Teaching High School Students to Become



The following are supplemental materials to be published online.

TABLE OF CONTENTS

A sample of a text used in Interventions 1 and 3 ………………………… 2

References of all texts used in Interventions 1 and 3

(as referenced for students) …………………………. 5

References of texts used in Interventions 2 and 4 for two lessons

(as referenced for students) ………………………….. 6

A sample of a lesson plan and a reading lesson used in Intervention 4 ………. 7

A sample of a study guide used in Intervention 1 ………………………….. 9

A sample of a study guide used in Intervention 2 ………………………….. 11

A sample of a study guide used in Intervention 3 ………………………….. 13

A sample of a study guide used in Intervention 4 ………………………….. 15

Observation instrument ………………………….. 17

Content Test ………………………….. 19

Heuristics Test (Lexington) ………………………….. 27

Heuristic Test (Pullman Strike) ………………………….. 29

Heuristic Coding Sheet ………………………….. 31

Heuristic Coding Instructions ………………………….. 32

Prohibition

During the 1920’s prohibition had an enormous effect on American society. It changed the way that American citizens viewed the laws of our country and morals of the time. The 18th Amendment and the Volstead Act prohibited the manufacture, transportation, and sale of beverages with more than one half of one percent alcohol. The Prohibition Amendment was passed in 1919, and took effect on January 16, 1920. The 18th Amendment was eventually repealed with the enactment of the 21st Amendment in 1933. This paper will consider why prohibition occurred, how prohibition influenced law enforcement, how prohibition influenced American society, and why it was repealed.

Why did Prohibition Occur?

As early as the 1880s, groups, led mostly by women and rural religious groups pushed for a temperance movement. These groups were concerned about the increasingly immoral behavior of the American population. And the drinking culture seemed to be spreading in certain population groups, especially among recent European immigrants.

Furthermore, the number of saloons was continually increasing. American brewers realized that by taking an interest in the retail outlets for their products, they could greatly increase sales. So, brewers began to purchase or fund saloons that would sell their products. This continued until there was one saloon for every 150 to 200 Americans, including those who didn’t drink. This intense competition for customers caused saloon owners to continually vie for new customers. They used less than respectable means to entice new customers, thus gambling and prostitution were introduced in many saloons in order to get an edge on the competition and attract business. Early temperance groups were somewhat successful and several states and localities enacted prohibition laws.

With the birth of the Anti-Saloon League and the Women’s Christian Temperance Union (WCTU), the Prohibition movement became a national effort. One of the most famous women in the Prohibition movement was Cary Nation. A member of the WCTU, she was outraged that the Kansas prohibition laws were ignored. She began to enter saloons near her home with a hatchet, destroying furniture and bottles. Once, officials tried to arrest her, but because the saloons weren’t legally permitted to exist in Kansas, she was released. Cary Nation continued to destroy saloons over the next several years.

The Anti-Saloon League, begun in Ohio, was a much better organized group. They enlisted the help of prominent businessmen and lawyers to spread their message. The Anti-Saloon League rapidly grew into a national organization that turned out so much prohibition propaganda that they had their own printing plant in Westerville, Ohio. Prohibition propaganda often focused on family financial issues and the fact that most brewers were German. This anti-German sentiment had major implications at the time, because World War I was just beginning.

Eventually, through the use of grass-roots lobbying, propaganda, bribery, and many other means, the Anti-Saloon League was able to pass the 18th Amendment through both houses of Congress and have the necessary three-quarters of states ratify the amendment by January of 1919. Then president, Woodrow Wilson vetoed the bill, but his veto was immediately overridden by Congress. One year after its ratification, on January 16, 1920, the 18th amendment went into effect.

How Did Prohibition Effect Law Enforcement?

Enforcement quickly proved to be the single largest problem with the prohibition laws. The Prohibition Bureau was founded to enforce the laws and regulations of the Volstead Act. The Prohibition Bureau was placed under the direction of the United States Treasury Department, rather than the Department of Justice. Unfortunately, no one at the Treasury Department wanted to take on this new agency because it was already overburdened. Furthermore, enforcement of a law that millions of people ignored was expensive. In 1920, Congress appropriated $6.3 million for enforcement, but by 1923, the Treasury Department was asking for $28.5 million.

As a result, prohibition agents were poorly trained and poorly paid. Furthermore, because the prohibition agents came to be despised, their job was often a dangerous one. The honest prohibition agents soon left because the long hours and poor pay didn’t compensate for the dangers they often faced. Unfortunately, because of the amount of bribery and corruption, many dishonest men learned that there was a place in the Prohibition Bureau for them.

There were however, two prohibition agents who worked hard and were successful in capturing many violators. They were Isidor Einstein and Moe Smith, popularly known as Izzy and Moe. Izzy and Moe were known to use clever disguises to enter speakeasies, establishments where alcohol was illegally sold. The duo arrested more than 5,000 suspects before other agents became jealous. Izzy and Moe were fired from the Bureau in November of 1925.

Another obstacle to efficient enforcement of the Volstead Act was the number of exceptions and loopholes in the law. Farmers were permitted to make hard cider as long as they didn’t add anything to it or try to sell it. Brewers were still permitted to make beer, but they had to remove the alcohol before it could be sold. This alcohol was often sold separately to make other alcoholic beverages, and bartenders added alcohol back into the beer before they served it anyway. Another popular method for obtaining alcohol during Prohibition was to pay a doctor to write a prescription for medicinal alcohol. Also, industrial alcohol was still used to make a number of goods such as paint and toothpaste. Many people died from drinking liquor made from industrial alcohol that wasn’t properly “washed.”

How Did Prohibition Effect American Society?

