Anderson Issues

Commentary on the Zeitgeist

SAT Info for End of Semester and Final Exams (2014-15):

Posted by Mr. Earhart on May 19, 2015

***Reminder*** 6th Six Weeks Evaluation: Please have your cooperating teacher complete the Survey Monkey link that they have received.

Final Exam: SATs will perform their final via a reflective paper. The final must be submitted to Mr. Earhart by Friday, May 29th in the Spring Semester. Finals must be submitted via Survey Monkey @

                        Just copy and paste your paper into the appropriate space for such!

Email matt.earhart@austinsd.org with any questions.

            Reflective Paper Option #1: This paper should be no less than 1000 words. This paper will count as the final exam grade, and, therefore, count as 25% of an SAT’s semester grade. The paper is merely a cumulative reflection of the SAT’s semester experience. The paper will be assessed via length requirements and effort. A student’s paper will not receive a poor grade if a SAT reflects in an honest that their experience was not enjoyable and that students did not benefit that much. As long as the reflection is honest and thorough, full credit will be given. Please use this opportunity to reflect on your experience in the manner you feel is most appropriate – I don’t want to stymie your creativity with a complicated rubric or a set format. If you are at a loss for ideas, you can address some of the following, but please speak only to the issues/questions you are the most interested in addressing:

  • What did you learn this semester as a SAT? About teaching? Students? Education in general?
  • What went well? What did not go well? Explain.
  • Do you feel students benefited from your work as an SAT? Explain.
  • What can you do to improve as a SAT?
  • What suggestions do you have for the improvement of the SAT Program?

            Reflective Paper Option #2: This option requires the SAT to teach AT LEAST two mini-lessons over the course of the semester. These mini-lessons must be developed in collaboration with your cooperating teacher.   Then the SAT must write a 500 word reflection on how your lessons went – basically…

  • What did you expect to happen?
  • What actually happened?
  • What was it like being the teacher?
  • What did you learn from this experience?

Thanks for all of your amazing work on behalf of our students! You all are truly helping to build the village required to further support youth!

Posted in Uncategorized | Leave a Comment »

US History Review: EOC Exam is Monday, May 4th

Posted by Mr. Earhart on April 21, 2014

While the US History EOC is a poor measure of our knowledge of history, it’s the reality we face. We have to pass this exam to graduate.  Here are some resources to help us study for it.

Quizlet Sets needed for mastery of EOC vocabulary can be found below.  We have dedicated class time set aside for review, but students are encouraged to practice these Quizlet sets at home.  

(“A” Day and “B” Day)

Day 1 (Friday 4/17 and Thursday 4/16) Main Library and Distance Learning Lab Booked

Day 2 (Monday 4/20 and Tuesday 4/21) – Multimedia Lab Booked and Distance Learning

Day 3 (Wednesday 4/22 and Thursday 4/23) – Multimedia Lab Booked and Distance Learning

Day 4 (Monday 4/27 and 4/24 Friday) (4/27 Lab and 4/24 Computer in Main Library Area) No Distance Learning Lab on 4/24 good on 4/27

Day 5 (Wednesday 4/29 and Tuesday 4/28) – Multimedia Lab Booked and Distance Learning Booked

Day 6 (Friday 5/1 and Thursday 4/30) – Multimedia Lab Booked and Distance Learning Lab

And there’s more!!!

For more practice questions: 

Posted in History | 1 Comment »

Civil Rights Project for US History

Posted by Mr. Earhart on February 6, 2013

Greetings Comrades!  Welcome to your project for our unit on Civil Rights!

Below you can find the picture related to your project.  There are also a few resources below each photograph for you to use, but please utilize the magicality of The Google to help you find additional information.

Click Here for a brief summary of the photograph.

This website will provide you with more information regarding the circumstances surrounding the photograph. For more info on the woman pictured in the photo, Click Here and then click on “Elizabeth Eckford”.

Click Here to learn more about the Supreme Court decision that created the circumstances relating to the above photograph.  And a great Vanity Fair article about both Elizabeth and Hazel.

An interview with a member of the Little Rock Nine can be found here.

Click Here for a brief summary of this photograph.

For a more in-depth perspective Click Here.

And watch this video

For information on this civil rights pioneer, click here.

To see his efforts in Alabama during 1965, scroll to the 33 minute mark of this video.

For information on the Freedom Riders click here.  More here.

Part I of two-hour documentary on the Freedom Riders can be found here.  (The film may also be found at the website above).

