Transcript US History

US HISTORY
Unit 4 Week 1
Homework for the week
• Monday
• Pick a topic for the 1920s essay outline
• Read and Cornell Notes on p. 338-341 (26.5, 26.6)
• Tuesday
• Read 26.1 and the first paragraph of each section and then write a
summary about Sacco and Vanzetti and their trial.
• Study vocab for card quiz
• Block Day
• Cornell Notes from 1st source for 1920s project
• Prep for Monday’s Sacco and Vanzetti Hearing by doing outside
research
• Friday
• Work on essay outline. Rough draft due on Tuesday, Nov. 12th.
Agenda: Monday 11/4/12
• HOT ROC: Essay outline sample
• New essay outline assignment for the 1920s
• Image analysis
• Cause and Effect Jigsaw
• Report Out
• Homework:
• Pick a topic for the 1920s essay outline
• Read and Cornell Notes on p. 338-341 (26.5, 26.6)
Model Essay Outline
• Here is a sample of an Advanced Essay Outline for the Unit 2 prompt:
Discuss what opportunities and conflicts emerged as Americans
moved westward.
• I. Introduction
• Context: At the start of the nineteenth century, Americans sought to
expand westward into and beyond the Oklahoma territory. Civilization
spread rapidly into this area, driven by railroads that led farther and
farther west.
• Thesis: The westward expansion by American settlers was a
challenging process that involved months of hard travel and living with
much risk to pioneers. Despite the hardship, marginalized groups
found opportunities to establish themselves in communities free from
oppression, far from the center of civilization. Impoverished farmers,
ranchers and miners found land and work in newly established towns,
or established towns themselves. Expansion did, however, meet with
resistance from Native Americans, whose territory was taken by those
who claimed it as their own.
Claims
• Westward expansion was driven by a desire for prosperity
and an attraction for the opportunities of the new
territories.
• The ideals of liberty and equality drove settlers to migrate
into uncivilized western territories and begin new lives.
• Native Americans and their culture were irreparably
harmed by the westward expansion of American settlers.
Evidence and Commentary
• A. The discovery of gold in California attracted around 290,000 immigrants
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within the span of just two years, from 1848 to 1850.
Hart, Diane, Bert Bower, and Jim Lobdell. "Chapter 12: Change and Conflict
in the American West." History Alive! :. Palo Alto, CA: Teachers' Curriculum
Institute, 2002. 15161. Print.
B. The discrepancy in cattle prices between the east and west—5 dollars a
head as compared to 40 dollars a head, respectively—caused many ranchers
to undertake the difficult task of driving cattle across the plains to ship them
eastward to more lucrative markets.
Hart, Diane, Bert Bower, and Jim Lobdell. "Chapter 12: Change and Conflict
in the American West." History Alive! :. Palo Alto, CA: Teachers' Curriculum
Institute, 2002. 15161. Print.
Commentary: To citizens living the the west, the fortune available in the new
territories was a clear incentive to migrate west. Millions of people took the
risk of moving west for the chance that they may earn their fortunes in any of
several potentially lucrative trades and industries that were created in the new
territories and the people that moved their, following the hope for profit in the
frontier.
Evidence and Commentary
• A. From 1865 to the turn of the century, hunting by settlers reduced the buffalo
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population from around twelve million to just above fifty head, thereby decimating the
resource that thirty one great plains tribes depended upon for food, shelter and
clothing.
Carnes, Jim, Harry A. Blackmun, and Herbert Tauss. "Ghost Dance at Wounded
Knee."Us and Them: A History of Intolerance in America. New York: Oxford UP, 1996.
N. pag. Print.
B. Much of the remaining Sioux nation in 1890, some 290 people, were killed by
government troops because of their efforts to first maintain their way of life, then resist
the actions of settlers and the government that were taking their livelihoods. Those
few that remained were forced onto reservations that shrank.
Carnes, Jim, Harry A. Blackmun, and Herbert Tauss. "Ghost Dance at Wounded
Knee."Us and Them: A History of Intolerance in America. New York: Oxford UP, 1996.
