Progressive Reformers Resources

Jane Addams:
http://search.eb.com/women/article-9003693
http://www.pbs.org/wgbh/amex/chicago/peopleevents/p_addams.html
http://www.pbs.org/wnet/historyofus/web10/features/bio/B06.html

W. E. B. Du Bois:
http://www.pbs.org/wnet/jimcrow/stories_people_dubois.html
http://www.biography.com/people/web-du-bois-9279924
http://library.thinkquest.org/2667/DuBois.htm
http://pbskids.org/bigapplehistory/business/topic16.html

Mother Jones:
http://digital.library.upenn.edu/women/jones/MotherJones.html
http://www.aflcio.org/aboutus/history/history/jones.cfm
http://www.pbs.org/wnet/historyofus/web10/features/bio/B05.html
http://www.pbs.org/wnet/historyofus/web10/segment2_p.html

Ida B. Wells:
http://www.pbs.org/wnet/jimcrow/stories_people_wells.html
http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
http://www2.webster.edu/~woolflm/idabwells.html
http://dig.lib.niu.edu/gildedage/idabwells/biography.html
A link to Ida Wells' book: http://lincoln.lib.niu.edu/cgi-bin/philologic/navigate.pl?lincoln.5813

John Muir:
http://www.pbs.org/nationalparks/people/historical/muir/
http://www.sierraclub.org/john_muir_exhibit/life/muir_biography.aspx
http://ecotopia.org/ecology-hall-of-fame/john-muir/biography/
http://www.notablebiographies.com/Mo-Ni/Muir-John.html#b
This chronology shows what Muir had already done by 1903, and what he worked to accomplish after that: http://www.sierraclub.org/john_muir_exhibit/life/chronology.aspx

Alice Paul:
http://pbskids.org/wayback/civilrights/features_suffrage.html
http://www.lkwdpl.org/wihohio/paul-ali.htm
http://www.spartacus.schoolnet.co.uk/USApaul.htm
http://www.pbs.org/wgbh/amex/wilson/peopleevents/p_paul.html
This new link includes descriptions of many other causes that Progressive women fought for: http://www.nwhm.org/online-exhibits/progressiveera/introwomenprogressive.html

Upton Sinclair:
http://www.spartacus.schoolnet.co.uk/Jupton.htm
http://www.biography.com/people/upton-sinclair-9484897
http://www.kirjasto.sci.fi/sinclair.htm
http://www.gradesaver.com/author/upton-sinclair/

Regents Homework due tomorrow

Sorry to not post this till now.  Write a response to these two questions, one paragraph each.
1. Using the "decision of the Court," answer this question: how did the Court justify segregation, given that the 14th Amendment exists?
2. Using Harlan's dissent, answer this question: what is the purpose of the 14th Amendment, according to Harlan?  How is his view of the 14th Amendment different from the view of the rest of the Court?

Resources for Immigrant Diaries

Here's the website about Ellis Island: teacher.scholastic.com/activities/immigration/tour/

And here are the updated texts about Germans and Russians:

Germany

The first German immigrants arrived in America during colonial times; some of these Germans sought religious freedom.  So, by the 1860s and 1870s, many Germans had been in the U.S. for some time.  Many arrived in the 1850s and having settled in the Midwest, in states like Wisconsin and Ohio.  By the late 1800s, German communities in the United States were well-established.

Some Germans immigrated because increased industrialization and the use of machines made their jobs unnecessary.  Many rural Germans moved to cities in search of employment.  Unfortunately, German cities quickly became overcrowded and the availability of jobs there also declined, forcing some people to return to their rural homes or to emigrate.

Also affecting emigration from the German states was an increase in taxes, which caused financial stress for many.  Also, as population increased, land in Germany became scarcer and thus more expensive. Fewer people were able to afford land, forcing many of them to look abroad for land where it was more plentiful and less expensive.

Additionally, in 1848, people in many European countries, including Germany, rebelled against monarchical (king-led) governments. The leaders of these revolutions wanted new, republican (more democratic, people-led) forms of government to replace the existing monarchies. However, the revolutions failed and resulted in even stricter regulations being placed upon the people. To avoid authoritarian governments and their restrictions, many people fled Europe.