Immediately following the enactment of Prohibition, an institution known as the “Speakeasy” was born. “Speakeasies” were establishments where alcohol was sold illegally. They were often located in basements or other “secret” locations. There was a speakeasy for every type of customer. Before Prohibition, no respectable woman would have been seen in a saloon. Many women, especially in the upper classes, drank at home or at restaurants, but this was changed during the “Roaring Twenties.” It suddenly became fashionable for women to be seen at these illegal clubs. For the first time, it was acceptable for women to be seen smoking and consuming alcohol in public. Ironically, Prohibition was supposed to have raised society’s moral standards.

The major consequence of the Prohibition Era was the American citizens’ blatant disregard for the law. The majority of the population didn’t see anything wrong with alcohol and the prohibition laws were largely ignored. The people who chose to ignore these laws included then-President of the United States, Warren G. Harding, a number of supposedly “dry” Congressmen, and many other upstanding citizens. Unfortunately, the breaking of one law often led to the disregard of others.

During the Prohibition Era organized crime gained power. Gangsters quickly realized that there was money to be made by smuggling, distilling, and selling illegal liquor. Although they commonly engaged in other activities such as gambling, usury, and prostitution, it was the alcohol that really provided cash flow for the crime rings to expand. This cash was often used to invest in legitimate businesses, providing the groundwork for the Mafia as it is today.

Why Was Prohibition Repealed?

There were several causes for the repeal of Prohibition Laws. Primarily, it was the unpopularity of the laws that led to the passage of the 21st Amendment. Most citizens ignored the laws, and although no accurate data is available, it is said that drinking among Americans actually increased during Prohibition. Also, citizens to realize that organized crime was profiting from the sale of alcohol rather than the government at the same time that government was spending tax dollars on the enforcement of laws that millions disregarded. The nation was in the midst of a serious depression, and many people believed that prohibition hurt the economy.

Also, there was a large population shift from rural areas to cities. Some of the largest backers of the Prohibition movement had been the rural churches, and the rural populations that were declining. Ironically, women, the first supporters of the Prohibition movement, were some of the first to organize for repeal. The Women’s Organization for National Prohibition Reform was one of the groups to support repeal.

As the movement to repeal the 18th Amendment gained support from prominent citizens instead of just brewers and liquor dealers, the politicians began to take notice. Prohibition became an issue in the 1932 presidential election. Franklin Delano Roosevelt supported ending prohibition. After Roosevelt’s election, he asked for the modification of the Volstead Act to legalize beer. At the same time, the 21st Amendment was being drafted to repeal the 18th. The 21st Amendment quickly passed through Congress and was ratified by the necessary states, thus ending the Prohibition Era.

This essay was edited by Dr. Nokes, a U.S. History teacher after being published on the website

Texts Used in Interventions 1 and 3

Dr. Nokes, (2004). An overview of the 1920s and 1930s. A unpublished essay.

Downy, M. T., Giese, J. R. and Metcalf, F. D. (1997). Unequal treatment of women. In United States History: In the Course of Human Events (pp. 569-571, 596-597). Minneapolis: West.

Wheeler, B. W., & Becker, S. D. (1994). Women of the 1920s. In Discovering the American Past: A Look at the Evidence (pp. 163-164). Boston: Houghton Mifflin.

Downy, M. T., Giese, J. R. and Metcalf, F. D. (1997). Prohibition. In United States History: In the Course of Human Events (pp. 568-569, 596, 668). Minneapolis: West.

Boorstin, D. & Brooks, M. K. (1992). The problems of Black Americans. In A History of the United States (pp. 646-649). Needham, MA: Prentice Hall.

Downy, M. T., Giese, J. R. and Metcalf, F. D. (1997). Traditional values threatened. In United States History: In the Course of Human Events (pp. 661-662, 672-673). Minneapolis: West.

The dust bowl and resulting migration. Found at wgbh/amex/dustbowl/peopleevents/pandeAMEX06.html

Wheeler, B. W., & Becker, S. D. (1994). The Depression, the New Deal, and farmers. In Discovering the American Past: A Look at the Evidence (pp. 184-185). Boston: Houghton Mifflin.

Downy, M. T., Giese, J. R. and Metcalf, F. D. (1997). The New Deal and minorities. In United States History: In the Course of Human Events (pp. 711-714). Minneapolis: West.

The United States entry into World War II. Found at studyguides/subjects/am_his/chap10/

Two Text Sets Used in Interventions 2 and 4

A Collection of Documents on Women’s Suffrage

1. An excerpt from a pamphlet written by Emily P. Bissell published by the New York State Association Opposed to Women Suffrage in 1909.

2. An excerpt from an article written by Julia Ward Howe that appeared in the magazine Outlook in 1909.

3. A statement by A. N. George, an outspoken woman against women’s suffrage in an article entitled “Women’s Rights vs. Women’s Suffrage.” Found in J. J. Camhi (Ed.), Women against women: American Anti-suffragism, 1880-1920.

4. Crew, D. O. (2001). Suffragist sheet music: An illustrated catalogue of published sheet music associated with the women’s rights and suffrage movement in America, 1795-1921, with complete lyrics (p. S-1830-1). Jefferson, NC: McFarland.

5. Crew, D. O. (2001). Suffragist sheet music: An illustrated catalogue of published sheet music associated with the women’s rights and suffrage movement in America, 1795-1921, with complete lyrics (p. S-1867-1). Jefferson, NC: McFarland.

A Collection of Documents on the “New Woman” of the 1920s

1. Hull, E. M. (1921). Excerpts from the novel The Sheik. In Wheeler, B. W., & Becker, S. D. (1994). Discovering the American Past: A Look at the Evidence (pp. 166-168). Boston: Houghton Mifflin.

2. Marks, P. (1924). Excerpts from the novel The Plastic Age. In Wheeler, B. W., & Becker, S. D. (1994). Discovering the American Past: A Look at the Evidence (pp. 168-171). Boston: Houghton Mifflin.

