The Ultimate Extra Credit Project

If you can...

A. learn all 44 presidents in order
B. learn at least one thing each of them did as president
C. stand up and perform in each of my classes

...I will give you a hard-earned A in U.S. History.

You have until the last day of the semester to show your knowledge.

Classwork for Wednesday 2/18/2009

African-Americans and Progressivism

Do Whatcha Know!
You are an African American born into slavery in 1845. When you are in your twenties, the U.S. Congress ratifies the Thirteenth, Fourteenth, and Fifteenth Amendments. Still, you know that even though the laws have changed, the hearts and minds of certain European Americans in your community have not changed.

During your monthly visit to the nearest town, you pick up two pamphlets. You have difficulty reading them because you were not allowed to learn to read before the Thirteenth Amendment.
So, you visit the minister of your community’s church and he reads the pamphlets to you. The minister asks for your views on the information in the pamphlets. What do you tell him?

Intro to New Material
You’ll read the pamphlets by DuBois and Washington to find out their opinions.

Guided Practice
In pairs, one of you will adopt the persona of Booker T. Washington and the other will adopt the persona of W.E.B DuBois, both responding to the phrase, “We, the people”. Together, we’ll go through the Talking Heads Activity Sheet.

Independent Practice
Based on your completed Talking Heads Activity Sheet, you will role-play Booker T. Washington and W.E.B DuBois and interview each other.
Next, we’ll discuss pro and con views of each man’s position as a class.

Learning Log
Re-think the dilemma posed earlier and write your response to the “minister.” Your response must:
• Summarize each man’s position.
• Defend one of the positions with supporting examples from the pamphlets.

Countdown to the Last Day of School

Alice Roosevelt

Theodore Roosevelt's oldest daughter was a trip.

What do you think?

Do you think that these suggestions would actually help make schools better?

Leave your thoughts and opinions as a comment below.

Boosting Schools' Value Without Spending a Dime
By Jay Mathews
Monday, February 16, 2009; Page B02

As happens in every recession, Washington area school systems are cutting back. It's depressing. Here's an antidote: Harness the creativity of educators, parents and students to improve our schools without more spending. Some teachers I trust helped me come up with these seven ideas.

1. Replace elementary school homework with free reading. Throw away the expensive take-home textbooks, the boring worksheets and the fiendish make-a-log-cabin-out-of-Tootsie-Rolls projects. One of the clearest (and most ignored) findings of educational research is that elementary students who do lots of homework don't learn more than students who do none. Eliminating traditional homework for this age group will save paper, reduce textbook losses and sweeten home life. Students should be asked instead to read something, maybe with their parents -- at least 10 minutes a night for first-graders, 20 minutes for second-graders and so on. Teachers can ask a few kids each day what they learned from their reading to discourage shirkers.

2. Unleash charter schools. I know, I know. Many good people find this suggestion as welcome as a call from a collection agency. They think charter schools, public schools that make their own rules, are draining money from school systems, but the opposite seems to be true. In most states, charters receive fewer tax dollars per child than regular public schools. Yet they often attract creative principals and teachers who do more with less. School finance experts don't all agree, but I am convinced that charters are a bargain. So let's have more. That won't save money in the District, one of the few places that pay as much for charters as regular schools, but Maryland and Virginia would find more charters a boon if they dropped their suburban, aren't-we-great notions and listened to what imaginative educators in a few little charter schools could teach them.

3. Have teachers call or e-mail parents -- once a day would be fine -- with praise for their children. Some great classroom teachers make a habit of contacting parents when kids do something well. Jason Kamras, 2005 national teacher of the year and now a leading D.C. schools executive, used to punch up the parent's number on his cellphone while standing next to a student's desk. It doesn't take long. It doesn't cost much. But it nurtures bonds among teachers, students and parents that can lead to wonderful things.

4. Have parents call or e-mail teachers with praise. Successful teachers are often taken for granted. Struggling teachers need moral support. Both kinds would be fortified by a friendly message. They would also learn something from what parents say is working for their children.