Once they had enough money to purchase boat tickets, Germans had to decide what to take with them to America.  People packed warm clothes and blankets, family Bibles, and teakettles.  Some took small envelopes of dirt to remind them of their homeland.  People often carried maps showing German settlements in America.  The maps showed American roads, railroads, canals, and rivers that would guide new immigrants to the settlements.

People living in Germany shared a common culture.  They ate food such as pretzels, sausages, sauerkraut, and gingerbread.  They told their children fairy tales written by the Brothers Grimm, such as “Hansel and Gretel” and “Cinderella.”  Skilled German craftsmen made furniture, cuckoo clocks, and silverware.  German families sang “Stille Nacht” (Silent Night) and “O Tannenbaum” (O Christmas Tree) at Christmastime.  They brought traditional foods with them to the U.S.  Hamburgers and frankfurters were first eaten in Germany.  Easter egg hunts and Christmas tree decoration were German customs too.

Sources include German Immigrants, 1820-1920 by Helen Frost.

Russia

Russia is the largest country in the world, stretching across the northern part of Europe and Asia.  In much of Russia, the winters are long and cold, while the summers are warm and short.  The growing season is just a few months long.  Russians must grow enough food in a short time to last them through the winter.

In the late 1800s, about 85 percent of Russians were peasant farmers.  They lived in small houses with thatched roofs made of straw.  They made soup with potatoes and other vegetables.  Rye bread and beet soup, called borscht, was a common Russian meal.  During the long winter, animals stayed in houses with the people.  People kept horses to work in the fields and they raised cows for milk, but they seldom could afford to raise animals for meat.

Russian peasants spent most of their time working in the fields.  After the fieldwork, Russians enjoyed spending time with their families.  During long winter evenings, they played flutes and balalaikas, three-stringed musical instruments.  They also enjoyed singing, dancing, and storytelling.  Women embroidered by stitching colorful designs onto clothing.

For hundreds of years, a series of powerful leaders called tsars ruled Russia.  Peasant farmers did not own their own land.  Instead, they were “serfs,” working for wealthy landowners who did not pay them for their work.  The serfs had to give a large share of the food they grew to their landowner.  This system made it difficult for them to feed their large families.  Children worked in the fields along with their parents.  Most children did not go to school and never learned to read.  In 1861, the tsar freed all serfs, so they could move and also had the right to own land.  But land was very expensive.  Many peasants accepted free plots of land, but the plots were very small.  Many families ran out of food and supplies before the winter season ended.

Between 1880 and 1920, more than 10,000 Russians arrived in the U.S. per year.  Between 1901 and 1910, 1.6 million Russians came to the United States.  Russian Jews sought freedom from religious persecution, moving to New York and other coastal cities.  Pogroms were major, repeated riots that targeted Jews in Russia.  In the 1880s, Jews were blamed for the assassination of the tsar.  Many historians, however, believe that Jews were blamed only because other Russians were jealous of Jewish success in business and careers.  Though only a few deaths were reported, thousands of Jewish homes were destroyed, Jews were forced into poverty, and thousands of people were injured. 

The New York Times described another pogrom in Easter, 1903:  "There was a well laid-out plan for the general massacre of Jews on the day following the Orthodox Easter. The mob was led by priests, and the general cry, "Kill the Jews," was taken up all over the city. The Jews were taken wholly unaware and were slaughtered like sheep. [Note: the actual number of dead was 47–48 and the injured about 500.] The scenes of horror attending this massacre are beyond description. Babies were literally torn to pieces by the frenzied and bloodthirsty mob. The local police made no attempt to check the reign of terror. At sunset the streets were piled with corpses and wounded. Those who could make their escape fled in terror, and the city is now practically deserted of Jews."

Sources include Russian Immigrants 1860-1915 by Helen Frost

"Back of Your Hand" Thematic Essay Topics

If you know these ten topics, you'll be able to write good essays about almost any thematic essay that's given to you!  Know them like the back of your hand!

Back of your hand topics:

Louisiana Purchase

Homestead Act/Transcontinental RR

Slavery/abolitionism/Civil War

Progressivism/The Jungle

New immigrants

New Deal

Atomic/nuclear energy

MLK/Brown v. Board

Prohibition

Korematsu v. U.S.