3. Sanger, M. (1920). Excerpts from the book Woman and the new race. In Wheeler, B. W., & Becker, S. D. (1994). Discovering the American Past: A Look at the Evidence (pp. 172-173). Boston: Houghton Mifflin.

4. Lynd, R. S. & Lynd, H. M. (1924). Excerpts from the study Middletown: A study in American culture. In Wheeler, B. W., & Becker, S. D. (1994). Discovering the American Past: A Look at the Evidence (pp. 173-178). Boston: Houghton Mifflin.

5. Bromley, D. D. (1927). Feminist-new style. In Harpers Monthly, October 1927 as cited in Wheeler, B. W., & Becker, S. D. (1994). Discovering the American Past: A Look at the Evidence (pp. 178-180). Boston: Houghton Mifflin.

Day 3

Preparation

• Make a copy of the study guide “Women’s Suffrage and Contextualization” for each student

• Make a classroom set of the readings “A Collection of Documents on Women’s Suffrage”

• Make overhead transparencies of several of the photographs and the political cartoon

On Day 3

• Finish the discussion on Daily Life in the 20’s (25 minutes)

• Start where you left off the day before, and use the key to finish this discussion

• Collect the discussion guides

• Conduct READING LESSON #2 (Women’s Suffrage) (60 minutes)

• The purpose of this lesson is to help students practice contextualization as they are exposed to historical photographs, political cartoons, and other documents related to women’s suffrage.

• The texts that will be used are a collection of historical photographs, two historical sketches, a historical political cartoon, excerpts from primary source documents on women’s suffrage, and song lyrics that promoted women’s suffrage.

• Pass out the study guide “Women’s Suffrage and Contextualization”

• Read the instructions with the students.

• Point out the example of contextualization and slavery, and discuss it with the class. Give another example of contextualization, for example you might discuss infant mortality rates of the past and talk about how people might have felt differently about death 300 years ago than they do now. Be sure that students understand the idea of contextualization, that it is the ability to place oneself into the context of the past physically, culturally and in every other way. If students are struggling with the concept of contextualization, give more examples.

• Make sure students understand the instructions.

• Pass out the packet of documents.

• Look at the first photograph. Use your overhead transparency to model your thinking. Remind students about the strategy of contextualization. Warn them that it is easy to try to portray our values and conditions on the past. We want to keep an open mind about differences between their conditions and ours. For example, would you ever see a scene today with almost everyone wearing the exact same hat? What does this tell you about the context of the time (the importance of tradition, not rocking the boat, fitting in, etc.)

• Discuss with the students what they see. Ask them what traditional values they can infer from this photograph. (Since the caption says that it was taken on Wall Street, and the overwhelming majority of individuals in the picture are men, you might infer that Wall Street was a man’s world and that men dominated business. For a new value, you can see that the woman is standing up and making a public speech in front of the men. Outspoken women in public would be a new value). The fact that a number of police men are at the scene shows that there was a potential for violence or problems at the demonstration.

• Look at the second photograph, and again consider what you see. Notice that the women are gathered around a man who is the center of the activity. (The exact opposite of the first photograph). This says something about the interaction between men and women. The man in this case appears to be a politician signing legislation. He is in the traditional role. The woman as observers are in a more traditional position, however, the fact that they are there, involved in the political process indicates a change from traditional values.

• Have students look at their study guides and make notes on the second photograph.

• Repeat this process, modeling the activity of contextualization as you proceed through as many documents as needed, until students get the hang of contextualization and completing the study guide. (As you look at document 3, you might remind students about the strategy of corroboration that you talked about last class session. Does the third photograph support the first?)

• Remind students also about the strategy of sourcing. On many of the photographs the source is unavailable, however, on the documents that follow the photos, the source is listed. Remind students to pay attention to the source BEFORE reading the document.

• Allow students to work on their own or with a partner on the assignment.

• Circulate around the class to give help as needed.

• If you have time after the class has finished, take a survey of students’ responses on the questions. Do whatever you can to praise the use of the four target strategies.

• Collect the study guides and the texts

The Problems of Black Americans:

Answering and Asking Questions

As you read the text on the Problems of Black Americans answer the following questions. Then in the space below write six of your own questions. Make two of the questions literal questions that can be answered by looking in the textbook. Make two of the questions inferential questions that requires the person to “read between the lines” or connect various parts of the text with their background knowledge. Make two questions opinion questions that a person would answer on their own. Exchange papers with someone and discuss the answers to your questions and their questions.

1. Identify the following

a. W. E. B. Du Bois

b. “Black Renaissance

2. Why would the NAACP call the magazine that they published The Crisis?

3. Why would Blacks continue to live in the South in spite of the discrimination that they faced and the poor economic conditions that existed there?

4. Do you think W. E. B. DuBois did the right thing when he became a communist and left the country? Why or why not?

5. What was the greatest accomplishment of the NAACP in your opinion?

Literal Questions

1.

2.

Inferential Questions

3.

4.

Opinion Questions

5.

6.

Poetry of the Harlem Renaissance:

Answering and Asking Questions

As you read four or five poems written by Black Americans during the Harlem renaissance answer the following questions. Then in the space below write six of your own questions. Make two of the questions literal questions that can be answered by looking at the poems. Make two of the questions inferential questions that requires the person to “read between the lines” or connect various parts of the text with their background knowledge. Make two questions opinion questions that a person would answer on their own. Exchange papers with someone and discuss the answers to your questions and their questions.

“Dream Deferred” by Langston Hughes

• What type fruit does Langston Hughes compare a “dream deferred” to?

• What dream do you suppose Langston Hughes is talking about in this poem?

• Tell about a time when you or someone you know had a dream deferred. Which of the descriptions offered by Langston Hughes would best describe what happened to your dream?

“White Things” by Anne Spencer

• What does the word “pyred” mean?

