Watergate

A. Break-In/Cover-Up
B. Reform:
1. War Powers Act of 1973
2. Congressional Budget and Impoundment Act
3. Fair Campaign Act of 1974
4. Freedom of Information Act
5. --Attitude Adjustment--

RIGHTS OF NATURE: The Environmental Movement

I. Origins:
A. The Idea: Rachel Carson, Silent Spring
B. The Event: The Santa Barbara Spill

II. Effect:

A. Politicizing a Community:
a. GOO
b. Earth Day
B. SF Bay Cons and Dvpt Commission
C. EPA
D. California Environmental Quality Act
E. California Coastal Act of 1976
F. Clean Air Act of 1990
III. Significance

FINAL EXAM STUDY GUIDE

TEST TIME AND DATE:
WED, 6/9, 2-4:30 YOU NEED A BLUE BOOK.
FORMAT:
I. Multiple Choice: 23 questions, you answer 20
The questions will come from material covered since the midterm

II. Essay: Two of the following questions will be on the test: you will write on one.

1. How did the U.S. change as a result of the Civil War, World War I, World War II, AND the War in Vietnam? Judging from the nation’s experience of war, can you make some generalization regarding the impact of war on a country?

2. What lasting changes were brought about by Progressivism, the New Deal, and the Civil Rights movement in the U.S.?

3. What causes historical change more profoundly, ideas or events? Consider as many examples from the course as yuo need to answer the question effectively.

4. Do individuals matter in history or only larger macro historical events? (use the readings for the course to answer this question)

The Problem with No Name/Making the Personal Political...Second Wave Feminism

Betty Friedan: Feminine Mystique (1963)
--“the problem lay buried"
--Women “could desire no greater destiny than to glory in their own femininity,"
--Presidential Commission on the Status of Women
--Civil Rights Act of 1964 and the Equal Employment Opportunity Commission

National Organization for Women:
"to take action to bring women into full participation in the mainstream of American society now, exercising all privileges and responsibilities thereof in truly equal partnership with men."
1967: 1000 members
1971: 15,000 members

FREEDOM SUMMER:
"we didn't come down here to work as a maid this summer."

"Assumptions of male superiority are as widespread and deeply rooted and every much as crippling to the women as the assumptions of white superiority are to the Negro."

LIBERAL VS. RADICAL FEMINISM

RADICAL GROUPS:
SCUM
W.I.T.C.H.
Redstockings
Cell 16

AS A RESULT OF THE WOMEN’S MOVEMENT:

1. increased participation of women in politics on all levels

2. Title IX of Educational Amendments Acts of 1972, prohibited colleges from discriminating on basis of sex, requiring schools to fund womens' sports at a comparable level to mens' sports

3. Roe v. Wade: 1973, struck down Texas and Georgia statutes outlawing abortion, saying that states could no longer outlaw abortions in the first trimester of pregnancy

4. Equal Credit Opportunity Commission: in 1974, made it possible for women to get credit in their own name

5. ERA, which passed in Congress, and has to be seen as a victory in one sense, because it did pass in Congress, even though it is not now an amendment, since states did not ratify it in time. Why a victory? Military academies and other military arenas thought it would pass so they began to make changes that helped the position of women in the military

Jack K

“The only people for me are the mad ones, the ones who are mad to live, mad to talk, mad to be saved, desirous of everything at the same time, the ones who never yawn or say a commonplace thing, but burn, burn, burn, like fabulous yellow roman candles exploding like spiders across the stars and in the middle you see the blue centerlight pop and everybody goes "Awww!”

SPECIAL OFFICE HOURS ON TUESDAY

Since we have no class on Monday, I'll be in my office from 9-11 on Tuesday if you need help with your essays.

Vietnam and other Entanglements/Watergate

Vietnam and other Entanglements

I. War in Vietnam

A. Anti-Communist Context:
Containment and Domino Thinking

B. Escalation
1. Advisors:
2. Lyndon Baines Johnson "Great Society"
2. Gulf of Tonkin
3. Rolling Thunder
4. The Crucial Year: 1968
a. Anti-War Movement—SDS
http://www.youtube.com/watch?v=LBdeCxJmcAo fixin to die rag country joe
http://www.youtube.com/watch?v=_d8C4AIFgUg war Edwin starr
http://www.youtube.com/watch?v=_AvrZCYvVQI ohio Crosby stills nash young
http://www.youtube.com/watch?v=iWkWSLEW-Ds masters of war dylan

b. The Tet Offensive
c. Enter Tricky Dick: "secret plan"

II. Watergate
A. Break-In/Cover-Up
B. Reform:
1. War Powers Act of 1973
2. Congressional Budget and Impoundment Act
3. Fair Campaign Act of 1974
4. Freedom of Information Act
5. --Attitude Adjustment--

III. Losing a War:




Vietnamese Declaration of Independence, 1945
"All men are created equal. They are endowed by their Creator with certain inalienable rights; among these are Life, Liberty, and the pursuit of Happiness."
This immortal statement was made in the Declaration of Independence of the United States of America in 1776. In a broader sense, this means: All the peoples on the earth are equal from birth, all the peoples have a right to live, to be happy and free. The Declaration of the French Revolution…states: "All men are born free and with equal rights, and must always remain free and have equal rights." Those are undeniable truths. Yet, the French imperialists, abusing the standard of Liberty, Equality, and Fraternity, have violated our Fatherland and oppressed our fellow citizens. They have acted contrary to the ideals of humanity and justice. In the field of politics, they have deprived our people of every democratic liberty.

Civil Rights and the Social Movements in the 1960s

Social Movements in the 1960s

I. Civil Rights:
A. Enforcing Segregation:
1. Culturally
2. Legal: Plessy v Ferguson (1898)

B. Fighting Segregation:
1. NAACP
2. Brown v. Board of Education (1954)
a. Brown II
b. Resisting Justice:
Little Rock Central High School (1957)
Orval Faubus
3. Rosa Parks and the Bus Boycott:
4. Emmitt Till
5. The Sit-Ins:
6. Freedom Rides:
7. JFK:
a. Civil Rights Act of 1964
b. Voting Rights Act of 1965
--Fannie Lou Hammer

II. OTHER MOVEMENTS:
A. UFW
B. Anti-War
C. American Indian Movement
D. Women’s Movement
E. Environment

Japanese Internment

February 15th of 1942 to December of 1944

Why did it happen?

What was it like?

How did it end?

Why did the government apologize?

"August 2026: There Will Come Soft Rains"

http://www.faludi.com/classes/networkobjects/readings/Bradbury_Soft_Rains_1950.pdf

