I could put up a debate between supporters of Washington and supporters of Dubois. If you are in that class and want to comment, you will get extra credit as long as you have an in depth response. The debate is below this post.
Have a great and long weekend!
~Mr. Mazur
Washington and Dubois Debate
The philosophy of Booker T. Washington and W.E.B. Dubois is significantly different. Using what we learned in class, pick a side as if you were living at the turn of the 20th century. Which side do you think is the best way to gain the rights entitled to African Americans. Please use the comment button below to argue your side AND REACT TO WHAT OTHER PEOPLE SAY. I want to see some good arguements, but keep it appropriate (like the current events)
~Mr. Mazur
~Mr. Mazur
Monday, November 1, 2010
Jim Crow Early Reformers-11/1
Hey everyone! Today we learned about African Americans after the Civil War and how new racist laws (Jim Crow laws) began to replace the previously won rights. For homework, you are going to be learning about two of the early reformers of the Jim Crow era, Booker T. Washington and W.E.B. Dubois. You are to read the two speeches and answer the questions. We will be talking about the two reformers (as well as some others) the next class.
~Mr. Mazur
~Mr. Mazur
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