• What do you think the theme of Anne Spencer’s poem is?

• Why do you think Anne Spencer’s poem focus so much attention on colors?

On the back of this paper choose 2 or 3 poems to read and write 6 questions as described above. (2 literal, 2 inferential and 2 opinion)

Poem 3 _______________________________ by _____________________________

Poem 4 _______________________________ by _______________________________

Poem 5 ________________________________ by ______________________________

Harlem Renaissance Readings

One of the strategies that historians use to comprehend historical writing is to attempt to place themselves in the specific context of the time that the writing was done. They try to place themselves in the physical context of the event. But beyond this, they try to consider the social and cultural context of the time period. They try to imagine the attitudes, values and events that were occurring at the time that might have influenced a writer. You will be given an essay on the problems African Americans faced in the United States in the early 1900’s. As you read this essay try to place yourself in the specific context that you are reading about. What are some of the events in the nation and the world that effected people’s attitudes? Why might white people discriminate against black people? How would you have felt if you were a black person in the 1920’s? Why w

The 1920’s were a time when African Americans faced fierce discrimination in the United States. A few years earlier, during World War I African Americans had bravely fought to defend the United States, the country they loved, but also a country that treated them as second class citizens. It was a time when African American political leaders were becoming more outspoken, describing the mistreatment of their people. It was a time that is sometimes called the “Great Migration”, when thousands of African Americans left the farms of the South and moved to urban areas of the North. Here they began to associate with large numbers of blacks and a new sense of brotherhood and solidarity and sometimes militancy was growing.

“Contextualization” as the historians’ strategy is called, includes an awareness of the time and place that an event takes occurs in. It includes an awareness of the social attitudes and the cultural environment that surround an event. It includes an awareness of the personalities and influence of prominent individuals involved in events.

As you read this essay, try to develop an understanding of the context of the “Harlem Renaissance”, or as this source calls it, the “Black Renaissance”. Use this sheet to record the contextual factors that influenced this Renaissance. Use evidence from the essay as well as your own ideas on this paper.

• What were the historical factors that influenced the development of the Harlem Renaissance? In other words, why did it occur when it occurred?

• What were the physical factors that influenced the development of the Harlem Renaissance? In other words, why did it occur where it occurred?

• What were the social attitudes held by the majority of White people, particularly in the South, which influenced the Harlem Renaissance?

• What were the social attitudes held by a growing number of Black people, which influenced the Harlem Renaissance?

• Who were some of the prominent people that influenced the Harlem Renaissance, and how did they influence it?

• Why is it important, when studying history to use the strategy of contextualization?

Harlem Renaissance Readings

One of the strategies that historians use to comprehend historical writing is to attempt to place themselves in the specific context of the time that the writing was done. They try to place themselves in the physical context of the event. But beyond this, they try to consider the social and cultural context of the time period. They try to imagine the attitudes, values and events that were occurring at the time that might have influenced a writer. You will be given a number of poems written during the Harlem Renaissance. You will need to try to consider the context of the writing of these poems as you analyze them.

These poems were written during the 1920’s and 30’s, a time when African Americans faced fierce discrimination in the United States. A few years earlier, during World War I African Americans had bravely fought to defend the United States, the country they loved, but also a country that treated them as second class citizens. It was a time when African American political leaders were becoming more outspoken, describing the mistreatment of their people. It was a time that is sometimes called the “Great Migration”, when thousands of African Americans left the farms of the South and moved to urban areas of the North. Here they began to associate with large numbers of blacks and a new sense of brotherhood and solidarity and sometimes militancy was growing.

You will be required to read and analyze “Dream Deferred” and “White Things” . After considering these poems you can choose two or three others to analyze. Under each of the titles below reflect on your analysis of the poem showing 1) your general reaction to it; 2) how it reflects the time period it was written; and/or 3) what message the poem was trying to get across. Then answer the question at the bottom of the page.

“Dream Deferred” by Langston Hughes

“White Things” by Anne Spencer

Poem 3 _______________________________ by _____________________________

Poem 4 _______________________________ by _______________________________

Poem 5 ________________________________ by ______________________________

How did the historical context of the Harlem Renaissance influence the writers of these poems and the things they wrote about?

Activity Observation Sheet

Teacher: Date:

Observer:

Content-Based

15 15 15 15 15 15 comments

Traditional Activity Total:

Lecture

Video

Reading

Quiz/Test (close-ended questions) IRE Other

Constructivist Activity Total:

Simulation

Discussion

Mock Trial

Cooperative Learning (formal)

Work with peers on assignment

Quiz/test (open-ended questions)

Other

Strategy-Based

15 15 15 15 15 15 comments

Reading Instruction

Explicit (list strategies) Total:

Implicit (list strategies) Total:

Other Strategy Instruction

Explicit (list strategies) Total:

Implicit (list strategies) Total:

Other

Procedural/Announcements Total:

Motivational/Disciplinary

Text Observation Record

Teacher: Dates:

1 2 3 4 5 6 total

No Text Used

Multiple Texts Used

Traditional Texts

Textbook

Study Guide/Worksheet

Expository essay

Test/Quiz Chalkboard/whiteboard/overhead

Student’s Notes

Teacher’s Notes/outline____

Other

Non-traditional Texts

Primary Source (list type)

Government document

Biography__________

Political cartoon

Comic cartoon

Newspaper

Current account

Historical account

Magazine Historical Photograph /Drawing

Historical Fiction: Novel/Play

Poetry/Song Lyrics

Charts/Graphs

Raw Statistics

Other

Multi-Media

Video

Documentary

Entertainment __________

Music

Internet resources

Slides

Art

Powerpoint

Other

1920’s and 30’s Test

Multiple Choice: Choose the letter of the item that is the best response in each numbered item.