The 1963 March on Washington was when Marin Luther King, Jr. gave the famous “I Have a Dream Speech.”

More info here.

Malcolm X‘s biography.

Some video footage of Malcolm X and the Nation of Islam can be found at the 5:45 mark of this video.

Background on Ida Wells.  More here and here.  Some of her writing is here.

Watts Riots in Los Angeles.

Diane Nash here.  Listen to her speak here.

Selma – Bloody SundayJohn Lewis bio.

Autherine Lucy here.  Thurgood Marshall here

Birmingham, Alabama here – don’t forget both letters – white ministers and mlk’s response

Sit-ins here. Straight text here

1992 LA Riots.  Basic info with timeline here.

Wonderful article (with great pics) on the LA Riots that examines the effects of this significant event on modern-day Los Angeles.

Heman Sweatt – Sweatt v. Painter facts.

Great article

History of Austin Segregation and Gentrification

Poder Documentary about Austin

– Gus Garcia former mayor speaking about race and politics in Austin

oldanderson

A more challenging project may be to research the original Anderson High School (resources are a little hard to find online), the Austin Historical Society has a description of the original Anderson High here.  The photographs in said collection can be viewed by visiting their location in downtown Austin on Guadalupe.   Here’s a part of a video series compiled of about the Anderson Yellowjackets.  And this former student tells of his experience.  There are still several community members that are graduates of the original Anderson High, so it would be great to interview them.

Posted in History | 133 Comments »

Roaring Twenties and Great Depression Unit

Posted by Mr. Earhart on January 6, 2015

mother

Quizlet can be found HERE!

Crash Courses…

Roarin’ Twenties:

Great Depression:

New Deal:

 

Posted in History | Leave a Comment »

US Expansion and WWI

Posted by Mr. Earhart on December 10, 2014

US Expansion and WWI Quizlet here!

 

 

Posted in Uncategorized | Leave a Comment »

Progressive Era Review

Posted by Mr. Earhart on November 14, 2014

Quizlet can be found here.

Progressive Era Review

***Points and structure of exam a work in progress***

Matching/Multiple Choice (7pts):

  • 16th Amendment
  • 17th Amendment
  • 18th Amendment
  • 19th Amendment
  • tenements
  • workers’ compensation
  • trust busting

 

Ids (Define and explain historical significance)  Your teacher will select 3 & you will select 3.  (18pts)

Temperance Movement

Pure Food and Drug Act

Ida B. Wells

Social Gospel

Americanization

Eugenics

Alice Paul

Teddy Roosevelt

Income Inequality

Plessy v. Ferguson (1896)

initiative, referendum, recall

The Jungle

Jane Addams

Compare and contrast Booker T. Washington’s and W.E.B. Dubois’ stances on achieving equality for African Americans.  (6 pts)  

Explain how the Progressive Era was a response to the conditions of American society during the Gilded Age.  (30pts)

  • The Progressives responded to _________________, by ________________.
  • But the Progressives did not respond to ___________________.  

Posted in Uncategorized | 1 Comment »

Gilded Age Unit Resources

Posted by Mr. Earhart on October 13, 2014

cartoon-labor-vs-monopoly-graetz-puck-8-1-1883-gsu-image

____________________________

Gilded Age Quizlet flashcards located here.

Gilded Age Notes here.

____________________________

Jacob Riis Online Assignment Here.

The Gilded Age Exam Review

Use the packet of images to help you to answer the questions. ***  Write, write, write!  The more you write the better!

 

Identification terms.  Define AND explain the significance of FIVE of the following.  (3pts. each; 15pts. total)