Louisiana Purchase

Historical background: early 1800s

-Jefferson was president

-U.S.’s western border was Mississippi River, but farmers wanted to be able to expand

-Louisiana Territory was controlled by France, as was the port of New Orleans

-Napoleon ruled France and wanted to sell Louisiana to pay off his debts

Decision:

-Jefferson decided to buy entire Louisiana Territory for $15 million

-He made the deal, even though the Constitution didn’t give him explicit power to do so—example of loose interpretation of the Constitution

Impact:

-doubled the size of the U.S.A.

-gave U.S. full control of Mississippi River and port of New Orleans

-Lewis and Clark were sent to explore the new territory

-Pioneering farmers moved west

-Fueled a belief in manifest destiny that later led to Texas Annexation, Mexican War, etc.

Homestead Act/Transcontinental RR

Historical background:

Manifest destiny: U.S. got land from Atlantic to Pacific

Acquired land through La. Purchase, Mexican War, Texas Annexation, treaty for Oregon

Western land has:

Raw materials, land for farming, Native Americans, buffalo

Govt. action: Homestead Act

-Govt. gives land to people who will pay an application fee and farm land for 5 years

Pacific Railway Act

-Govt. gives money to help build transcontinental RR

Results:

-Native Americans forced to leave homes, forced onto reservations, loss of buffalo, Dawes Act forces them to assimilate

-farmers get new land and grow food

-people move west

-western cities develop

-more territories become states

-railroads formed monopolies

-farmers lost money and started Granger Movement

Slavery, abolitionism, Civil War

Slavery: Africans were enslaved in America since colonial times, transported from Africa via Middle Passage route in inhumane conditions, auctioned when they arrived, labored on plantations, grew rice and cotton, whipped and beaten, denied the ability to read and write

Causes of Civil War:

Sectionalism: North industrialized and depended less on slave labor, while the South became more dependent on slaves and plantations when the cotton gin made cotton production easier.

Abolitionism: Frederick Douglass (book), Harriet Tubman (Underground RR), Harriet Beecher Stowe (Uncle Tom’s Cabin) fought to end slavery in USA

Slavery in territories: N & S competed over expansion of slavery into territories, compromises (Missouri, 1850, Kansas-Nebraska Act) were meant to keep peace between N & S, but Dred Scott decision forced North to accept slavery in all territories

States’ rights: South said federal govt. was intruding on their power

Election of Lincoln: Republican

Lincoln’s actions during war:

-fought war to preserve and protect Union

-made Emancipation Proclamation to end slavery in states in rebellion, thereby making abolition a goal of the Civil War

Results:

13^th Amendment—abolished slavery

Presidential Reconstruction—lenient treatment of South led to black codes

14^th and 15^th Amendments—gave blacks citizenship, equal protection of laws, suffrage

End of Reconstruction-->Jim Crow laws

Progressivism/The Jungle

Historical circumstances:

U.S. industrialized after Civil War

-corporations grew and became monopolies and trusts led by “robber barons” (Carnegie, Rockefeller) who charged high prices and paid low wages

-Immigrants moved to USA to work in factories and live in tenements

-Cities grew and became overcrowded, unsanitary, and politically corrupt

-Manufactured products included unhealthy ingredients (e.g. pharmaceuticals that were mainly alcohol or cocaine)

Action of reformer:

Muckraker Upton Sinclair went undercover to a meatpacking factory in Chicago.

His book, The Jungle, exposed the unsanitary conditions and poor treatment of workers.

Results:

Many people read book, including Pres. T. Roosevelt.  He supported the passage of the Meat Inspection Act and the Pure Food and Drug Act (required accurate labeling of products and regulation of industry by FDA)

This was part of a larger Progressive Movement, in which the govt. took responsibility for regulating industry, public health, corrupt politics, etc.  Other reformers included: Jacob Riis, Ida Tarbell, Jane Addams, Mother Jones, Alice Paul, etc.