• People who opposed “prohibition” claimed that it

• increased lawlessness throughout the nation

• hurt the economy

• increased drinking in the country

• made organized crime more powerful

• all of the above

• Which sentence states what most New Deal supporters thought the federal government should do?

• the federal government should protect business in order to help them produce and sell more goods

• the federal government should protect the rights and interests of minority groups

• the federal government should regulate and directly stimulate the economy by spending and hiring

• the federal government should play as small a role as possible in the economy

• all of the above

• Which of the following best describes women gaining the right to vote?

a. once women demanded the right it was quickly granted to them

b. women’s demand for the vote challenged many traditional values

c. women did not seek or get the support of men in the suffrage movement

d. all women supported the suffrage movement

e. all of the above are

• Which of the following is true about electricity

a. most homes had electricity by 1900

b. most homes had electricity by 1930

c. most homes were still without electricity in 1950

d. electricity was available to the rural families much earlier than to those who lived in cities

e. all of the above

• Women received the right to vote as a result of the passage of the

a. Volstead Act

b. 18th Amendment

c. 13th Amendment

d. 19th Amendment

e. 21st Amendment

• Which of the following was NOT fashionable for women in 1925?

a. bobbed hair

b. pants

c. shorter (knee-length) skirts

d. fur coats

e. hats

• One result of new electrical appliances in people’s homes was

• men had less free time as they had to work more to pay for them

• children had less free time as they could use electric lights to stay up late and work

• women had more free time because of the labor-saving electrical devices

• women had less free time due to the need to keep refrigerators stocked and the other work accomplished

• all of the above

• Which of the following excerpts was written by Langston Hughes?

a. Man threatens landlord,

Tenant held, no bail,

Judge gives Negro 90 days,

In county jail.

b. And so, my fellow Americans—ask not what your country can do for you—ask what you can do for your country.

c. Give me your tired, your poor,

Your huddled masses yearning to breath free,

The wretched refuse of your teeming shores.

Send these, the homeless tempest tossed to me.

d. …that government of the people, by the people, for the people, shall not perish from the earth.

e. Mary had a little lamb,

But when the lamb did sicken,

She sent it to the slaughterhouse,

And packaged it as chicken.

• The 1920’s have been nicknamed the

a. working 20’s

b. cruising 20’s

c. roaring 20’s

d. depressing 20’s

e. quiet 20’s

• Which of the following correctly describes the 18th Amendment

1) the 18th Amendment never went into effect

2) the 18th Amendment raised the drinking age to 21 nation wide

3) the 18th Amendment was widely supported throughout the United States

4) the 18th Amendment gave women the right to vote

5) the 18th Amendment made it illegal to drink alcohol in the United States

• The “dustbowl” was located in

a. the eastern United States

b. the southwest United States

c. the southeast United States

d. the midwest United States

e. the northwest United States

• A woman who opposed women’s suffrage would probably have used which of the following arguments?

a. women were not as smart as men

b. women did not need to vote because they were already influential in politics

c. since few women could read and write, they should not be allowed to vote

d. women had different roles in society than men

e. women office-holders represented women, so that women did not need the right to vote

• Which of the following was the most common trend in the years leading up to, and including the 1920’s

• thousands of African Americans moved from the South to northern farms

• thousands of African Americans moved from northern cities to southern cities

• thousands of African Americans moved from the West to the East

• thousands of African Americans moved from the South to northern cities

• none of the above

• Arguments for and against Prohibition are most similar to arguments used in which current issue?

a. lowering or raising the drinking age

b. keeping marijuana illegal, or making it legal

c. lowering or raising the voting age

d. decreasing the blood alcohol level required to convict someone of driving under the influence

e. changing immigration laws

• Which of the following is the best example of a New Deal program that focused on reform?

• setting up the FDIC so that banks would be more stabile in the future

• setting up soup kitchens to serve food to the hungry

• helping people make payments on their homes so that they would not lose them

• attempting to get more money in circulation

• creating thousands of new jobs through the CCC

• Which of the following is the best example of a New Deal program that focused on relief?

• establishing the FDIC so that banks would be more stabile in the future

• attempting to raise the prices for farm goods by limiting production

• setting up the Securities Exchange Commission to oversee stock market investment

• providing direct money payments to people who needed food

• creating millions of new government-paid jobs

• Which of the following is the best example of a New Deal program that focused on recovery?

a. establishing the FDIC so that banks would be more stabile in the future

b. setting up soup kitchens to serve food to the hungry

c. setting up the Securities Exchange Commission to oversee stock market investment

d. providing direct money payments to people who needed food

e. creating millions of new government-paid jobs

• The New Deal was the plan developed by

a. Herbert Hoover

b. Franklin D. Roosevelt

c. Calvin Coolidge

d. Harry S. Truman

e. Woodrow Wilson

• The New Deal was based on which of the following economic philosophies?

a. buy low and sell high theory

b. the trickle down theory

c. the bootstrap theory

d. the priming the pump theory

e. mercantilism

• Which of the following groups would have been least likely to agree with the nickname “Roaring 20’s” to describe the decade of the 20’s?

a. city dwellers

b. flappers

c. bootleggers

d. farmers

e. industrialists

• Which major trend was popular in the 1920’s and continues today?

• borrowing to buy things through credit

• legal discrimination against Eastern European immigrants

• the increasing influence of churches

• the mass migration of northern blacks to southern rural areas

• all of the above

• Which of the following describes fads and trends of the 1930’s

• activities were generally more conservative than the 1920’s

• board games were popular

• crossword puzzles and bingo became popular hobbies

• breakfast cereals became available

• all of the above

• Which is the most valid lesson to be learned from the study of Prohibition in the United States?