  • Social Darwinism –  a theory of survival of the fittest as it relates to society and the economy like saying  if you are rich its because you are smart and capable so you deserve to live and if you are poor its because you are dumb and useless/ weak so they should die for the benefit of society. pure capitalism is based on social darwinism. justification for capitalism  rich folks like rockefeller used it as an excuse not to help the poor because he was rich since he was able.
  • Jacob Riis-  (racist )wrote a book about the gilded age and the problems in america called “ how the other half lives” one of the first people to describe the conditions of the poor urban people, draws attention to the living condition of the poor and immigrants in the time period he wasnt the first or only but most mainstream to do this. example of riis topics : working womens trouble with wages and rights. beginning of progressive era
  • Union –  a group of workers that form together to make sure they have proper rights in the workplace or job. examples; pay raise, health benefits, safe work conditions and better hours. if there wasn’t a union the companies could take advantage of workers. some places dont allow unions and you have to pay to be apart of a union and you could not work unless you are a part of a union in some places. unions give more power to the employees because they have more leverage. example: pullman strike, capital metro strikes for benefits/wages. (controversial because power over the economy)
  • Monopoly –  
  • Sherman Antitrust Act – a way for the court to try to stop the formation of monopolies to help the economy by making it more equal for small businesses.  If we didn’t have this act there would be tons of monopolies and it would be difficult for people to start their own businesses.  This act was used to break-up Standard Oil, John Rockefeller’s ginormous oil company.  It was the first time that the federal government attempted to regulate big businesses.  
  • Union – people who work together banding together to protect their own interests in the workplace.  For example union may ask for a raise, better healthcare, technology, maternity leave.  If the union is denied what they want, they may use a strike to try and get it.  The importance/significance of a union is that workers have more power collectively (as a group) than they do as individuals (on their own).  
  • Populist Party – a party (also called the people’s party) designed to help working people, founded in 1892.  People were getting overworked, too many hours each day, not enough pay, better benefits like worker’s compensation, safer conditions, etc.  Significant in that it helped people achieve better benefits, like an end to child labor.     
  • Horizontal Integration- buying out competition. Control of prices and product
  •  Vertical Integration – A business purchases other businesses that depend on that business. For example Blueberry Muffins Inc., a blueberry muffin store in ATX, would buy blueberry fields in North Dakota, and also buy the trucks that transport the blueberries. Businesses can maximize profit because they are not having to pay the producers, or the transporters.  
  • Social Darwinism – an idea/theory based on Charles Darwin’s theory of evolution that businesses led by the most capable people will survive longer.  This idea/theory was a way to justify capitalism, keeping the government out of the economy so that people could fight it out economically, ensuring that the strongest, best companies survive/exist.
  • Gospel of Wealth – rich people gave to the poor as a way of charity. Trying to show they (the rich) care and feel they’re obligated to help the less fortunate. One of the first form of charity from richer people to the poor. They fed people, built public establishments like libraries and schools.
  • Monopoly – happens when a company takes over other companies.  When there are many companies there are competing prices.  For example if Gloria wants to buy a Camero and there is only one auto dealer (a monopoly) the car will be very expensive.  But if there are 15 auto dealers in Austin that have Cameros will have to compete/fight for Gloria’s business.  
  • Sherman Antitrust Act – split apart big, big, big companies into smaller companies so that companies wouldn’t get too big and control everything.  Significant in that this act split up bug companies like Rockefeller’s Standard Oil.  It was one of the first attempts by the government to regulate big business, protecting smaller companies.    

Jacob Riis

  • Pullman Strike – workers at the Pullman factory banned together and went on strike, which means they refused to work until their working conditions improved, because Pullman cut their salaries but did not lower their rents (he owned their living quarters).  Significant because it was one of the first major strikes in US History, also significant in that the government helped Pullman and most of workers got fired and were prevented from joining unions.     

Political Machine

Eugene Debs

  • Explain the Chinese Exclusion Act and why many Americans supported it.  (9 pts.)

The Chinese Exclusion Act was a law in which Americans forbade/prevented the Chinese from coming to the US.  Many Americans felt that the Chinese were taking American’s jobs and that the Chinese would work for less money, so they were undercutting salaries.  Many also thought that the Chinese were responsible for drug abuse, like opium.  Most significant was that many American’s had a dislike for Chinese culture, they were racist.  This attitude toward the Chinese was the same way “Americans” tried to change the Native Americans to be more white.  

  • Explain the proper role for government in the economy.  Discuss the differences between capitalism and socialism as economic systems.  (12 pts.)

 Capitalism is caring more about the economy and socialism is caring more about the people within the economy.  Capitalism cares more about profit and maximizing products and businesses in the economy, whereas socialism cares more about caring for the people that contribute to the economy, so that when one contributes into the economy, one then gets a return from the economy, and the process then continues.  For example a more capitalist economy would not regulate how much an employer would have to pay workers, whereas a socialist economy would require a minimum wage or require employers to provide service to their employees, such as healthcare and retirement.  Another example of socialism would be providing social security (money for old people’s retirement) by taxing citizens.  Pure capitalism would encourage private citizens to save for their own retirement, rather than taking their money to do it for them.  An example of socialism would be using tax dollars to fund shelters and food banks for the those that are homeless.  Pure, laissez-faire capitalism, would not use any tax dollars for this.      