New Immigrants

Historical circumstances that led to immigration:

Push factors: civil wars in home countries, poverty, crowded/poor land, persecution

Pull factors: factory jobs (industrialization), economic opportunity, prosperity

Time period: late 1800s, early 1900s

From: S+E Europe: Greece, Italy, Armenia, Russia

Impact

Immigrants move to tenements

--dirty, crowded, unsanitary, poor sewage treatment, 10 people per room

How the Other Half Lives—book of photos and facts about immigrant life in the Lower East Side of NYC

Economic: long hours, low wages, child labor, unsanitary conditions, meatpacking factories from The Jungle, Triangle Shirtwaist fire

Political: nativism, opposed for cultural differences “failure to assimilate,” argument for quotas—limits on immigration

-Chinese Exclusion Act

-Quota Acts of 1921 and 1924—after WW1, Red Scare—communism

Sacco and Vanzetti trial

Prohibition

Historical circumstances:

Problems with drinking: domestic violence, inability to provide for family, religious opposition

Temperance movement: people first tried to get friends and family to stop drinking so much

Examples: Washingtonian Society, Women’s Christian Temperance Union (WCTU)

Govt. Action:

18^th Amendment prohibited alcohol in the U.S.—1919

Impact:

-Bootleggers, moonshine, bathtub gin, speakeasies

-Organized crime: Mafia and other groups step in to provide alcohol—increased crime, violent crime, gangs, etc.

-21^st Amendment repealed Prohibition in 1930s

-Unpopular laws that try to legislate morality are difficult to enforce

New Deal

Historical circumstances:

Great Depression

--caused by stocks being bought on margin, overproduction, stock market crash, risky behavior by banks and in stock market

--Hoovervilles, extreme poverty, bank runs and bank failures, Hoover blankets, unemployment at 25%, hunger, foreclosure of home, lower birth rate, marital stress, suicide

--Dust Bowl: drought and overfarming in Great Plains lead to Dust Bowl, famine, poverty for farmers, migration to California

Govt. actions:

--led by FDR

--Relief: CCC, money for needy families

--Recovery: AAA

--Reform: FDIC, Social Security, SEC, National Labor Relations Act (Wagner Act)

Results:

-Fed govt. took greater responsibility for well-being of Americans

-Power of fed. govt. and president grew

-Deficit spending was accepted (govt. borrows money to spend and support economy during recession)

-Great Depression didn’t end until WW2

Korematsu v. U.S.

Historical circumstances:

World War II:

Japan attacked Pearl Harbor.  US declared war

-US suspected Japanese Americans of espionage (spying), despite NO EVIDENCE that J-A were spying

-FDR issued an executive order that J-A on the West Coast would be put in internment camps for national security

-Motivated by security but also by nativism/racism

Court decision:

Korematsu disguised himself and was arrested

-He sued, saying his 14^th Amendment right to equal protection was violated

-Court said internment WAS CONSTITUTIONAL

-Justification: In times of war, civil liberties can be limited for national security

Impact/legacy:

-J-A were released after war

-1980s: U.S. Congress officially apologized and J-As and their families were given $20,000 each

Atomic/Nuclear Energy

Historical circumstances/causes:

·        Manhattan Project: government research to create atomic bomb

·        During WW2 Einstein warned FDR that Hitler might build a bomb

·        Bomb uses uranium and plutonium-radioactive

·        1945 the US created an atomic bomb and told Truman

Decision: Truman ordered bomb to be dropped on Hiroshima and Nagasaki

Positive effects:

·        ended WW2—Japan surrendered

·        saved American lives that would have been lost in Japanese invasion

·        prevented future wars

·        used for nuclear power plants

Negative effects:

·        Deaths of thousands of Japanese

·        Radiation poisoning

·        Arms race cost millions of dollars

US is only country to drop atomic bomb on humans

MLK/Brown v. Board

Historical background:

-segregation—Jim Crow laws

-“separate but equal” was acceptable according to Plessy v. Ferguson

-economic: poor sharecropping—blacks work plots of land, and they pay a share of their crop as rent

-political: literacy tests, poll taxes, grandfather clause kept blacks from voting

-terrorized by Ku Klux Klan

-Jim Crow South: 1877-1960s

Actions:

-Brown v. Board: 14^th Amendment requires equal protection of laws, so school segregation must be unconstitutional (NAACP argued the case)

-nonviolent resistance/civil disobedience: led by MLK

Montgomery Bus Boycott, sit-ins, Freedom Rides, demonstrations, March on Washington—“I Have a Dream”

Results:

-integration of schools, buses, public facilities, etc.