• increased taxes affect how much people can buy

• morality can be successfully controlled by laws

• social attitudes can make laws difficult to enforce

• people will sacrifice willingly for the common good

• laws are more powerful than religions

• The Lend-Lease Program was the United States’ policy of

a. providing farm products for the needy people of America’s cities

b. providing farm products for the needy people of Europe

c. providing electricity to people in rural areas of the country

d. providing short-term, low-interest loans to struggling banks and businesses

e. none of the above

• The New Deal changed United States political thinking because it advanced the idea that

a. businesses should have the right to operate without government interference

b. government officials should inform the public of major decisions

c. the President should have a leadership role in determining foreign policy

d. the federal government should become more involved in the social and economic life of the people

e. all of the above

• The “Dustbowl” was

a. a government program designed to increase farm production in the great plains

b. an area of the United States hit hard by drought

c. a popular Broadway play of the 1930’s

d. a nickname for President Hoover’s cabinet

e. a famous football game held in Oklahoma in 1937

• The Kellogg-Briand Pact was

• an agreement to create more government jobs

• a compromise between Democrats and Republicans that opened the door for New Deal programs

• a peace agreement signed by over 60 nations

• merger between two of the largest American companies leading to job cuts and hurting the economy

• none of the above

• A “run” on a bank was when

a. a bank lost millions of dollars due to poor stock market investments

b. a bank lost millions of dollars when people could not repay their loans

c. people rushed to the bank to withdraw all of their money

d. people refused to borrow money from a bank

e. all of the above

• Which action would the Federal Reserve Board most likely take to help a poor economy today?

a. make middle class Americans pay higher income taxes

b. lower interest rates on loans to banks

c. make it more difficult for banks to loan money

d. pass laws to break up monopolies

e. all of the above

• A conservative politician who opposed the New Deal would most likely complain that it

a. raised taxes on the poor

b. did not do enough to help farmers

c. regulated the stock market

d. did not do enough to regulate the economy

e. reduced the liberty of the American people

• Which of the following is NOT normally associated with an economic depression?

• inflation

• high unemployment

• surplus products

• little spending

• falling prices

• Which of the following is something a “flapper” would be likely to say?

a. “You only live once so you might as well enjoy it.”

b. “ A penny saved is a penny earned.”

c. “Alcohol is the root of all evil.”

d. “A bird in the hand is worth two in the bush.”

e. “I don’t get the respect I deserve.”

• The immediate cause of the Great Depression was

• the end of World War I

• the beginning of World War I

• the election of Franklin D, Roosevelt

• the election of Herbert Hoover

• none of the above

• Roosevelt’s economic philosophy has been called “priming the pump” because

a. the government has to give a little money to businesses before the people get more money out

b. the government has to give a little money to foreign countries before foreign investment helps the American economy

c. the government increases taxes to stimulate the economy

d. the government has to give a little money to the people to stimulate the economy

e. all of the above

• Hoover’s economic philosophy has been called the “trickle down theory” because

a. the government gives breaks to businesses and eventually those breaks reach the common people

b. the government has to give a little money to foreign companies before it trickles down to American industries

c. the government has to print more money and eventually it circulates through the entire economy

d. the government does nothing to interfere with the natural free market system

e. all of the above

• Roosevelt tried to get more money into circulation by

a. passing it out to random Americans

b. creating thousands of government jobs

c. increasing taxes

d. cutting the size of government institutions

e. none of the above

• Which of the following is most similar to an economic depression

a. inflation

b. recession

c. shortage

d. overconsumption

e. deficit spending

• “Okies” were

a. poor California farmers who moved to Oklahoma during the Depression

b. unemployed easterners who moved to Oklahoma to seek farming jobs

c. unemployed easterners who moved to California to seek industrial jobs

d. poor Oklahoma farmers who moved to California to seek farming jobs

e. poor Oklahoma farmers who moved to the East seeking industrial jobs

• The “Good Neighbor Policy” referred to

a. efforts to improve U.S. relations with Latin America

b. the United States’ help of the allies early in World War II

c. improved relations between the United States and Japan during the late 1930’s

d. the U.S. declaration of neutrality early in World War II

e. all of the above

• Which of the following was a changing value of the 1920’s?

a. religion declined in importance for many Americans

b. people tended to save less, and spend more money

c. relationships between young men and young women changed

d. many people became more materialistic

e. all of the above

United States History Name __________________

Period ____

Instructions

You will be given a number of documents that are related to the Battle of Lexington that was fought during the Revolutionary War. You will need to carefully consider the information in the documents. Try to imagine that you are a historian and analyze the documents as a historian would. Use the documents to try to get a good feel for what happened at Lexington. There are three parts to your assignment.

• First, read through the documents as a historian would, trying to figure out what actually happened at Lexington. You may take notes on the documents, or highlight or underline or take notes on your own paper to help you figure out what happened.

• Second, on your own paper write a 200-word essay that answers the bold essay question below. Be sure to write about the documents. Try to write as a historian would.

• Third, answer the four follow-up questions on this page.

ESSAY QUESTION: In your opinion is the picture that is included with the documents accurate in its portrayal of the Battle of Lexington? Why or why not?

Follow-up Questions:

• Which two documents would you rank as the most reliable? In other words, which ones do you trust the most? Why would you rank them as the most reliable?

• Which two documents would you rank as the least reliable? In other words, which ones do you trust the least? Why would you rank them as the least reliable?

• Which two documents would you rank as the most helpful in writing your essay? Why would you rank them as the most helpful?

• Which two documents would you rank as the least helpful in writing your essay? Why would you rank them as the least helpful?

United States History Name __________________

Period ____

Instructions

You will be given a number of documents that are related to the Pullman Strike that took place in 1894. You will need to carefully consider the information in the documents. Try to imagine that you are a historian and analyze the documents as a historian would. Use the documents to try to get a good feel for what happened during the Pullman Strike. There are three parts to your assignment.

• First, read through the documents as a historian would, trying to figure out what actually happened during the Pullman Strike. You may take notes on the documents, or highlight or underline or take notes on your own paper to help you figure out what happened.