 

  • Define the Gilded Age, and, with examples, explain and analyze this period of time in US History.  (15pts.)

 

Time of American prosperity, but at the same time it was a period of long-hardships.  To gild means to coat/cover in gold, so on the surface the Gilded Age looked great, because of the industrial boom, such as the creation of the assembly line, the transcontinental railroad, “new” land in the West for settlers, the telephone, electricity, the skyscraper, etc.  These inventions helped grow the US economy.  

But underneath the surface were many issues, such as the removal of Indians from their Native lands, lack of a balance in working conditions, no middle class (just very rich and very poor), drug abuse in opium dens, homeless and hungry children (and adults) in the city.  There was crime in the cities and no real system of justice because criminals (ward bosses) were very corrupt.       

  • Explain the proper role for government in the economy.  Discuss the differences between capitalism and socialism as economic systems.  (12 pts.)

Capitalism Socialism
  • no government involvement in the economy
  • focus on profit
  • money
  • laissez faire and Social Darwinism support capitalist theory.
  • competition
  • pay people whatever you feel they’re worth
  • heavy government involvement in the economy
  • community / society – focus on what is best for society (all)
  • equality – taking care of the community/society
  • minimum wage, universal healthcare,

  • Define the Gilded Age, and, with examples, explain and analyze this period of time in US History.  (15pts.)

 

To gild means covered in gold, so the Gilded Age was a time period that looked great on the surface, but was really bad underneath.  For example…

 

Good Bad
  • train – the transcontinental railroad was complete, helping people across the country transport goods and expand trade = jobs
  • Manufacturing and industry started booming, the conveyer belt and assembly line were created.
  • The car is invented, telephone, electricity for cities, skyscrapers via new steel technology (Bessemer Steel Process)
  • some train companies were corrupt and were ripping off farmers.  Farmers made the Populist Party in response.
  • some new technologies made skilled labor obsolete (unnecessary)
  • Monopolies dominated industries
  • kids are poor. forced to work, and not in school
  • many people were living on the street
  • unsafe working conditions for little pay, women treated worse than men (sexism)

Posted in History | Leave a Comment »

“Westward Expansion” Exam Review

Posted by Mr. Earhart on September 18, 2014

ManifestDestinyPainting

 

___________________________________________________________

Notes:  Native Americans Notes!  And Quizlet here!

Sample Exam IDs and Essays:

Westward Expansion and Native Americans

IDs

Define AND explain the significance of the following.  There are 10; YOU PICK 5!

Homestead Act      Manifest Destiny      reservation

Transcontinental Railroad      Nativism      Bureau of Indian Affairs

Great Plains      Alice Fletcher      “Kill The Indian; Save the Man”

assimilation      Chief Joseph

“Kill the Indian; Save the Man” – a phrase and act/program, that made Native Americans get rid of their culture.  Like all those NA kids that went to school and had to learn English, dress like “Americans” (whitey).  This was significant because it broke the culture of Native American tribes.  This slowly corrupted NA tribes, and today they live very poorly, and have little remaining of their culture.    

Reservation – when Americans “gave” Indians different land because the Americans needed the land the Indians were originally on.  (They were forced to move locations that the US government already reserved for them. The Americans took land that wasn’t theirs to begin with.)  The reservation allowed NAs to stay as a family and keep their traditions.  Eventually these reservations are taken away with “Kill the Indian; Save the Man” and the Dawes Act.

Assimilation – a policy which forces immigrants to adopt native customs.  Significant because NA were forced to adopt English/white people customs instead of keeping their own.  An example of assimilation was forced reservations, the Dawes Act, Indian Schools and the English language.  

Nativism – a policy of favoring/preferring “native born” peoples over foreign born, during the late 19th Century.  Significant in that it was ironic because few prferred actual native born people (Native Americans) and it showed that Americans were not inclusive of all immigrants.  Example: The Chinese Exclusion Act.  

 

Essay

 

  • Explain the Dawes Act and Indian Schools.
  • What effects did these actions have on Native Americans.
  • Why did many Americans support these actions as a solution to the “Indian Problem?”
  • Consider discussing geographic, economic, political, and social influences to adopting these actions)
  • Write.  Write.  Write.  The more you write the better!