-Civil Rights Act of 1964: bans Jim Crow

-Voting Rights Act of 1965: bans literacy tests

-24^th Amendment: bans poll taxes

-affirmative action: minorities receive advantage in job apps and colleges

Quick Review of the ESSENTIALS for U.S. History Regents Exam

Colonial/Revolutionary

Virginia House of Burgesses/Mayflower Compact early democracy, rep govt, consent of the governed

mercantilism colonies produce for British; British regulate trade—colonies make raw materials

“No taxation without representation” British taxes: Tea Act, Stamp Act, etc. colonial responses: boycott, etc.-->war

Declaration of Independence Locke: if govt doesn’t protect natural rightsàoverthrow it (T. Paine/Common Sense)

Articles of Confederation plan of union w/weak central govt.  One success: Northwest Ordinance—plan for new states

Constitution

Great Compromise big vs. small states over rep in Congressàdeal: bicameral legislature HR by pop, Senate-equal

3/5 Compromise North vs. South over counting of slaves as pop for reps in HR

Federalism power divided btwn nat’l (delegated powers) and state (reserved powers)

Checks and balances 3 branches check each other’s power

Flexibility elastic clause, amendments, judicial review

Bill of Rights 1^st 10 amendments, protects rights of individuals, illustrates limited govt

Unwritten Constitution political parties, Cabinet, judicial review

Ratification Federalists vs. Antifederalists; compromiseàadd Bill of Rights

New Nation

Washington’s presidency precedents: Cabinet, two terms, neutrality—Farewell Address

Marshall Court as chief justice, judicial review and power of fed govt. grew—Marbury v. Madison

Louisiana Purchase Jefferson bought it—loose interpretation of Const—got control of Mississippi R. and New Orleans

Andrew Jackson democracy increased, Indian Removal Act, spoils system—jobs to friends

manifest destiny God-given right to expand to Pacific, ex: Mexican War, Texas annexation, Oregon treaty

Monroe Doctrine Europe must stop colonizing Latin America

Civil War

Sectionalism people have loyalty to North or South more than USA

Abolitionism abolish slavery; examples: Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe

Dred Scott decision slaves are property so all territories must permit slavery

Lincoln’s election Republican presidentàSouth secedesàCivil War

Lincoln’s goal for war preserve and protect the Union

Emancipation Proclamation freed slaves in Confederacy, made abolition a goal of war

Reconstruction

13^th Amendment abolished slavery

black codes result of Presidential Reconstruction—lenient, take away blacks’ rights

14^th Amendment equal protection of laws, birthright citizenship

15^th Amendment blacks’ right to vote

Andrew Johnson lenient on South, impeached but found not guilty in Senate trial

Compromise of 1877 Hayes became president; Reconstruction ended

Plessy v. Ferguson separate but equal is constitutional—permitted Jim Crow laws

Westward Expansion

Homestead Act U.S. gave free land in West to farmers

transcontinental railroad improved trade, govt helped pay for it, leads to monopolies

Grangers farmers who demand regulated railroad rates

Interstate Commerce Act regulates railroad rates

Dawes Act forced assimilation of Native Americans (cut up reservations into family plots)

Industrialization

monopoly/trust corporation/group that takes over an industry and prevents competition

robber baron ex: Rockefeller, Carnegie—monopolists who used unfair business practices to be successful

urbanization growth of cities because of factory jobs, immigration, poor farming options

labor unions improve working conditions, demand higher pay, govt sides with business against them in late 1800s

laissez-faire economics govt doesn’t get involved in business

Progressivism

muckraker journalists who expose problems in society e.g. Upton Sinclair, Jacob Riis, Ida Tarbell, Lincoln Steffens

Sherman Antitrust Act law that broke up trusts; TR used it for trustbusting

referendum/recall/initiative growth in democracy (also 17^th Amendment: direct election of Senators)

progressive income tax richer get taxed at a higher rate—16^th Amendment

19^th Amendment women’s suffrage—right to vote (result of Seneca Falls Convention, Susan B. Anthony)