• Second, on your own paper write a 200-word essay that answers the bold essay question below. Be sure to write about the documents. Try to write as a historian would.

• Third, answer the four follow-up questions on this page.

ESSAY QUESTION: In your opinion is the picture that is included with the documents accurate in its portrayal of the Pullman Strike? Why or why not?

Follow-up Questions:

• Which two documents would you rank as the most reliable? In other words, which ones do you trust the most? Why would you rank them as the most reliable?

• Which two documents would you rank as the least reliable? In other words, which ones do you trust the least? Why would you rank them as the least reliable?

• Which two documents would you rank as the most helpful in writing your essay? Why would you rank them as the most helpful?

• Which two documents would you rank as the least helpful in writing your essay? Why would you rank them as the least helpful?

Strategies Pretest/Posttest Scoring Sheet

Evidence Tally of occurrences Total

SOURCING author’s position

author’s motivation

author’s participation

evaluation of author

date of production

document type

evaluation of document

other

CORROBORATION direct comparison

direct contrast

claim of uniqueness

claim of omission

other

CONTEXTUALIZATION time or location awareness

culture or setting awareness

biographic awareness

historiographic awareness

linguistic awareness

analogy

other

USE OF DOCUMENTS AS EVIDENCE direct quote

general citation

specific reference

other

INSTRUCTIONS FOR EVALUATING STUDENT ESSAYS

USING THE SCORING RUBRIC

The “Strategies Pretest/Posttest Scoring Rubric” is used to keep a tally of the number of times a student uses a particular strategy in his or her essay or in answering the follow-up questions. When the student uses a strategy, make a mark in the “tally of occurrences” column. Continue to make marks as you evaluate both the essay and the students’ answers to the follow-up questions. After completing the evaluation, count the tally marks and write the total in the “total” column.

This paper will define and give examples of each of the strategies that a student might use.

SOURCING: An individual who uses sourcing looks at the source of a document before reading and keeps the source of the document in mind as he or she reads. The reader’s understanding of the document is influenced by the document’s source. Sourcing only occurs when the consideration of the source helps the individual make sense of the document. If the student analyzes two documents together, give two marks (For example, if the student was to write “Both Document 2 and Document 7 are biased because the authors of both documents wanted to blame the other side for the event.”)When evaluating the students’ essays, the following items will be viewed as evidence of the use of sourcing.

• “author’s position”: Any reference to the occupation, profession, level of training, or other credentials of the author of the document in order to suggest that the document is more or less reliable or in order to understand what the document says, qualifies as sourcing. Examples: “Since Shaw was an officer in the British army, he would have known…”; “The historian who wrote this must have studied a lot to become a historian so…”

• “author’s motivation”: Any reference to why an author might have written the document in order to suggest that the document is more or less reliable or in order to understand what the document says, qualifies as sourcing. Examples: “Colonel Jackson had a lot to gain by telling his commander about his success, so he may have exaggerated…”; “The author was probably trying to convince people that the Americans did not start the battle, so he wrote…”

• “author’s participation”: Any reference to the author’s level of participation in an event to suggest that the document is more or less reliable or in order to understand what the document says, qualifies as sourcing: Examples: “Jones was a witness of the battle, so he knew what happened when he wrote.”; “Smith only heard about the incident by word of mouth, so he is less reliable than an eye-witness.”

• “evaluation of the author”: Any other consideration of the author to suggest that the document is more or less reliable or in order to understand what the document says, qualifies as sourcing. Examples, “It sounds like the author wanted the reader to think that the battle was a good thing, but he doesn’t use a very good argument.”; “Because Simpson admits that he made mistakes, this letter seems more truthful.” “The author admits that he can’t remember, so…”

• “date of production”: Any reference to when a document was created, to suggest that the document was more or less reliable or in order to understand what the document says, qualifies as sourcing. Examples: “He didn’t write this until many years after the event, so he might have forgotten…”; “This was written in his journal the day of the event, so it was probably fresh on his mind.”

• “document type”: Any reference to the type of document in order to suggest that it is more or less reliable or in order to understand what the document says, qualifies as sourcing. Examples: “This statement was sworn before a justice of the peace, so it was probably truthful.”; “People usually write in their journals to keep a record for themselves, so it wouldn’t make sense for him to write lies in his journal.”

• “evaluation of document”: Any specific statement giving a reason why the document is more or less reliable could be considered sourcing. Examples: “textbooks tend to exaggerate the good about a country and leave out the bad, so I really don’t trust this textbook account…”

• “other”: Any other reference to the source in an effort to understand what the document says or suggest that it is more or less reliable would qualify as sourcing.

NOT SOURCING: Students should NOT be given credit for sourcing if:

• they show an awareness of the type of text, but don’t tell why the type of text is important (unless it is obvious, such as in the case of an eye witness account). For example, if they wrote “Document 3 is most reliable because it is a historical novel” but they don’t explain why historical novels are reliable. However, if they give any legitimate reason, count it as sourcing.

• they comment on the content of the passage. For example “this document is a good one because it has lots of details or gives good information.” Or “the newspaper account is not very good because it is hard to understand and very confusing”

• they comment on the syntax of a passage. For example “this document has a lot of misspelled words in it.” Or “This document is one single run-on sentence.”

CORROBORATION: An individual uses corroboration when he or she compares or contrasts information found in two or more specified documents. Credit for corroboration should only be given when it helps the individual make sense of the event. When evaluating the students’ essays, the following items will be viewed as evidence of the use of corroboration.

• “direct comparison”: When the writer makes a direct connection between similar information that was found in two or more documents, it qualifies as corroboration. Examples: “almost every one of the people said that the shot was fired from behind the stone wall, so I am pretty sure…”; “both Simpson and Smith wrote that …”

• “direct contrast”: When the writer points out information that was different in two documents, it qualifies as corroboration. Examples: “The textbook says that 8 Americans were killed, but the letter says that only 5 were killed…”. “Jones’ account of what happened was very different from the others’ accounts.”