The Dawes Act gave 160 acres of land to each individual Native American.  The US government used the policy to acquire more land, because the US wanted to settle more European immigrants out West.  To get this land the government forced Native American reservations to be split up.  To further destroy NA tribes, the government established Indian Schools, which destroyed culture by trying to “civilize” the NAs by forcing NA to be more European and to abandon tribal customs like traditional dress, marriage ceremonies, haircuts, LANGUAGE, etc.  

The Great Plains were great for farming and it motivated white settlers to expand and take Native American land for economic gain.  The transcontinental railroad was complete and it helped “Americans” get out west to more quickly settle.  Businesses were getting bigger and more global and made more money for Europeans – who needed more land – and it made racist Europeans force Indians to be more like them “capitalist entrepreneurs”.        

 

Posted in History | 1 Comment »

First Week Assignments for SATs:

Posted by Mr. Earhart on September 5, 2014

First Week Assignments for SATs:

  1. Make sure you are set-up to receive alerts, notes, and direct messages in Edmodo.
    1. See the previous “Note” in Edmodo for instructions.
  2. Schedule a time to have a conversation with your cooperating teacher outside of class time.  This conversation…
    1. only needs to be about 15 minutes.  
    2. will help set expectations and create a clear line of communication between the SAT and the cooperating teacher.
  3. Learn student names:
    1. Get your hands on a seating chart and/or roster for the course.  
    2. Hand back assignments
  4. Pick one or two strategies to focus on during the first week:
    1. “What are we working on?”  “Would you like any help?”
    2. Get at eye level and on the side of (not across from) when approaching and working with students.  
    3. Start from what the student knows and then work from there.
      1. “What do we know about the this problem/question?”
      2. “What’s the first step we should try?”
    4. Give a proper amount of “wait time” for students to think after asking a question.
      1. research says 8 seconds
    5. Use teaming pronouns. 
      1. we, let’s, etc.  (you & I)

Posted in Students as Teachers | 4 Comments »

Appeasement and the Road to WWII

Posted by Mr. Earhart on February 3, 2014

appeaserWe spent our last class period investigating to conditions of Germany, Italy, and Japan that led to the rise of fascism in these countries.  Today we’ll examine the steps these countries took toward expansion, and how the powerful countries of the world (non)responded to this expansion.

  1. Visit this website to learn about appeasement and Nazi Germany’s plans for expansion.  There are 2 pages to read.  Read them both and answer the accompanying questions on your handout.
  2. Visit this website and play the role of the United States in responding to the actions of European leaders.  Click on Europe.  Read the prompt and then “Select a Course of Action”.  Read what happened, and then “Advance to Next Event” until you’ve completed Europe.
  3. Continue using this website to learn about Asia.
  4. Now visit this website to conduct similar research.  Start with Europe and North Africa.  Then Highlight the picture of “Nazi Expansion” and read about both of “Nazi Invasion” and the “Nazi Occupation of Europe”.  There are some quality visuals on this website.  ***Use the arrows to read more***
  5. Using the same website, explore Asia.  Be sure to complete the sections on “Japan’s Expansion” and “The Nanking Massacre”.  This photo essay communicates what happened at Nanjing much more strongly than text.
  6. Continuing to use this website take a look at North America and read about “Lend-Lease”.

Posted in History | 7 Comments »

World War II

Posted by Mr. Earhart on January 27, 2014

WWII Vocab Quizlet Here!

And

Sample Student Responses to WWII Prompts and IDs

Go to http://andersonIssues.com and practice your vocabulary via Quizlet.

These 3 prompts will appear on the exam.  (You pick 2 to answer)

  • Define and explain the many aspects of fascism.  What conditions existed during the 1930s that led many countries (like Germany, Italy, and Japan) to embrace fascist leaders?  Give examples.  
  • Why did President Truman decide to use the atomic bomb at Hiroshima and Nagasaki?  Do you agree or disagree with his decision to do such?  Explain your position.  
  • What was the Holocaust?  What beliefs and reasons led Germany to embrace the so-called “Final Solution to the Jewish Question?”
  • Bonus: What is one’s personal responsibility when living within a dictatorship?  

     

    IDs: Define and explain the significance of the following terms in relation to WWII.  These 11 will be on the exam.  You pick 5.  

  • Okinawa

  • Operation Overlord (D-Day)

  • Executive Order 9066

  • appeasement

  • Great Depression

  • Treaty of Versailles
  • Operation Barbarossa
  • Manhattan Project
  • Rape of Nanjing
  • Dresden
  • Pearl Harbor

Posted in History | 1 Comment »

 
Follow

Get every new post delivered to your Inbox.

Join 71 other followers