Imperialism

Reasons for imperialism desire for raw materials and new markets

yellow journalism exaggerated news, led to S-A War, inaccurate reporting of sinking of U.S.S. Maine

Spanish-American War imperialistic war; U.S. got Cuba, PR, Philippines, Guam

Roosevelt Corollary/big-stick diplomacy US will intervene in Latin America; corollary to Monroe Doctrine

Panama Canal Roosevelt Corollary used to help Panama gain independence, easier to get from East Coast to Asia

World War I

freedom of the seas U.S. opposed Germany’s unrestricted sub warfare (U-Boat) and sinking of LusitaniaàUS entered war

Schenck v. U.S. draft protester arrested—SC said free speech can be limited when it poses clear and present danger to USA

Fourteen Points Woodrow Wilson’s plan for lasting peace, including League of Nations

Treaty of Versailles made Germany pay for WWI, included League of Nations, Senate rejected it (isolationism)

Roaring Twenties

Quota Acts Red Scare and nativism lead to limits on immigration

Great Migration/Harlem Renaissance blacks moved to north, displayed culture e.g. L. Hughes, D. Ellington

flapper independent women, rejecting tradition, new style

Prohibition WCTU opposed alcohol, 18^th Amendment, results: organized crime, rejection of unpopular moral law (21^st repeals it)

Scopes trial tradition vs. modernity—should evolution be taught in schools?

consumer goods new appliances, assembly line, cars improved economy

Great Depression

buying on margin buying stocks on credit; among many risky financial actions; led to stock market crash

Hooverville Pres. Hoover blamed for homelessness—he refused to use fed govt to solve problem

Dust Bowl drought in Midwest/Great Plains; led to worse depression and migration to California

New Deal FDR’s plan included Relief, Recovery, Reform

Social Security payments for elderly and unemployed

FDIC insured bank deposits; prevented bank failures and bank runs

court packing FDR wanted to add supportive justices to SC; threat to checks and balances; didn’t happen

legacies fed govt provides for people’s welfare, deficit spending accepted, fed govt grows in power

World War II

Neutrality ActsàLend-Lease Act shift from U.S. neutrality to support for democratic allies (e.g. Great Britain)

Korematsu v. U.S. Pearl Harbor leads to US fear of Japanese, J-A interned, SC says it’s okay in time of war

war bonds/rationing/victory gardens support from home for WW2

Manhattan Project project to create atomic bombàTruman dropped it on Japan to save American lives and end WW2

Cold War

containment U.S. foreign policy: stop spread of communism

examples of aid 1940s: Marshall Plan, Truman Doctrine, Berlin Airlift, Eisenhower Doctrine        ALSO: NATO—alliance

Korean War 1951-53 UN involved, war not declared by Congress, contain communism in Asia

Cuban Missile Crisis after Bay of Pigs failed to overthrow Castro, USSR put nukes in Cuba, close to nuclear war, JFK blockaded Cuba to keep more weapons from getting in 1962

Vietnam War 1963-73 contain communism in SE Asia, war not declared by Congress, unpopular

détente ease tensions with communist governments—Nixon 1970s

end of the Cold War fall of Berlin Wall, breakup of USSR

1950s/1960s

GI Bill aid to veterans for education and housing

baby boom after delay in marriage due to WW2 and GD, people had babies

suburbanization move to suburbs because of highways, cars, desire for home ownership

Interstate Highway Act Eisenhower’s govt paid for highways for nat’l security, more suburbanization

McCarthyism fear of communism led to invasion of civil liberties (also: loyalty review boards, HUAC)

Sputnik Soviet satellite leads to space race, more US funding for science and math

Great Society LBJ’s plan to end poverty, included Medicare and Medicaid

Civil Rights Movement

Treatment of blacks segregation, Jim Crow, literacy tests, poll taxes, grandfather clause, sharecropping

Brown v. Board school segregation unconstitutional, reversed Plessy v. Ferguson, argued by NAACP

civil disobedience MLK, sit-ins, Freedom Rides, Montgomery Bus Boycott, March on Washington