5. Have every high school student read at least one nonfiction book before graduation. I am not talking about textbooks. Will Fitzhugh, publisher of the Concord Review, a journal of high school research papers, has been campaigning for nonfiction school reading. I was surprised, when I looked into it, how overloaded high school reading lists are with fiction. Nonfiction, with all those facts, is often more challenging for this age group. Good. If every English teacher substituted one nonfiction book for one novel on the required list, schools would improve without any extra expense.

6. Encourage teachers to call on every student in every class. Teachers who have exceptional results talk to me a lot about this. A lesson has to be a conversation, they say. Every student has to be involved. I have been in many classrooms where the teacher does most, sometimes all, of the talking. I imagine many teachers follow this rule, but it seems to me worth urging all of them to try it. It is, again, a change of attitude and method that costs nothing.

7. Furlough everybody -- including teachers, students and parents -- for an unpaid national reading holiday. This will never happen. But small experiments might work for some schools or communities. My wife will be taking an unpaid week's furlough soon with all the other employees of her company to cut costs. She will likely spend some of that time reading to our 2-month-old grandson, hoping the words soak in. If everyone set aside a day for books (or maybe, dare I hope, newspapers), we might regain a sense of what a quiet day of reading can do for the soul. Forgoing one day's pay would unite the country in something we haven't seen in some time: mutual sacrifice. (Those in thriving industries could donate the money to a good cause.) We could hold the national reading day in April, school test prep season, so kids wouldn't miss much. Free reading has always been my favorite frugal school fix. Even a few more minutes a day can't hurt.

Classwork for Tuesday 2/17/2009

Do Whatcha Know!
What do you know about Theodore Roosevelt? Do you think he's a progressive? Why or why not?

We spent the rest of the class watching the film, "The Indomitable Teddy Roosevelt," answering these questions during viewing.

1. Describe TR’s childhood.
2. How does Roosevelt get involved in politics?
3. How did his first wife Alice die? How does TR respond?
4. Who is Edith?
5. Why does TR quit as Assistant Secretary of the Navy?
6. Who are the Rough Riders? What is the name of their famous battle?
7. Why does Thomas Platt pressure Roosevelt into running for Vice President?
8. How does TR initially feel about being Vice President?
9. How did Roosevelt become President?
10. How does TR feel about:
a. Racial discrimination?
b. Child labor?
c. Trusts?
d. Environmental conservation?
11. Why did a reporter say, “A nervous person has no business being around the White House these days?”
12. Why was the teddy bear named after Theodore Roosevelt?
13. Why does Roosevelt win the Nobel Peace Prize?
14. Why does Roosevelt send the U.S. Navy on a worldwide training mission?
15. Who does TR choose to follow him as President? Why?

Classwork for Monday 2/16/2009

Do Whatcha Know!
Read “One American’s Story” at the top of page 330. Pretend you live in 1912. What’s your reaction to Camella Teoli’s story? What do you think should be done to improve working conditions?

Intro to New Material
Progressive movement - an early 20th century reform movement seeking to return control of the government to the people, restore economic opportunities,and correct injustices in America life
Four goals of progressives
1. Protect social welfare
2. Promote moral reform
-Prohibition - the banning on the manufacture, sale and possession of alcohol
3. Creating economic reform
4. Fostering efficiency

muckrakers - magazine journalists who exposed the corrupt side of business and politics in the early 1900s

Progressive victories
16th Amendment - allows national income tax
17th Amendment - lets people directly elect their U.S. senators, instead of representatives doing it
18th Amendment - bans the sale and use of alcoholic beverages

Guided Practice
Fill in the two graphic organizers with the correct answers.

Amendment           Purpose
16th
17th
18th

Goal                      Example
social welfare
Moral reform
Economic reform
Efficiency

Independent Practice
Read “The Muckrakers” on pages 348-9. Complete SOAPS on two of the primary sources.

Learning Log
What were the goals of the progressives? How did they achieve some of their goals?

Whatever happened to Hotel Rwanda?

Rwanda's Move Into Congo Fuels Suspicion:
Some in Mineral-Rich Region See Broader Motives Than Disarming Hutu Militiamen

Classwork for Friday 2/13/2009

Periods 1, 4 and 5 completed this classwork; period 2 took the benchmark exam.