"August 2026: There Will Come Soft Rains" (1950)
Ray Bradbury
In the living room the voice-clock sang, Tick-tock, seven o'clock, time to get up, time to
get up, seven o'clock! as if it were afraid that nobody would. The morning house lay empty. The
clock ticked on, repeating and repeating its sounds into the emptiness. Seven-nine, breakfast time,
seven-nine!
In the kitchen the breakfast stove gave a hissing sigh and ejected from its warm interior
eight pieces of perfectly browned toast, eight eggs sunnyside up, sixteen slices of bacon, two
coffees, and two cool glasses of milk.
"Today is August 4, 2026," said a second voice from the kitchen ceiling, "in the city of
Allendale, California." It repeated the date three times for memory's sake. "Today is Mr.
Featherstone's birthday. Today is the anniversary of Tilita's marriage. Insurance is payable, as are
the water, gas, and light bills."
Somewhere in the walls, relays clicked, memory tapes glided under electric eyes.
Eight-one, tick-tock, eight-one o'clock, off to school, off to work, run, run, eight-one! But
no doors slammed, no carpets took the soft tread of rubber heels. It was raining outside. The
weather box on the front door sang quietly: "Rain, rain, go away; rubbers, raincoats for today…"
And the rain tapped on the empty house, echoing.
Outside, the garage chimed and lifted its door to reveal the waiting car. After a long wait
the door swung down again.
At eight-thirty the eggs were shriveled and the toast was like stone. An aluminum wedge
scraped them into the sink, where hot water whirled them down a metal throat which digested and
flushed them away to the distant sea. The dirty dishes were dropped into a hot washer and
emerged twinkling dry.
Nine-fifteen, sang the clock, time to clean.
Out of warrens in the wall, tiny robot mice darted. The rooms were acrawl with the small
cleaning animals, all rubber and metal. They thudded against chairs, whirling their mustached
runners, kneading the rug nap, sucking gently at hidden dust. Then, like mysterious invaders, they
popped into their burrows. Their pink electric eyes faded. The house was clean.
Ten o'clock. The sun came out from behind the rain. The house stood alone in a city of
rubble and ashes. This was the one house left standing. At night the ruined city gave off a
radioactive glow which could be seen for miles.
Ten-fifteen. The garden sprinklers whirled up in golden founts, filling the soft morning air
with scatterings of brightness. The water pelted windowpanes, running down the charred west
side where the house had been burned evenly free of its white paint. The entire west face of the
house was black, save for five places. Here the silhouette in paint of a man mowing a lawn. Here,
as in a photograph, a woman bent to pick flowers. Still farther over, their images burned on wood
in one titanic instant, a small boy, hands flung into the air; higher up, the image of a thrown ball,
and opposite him a girl, hands raised to catch a ball which never came down.
The five spots of paint—the man, the woman, the children, the ball—remained. The rest
was a thin charcoaled layer.
The gentle sprinkler rain filled the garden with falling light.
1 Ray Bradbury, The Martian Chronicles (Toronto: Bantam Books, 1985), 166-172.
2
Until this day, how well the house had kept its peace. How carefully it had inquired, "Who
goes there? What's the password?" and, getting no answer from lonely foxes and whining cats, it
had shut up its windows and drawn shades in an old maidenly preoccupation with self-protection
which bordered on a mechanical paranoia.
It quivered at each sound, the house did. If a sparrow brushed a window, the shade
snapped up. The bird, startled, flew off! No, not even a bird must touch the house!
The house was an altar with ten thousand attendants, big, small, servicing, attending, in
choirs. But the gods had gone away, and the ritual of the religion continued senselessly, uselessly.
Twelve noon.
A dog whined, shivering, on the front porch.
The front door recognized the dog voice and opened. The dog, once huge and fleshy, but
now gone to bone and covered with sores, moved in and through the house, tracking mud. Behind
it whirred angry mice, angry at having to pick up mud, angry at inconvenience.
For not a leaf fragment blew under the door but what the wall panels flipped open and the
copper scrap rats flashed swiftly out. The offending dust, hair, or paper, seized in miniature steel
jaws, was raced back to the burrows. There, down tubes which fed into the cellar, it was dropped
into the sighing vent of an incinerator which sat like evil Baal in a dark corner.
The dog ran upstairs, hysterically yelping to each door, at last realizing, as the house
realized, that only silence was here.
It sniffed the air and scratched the kitchen door. Behind the door, the stove was making
pancakes which filled the house with a rich baked odor and the scent of maple syrup.
The dog frothed at the mouth, lying at the door, sniffing, its eyes turned to fire. It ran
wildly in circles, biting at its tail, spun in a frenzy, and died. It lay in the parlor for an hour.
Two o'clock, sang a voice.
Delicately sensing decay at last, the regiments of mice hummed out as softly as blown gray
leaves in an electrical wind.
Two-fifteen.
The dog was gone.
In the cellar, the incinerator glowed suddenly and a whirl of sparks leaped up the chimney.
Two thirty-five.
Bridge tables sprouted from patio walls. Playing cards fluttered onto pads in a shower of
pips. Martinis manifested on an oaken bench with egg-salad sandwiches. Music played.
But the tables were silent and the cards untouched.
At four o'clock the tables folded like great butterflies back through the paneled walls.
Four-thirty.
The nursery walls glowed.
Animals took shape: yellow giraffes, blue lions, pink antelopes, lilac panthers cavorting in
crystal substance. The walls were glass. They looked out upon color and fantasy. Hidden films
docked through well-oiled sprockets, and the walls lived. The nursery floor was woven to
resemble a crisp, cereal meadow. Over this ran aluminum roaches and iron crickets, and in the hot
still air butterflies of delicate red tissue wavered among the sharp aroma of animal spoors! There
was the sound like a great matted yellow hive of bees within a dark bellows, the lazy bumble of a
purring lion. And there was the patter of okapi feet and the murmur of a fresh jungle rain, like
other hoofs, falling upon the summer-starched grass. Now the walls dissolved into distances of
3
parched weed, mile on mile, and warm endless sky. The animals drew away into thorn brakes and
water holes.
It was the children's hour.
Five o'clock. The bath filled with clear hot water.
Six, seven, eight o'clock. The dinner dishes manipulated like magic tricks, and in the study
a click. In the metal stand opposite the hearth where a fire now blazed up warmly, a cigar popped
out, half an inch of soft gray ash on it, smoking, waiting.
Nine o'clock. The beds warmed their hidden circuits, for nights were cool here.
Nine-five. A voice spoke from the study ceiling:
"Mrs. McClellan, which poem would you like this evening?"
The house was silent.
The voice said at last, "Since you express no preference, I shall select a poem at random."
Quiet music rose to back the voice. "Sara Teasdale. As I recall, your favorite….
"There will come soft rains and the smell of the ground,
And swallows circling with their shimmering sound;
And frogs in the pools singing at night,
And wild plum trees in tremulous white;
Robins will wear their feathery fire,
Whistling their whims on a low fence-wire;
And not one will know of the war, not one
Will care at last when it is done.
Not one would mind, neither bird nor tree,
if mankind perished utterly;
And Spring herself, when she woke at dawn
Would scarcely know that we were gone."
The fire burned on the stone hearth and the cigar fell away into a mound of quiet ash on its
tray. The empty chairs faced each other between the silent walls, and the music played.
At ten o'clock the house began to die.
The wind blew. A failing tree bough crashed through the kitchen window. Cleaning
solvent, bottled, shattered over the stove. The room was ablaze in an instant!
"Fire!" screamed a voice. The house lights flashed, water pumps shot water from the
ceilings. But the solvent spread on the linoleum, licking, eating, under the kitchen door, while the
voices took it up in chorus: "Fire, fire, fire!"
The house tried to save itself. Doors sprang tightly shut, but the windows were broken by
the heat and the wind blew and sucked upon the fire.
The house gave ground as the fire in ten billion angry sparks moved with flaming ease
from room to room and then up the stairs. While scurrying water rats squeaked from the walls,
pistoled their water, and ran for more. And the wall sprays let down showers of mechanical rain.
But too late. Somewhere, sighing, a pump shrugged to a stop. The quenching rain ceased.
The reserve water supply which had filled baths and washed dishes for many quiet days was gone.
The fire crackled up the stairs. It fed upon Picassos and Matisses in the upper halls, like
delicacies, baking off the oily flesh, tenderly crisping the canvases into black shavings.
Now the fire lay in beds, stood in windows, changed the colors of drapes!
4
And then, reinforcements.
From attic trapdoors, blind robot faces peered down with faucet mouths gushing green
chemical.
The fire backed off, as even an elephant must at the sight of a dead snake. Now there were
twenty snakes whipping over the floor, killing the fire with a clear cold venom of green froth.
But the fire was clever. It had sent flames outside the house, up through the attic to the
pumps there. An explosion! The attic brain which directed the pumps was shattered into bronze
shrapnel on the beams.
The fire rushed back into every closet and felt of the clothes hung there.
The house shuddered, oak bone on bone, its bared skeleton cringing from the heat, its
wire, its nerves revealed as if a surgeon had torn the skin off to let the red veins and capillaries
quiver in the scalded air. Help, help! Fire! Run, run! Heat snapped mirrors like the brittle winter
ice. And the voices wailed Fire, fire, run, run, like a tragic nursery rhyme, a dozen voices, high,
low, like children dying in a forest, alone, alone. And the voices fading as the wires popped their
sheathings like hot chestnuts. One, two, three, four, five voices died.
In the nursery the jungle burned. Blue lions roared, purple giraffes bounded off. The
panthers ran in circles, changing color, and ten million animals, running before the fire, vanished
off toward a distant steaming river....
Ten more voices died. In the last instant under the fire avalanche, other choruses,
oblivious, could be heard announcing the time, playing music, cutting the lawn by remote-control
mower, or setting an umbrella frantically out and in the slamming and opening front door, a
thousand things happening, like a clock shop when each clock strikes the hour insanely before or
after the other, a scene of maniac confusion, yet unity; singing, screaming, a few last cleaning
mice darting bravely out to carry the horrid ashes away! And one voice, with sublime disregard
for the situation, read poetry aloud in the fiery study, until all the film spools burned, until all the
wires withered and the circuits cracked.
The fire burst the house and let it slam flat down, puffing out skirts of spark and smoke.
In the kitchen, an instant before the rain of fire and timber, the stove could be seen making
breakfasts at a psychopathic rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips,
which, eaten by fire, started the stove working again, hysterically hissing!
The crash. The attic smashing into kitchen and parlor. The parlor into cellar, cellar into
sub-cellar. Deep freeze, armchair, film tapes, circuits, beds, and all like skeletons thrown in a
cluttered mound deep under.
Smoke and silence. A great quantity of smoke.
Dawn showed faintly in the east. Among the ruins, one wall stood alone. Within the wall,
a last voice said, over and over again and again, even as the sun rose to shine upon the heaped
rubble and steam:
"Today is August 5, 2026, today is August 5, 2026, today is…"