Civil Rights Act of 1964 bans Jim Crow

Voting Rights Act of 1965 banned literacy tests

24^th Amendment banned poll taxes

1970s/1980s

War Powers Act at end of Vietnam War, Congress said president needs permission to send troops overseas longterm

Watergate burglary at DNC HQ led to Nixon cover-up and lies, U.S. v. Nixon said no man is above the law, Nixon resigned, people lost confidence in govt leaders

OPEC oil embargo 1973, 1979 OPEC refused to sell oil to USA to protest treatment of Israel, inflation, recession

Camp David Accords peace in Middle East, Pres. Carter deal between Israel and Egypt

Reaganomics less regulation and less taxes on rich/corpsàbetter economy, more wealth inequality

Current Events: Foreign Policy

Persian Gulf War war against Iraq to insure steady supply of oil (Saddam had invaded Kuwait)

Bosnian War fought to stop human rights abuses—ethnic cleansing/genocide

9/11 al-Qaeda attacked WTC and Pentagon

Results of 9/11 Dept of Homeland Security, PATRIOT Act limits civil liberties, wars

Wars in Iraq and Afghanistan to fight Islamic terrorism and keep Iraq from getting weapons of mass destruction

Current Events

Move to the Sunbelt Americans move Southàmore political power in South

Aging of baby boomers Cost of Social Security and Medicare roseàled to growth in national debt

Clinton impeachment impeached for perjury, found not guilty in Senate

2000 presidential election Gore won popular vote but Bush won electoral vote; Supreme Court helped decide

Technology development more computers, Internetàloss of privacy

Current Events: Economics

corporate downsizing corporations send jobs overseas

shift to a service economy less manufacturing jobs

NAFTA free trade—globalization—lower tariffs

trade imbalance with Japan and China, US imports more than it exports

2008 economic crisis led to greater federal involvement in economy

Regents students: No Homework

See you Friday!

Progressive Reformers!

Jane Addams:
http://search.eb.com/women/article-9003693
http://www.pbs.org/wgbh/amex/chicago/peopleevents/p_addams.html
http://www.pbs.org/wnet/historyofus/web10/features/bio/B06.html

W. E. B. Du Bois:
http://www.pbs.org/wnet/jimcrow/stories_people_dubois.html
http://www.biography.com/people/web-du-bois-9279924
http://library.thinkquest.org/2667/DuBois.htm
http://pbskids.org/bigapplehistory/business/topic16.html

Mother Jones:
http://digital.library.upenn.edu/women/jones/MotherJones.html
http://www.aflcio.org/aboutus/history/history/jones.cfm
http://www.pbs.org/wnet/historyofus/web10/features/bio/B05.html
http://www.pbs.org/wnet/historyofus/web10/segment2_p.html

Ida B. Wells:
http://www.pbs.org/wnet/jimcrow/stories_people_wells.html
http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
http://www2.webster.edu/~woolflm/idabwells.html
http://dig.lib.niu.edu/gildedage/idabwells/biography.html
A link to Ida Wells' book: http://lincoln.lib.niu.edu/cgi-bin/philologic/navigate.pl?lincoln.5813

John Muir:
http://www.pbs.org/nationalparks/people/historical/muir/
http://www.sierraclub.org/john_muir_exhibit/life/muir_biography.aspx
http://ecotopia.org/ecology-hall-of-fame/john-muir/biography/
http://www.notablebiographies.com/Mo-Ni/Muir-John.html#b

Alice Paul:
http://pbskids.org/wayback/civilrights/features_suffrage.html
http://www.lkwdpl.org/wihohio/paul-ali.htm
http://www.spartacus.schoolnet.co.uk/USApaul.htm
http://www.pbs.org/wgbh/amex/wilson/peopleevents/p_paul.html

Upton Sinclair:
http://www.spartacus.schoolnet.co.uk/Jupton.htm
http://www.biography.com/people/upton-sinclair-9484897
http://www.kirjasto.sci.fi/sinclair.htm
http://www.gradesaver.com/author/upton-sinclair/

Videos for the weekend!

Eighth graders: Watch Triangle Fire here!

Regents students: We Shall Remain "Episode 5: Wounded Knee" is NOT available free online.  Well, I feel foolish.  No homework for you!

MT