DO WHATCHA KNOW!
What American presidents have we discussed so far? Describe them. Can you guess which president will come next? Do you think he’ll support American imperialism?

INTRO TO NEW MATERIAL
Together, we will read two sections of text – “China and the Open Door Policy” on pages 378-380 and “Teddy Roosevelt and the World” on pages 382-385.
Define and illustrate the following words: sphere of influence, Open Door policy, Boxer Rebellion, Roosevelt Corollary, dollar diplomacy

GUIDED PRACTICE
1. What sparked the Boxer Rebellion in 1900, and how was it crushed?
2. What three key beliefs about America’s industrialist capitalist economy were reflected in the Open Door Policy?
3. What conflict triggered the war between Russia and Japan?
4. Explain how President Theodore Roosevelt intervened in the Russo-Japanese War, Panama and Nicaragua.

INDEPENDENT PRACTICE
Look at the Geography Spotlight on pages 388-389. Use the map to answer the “Interact with History” questions at the bottom of page 389.

LEARNING LOG
How did the U.S. get involved in Asia and Latin America? Why?

Benchmark Exams

Periods 1, 4 and 5 took the U.S. History benchmark exam in class on Thursday.
Period 2 took the U.S. History benchmark exam on Friday.

Benchmark exams are a way for the school district to make sure that I'm teaching you what you're supposed to know - and that you're getting it. I'm going to use the results to change the way I teach, and re-teach information you didn't get the first time.

Hooray benchmarks!

Classwork for Wednesday 2/11/2009

DO WHATCHA KNOW!
In 1898, President William McKinley finally succeeded in annexing Hawaii, even though native Hawaiians protested. Do you think that McKinley was content with just Hawaii, or did the government set out to take over more lands? If you were McKinley, what nations would you take over, and why?

INTRO TO NEW MATERIAL
Students will read an excerpt about the Spanish-American War from Howard Zinn’s A Young People’s History.

GUIDED PRACTICE
1. Locate the Philippines, Guam, Puerto Rico and Cuba on a world map (the maps on textbook pages 372 and 373 can help).
2. In your own words, define yellow journalism, U.S.S. Maine, Foraker Act, and Platt Amendment.
3. Write newspaper headlines explaining the significance of each of the following dates related to the Spanish-American War.

February 15, 1898
April 20, 1898
August 12, 1898
December 10, 1898
February 4, 1899

3. Why did many Americans oppose the Spanish-American War?

INDEPENDENT PRACTICE
Look at the political cartoons on page 371 and 377 of your workbook.
1. What symbols do you see representing the U.S.?
2. What symbols represent Spanish colonies?
3. How do the cartoonists feel about the United States’ decision to annex former Spanish colonies?
4. Do you agree or disagree?

LEARNING LOG
Why did the U.S. go to war with Spain? At the end of the Spanish-American War, what nations did the U.S. take over? Why?

“The American Empire,” from Howard Zinn’s A Young People’s History of the United States

The Spanish-American War

The American people might be more willing to enter into an overseas conflict if it looked like a good deed, such as helping a nation’s people overthrown foreign rule. Cuba, an island close to Florida, was in that situation. For centuries, Spain had held Cuba as a colony. Then, in 1895, the Cubans rebelled against Spanish rule.

Some Americans thought that the United States should help the Cubans because they were fighting for freedom, like to colonists in the Revolutionary War. The U.S. government was more interested in who would control Cuba if the Spanish were thrown out.
Race was part of the picture, because Cuba had both black and white people. The administration of President Grover Cleveland feared that a victory by the Cuban rebels might lead to “a white and a black republic.” A young British empire builder named Winston Churchill had the same thought. In 1896 he wrote a magazine article saying the even though Spanish rule in Cuba was bad, and the rebels had the support of the Cuban people, it would be better if Spain stayed in control. If the rebels won, Cuba might become “another black republic.” Churchill was warning that Cuba might be like Haiti, the first country in the Americas to be run by black people.