TURNITIN.COM INFORMATION

Remember, the paper must be submitted to turnitin.com by midnight on the night that it is due in paper form in class.
Here's the tii info:
The Enrollment Class Id is 3274688
The password will be given in class.

GOOD WAR

The Good War reading is now due on Monday, May 10.

NEW DEAL

I. The Election of 1932:
Herbert Hoover vs. Franklin Delano Roosevelt


II. THE NEW DEAL
--RELIEF, RECOVERY, REFORM—

A. RELIEF:
1. work relief:

1935--1943
WPA --employed 8.5 million americans
--spent $10.5 billion
--constructed 651,087 miles of roads
--125,110 public buildings
--8192 parks
--853 airports
-- built or repaired 124,087 bridges

2. direct assistance

B. RECOVERY:
1. industry:
2. agriculture:


C. REFORM:

1. Social Security Act:

Here’s FDR signing Soc. Sec. into law.

2. Emergency Banking Act:

Was the New Deal Successful?

ORIGINS OF THE GREAT DEPRESSION

1. U.S. Business Fundamentally Flawed
a. Overproduction/underconsumption
b.Stock market speculation

c. Run on the Banks

2. Farm Depression
The Dust Bowl

3. Worldwide depression

4. Bad Policy:
a. Hawley-Smoot Tariff
b. Agricultural Marketing Act:
c. National Credit Corporation:
d. Reconstruction Finance
Corporation:
e. Presidential Organization for
Unemployment Relief (POUR)
f. Bonus March

Prohibition and the Crazy 1920a

I. Prohibition Law:
A. 18th Amendment
(prohibiting manufacture, sale, transport)
B. Volstead Act
(making the 18th a “bone dry” amendment)
C. "Five and Ten Law"
(1929, 5 year, $10,000 penalty)

III. Prohibition Failure:
Why Not More of a Success?
A. Minimal Enforcement:
B. Unrealistic Expectations:
C. Corruption:
D. Policy without Authority:

III. Repeal:
A. 21st Amendment (Dec. 5, 1933)
B. The Constitution and Federal Intervention

IV. Progress and Decline in the 1920s:
A. 20s as Decade of Cultural/Economic Flowering:
1. Consumerism:

Lowest 40%=$725
190-housing
110-clothing
290-food
=135 left

Edward Bernays=father of modern pr

2. Movies:
Warner Bros. Pictures inc. in 1923
MGM formed in 1924
Fox Film Corporation founded in 1912
(became 20th Century Fox in 1935)
United Artists, formed in 1919
(by stars Mary Pickford, Douglas Fairbanks, Sr., Charlie Chaplin, and director D.W. Griffith)

3. Harlem Renaissance

4. “Lost Generation”


5. The “New Woman”

B. 1920s as a Decade of Ignorance,
Cultural Decay

1. Influenza
--killed 25 million worldwide
(700,000 in U.S.)
Historian Alfred Crosby:
The virus “killed more humans than any other disease in a period of similar duration in the history of the world.”

“I had a little bird, I had a little bird,
Its name was Enza. Its name was Enza.
I opened up the window, I opened up the window, And in flu enza, In flu enza.”
Children’s jump rope rhyme

2. World Economic Chaos:

 England=industrial problems: General Strike of 1926
--2 million unemployed by 1930
--3 million unemp. in 1933

 Depression
One billion per year in reparations
Hyperinflation in Germany:

1 dollar=9000 marks (Jan. of 1923)
1 dollar=4.2 trillion marks
(Nov. of 1923)

--one loaf of bread=580 billion marks


3. Urban Racial Unrest: Chicago, 1919
…48 recorded lynchings in 1917
…78 recorded lynchings in 1919

4. Nativism:
a. National Origins Act of 1924
b. Sacco and Vanzetti

5. The KKK
6. Scopes Monkey Trial


VII. Significance:

MIDTERM EXAM STUDY GUIDE:

YOU NEED A BLUE BOOK FOR THIS EXAM.
This exam will have two parts:

Part A (40%) is objective. There will be 21 multiple choice questions. You will answer 20 of them. Check the blog over the next few days to see several more examples of multiple choice questions so that you get used to the level of detail required and the type of information I want you to retain. Here are two examples of questions used on a previous exam:
The 18th Amendment added prohibition to the Constitution. Which of the following repealed the 18th?
A. 19th
B. 20th
C. 21st
D. 22nd

The man who created the Black Star Line was
A. Thomas Dewey
B. WEB DuBois
C. Booker T. Washington
D. Marcus Garvey


Part B is an essay(60%): There will be two essay questions. You will write on one. The essays will come from one or two of the following themes:
1. Reconstruction: Think about the challenges of reconstructing the war-torn nation, how various groups tried to solve those problems, and which plan eventually went into effect.
2. Progressivism: Think about the many movements involved and how successful they each were in improving the world.
3. The 1920s: Think about the “progress” or “decline” model that we discussed in class.


HOW TO SUCCEED ON THIS TEST:
Make outlines for each theme.
Make sure that your outlines have far more information than you could ever remember.
Avoid the big general statements.
Instead, add detail to your outline.
Then, use those outlines to study; try to rewrite the outline without looking; say the outline out loud in front of a mirror; use the outline to impress your friends at work or at parties; come to office hours and let me see the outline.The one comment I write more than any other on midterms is “add more detail.”
So, learn some details to back up your understanding of the periods we have studied. I want you to do well!