N. pag. Print.
Commentary: The hunting of buffalo to support westward expansion of settlers
consumed the resource that great plains tribes relied upon for their way of life. This
resource, once reduced to the scarcity it reached, could no longer support the Native
Americans , forcing them to change their lives just to survive. A central part of their
culture was destroyed by direct actions of settlers, and this resource could not be
replaced.
1920s Essay Outline
• Pick a topic
• Improve on an area of weakness in
your last essay
• Key Dates: Rough draft due 11/15
Final draft due 11/26
HOT ROC: What do these two images tell
you about the beginning of the 1920s?
Cause & Effect Jigsaw
Pick one section and have your partner complete the
other section. Come up with 5 Cause and Effect
statements for your assigned section:
A. 26.3 Rising Labor Tensions
B. 26.4 Growing Political Tensions
Jigsaw report out
• Partners share out their sections
• Take notes on other sections
• Discuss as a class
Agenda, Tuesday, 11/5/2013
• HOT ROC: What are 2 cause and effects that you
encountered in last night’s homework?
• Computer lab time to research and find sources for your
paper topic.
HW: Read 26.1 and the first paragraph of each section
and then write a summary about Sacco and Vanzetti and
their trial.
Study vocab for card quiz
Turnitin.com
• US History Period 1
• Class ID Number: 7012129
• Password: spartan
• US History Period 2
• Class ID Number: 7012133
• Password: spartan
• US History Period 4
• Class ID Number: 7012142
• Password: spartan
Agenda: Block Day 10/31 & 11/1
• Add vocab:
• Quota system (p.338)
• Secular (p.341)
• Vocab card quiz
• Sacco and Vanzetti Trial
• HW: Research 1920s project and take notes from your 1st
source and study vocab for Friday’s vocab card quiz
SACCO & VANZETTI
TRIAL
Overview
• At 3:00 P.M. on April 15,1920, a paymaster and his
guard were carrying a factory payroll of $15,776 through
the main street of South Braintree, Massachusetts, a
small industrial town south of Boston.
• Two men standing by a fence suddenly pulled out guns
and fired on them. The gunmen snatched up the cash
boxes dropped by the mortally wounded pair and
jumped into a waiting automobile. The bandit gang,
numbering four or five in all, sped away, eluding their
pursuers.
• At first this brutal murder and robbery, not uncommon in
post-World War I America, aroused only local interest.
Background
• Three weeks later, on the evening of May 5, 1920, two
Italians, Nicola Sacco and Bartolomeo Vanzetti, fell into a
police trap that had been set for a suspect in the Braintree
crime.
• Although originally not under suspicion, both men were
carrying guns at the time of their arrest and when
questioned by the authorities they lied. As a result they
were held and eventually indicted for the South Braintree
crimes.
• Vanzetti was also charged with an earlier holdup attempt
that had taken place on December 24, 1919, in the nearby
town of Bridgewater.
Background
• After a hard-fought trial of six weeks, during which
the themes of patriotism and radicalism were often
sharply contrasted by the prosecution and the
defense, the jury found Sacco and Vanzetti guilty of
robbery and murder on July 14,1921.
• This verdict marked, however, only the beginning of
a lengthy legal struggle to save the two men. It
extended until 1927, during which time the defense
made many separate motions, appeals, and
petitions to both state and federal courts in an
attempt to gain a new trial.
Background
• Overview:
• The governor of Massachusetts has summoned you to testify in a
clemency hearing for two convicted death row murderers. Governors
convene these hearings when they are considering granting
clemency, a pardon or lessening of a penalty.
• Objective:
• Should Sacco and Vanzetti receive clemency?
• Directions:
• Each student will be assigned to a pair/group to play a role. You are
to prepare for the trial according to the instructions provided.
Remember you want to be able to both defend your position and
attack and undermine those who oppose you using evidence from the
book and any other sources you would like.
Clemency Hearing
• Each group will have someone present a brief (1 minute) opening
statement that explains who you are and you will share how you feel
regarding the clemency of Sacco and Vanzetti.