As Americans debated about whether to join the war in Cuba, an explosion in the harbor of Havana, Cuba’s capital, destroyed the U.S. battleship Maine on February 15, 1898. The ship had been sent to Cuba as a symbol of American interest in the region. No evidence was ever produced to show what caused the explosion, but American newspapers used yellow journalism – reporting that exaggerates the news to lure new readers – to blame Spain for the explosion. The loss of the Maine moved President McKinley and the country in the direction of war. It was clear that the United States couldn’t carve out American military and economic interests in Cuba without sending troops to the island.
In April 1898 McKinley asked Congress to declare war. Soon American forces moved into Cuba. The Spanish-American War had begun.

John Hay, the U.S. secretary of state, later called it a “splendid little war.” Fighting stopped on August 12; the Spanish forces were defeated in three months. Nearly 5,500 American soldiers died. Only 379 died in battle. The rest were killed by disease and other causes. One cause was certainly the tainted, rotten meat sold to the army by American meatpackers.

What about the Cuban rebels who had started the fight with Spain? The American military pretended they did not exist. When the Spanish surrendered, no Cuban was allowed to discuss the surrender, or sign the treaty. The United States was in control. U.S. troops remained in Cuba after the surrender. Soon, U.S. money entered the island, as Americans started taking over railroads, mines and sugar plantations.

The United States told the Cuban people that they could write their own constitution and form their own government. It also told them that the U.S. Army would not leave the island until Cuba’s new constitution included a new American law called the Platt Amendment. This law gave the United States the right to involve itself in Cuba’s affairs pretty much whenever it wanted. General Leonard Wood explained to Theodore Roosevelt in 1901, “There is, of course, little or no independence left Cuba under the Platt Amendment.”

Many Americans felt that the Platt Amendment betrayed the idea of Cuban independence. Criticism went beyond the radicals (socialists and others with extreme or revolutionary views) to mainstream newspapers and civic groups. One group critical of the Platt Amendment was the Anti-Imperialism League. One of the League’s founders was William James, a philosopher at Harvard University, who opposed the United States’ trend toward empire building and meddling in other countries’ affairs. In the end, though, the Cubans had no choice but to agree to the Platt Amendment if they wanted to set up their own government.

Revolt and Racism in the Philippines

The United States did not annex Cuba, or make it part of U.S. territory. But the Spanish-American War did lead to annexation of some other territories that Spain had controlled. One was Puerto Rico, an island neighbor of Cuba. The Foraker Act of 1900 denied U.S. citizenship to Puerto Ricans, and allowed the U.S. president to choose PR’s governor. On December 10, 1898 Spain and the U.S. signed the Treaty of Paris, which gave the U.S. control of some other Pacific islands, too: Wake Island, Guam, and the large island cluster called the Philippines.

Americans hotly debated whether or not they should take over the Philippines. One story says that President McKinley told a visiting group of ministers how he had come to the decision to annex the Philippines. As he prayed for guidance, he became convinced that “there was nothing left for us to do but to take them all and to educate the Filipinos, and uplift and civilize and Christianize them…. And then I went to be and went to sleep and slept soundly.”

The Filipinos, however, did not get a message from God telling them to accept American rule. Instead, on February 4, 1899 they rose up revolt against the United States, just as they had revolted several times against Spain [in 1896 and with the Philippine Declaration of Independence in June 1898].

The taste of empire was on the lips of politicians and businessmen throughout the United States, and they agreed that the United States must keep control of its new territory. Talk of money mingled with talk of destiny and civilization. “The Philippines are ours forever,” Senator [Alfred] Beveridge told the U.S. Senate. “And just beyond the Philippines are China’s illimitable markets [markets with no limits or boundaries]. We will not retreat from either.”

It took the United States three years to crush the Filipino rebellion. It was a harsh war. Americans lost many more troops than in Cuba. For the Filipinos, the death rate was enormous, from battle and from disease.

McKinley said that the fighting with the rebels started when the rebels attacked American forces. Later, American soldiers testified that the United States had fired the first shot.
The famous American author Mark Twain summed up the Philippine-American war with disgust, saying:

We have pacified some thousands of the islanders and buried them; destroyed their fields; burned their villages, and turned their widows and orphans out of doors…. And so, by these Providences of God – the phrase is the government’s, not mine – we are a World Power.