ESSAY ASSIGNMENT

FOLLOW THE DUE DATES ON THE SYLLABUS:
THIS IS A 3-4 PAGE, DOUBLE-SPACED, TYPED, PAPER ON ONE OF THE FOLLOWING TOPICS:

1. Immigration Interview Project:
Conduct interviews with at least two people who immigrated to the United States. Compare their experience with the experiences of people who came to the country through Ellis Island. How was the legal and social climate of each historical moment unique?
Here are some good sources:
http://www.dumas-k12.net/socst/K-5/Grade_5/Supplements/13_Voices%20From%20Ellis%20Island.pdf
http://www.dumas-k12.net/socst/K-5/Grade_5/Supplements/13_Voices%20From%20Ellis%20Island.pdf
http://library.thinkquest.org/20619/Past.html
http://library.thinkquest.org/20619/Past.html
http://www.fortunecity.com/littleitaly/amalfi/100/influx97.htm http://www.fortunecity.com/littleitaly/amalfi/100/influx97.htm
http://www.fortunecity.com/littleitaly/amalfi/100/postcards.htm http://www.fortunecity.com/littleitaly/amalfi/100/postcards.htm
Working toward Whiteness : How America's Immigrants became White : the Strange Journey from Ellis Island to the suburbs by David R. Roediger.

2. . Were the 1950s really Happy Days?

3. History of Childhood:
Choose one of the following periods: the 1890s, the 1920s, the 1930s, the 1940s, or the 1950s. Compare and contrast childhood today with childhood from that era. It is up to you to classify what “growing up” means in 2010 versus one of those eras. That means more than just saying that there is now tv and fast food and internet. It means reading, researching what others have said is significant about childhood today. You might want to check out The Sociology of Childhood by William A. Corsaro. This book traces the meaning of childhood, focusing on the construction of identity by children.

4. Indian Gambling
Describe the historical background to legal gambling on tribal lands. Has this legal and financial development had a positive or negative impact on Native Americans?
http://www.cniga.com/
http://www.cniga.com/
http://igs.berkeley.edu/library/htIndianGaming.htm#Topic3
http://igs.berkeley.edu/library/htIndianGaming.htm#Topic3
http://paugussett.itgo.com/issues.htm
http://paugussett.itgo.com/issues.htm

5. Has the United States been in decline since the 1960s?



OR, THE OTHER OPTION...YOU MAY MAKE YOUR OWN TOPIC AS LONG AS YOU CLEAR IT WITH ME BEFOREHAND. IF YOU SHOW UP WITH A PAPER THAT IS NOT FROM THIS LIST AND HAS NOT BEEN CLEARED BY ME, IT WILL NOT BE ACCEPTED.

-------------------------------------GENERAL INFO---------------------
Is this a research paper? You need to do work outside of class to be successful on this paper. Is some of that what I would call research? Yes. Hence, you should go talk to a librarian...they are amazingly helpful with research!
Should this paper argue something? Yes, please oh please, make a claim! Remember, I do not want you to tell me WHAT happened so much as tell me THE MEANING of what happened.
Your paper should be well organized, with a sound introduction, clear body paragraphs, and a conclusion.
Your paper should be well-written, with few grammatical errors. Let me help with that. Bring me a rough draft before your final draft is due, and we will revise your paper together. There's also a history tutor in the Oasis who might be able to help with revision.

WWI AND WOMAN SUFFRAGE OUTLINES

--The Great War--
I. Introduction:

II. Origins of War:

--Bloody Alliances—
Triple Entente (France, GB, Russia)
Triple Alliance (GR, Austro-Hungary, Italy)


III. The Great War:
A. The Trenches
B. Trenches in the Sea
C. Peace and Preparedness
D. WAR

IV. The End of War:
A. Wilson's 14 Points
B. Versailles
C. Spanish Flu of 1918

V. Significance:



“Suffering for the Vote”

I. Introduction:
Why be against Woman Suffrage?

II. Suffering for the Vote
A. The Seneca Falls Convention
B. Women’s Christian Temperance Union
C. National American Woman Suffrage Assoc.
(Carrie Catt and Florence Kelley)
D. The Great War and the Vote
E. The National Women’s Party (Alice Paul)
F. Impact of the Nineteenth Amendment
1. Sheppard-Towner
2. Birth Control

III. Conclusion/Significance:

Sears and Roebuck and the Development of Middle Class America

READING FOR MONDAY: U.S. ENTRANCE INTO THE GREAT WAR

Why did the U.S. become involved in the First World War?

http://www.firstworldwar.com/bio/wilson.htm
or
http://www.worldwar1.com/dbc/reasons.htm
or
http://www.lewrockwell.com/orig3/dwyer3.html

Studs Terkel Reading Guide

5/5 The Good War Reading Due/Dropping the Bomb Debate Prep

The Good War is an incredible book. You are going to love it! You may become so entranced by the stories therein that you feel compelled to read every page.
Here’s how to read it for this class:

1. Read the Introduction;
2. Read one story from each section;
3. Print and fill out the following form as you read;
4. Bring the form to class.

Write the name of the story you read for each section:
Jot down a word or two over here to help you recall this section:

A Sunday Morning ____________ 

A Chance Encounter ____________ 

Tales of the Pacific ____________ 

The Good Reuben James ____________ 

Rosie ____________ 

Neighborhood Boys ____________ 

Reflections on Machismo ____________ 

High Rank ____________ 

The Bombers and the Bombed ____________ 

Growing Up: Here and There ____________ 

D-Day and All That ____________ 

Boogie Woogie Bugle Boy ____________ 

Sudden Money ____________ 

The Big Panjandrum ____________ 

Flying High ____________ 

Up Front with Pen, Camera, and Mike __________ 

Crime and Punishment ____________ 

A Turning Point ____________ 

Chilly Winds ____________ 

Is You Is or Is you Aint my Baby ____________ 

Remembrance of Things Past ____________ 

Epilogue ____________ 

Excerpt from Outliers, by Malcolm Gladwell

Outlier, noun.

1 : something that is situated away from or classed differently from a main or related body
2 : a statistical observation that is markedly different in value from the others of the sample

1.
Roseto Valfortore lies one hundred miles southeast of Rome, in the Apennine foothills of the Italian province of Foggia. In the style of medieval villages, the town is organized around a large central square. Facing the square is the Palazzo Marchesale, the palace of the Saggese family, once the great landowner of those parts. An archway to one side leads to a church, the Madonna del Carmine—Our Lady of Mount Carmine. Narrow stone steps run up the hillside, flanked by closely-clustered two-story stone houses with red tile roofs.

For centuries, the paesani of Roseto worked in the marble quarries in the surrounding hills, or cultivated the fields in the terraced valley below, walking four and five miles down the mountain in the morning and then making the long journey back up the hill at night. It was a hard life. The townsfolk were barely literate and desperately poor and without much hope for economic betterment—until word reached Roseto at the end of the nineteenth century of the land of opportunity across the ocean.

In January of 1882, a group of eleven Rosetans—ten men and one boy—set sail for New York. They spent their first night in America sleeping on the floor of a tavern on Mulberry Street, in Manhattan's Little Italy. Then they ventured west, ending up finding jobs in a slate quarry ninety miles west of the city in Bangor, Pennsylvania. The following year, fifteen Rosetans left Italy for America, and several members of that group ended up in Bangor as well, joining their compatriots in the slate quarry. Those immigrants, in turn, sent word back to Roseto about the promise of the New World, and soon one group of Rosetans after another packed up their bags and headed for Pennsylvania, until the initial stream of immigrants became a flood. In 1894 alone, some twelve hundred Rosetans applied for passports to America, leaving entire streets of their old village abandoned.

The Rosetans began buying land on a rocky hillside, connected to Bangor only by a steep, rutted wagon path. They built closely clustered two story stone houses, with slate roofs, on narrow streets running up and down the hillside. They built a church and called it Our Lady of Mount Carmel, and named the main street on which it stood Garibaldi Avenue, after the great hero of Italian unification. In the beginning, they called their town New Italy. But they soon changed it to something that seemed more appropriate, given that in the previous decade almost all of them had come from the same village in Italy. They called it Roseto.