• When everyone has spoken there will be time for a brief debate of
ideas and for the Lowell Committee to ask questions to each of the
groups.
• If time allows, groups may also question each other.
• The jury may also ask questions of Sacco and Vanzetti.
• If time allows, groups may also question Sacco and Vanzetti
• Sacco and Vanzetti will give their closing statements at the end.
• After the presentation of statements and questions, the Lowell
Committee will deliberate a verdict. The deliberations will be open and
take place in front of the class, as a fish bowl. Each member of the
Committee is required to present an argument during deliberations.
Then a vote will be taken and a verdict reached.
• After the verdict has been reached, Governor Fuller will choose to
either support the Lowell Committee’s decision or overrule it and make
his own decision.
Clemency Hearing
Roles
1st Period
Sacco
Alex C.
Vanzetti
Byron
Alvan Fuller
Elyse
Lowell Committee
Ariana, Andie, Jake,
Allie, Zach
American Civil
Liberties Union
Tori, Gil, Yuna, Teralyn
Nativists
Jaymei, Chris, Ian, Stella
Industrial Workers of Tommy, Connor,
the World
Lindsay, Rebecca
Plymouth Cordage Gaby, Sophie, Herbert,
Company
Natalie
East Boston
Anarchists
Organization
Devon, Micaela, Luis,
Paul
Officials in the
Palmer Raids
AJ, Hope, Rachel,
Michail
• Use the information packet to
prepare for the clemency hearing.
• Tasks:
• Read about your group
• Answer questions for your
group
• Prepare statements for the
hearing
• Monday
• Clemency Hearing
• Starts at the beginning of
class, no work time.
Roles & Overview
Roles
2nd Period
Sacco
Jeremy
Vanzetti
Cristian
Gov. Alvan Fuller
Connor
Lowell Committee
Maritza, Haley, Nicole
K
American Civil
Liberties Union
Joey, Lizzie, Abby,
Jamie
• Use the information packet to prepare
for the clemency hearing.
• Schedule
• Block Day
• Work on gathering background information
on the trial. Read background information
and take Cornell notes on the Sacco and
Vanzetti case 26.1-26.5 only intro
paragraphs in each section.
• Homework: Do more research on the trial
at home. Bring research to class on Friday.
• Friday
Nativists
Junior, Olivia, Meg
Industrial Workers of Harper, Steven, Amy,
the World
Antonio
Plymouth Cordage
Company
East Boston
Anarchists
Organization
Christian, Rosa, Brian,
Alondra
• In class work day
• Homework: Finish up research and opening
statements
• Monday
• Clemency Hearing
• Starts at the beginning of class, no work
time.
Jen, Jose, Alex, Erica
Officials in the Palmer
Raids
Elissa, Rhiley, Nicole A
Roles & Overview:
4th Period
Roles
Sacco
Antonio
Vanzetti
Allan
Alvan Fuller
Alexander Stroud
Lowell Committee
Karen, Morgan, Amy L.,
Lindsay, Alexandra
American Civil
Liberties Union
Anthony, Cierra,
Christina, Amy Z
Nativists
Samantha, Kim, Kelvin,
Johann
Industrial Workers of Kelly, Lauren, Patrick,
the World
Joanna
Plymouth Cordage Mariah, Abby, Edgar,
Company
Juan
• Use the information packet to prepare
for the clemency hearing.
• Schedule
• Block Day
• Work on gathering background information
on the trial. Read background information
and take Cornell notes on the Sacco and
Vanzetti case 26.1-26.5 only intro
paragraphs in each section.
• Homework: Do more research on the trial
at home. Bring research to class on Friday.
• Friday
• In class work day
• Homework: Finish up research and opening
statements
• Monday
• Clemency Hearing
• Starts at the beginning of class, no work
time.
East Boston
Anarchists
Organization
Emma, Dyanna, Angel,
Ana
Officials in the
Palmer Raids
Joey, Destiny, Isaiah,
Berenice
Roles & Overview:
Agenda: Wed-Thurs 11/6-7
• HOT ROC: Vocab Quiz
• Work day for Monday’s Hearing