The Anti-Imperialist League worked to educate the American public about the horrors of the Philippine war and the evils of imperialism, or empire buildings. It published letters from soldiers on duty in the Philippines. There were reports of soldiers killing women, children, and prisoners of war. A black soldier named William Fulbright wrote from Manila, the capital of the Philippines, “This struggle on the islands has been naught but a gigantic scheme of robbery and oppression.”

Race was an issue in the Philippines, as it had been in Cuba. Some white American soldiers were racists who considered the Filipinos inferior. Black American soldiers in the Philippines had mixed feelings. Some felt pride, the desire to show that blacks were as courageous and patriotic as whites. Some wanted the chance to get ahead in life through the military. But others felt that they were fighting a brutal war against people of color - not too different from the violence against black people in the United States, where drunken white soldiers in Tampa, Florida, started a race riot by using a black child for target practice.

Back in the United States, many African Americans turned against the Philippine war because they saw it as a racial conflict, the white race fighting to conquer the brown. They were fighting injustice at home, too. A group of African Americans in Massachusetts sent a message to President McKinley, criticizing him for doing nothing to promote racial equality.

Classwork for Monday 2/9/2009 and Tuesday 2/10/2009

The Growth of American Imperialism

DO WHATCHA KNOW!
Why do you think the United States gets involved in wars? Why do you think we went to war in Iraq? Do you think this was a good reason?

INTRO TO NEW MATERIAL
Students read Chapter 10, Section 1 (“Imperialism and America,” pages 364-367) and created vocabulary cards for the following people and terms:

imperialism – the economic and political domination of a strong nation over other weaker nations
annex – to add a territory to another country
social Darwinism – A social theory based on the idea of “survival of the fittest,” that the rich and powerful succeed because they are genetically superior to the poor
Queen Liliuokalani – became queen of Hawaii in 1891; fought to keep Hawaii controlled by native Hawaiians
William McKinley – 25th president of the United States, strong supporter of American imperialism

Imperialism and America
Reasons for Imperialism
1. Capitalism – natural resources + markets
2. White Man’s Burden – white civilized men help out heathen brothers
-Social Darwinism – Europeans strongest for a reason
3. Desire for Military Strength – U.S. becomes third largest Navy in world
U.S. Takes Over Hawaii
1. American businesses want Hawaii annexed to get Hawaiian sugar tax-free
2. Force Hawaiian Queen Liliuokalani out of power
3. Create government run by American businessmen to rule Hawaii
4. President Cleveland refuses to annex Hawaii without support of Hawaiian people
5. In 1898, McKinley becomes President and annexes Hawaii

GUIDED PRACTICE
1. Label Hawaii on the map.
2. What did social Darwinism have to do with U.S. imperialism?
3. Explain how and why the United States annexed Hawaii.

INDEPENDENT PRACTICE
Students will create a Venn diagram to compare two political cartoons about “the white man’s burden.”

LEARNING LOG
Do you believe that the U.S. should have annexed Hawaii? Write a paragraph explaining your opinion. Your paragraph should have a topic sentence that states your opinion, at least two sentences that explain your reasons for your opinion, and a concluding sentence that wraps it all up.

Classwork for Thursday 2/5/2009

DO WHATCHA KNOW!
Have you ever seen a movie about the “Wild” West? What characters do you usually see in these films? What kind of interaction do they usually have? Who are the good guys?