In 1896, a dynamic young priest—Father Pasquale de Nisco—took over at Our Lady of Mount Carmel. De Nisco set up spiritual societies and organized festivals. He encouraged the townsfolk to clear the land, and plant onions, beans, potatoes, melons and fruit trees in the long backyards behind their houses. He gave out seeds and bulbs. The town came to life. The Rosetans began raising pigs in their backyard, and growing grapes for homemade wine. Schools, a park, a convent and a cemetery were built. Small shops and bakeries and restaurants and bars opened along Garibaldi Avenue. More than a dozen factories sprang up, making blouses for the garment trade. Neighboring Bangor was largely Welsh and English, and the next town over was overwhelmingly German, which meant—given the fractious relationships between the English and Germans and Italians, in those years—that Roseto stayed strictly for Rosetans: if you wandered up and down the streets of Roseto in Pennsylvania, in the first few decades after 1900, you would have heard only Italian spoken, and not just any Italian but the precise southern, Foggian dialect spoken back in the Italian Roseto. Roseto Pennsylvania was its own tiny, self-sufficient world—all but unknown by the society around it—and may well have remained so but for a man named Stewart Wolf.

Wolf was a physician. He studied digestion and the stomach, and taught in the medical school at the University of Oklahoma. He spent summers at a farm he'd bought in Pennsylvania. His house was not far from Roseto—but that, of course, didn't mean much since Roseto was so much in its own world that you could live one town over and never know much about it. "One of the times when we were up there for the summer—this would have been in the late 1950's, I was invited to give a talk at the local medical society," Wolf said, years later, in an interview. "After the talk was over, one of the local doctors invited me to have a beer. And while we were having a drink he said, ‘You know, I've been practicing for seventeen years. I get patients from all over, and I rarely find anyone from Roseto under the age of sixty-five with heart disease.'"

Wolf was skeptical. This was the 1950's, years before the advent of cholesterol lowering drugs, and aggressive prevention of heart disease. Heart attacks were an epidemic in the United States. They were the leading cause of death in men under the age of sixty-five. It was impossible to be a doctor, common sense said, and not see heart disease. But Wolf was also a man of deep curiosity. If somebody said that there were no heart attacks in Roseto, he wanted to find out whether that was true.

Wolf approached the mayor of Roseto and told him that his town represented a medical mystery. He enlisted the support of some of his students and colleagues from Oklahoma. They pored over the death certificates from residents of the town, going back as many years as they could. They analyzed physicians' records. They took medical histories, and constructed family genealogies. "We got busy," Wolf said. "We decided to do a preliminary study. We started in 1961. The mayor said—all my sisters are going to help you. He had four sisters. He said, ‘You can have the town council room.' I said, ‘Where are you going to have council meetings?' He said, ‘Well, we'll postpone them for a while.' The ladies would bring us lunch. We had little booths, where we could take blood, do EKGs. We were there for four weeks. Then I talked with the authorities. They gave us the school for the summer. We invited the entire population of Roseto to be tested."

The results were astonishing. In Roseto, virtually no one under 55 died of a heart attack, or showed any signs of heart disease. For men over 65, the death rate from heart disease in Roseto was roughly half that of the United States as a whole. The death rate from all causes in Roseto, in fact, was something like thirty or thirty-five percent lower than it should have been.

Wolf brought in a friend of his, a sociologist from Oklahoma named John Bruhn, to help him. "I hired medical students and sociology grad students as interviewers, and in Roseto we went house to house and talked to every person aged twenty one and over," Bruhn remembers. This had happened more than fifty years ago but Bruhn still had a sense of amazement in his voice as he remembered what they found. "There was no suicide, no alcoholism, no drug addiction, and very little crime. They didn't have anyone on welfare. Then we looked at peptic ulcers. They didn't have any of those either. These people were dying of old age. That's it."

Wolf's profession had a name for a place like Roseto—a place that lay outside everyday experience, where the normal rules did not apply. Roseto was an outlier.

2.
Wolf's first thought was that the Rosetans must have held on to some dietary practices from the old world that left them healthier than other Americans. But he quickly realized that wasn't true. The Rosetans were cooking with lard, instead of the much healthier olive oil they used back in Italy. Pizza in Italy was a thin crust with salt, oil, and perhaps some tomatoes, anchovies or onions. Pizza in Pennsylvania was bread dough plus sausage, pepperoni, salami, ham and sometimes eggs. Sweets like biscotti and taralli used to be reserved for Christmas and Easter; now they were eaten all year round. When Wolf had dieticians analyze the typical Rosetan's eating habits, he found that a whopping 41 percent of their calories came from fat. Nor was this a town where people got up at dawn to do yoga and run a brisk six miles. The Pennsylvanian Rosetans smoked heavily, and many were struggling with obesity.

If it wasn't diet and exercise, then, what about genetics? The Rosetans were a close knit group, from the same region of Italy, and Wolf next thought was whether they were of a particularly hardy stock that protected them from disease. So he tracked down relatives of the Rosetans who were living in other parts of the United States, to see if they shared the same remarkable good health as their cousins in Pennsylvania. They didn't.

He then looked at the region where the Rosetans lived. Was it possible that there was something about living in the foothills of Eastern Pennsylvania that was good for your health? The two closest towns to Roseto were Bangor, which was just down the hill, and Nazareth, a few miles away. These were both about the same size as Roseto, and populated with the same kind of hard-working European immigrants. Wolf combed through both towns' medical records. For men over 65, the death rates from heart disease in Nazareth and Bangor were something like three times that of Roseto. Another dead end.
What Wolf slowly realized was that the secret of Roseto wasn't diet or exercise or genes or the region where Roseto was situated. It had to be the Roseto itself. As Bruhn and Wolf walked around the town, they began to realize why. They looked at how the Rosetans visited each other, stopping to chat with each other in Italian on the street, or cooking for each other in their backyards. They learned about the extended family clans that underlay the town's social structure. They saw how many homes had three generations living under one roof, and how much respect grandparents commanded. They went to Mass at Our Lady of Mt. Carmel Church and saw the unifying and calming effect of the church. They counted twenty-two separate civic organizations in a town of just under 2000 people. They picked up on the particular egalitarian ethos of the town, that discouraged the wealthy from flaunting their success and helped the unsuccessful obscure their failures.

In transplanting the paesani culture of southern Italy to the hills of eastern Pennsylvania the Rosetans had created a powerful, protective social structure capable of insulating them from the pressures of the modern world. The Rosetans were healthy because of where they were from, because of the world they had created for themselves in their tiny little town in the hills.

"I remember going to Roseto for the first time, and you'd see three generational family meals, all the bakeries, the people walking up and down the street, sitting on their porches talking to each other, the blouse mills where the women worked during the day, while the men worked in the slate quarries," Bruhn said. "It was magical."


When Bruhn and Wolf first presented their findings to the medical community, you can imagine the kind of skepticism they faced. They went to conferences, where their peers were presenting long rows of data, arrayed in complex charts, and referring to this kind of gene or that kind of physiological process, and they talked instead about the mysterious and magical benefits of people stopping to talk to each other on the street and having three generations living under one roof. Living a long life, the conventional wisdom said at the time, depended to a great extent on who we were—that is, our genes. It depended on the decisions people made—on what they chose to eat, and how much they chose to exercise, and how effectively they were treated by the medical system. No one was used to thinking about health in terms of a place.