• “claim of uniqueness”: When the writer points out that information was found in only one source, it qualifies as corroboration. Examples: “Only Valdez wrote anything about hearing the command to fire. None of the others mentioned that.”; “The textbook was the only source that talked about how the Spanish felt.”

• “claim of omission”: When a person claims that a source left out an important detail that was found in other sources, it qualifies as corroboration. Examples: “It seems like an eye-witness would have written about hearing the command, yet Smith didn’t say anything about it…”; “Since Harper didn’t include any information about the bad effects of the program, you can tell that he is biased against …”

• “other”: If a writer makes any other connection between information in two or more different sources, it qualifies as corroboration.

NOT CORROBORATION: Students should NOT be given credit for corroboration if:

• information from a document is being compared or contrasted with the student’s background knowledge rather than information from another text. For example, “document 2 disagrees with what I learned in 8th grade about …” Or “My dad is a police officer and what document 3 says is really true about police work”

• documents are linked in a vague manner. For example, “In the documents it says that …”

• connections are made between the picture and a document (since students are required to do this to answer the question). For example, “the picture shows the horse jumping, which agrees with document 3 which says that the horse jumped.”

CONTEXTUALIZATION: An individuals uses contextualization when he or she attempts to place himself or herself in the specific context of the event that is taking place. He or she discusses specific details about the event that helps him or her understand why or how the event took place. When evaluating the students’ essays, the following items will be viewed as evidence of the use of contextualization.

• “time or location awareness”: If the writer demonstrates a keen awareness of the chronology of an event, or specific features of the physical location of an event, it qualifies as contextualization. If the writer includes an awareness of both time and place make two marks on the tally sheet. Examples: “Since the Boston Tea Party took place in New England in October, it was probably chilly …”; “Gettysburg is a hilly area with some forests around it, so it would have been hard to see enemy troops…”

• “culture or setting awareness”: If the writer demonstrates a keen awareness of the cultural values or common attitudes of the time period, or emotions that participants in an event may have been feeling, it qualifies as contextualization. Examples: “After marching all night the soldiers must have been tired, so they…”; “In the 20’s most people thought that a women’s place was in the home, so it is surprising…”

• “biographic awareness”: ”: If the writer demonstrates a keen awareness of the influence of prominent individuals who were involved in an event, it qualifies as contextualization. Examples: “Since it was Roosevelt who proposed the idea, and he was so popular at the time, it probably was accepted with little debate.” “I’m sure that as soon as Stanton walked into the room, the whole atmosphere changed and …”

• “historiographic awareness”: If the student demonstrates a keen awareness of the methods used by the author to understand the event that they write about, it qualifies as contextualization. In other words, if the student questions whether a historian used effective methods to study an event before writing, it is contextualization. Examples: “This was written shortly after the Civil War during Reconstruction when most people, including historians had a pretty racist way of viewing life in the South, so…”; “The historian who wrote this didn’t have access to all of the information that has come out recently, so …”

• “linguistic awareness”: ”: If the writer demonstrates a keen awareness of the different meanings of words over time, it qualifies as contextualization. Examples: “In Lincoln’s time it was generally accepted to call African Americans ‘Negroes’ so I don’t think he was being disrespectful when he said …”; “The word ‘misdemeanor’ meant something different when it was written in the Constitution, so…”

• “analogy”: If the writer attempts to connect with information in the past by comparing it to current events or personal experiences, it qualifies as contextualization. Example: “The debate over Prohibition was probably a lot like the debate today over legalizing marijuana, with more traditional people for Prohibition, and more liberal and younger people opposing it.”

• “other”: If the writer makes other attempts to understand an incident or a document by attempting to place themselves in the event, it qualifies as contextualization.

NOT CONTEXTUALIZATION: Students should NOT be given credit for contextualization if:

• they inappropriately portray today’s values or culture on the people of the past. For example, if a student argues that lots of women have short hair, so it shouldn’t have been shocking for a woman to get her hair cut in 1920, this is an inappropriate analogy and should not be counted as contextualization.

USE OF DOCUMENTS AS EVIDENCE: An individual uses documents as evidence when he or she supports a statement that he or she makes with facts or arguments that come directly from one or more of the source texts. A relatively specific reference should be made in order for the student to get credit for using documents as evidence. When evaluating the students’ essays, the following items will be viewed as using documents as evidence.

• “a direct quote”: If the student writes a direct quote from a document, giving credit for the quote to the document, it qualifies as using documents as evidence. Examples, “Smith wrote, ‘I warned the protesters 3 times before commanding my troops to fire,’ which shows that he gave the people a chance to…”; “Patterson claimed that, ‘Jefferson purchased two new slaves today’. This shows that…”

• “a general citation”; If the student paraphrases information found in a document and gives credit for the information to the document, it qualifies as using the document as evidence. Examples, “Both Robison and Stolsky say that the British fired first, which makes me think that they did.” (This would also qualify as corroboration); “Smith’s statement shows that the protesters were not violent.”

• “a specific reference”, If the student claims that a specific document supports an idea it qualifies as using the document as evidence. Examples, “Jefferson’s speech seems to agree with the trees in the picture.” “One of the documents mentioned the wind blowing hard, which is shown by the flag in the diagram…” “Documents 7 and 8 verify that…”

• “other”: If the student attempts to bolster an argument by using references to specific texts, it qualifies as using documents as evidence.

NOT USING DOCUMENTS AS EVIDENCE: The student should NOT be given credit for using documents as evidence if:

• a vague or general reference is made to the documents as a whole. For example, “the documents say that the British shot first…”. “After reading the documents, I believe that …”

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download