INTRO TO NEW MATERIAL
Frontier is seen as “free land” but was really a place where cultures often clashed
o Manifest Destiny - an idea popular during the 1840s stating it was the right and duty of the United States to expand its boundaries

In 1862, two things prompt people to move West
o Homestead Act - a law passed in 1862 that removed native Americans from their lands and gave 160 acres of free land in the West to anyone who would go there and live on the land for five years
o Union-Pacific railroad connects Atlantic and Pacific Oceans and makes cross-country travel easier

U.S. Army clashes with native Americans in West
o Dawes Act - the act passed by Congress in 1887 that tried to "Americanize" the Indians by breaking up the tribal system
o Massacre at Wounded Knee – the 1890 massacre of more than 200 unarmed Lakota Sioux by the U.S. Army at Wounded Knee Creek, SD

Other groups have clashes as well
o African Americans head West to flee Jim Crow laws in South
o Chinese Americans continue to experience discrimination

GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Frederick Jackson Turner Articulates the Frontier Thesis.
Next, you will work with your table to complete SOAPS on Southern Freedmen Resolve to Move West.

INDEPENDENT PRACTICE
You many choose to examine one of three primary sources: “The End of the Dream,”
Big Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, or the song “Big Foot,” by Johnny Cash. Complete SOAPS if you choose Black Elk or Johnny Cash; complete the Analyzing Photographs question if you choose the photograph.

LEARNING LOG
Pretend that it’s 1884, and you’ve just moved your family from New Orleans to Wyoming. Write a letter home to your mother in New Orleans, telling her about why you moved and how you get along with other settlers in Wyoming.

Helpful Review Site

If you feel like you're lost, this site can help you catch up on some of the information you may have missed.

Focus on American Federation of Labor, Andrew Carnegie, Dawes Act, Thomas Edison, Ellis Island, Homestead Act, John D. Rockefeller, Sherman Anti-trust Act, social Darwinism, and trust.

Classwork for Wednesday 2/4/2009

DO WHATCHA KNOW!
Has your family always lived in New Orleans? Think about parents and grandparents – did they move here from somewhere else? Where? Why?
If not, why do you think people would move to the U.S.? How would they feel when they got here?

INTRO TO NEW MATERIAL
Students will watch a three-minute excerpt of the movie The Godfather, Part II.

1. What do you notice about the boy’s arrival to New York City?
2. What sights and sounds are present in the hall at Ellis Island?
3. How would you describe the boy’s treatment by immigration officials?
4. What thoughts and feelings do you imagine the boy has?

American population NOW (300 million people) come from:
• Native American ancestry (about 1 million people now)
• Brought over as slaves (forced immigration)
• Ancestors immigrated (moved from another country to the U.S.)
-vast majority of Americans have ancestors that immigrated to U.S.
-of course, first immigrants were original settlers to Jamestown, Pilgrims, etc.

SECOND WAVE OF IMMIGRATION (approximately 1861-1920)
After U.S. Civil War, immigration is UP!
Reasons immigrants came:
“PUSH”—reasons people wanted to move out of their country
• Economic: crop failures in Germany and Ireland in the 1840’s (Irish Potato Famine of
1846) ruins farmers who survived on money from small plots of land
• Economic: skilled workers and craftsmen in Europe lose jobs to factories during
Industrial Revolution
• Religious freedom: Protestants face religious persecution in Germany
“PULL”—reasons U.S. enticed people to move
• Economic: plentiful land to farm
• Economic: plentiful jobs
• Religious freedom: rights guaranteed in Constitution
• U.S. economy, especially in the Northeast, is strong
• Easier voyage: more affordable, shorter trip, more comfortable

Where did new immigrants come from?
• Some still come from Western Europe (England, Ireland, Germany)
• More and more coming from Southern and Eastern Europe (Italy, Greece)
• Also coming from Asia (China, Japan) and settling on west coast of U.S.

Whereas most immigrants before 1860 came for farming, after 1860 more immigrants come for jobs in cities.
• Overwhelmingly settled in large cities like New York and Boston, or San Francisco on the west coast
• Lived in neighborhoods where their countrymen settled
• Immigrants were expected to work—built most of infrastructure of cities, built railroad lines, most of the time for less pay because of discrimination

emigrant/immigrant – migration from/to a place
urbanization - the process by which more and more people come to live in cities
quota – a limitation on the number of immigrants allowed into a country
assimilation - the social process of absorbing one cultural group into harmony with another
Chinese Exclusion Act – an 1882 law that banned Chinese immigrants from entering the U.S.