Wolf and Bruhn had to convince the medical establishment to think about health and heart attacks in an entirely new way: they had to get them to realize that you couldn't understand why someone was healthy if all you did was think about their individual choices or actions in isolation. You had to look beyond the individual. You had to understand what culture they were a part of, and who their friends and families were, and what town in Italy their family came from. You had to appreciate the idea that community—the values of the world we inhabit and the people we surround ourselves with—has a profound effect on who we are. The value of an outlier was that it forced you to look a little harder and dig little deeper than you normally would to make sense of the world. And if you did, you could learn something from the outlier than could use to help everyone else.

PROGRESSIVISM

ARE THESE 2 QUOTES CONTRADICTORY?

Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore, Send these, the homeless, tempest-tossed, to me: I lift my lamp beside the golden door.
Emma Lazarus, "The New Colossus"

There is no room in this country for hyphenated Americanism...The one absolutely certain way of bringing the nation to ruin, of preventing all possibility of its continuing to be a nation at all, would be to permit it to become a tangle of squabbling nationalities.
Theodore Roosevelt, 1915

The Progressive Era:
I. Origins

A. Populism:
Farmers' Alliance
Omaha Platform: inflationary currency policy, graduated income tax, direct government ownership of railroad and telegraph industries, redistribution of railroad owned lands
B. Hull House—1889
Jane Addams and Ellen Gates Starr
http://www.encyclopedia.chicagohistory.org/pages/10870.html

II. A New Mindset:
Progressivism Defined:
Progressivism was a series of movements designed to combat the ills of industrialism. Some progressives also wanted to control the behavior of the working classes.

Stanley Schultz, Univ. of Wisconsin:
· Government should be more active
· Social problems are susceptible to government legislation and action
· Throw money at the problem
· The world is “perfectible”

III. Progressive Movements:
A. Anti-Trust
Sherman Anti-Trust Act of 1890
“Every contract, combination in the form of trust or otherwise, or conspiracy, in restraint of trade or commerce among the several States, or with foreign nations, is declared to be illegal.”

B. Anti-Lynching (Ida B. Wells-Barnett)

C. Good Government Movement
--17th Amendment=direct election of senators
--referendums and recalls

D. Consumer Protection: The Jungle
Pure Food and Drug Act of 1906

IV. Progressivism in Practice:

TRIANGLE SHIRTWAIST FIRE OF 1911

A. The ILGWU Strike:
B. Fire on the Factory Floor
C. Reporters and the Visibility of Triangle
1. "Love Affair in Mid-Air"
2. Mortillalo and Zito
D. The Public Response


V. Progressivism in Practice Elsewhere:

As a Progressive, you believe that you have the correct way to live and that through the proper use of government you can help other live that way. What are the boundaries, the frontiers of your belief? In other words, how far are you willing to go with this belief?

EXCERPT FROM THE JUNGLE, UPTON SINCLAIR

Section 1-Let a man so much as scrape his finger pushing a truck in the pickle rooms, and he might have a sore that would put him out of the world; all the joints in his fingers might be eaten by the acid, one by one. Of the butchers and floorsmen, the beef-boners and trimmers, and all those who used knives, you could scarcely find a person who had the use of his thumb; time and time again the base of it had been slashed, till it was a mere lump of flesh against which the man pressed the knife to hold it. The hands of these men would be criss- crossed with cuts, until you could no longer pretend to count them or to trace them. They would have no nails, – they had worn them off pulling hides; their knuckles were swollen so that their fingers spread out like a fan. There were men who worked in the cooking rooms, in the midst of steam and sickening odors, by artificial light; in these rooms the germs of tuberculosis might live for two years, but the supply was renewed every hour. There were the beef-luggers, who carried two-hundred-pound quarters into the refrigerator-cars; a fearful kind of work, that began at four o'clock in the morning, and that wore out the most powerful men in a few years. There were those who worked in the chilling rooms, and whose special disease was rheumatism; the time limit that a man could work in the chilling rooms was said to be five years. There were the wool-pluckers, whose hands went to pieces even sooner than the hands of the pickle men; for the pelts of the sheep had to be painted with acid to loosen the wool, and then the pluckers had to pull out this wool with their bare hands, till the acid had eaten their fingers off. There were those who made the tins for the canned meat; and their hands, too, were a maze of cuts, and each cut represented a chance for blood poisoning. Some worked at the stamping machines, and it was very seldom that one could work long there at the pace that was set, and not give out and forget himself and have a part of his hand chopped off. There were the "hoisters," as they were called, whose task it was to press the lever which lifted the dead cattle off the floor. They ran along upon a rafter, peering down through the damp and the steam; and as old Durham's architects had not built the killing room for the convenience of the hoisters, at every few feet they would have to stoop under a beam, say four feet above the one they ran on; which got them into the habit of stooping, so that in a few years they would be walking like chimpanzees. Worst of any, however, were the fertilizer men, and those who served in the cooking rooms. These people could not be shown to the visitor, – for the odor of a fertilizer man would scare any ordinary visitor at a hundred yards, and as for the other men, who worked in tank rooms full of steam, and in some of which there were open vats near the level of the floor, their peculiar trouble was that they fell into the vats; and when they were fished out, there was never enough of them left to be worth exhibiting, – sometimes they would be overlooked for days, till all but the bones of them had gone out to the world as Durham's Pure Leaf Lard!

Section 2-There was meat that was taken out of pickle and would often be found sour, and they would rub it up with soda to take away the smell, and sell it to be eaten on free-lunch counters; also of all the miracles of chemistry which they performed, giving to any sort of meat, fresh or salted, whole or chopped, any color and any flavor and any odor they chose. In the pickling of hams they had an ingenious apparatus, by which they saved time and increased the capacity of the plant – a machine consisting of a hollow needle attached to a pump; by plunging this needle into the meat and working with his foot, a man could fill a ham with pickle in a few seconds. And yet, in spite of this, there would be hams found spoiled, some of them with an odor so bad that a man could hardly bear to be in the room with them. To pump into these the packers had a second and much stronger pickle which destroyed the odor – a process known to the workers as "giving them thirty per cent." Also, after the hams had been smoked, there would be found some that had gone to the bad. Formerly these had been sold as "Number Three Grade," but later on some ingenious person had hit upon a new device, and now they would extract the bone, about which the bad part generally lay, and insert in the hole a white-hot iron. After this invention there was no longer Number One, Two, and Three Grade – there was only Number One Grade. The packers were always originating such schemes – they had what they called "boneless hams," which were all the odds and ends of pork stuffed into casings; and "California hams," which were the shoulders, with big knuckle joints, and nearly all the meat cut out; and fancy "skinned hams," which were made of the oldest hogs, whose skins were so heavy and coarse that no one would buy them – that is, until they had been cooked and chopped fine and labeled "head cheese!"

Section 3-Cut up by the two-thousand-revolutions- a-minute flyers, and mixed with half a ton of other meat, no odor that ever was in a ham could make any difference. There was never the least attention paid to what was cut up for sausage; there would come all the way back from Europe old sausage that had been rejected, and that was moldy and white – it would be dosed with borax and glycerin, and dumped into the hoppers, and made over again for home consumption. There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption germs. There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread, and meat would go into the hoppers together. This is no fairy story and no joke; the meat would be shoveled into carts, and the man who did the shoveling would not trouble to lift out a rat even when he saw one – there were things that went into the sausage in comparison with which a poisoned rat was a tidbit. There was no place for the men to wash their hands before they ate their dinner, and so they made a practice of washing them in the water that was to be ladled into the sausage. There were the butt-ends of smoked meat, and the scraps of corned beef, and all the odds and ends of the waste of the plants, that would be dumped into old barrels in the cellar and left there. Under the system of rigid economy which the packers enforced, there were some jobs that it only paid to do once in a long time, and among these was the cleaning out of the waste barrels. Every spring they did it; and in the barrels would be dirt and rust and old nails and stale water – and cartload after cartload of it would be taken up and dumped into the hoppers with fresh meat, and sent out to the public's breakfast. Some of it they would make into "smoked" sausage – but as the smoking took time, and was therefore expensive, they would call upon their chemistry department, and preserve it with borax and color it with gelatin to make it brown. All of their sausage came out of the same bowl, but when they came to wrap it they would stamp some of it "special," and for this they would charge two cents more a pound.