GUIDED PRACTICE
As a class, we will complete Analyzing Photographs questions for White Americans Protest the Chinese Exclusion Act.
Next, you will work with your table to complete SOAPS on the primary source A Slovenian Boy Remembers Tales of the Golden Country.

INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Emma Lazarus Praises the New Colossus or Immigrants on an Atlantic Liner. Complete SOAPS if you choose the Lazarus poem, and the Analyzing Photographs questions if you choose the photograph.

LEARNING LOG
What hopes did the immigrants have when entering the U.S.? What fears did they have? What difficulties did the immigrants face when entering the U.S.?

A Mad Cool Rick Ross Cover

I thought you guys might be interested in how Lykke Li took this song and made it her own. Ignore the naughty language and drug references.




Lykke Li @ NTBR Part 4 - "Hustlin'" from Drew Innis on Vimeo.

How to Make Cake in a Mug

I'm not gonna lie; I put this here just because I think it's cool.

HOW TO MAKE CAKE IN A MUG
When your sweet cravings kick in but you don't have time to bake something tasty and warm, here's an excellent recipe to make a simple, quick and easy chocolate cake. It's a great cooking lesson for kids, and a different way to use hot chocolate mix any time of the year. Share this recipe with everyone and use this as a "friendly" treat for friends.


Recipe 1 - Chocolate Cake

* 9 tablespoons hot chocolate powder mix
o look for sugar-free, calcium fortified mix for a healthier cake
* 4 tablespoons flour
o use whole wheat flour for a healthier alternative
* 1 egg
* 3 tablespoons oil
o for a healthier recipe, use canola oil, and replace half the oil with apple sauce
* 3 tablespoons water
* Pinch of salt

Recipe 2[1] - Chocolate Cake

* 4 Tbsp. cake flour
o if you don't have cake flour, sift 1 cup all-purpose flour and 2 Tbsp cornstarch
o other kinds of flour will work as well, but the cake will be heavier
* 4 Tbsp. granulated sugar
* 2 Tbsp. cocoa
* 1 egg
* 3 Tbsp. milk (any kind)
* 3 Tbsp. oil (any kind but peanut)
* splash in a little vanilla

Recipe 3[2] - Honeybun coffee cake

* 1/3 cup yellow cake mix
* 1 egg white
* 2 teaspoons vegetable oil
* 1 tablespoon water
* topping mix (optional)
o 2 teaspoons brown sugar
o 1 teaspoon finely chopped pecans
o 1/4 teaspoon cinnamon

STEPS
1. Grease the inside of the mug with cooking spray.
2. Measure and pour the dry ingredients into the mug. Stir ingredients with a spoon.
3. Crack the egg and add it to the mug. Stir to get the egg incorporated in the dry ingredients.
4. Measure and pour the wet ingredients into the mug.
5. Stir and beat everything together to get a "cake batter" mix. Use your spoon to scrape the bottom. Fold the bottom mixture onto the top a few times to get all of the dry ingredients (chocolate powder and flour) moistened and incorporated with the wet ingredients (water, egg, and oil).
6. Microwave on high for 3 minutes. Timing may be different for various watt amounts.
7. Watch as the cake starts to rise while in the microwave.
8. Use a potholder or oven mitt to remove the mug from the microwave.
9. Remove the cake from the mug. Take a fork and cut the cake into 4 pieces (quarters). Cutting the cake will help it cool down faster, as steam "escapes" easier.
10. Garnish the cake with ice cream, whipped cream, glaze, syrup, or the topping of your choice.

Classwork for Tuesday 2/3/2009

DO WHATCHA KNOW!
Jay-Z respected the robber barons and their wealth so much that he named his record company after John D. Rockefeller. But we don’t know the names of most of the people who worked for Rockefeller. What do you think life was like for the millions of workers in railyards and factories? Be as descriptive as possible.

INTRO TO NEW MATERIAL
As Ms. Jolly lectures, students will identify the following vocabulary and people:
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers

GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Unionist Samuel Gompers Asks “What Does the Working Man Want?”

INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Immigrant Thomas O’Donnell Laments the Plight of the Worker or Statement to the American Railway Union. Complete SOAPS on whichever one you choose.