MORE ISSUES OF RACE IN THE POST WAR U.S.

1. "How can we ask more of the States formerly in rebellion than that they should be abreast of New England in granting rights and privileges to the colored race?"

2. "The humblest black rides with the proudest white on terms of perfect equality, and without the smallest symptom of malice or dislike on either side. I was, I confess, surprised to see how completely this is the case; even an English radical is a little taken aback at first."

3. "The Negroes are freely admitted to the theatre in Columbia and to other exhibitions, lectures, etc, though the whites avoided sitting with them if the hall be not crowded."

4. "In Columbia they are served at the bars, soda water fountains, and ice-cream saloons, though they were not accepted at hotels and other accommodations."

5. Charleston editor, "We care nothing whatever about Northern or outside opinion in this matter. Our opinion is that we have no more need for a Jim Crow system this year than we had last year, and a great deal less than we had twenty and thirty years ago."

6. "Jim Crow laws would be a needless affront to our respectable and well behaved colored people."

7. VA, 1886, "Nobody here objects to sitting in political conventions with Negroes. Nobody here objects to serving on juries with Negroes. No lawyer objects to practicing law in court where Negro lawyers practice…Colored men are allowed to introduce bills into the Virginia legislature, and in both branches of this body Negroes are allowed to sit, as they have a right to sit."

8. "Occasionally the Negro met no segregation when he entered restaurants, bars, waiting rooms, theatres, and other public places of amusement."

9. 1885, "In Virginia they may ride exactly as white people do and in the same cars"

10. 1885, traveled from Boston to South Carolina, once there, "I put a chip on my shoulder, and inwardly dares any man to knock it off…bold as a lion I took a seat at a table with white people, and I was courteously served. The whites at the table appeared not to note my presence. Thus far I had found travelling more pleasant than in some parts of New England."

11. Same guy, "Negroes dine with whites in a railroad saloon

Taken from C. Vann Woodward's The Strange Career of Jim Crow (1955)


Race Relations to the 1890s

As Richard Hofstadter once wrote, "For historians, violence is a difficult subject, diffuse and hard to cope with."

"Without multiplying words," a clergyman wrote in 1893, "I wish to say that hell is an improvement upon the United States when the negro is involved." From 1882 to 1903 lynch mobs in the United States took the lives of approximately 1985 blacks.

Industrialism Gone Mad

Industrialism


I. Why was there such vast growth so rapidly in the U.S.?

1. War: Why would war encourage industrial growth?

Example #1: Morrill Act (1862)

Example #2: Railroads:
1860: 30,000 miles of r.r.
1864: Congress grants 131 million acres
1910: 240,000 miles of railway

2. Resources: land, raw materials, people,
ideas=booooooom!

1864: 872,000 tons of iron and steel
1919: more than 24 million tons

1860: 20 million tons of coal
1910: 500 million tons of coal

1860: 500,000 barrels of petroleum
1910: 209 million barrels of petroleum


3. Integration:

a. Horizontal Integration:
--monopolize one part of the productive process

Example: meatpacking plants

b. Vertical Integration:
--monopolize all elements of productive process

Example: Andrew Carnegie: mining iron ore, own blast furnaces (factories), own shops, own ships, own railroad and rail lines


4. Mindset:

a. Small Government is Best:
Laissez faire: “let it do”

Adam Smith, Wealth of Nations (1776)

b. Aggressive Business Mentality:
The Robber Barons

Andrew Carnegie—FRIDAY

J.P. Morgan

Jay Gould: “Mephistopheles of Wall Street”

Cornelius Van Derbilt:


Gentlemen:
You have undertaken to cheat me. I will not sue you, for law takes too long. I will ruin you.
Sincerely,
CVD

c. Justifying the New World:
How do you justify the world when fabulous wealth and wretched poverty exist so closely together?




The New Impoverished City

Rapid Urbanization:
1860: 25 million Americans lived in rural areas

6.2 million in what the Bureau of the Census
called "urban territory" (2500 or more)

1910: 42 million of the 92 million in urban areas



Tenement Buildings:
1879 NYC law declared that every room must have a window and every floor must have a bathroom

Contamination:
1877-Philadelphia: 82,000 privies

Boston Harbor was “one vast cesspool, a threat to all
the towns it washed.”

Crime-Filled:
Murder Rate: 1266 in 1881
7340 in 1898
(an increase of 25 per million people, to 107 per million people)

Women in Workforce:
1/7th of the Paid workforce
(2.6 million of the 17.4 million)
500,000 married, yet they were paid less than
men, especially after 1900 when the “family wage” idea spread.

Immigration:
Newspaper in 1900: "It is well known that nearly every foreigner…goes armed. Some carry revolvers, while many others hide huge ugly knives upon their person."

1890-1900: 3.5 million
1900-1910: 7 million


Child Labor:
1900: 700,000 10 and 15 year olds in workforce.

--Monangah, West Virginia, 1907:
Martin Honick


Children Working in the cotton mills (Tennessee Valley)
"They were children only in age…little, solemn pygmy people, whom poverty had canned up and compressed…the juices of childhood had been pressed our…no talking in the mill…no singing…they were more dead than alive when at seven o clock, the Steam Beast uttered the last volcanic howl which said they might go home…in a speechless, haggard, over-worked procession."

(we’re still “Justifying the New World”)
William Graham Sumner:
Social Darwinism



What if you do not want to justify the disparity between rich and poor? What could you do?

II. Progressivism:

RECONSTRUCTING A BROKEN UNION

I. Reconstruction:
Jourdon Anderson

II. Political Reconstruction:
A. LINCOLN’S PLAN FOR RECONSTRUCTION

B. CONGRESSIONAL RECONSTRUCTION
Both Radicals and Moderates had plans:

1. RADICALS:

Thaddeus Stevens & Charles Sumner

“The foundations of their institutions
must be broken up and re-laid, or all our blood and treasure will have been spent in vain.” (Stevens)

“40 Acres and a Mule”

Was redistribution of land a real option?
Was redistribution of land a good option?

2. MODERATES:
Wade-Davis Bill (“ironclad oath”)
--passed Congress at end of 1864:
--sent to the President and…

C. JOHNSON'S RESTORATION
1. Freedmen's Bureau
2. Black Codes

D. RADICALS STRIKE BACK
1. First Civil Rights Bill (1866)
2. 14th Amendment (1867)
3. First Reconstruction Acts (1867)
4. Tenure of Office Act
5. Fifteenth Amendment

E. The Compromise of 1877
Hayes versus Tilden

III. Why does Reconstruction Matter?

Frederick Douglass (1865):
"Slavery is not abolished until the black man has the ballot."

The Souls of Black Folk (1901) W.E.B. DuBois:
"For this much all men know: despite compromise, war, and struggle, the Negro is not free. In the backwoods...he may not leave the plantation of his birth...in the whole rural South the black farmers are...bound by law and custom to an economic slavery, from which the only escape is death or the penitentiary. In the most cultured sections and cities of the South the Negroes are a segregated and servile caste, with restricted rights and privileges. Before the courts, both in law and custom, they stand on a different and peculiar basis...The problem of the twentieth century is the problem of the color-line."

READING DUE FRIDAY: Jourdon Anderson Letter

You are a slave. A war comes along and frees you. Your former master sends you a letter asking to return to the plantation as a free wage laborer. What do you tell him?