LEARNING LOG
What were the lives of workers like at the end of the 19th century? What steps did workers take to improve their lives and their working conditions? How did their employers respond?

TimeSpace:World

This is the coolest Internet feature I've EVER seen! News stories from all around the world are pinpointed directly to the location on the map where they occurred!

Please check it out: TimeSpace:World at washingtonpost.com

Classwork for Monday 2/2/2009

DO WHATCHA KNOW!
Think about all of the technology you’ve used so far today. When do you think that technology was invented? Was it around during the Civil War? How do you think it was made?

INTRO TO NEW MATERIAL
Students will read Zinn chapter “Robber Barons and Rebels,” and identify the following vocabulary and people:
monopoly/trust
Sherman Anti-Trust Act
Andrew Carnegie
John D. Rockefeller
Thomas Edison

GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Promoting Chattanooga.
Next, you will work with your table to complete SOAPS on Harriet Robinson: Lowell Mill Girls. Find links to the primary sources in the Unit 2 Guide.

INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Edison’s Patent for Electric Light or Mrs. W.C. Lathrop’s Letter to Edison. Complete SOAPS on whichever one you choose.

LEARNING LOG
How did American business change after the Civil War? Why?
How did American life change after the Civil War? Why?

Unit 2 Guide

UNIT 2: INDUSTRIALIZATION & MIGRATION
February 2-6
BIG IDEAS
After the Civil War, American industry was forever changed because of improvements in steel production, the growth of transcontinental railroads, and an increase in mass-producing factories.

While the owners of these newly booming businesses became wealthy, their workers formed unions to help them earn fair treatment and pay.

Despite the disagreements between industrialists and workers, the promise of jobs and prosperity lured immigrants to the United States from every corner of the world.

While American cities flourished, many Americans headed to the rural west to find their fortunes, often causing conflict between native Americans, immigrants, and black and white migrants.

VOCABULARY & PEOPLE
monopoly
trust
social Darwinism
Sherman Anti-Trust Act
Andrew Carnegie
Thomas Edison
Cornelius Vanderbilt

strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers

emigrant/immigrant
urbanization
quota
assimilation
Chinese Exclusion Act

Homestead Act
Massacre at Wounded Knee
Manifest Destiny
Dawes Act
Frederick Jackson Turner

UNIT ASSESSMENT
The Unit 4 Assessment will be a traditional test with multiple choice and constructed response questions. It will take place on Friday, February 6, 2009.

PRIMARY & SECONDARY SOURCES (10 points each)
You will read/examine the following primary and secondary sources, and complete either the Analyzing Photographs questions, or a SOAPS with SOAPbox. Sources with a • are required; on each day, you must choose one of the sources with a o.

Monday
•Promoting Chattanooga, Tennessee, 1896
•Harriet Robinson: Lowell Mill Girls, 1883
oEdison’s Patent for Electric Light, 1880
oMrs. W.C. Lathrop’s Letter to Edison, 1921

Tuesday
•Steel Magnate Andrew Carnegie Preaches a Gospel of Wealth, 1889 (only read paragraphs 1, 2, 5, 6, 8, 13, 14, 18, 19, 24, 25)
•Unionist Samuel Gompers Asks “What Does the Working Man Want?” 1890
oImmigrant Thomas O’Donnell Laments the Plight of the Worker, 1883
oPullman Workers, Statement to the American Railway Union, 1894

Wednesday
•A Slovenian Boy Remembers Tales of the Golden Country, 1909 (read pages 3-6)
•White Americans Protest the Chinese Exclusion Act, 1902
oEmma Lazarus, "The New Colossus," 1883
oImmigrants on an Atlantic Liner, 1906

Thursday
•Frederick Jackson Turner Articulates the Frontier Thesis, 1893 (you don't need to write answers to the questions)
•Southern Freedmen Resolve to Move West, 1879
oBlack Elk, “The End of the Dream,” 1932
oBig Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, 1891
o“Big Foot,” Johnny Cash, 1972

All work is due on Friday, February 6. No late work will be accepted.