-------------------------------------------
Dayton, Ohio, August 7, 1865
To My Old Master, Colonel P.H. Anderson, Big Spring, Tennessee
Sir: I got your letter and was glad to find you had not forgotten Jourdon, and that you wanted me to come back and live with you again, promising to do better for me than anybody else can. I have often felt uneasy about you. I thought the Yankees would have hung you long before this for harboring Rebs they found at your house. I suppose they never heard about your going to Col. Martin’s to kill the Union soldier that was left by his company in their stable. Although you shot at me twice before I left you, I did not want to hear of your being hurt, and am glad you are still living. It would do me good to go back to the dear old home again and see Miss mary and Miss Martha and Allen, Esther, Green, and Lee. Give my love to them all, and tell them I hope we will meet in the better world, if not in this. I would have gone back to see you all when I was working in the Nashville hospital, but one of the neighbors told me Henry intended to shoot me if he ever got a chance.
I want to know particularly what the good chance is you propose to give me. I am doing tolerably well here; I get $25 a month, with victuals and clothing; have a comfortable home for Mandy (the folks here call her Mrs. Anderson), and the children, Milly, Jane and Grundy, go to school and are learning well; the teacher says Grundy has a head for a preacher. They go to Sunday- School, and Mandy and me attend church regularly. We are kindly treated; sometimes we overhear others saying, “The colored people were slaves” down in Tennessee. The children feel hurt when they hear such remarks, but I tell them it was no disgrace in Tennessee to belong to Col. Anderson. Many darkies would have been proud, as I used to was, to call you master. Now, if you will write and say what wages you will give me, I will be better able to decide whether it would be to my advantage to move back again. As to my freedom, which you say I can have, there is nothing to be gained on that score, as I got my free-papers in 1864 from the Provost- Marshal- General of the Department of Nashville. Mandy says she would be afraid to go back without some proof that you are sincerely disposed to treat us justly and kindly- - and we have concluded to test your sincerity by asking you to send us our wages for the time we served you. This will make us forget and forgive old scores, and rely on your justice and friendship in the future. I served you faithfully for thirty- two years and Mandy twenty years. At $25 a month for me, and $2 a week for Mandy, our earnings would amount to $11,680. Add to this the interest for the time our wages has been kept back and deduct what you paid for our clothing and three doctor’s visits to me, and pulling a tooth for Mandy, and the balance will show what we are in justice entitled to. Please send the money by Adams Express, in care of V. Winters, esq, Dayton, Ohio. If you fail to pay us for faithful labors in the past we can have little faith in your promises in the future.
We trust the good Maker has opened your eyes to the wrongs which you and your fathers have done to me and my fathers, in making us toil for you for generations without recompense. Here I draw my wages every Saturday night, but in Tennessee there was never any pay day for the Negroes any more than for the horses and cows. Surely there will be a day of reckoning for those who defraud the laborer of his hire. In answering this letter please state if there would be any safety for my Milly and Jane, who are now grown up and both good- looking girls. You know how it was with Matilda and Catherine. I would rather stay here and starve and die if it comes to that than have my girls brought to shame by the violence and wickedness of their young masters.
You will also please state if there has been any schools opened for the colored children in your neighborhood, the great desire of my life now is to give my children an education, and have them form virtuous habits.
P.S. — Say howdy to George Carter, and thank him for taking the pistol from you when you were shooting at me.
From your old servant, Jourdon Anderson

Source: Cincinnati Commercial, reprinted in New York Tribune, August 22, 1865.

FIRST READING: A STRENUOUS LIFE

If you would like to do the reading online or print it out rather than buying it, here are two sites with the entire text:

http://www.bartleby.com/58/1.html

http://books.google.com/books?id=z7XcUl35-iMC&dq=theodore+roosevelt+a+strenuous+life&printsec=frontcover&source=bn&hl=en&ei=Q9dES9TOBIqYMbnWxPEB&sa=X&oi=book_result&ct=result&resnum=4&ved=0CCAQ6AEwAw#v=onepage&q=&f=false

HERE'S SOME FOOD FOR THOUGHT...IN WHAT CONTEXT WAS ROOSEVELT GIVING THIS SPEECH? WHAT IS THE STRENUOUS LIFE? IS IT PERSONAL OR CORPORATE? IS THE STRENUOUS LIFE STILL APPLICABLE TODAY?

COURSE SYLLABUS

History 232-1: (30787)
Spring 2010/MWF 12:20-1:40
DDH 104K
Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours: MWF 1:40 TO 3
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu
Office Phone: 654-6549

Course Description: We will examine the political, social, and cultural foundations of American history from 1870 to the Present. We will cover Reconstruction, the problems of an increasingly urban and industrialized society, and the United States in World Affairs.

Course Reading: Course Reading:
1. Paul Johnson, History of the American People
2. Theodore Roosevelt, The Strenuous Life
3. Studs Terkel, The Good War
4. Moody, Coming of Age in Mississippi
5. Weekly Readings on the course blog

Grading Scale:
5% Debate on Dropping of the Bomb
10% Participation
25% Book Assignment/Essay
30% Midterm Exam
30% Final Examination

The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, EMAIL ME OR GO TO THE BLOG.
You will also have short readings on the blog. I will announce these in class.

Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing 10% of the quarter. You cannot do that and pass. So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.

Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader(that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. It is especially important in a class that begins at 7:55!!! And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent. It’s an accident. But if you are late several times, you will not be able to receive a participation grade above 50%.

Laptops:
Remember, if you are taking notes on a laptop, something I think is great, you may not be on the internet at the same time. Yes, you may go to the course blog, but you may not check email or facebook, or access anything online.

The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.

Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.

Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls as wikipedia or sparknotes eat your dinner for you.

Participation:
You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade! Just being here does not guarantee a 100% participation grade, since you must be regularly actively involved for that to be possible.

Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.

Course Schedule:
3/29 Intro/Reading Guide to Roosevelt/Intro to Reconstruction
3/31 CESAR CHAVEZ DAY/CAMPUS CLOSED
4/2 Jourdan Anderson/Reconstruction/HOMEWORK DUE TODAY: SIGNED STATEMENT

4/5 Political and Economic Reconstruction
4/7 Industrialism/Populism and Progressivism
4/9 Progressivism Abroad: Liliuokalani to the Kaiser

4/12 Progressivism/Strenuous Life Reading Due
4/14 FURLOUGH DAY—NO CLASS
4/16 Prohibition and Woman Suffrage/ Hand Out Good War Reading Guide

4/19 Harlem Renaissance/Women in the 1920s
4/21 Economic Origins of the Great Depression
4/24 Midterm Review

4/26 The Great Depression
4/28 The New Deal
4/30 Midterm Exam: You Must Bring a Blue Book

5/3 From Quarantine to War
5/5 The Good War Reading Due/Dropping the Bomb Debate Prep
5/7 FURLOUGH DAY=NO CLASS

5/10 Dropping the Bomb Debate
5/12 Post War Conformity/The Cold War
5/14 Civil Rights and Other Movements

5/17 Coming of Age in Mississippi Reading Due
5/19 The Great Society
5/21 FURLOUGH DAY—NO CLASS

5/24 RADICALISM IN-CLASS PROJECT
5/26 RADICALISM IN-CLASS PROJECT
5/28 War in Vietnam/Review for Final Exam

5/31 MEMORIAL DAY/CAMPUS CLOSED
6/2 Student Unrest and Vietnam/Book Essay Due (Due by midnight to turnitin)
6/4 Watergate and the Turbulent 70s

6/7 LAST DAY OF CLASS/ The 1980s to 9/11
6/9 FINAL EXAM: 2:00 to 4:30


REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.