AP Test Helpful Hints and Tips

General Helpful Hints:
• Your test will consist of two parts -- Multiple Choice (55 minutes) and 3 Essays (one DBQ and two Free Response essays). You will have a 15 minute reading period and then a block of 115 minutes to write your essays after your post-Multiple Choice break.
• Get to the room early (by 7:45am) so you can “mellow” before the test begins
• Bring a watch so you can keep track of your own time
• Bring extra pens, pencils, and a good eraser
• Eat breakfast and sleep well before the test
• Don’t beat yourself up over a question or over the test -- remember, the worst that can happen is that you lose a little $$$!
Multiple Choice Helpful Hints:
• The Multiple Choice section is worth 50% of your overall test score
• There will be 80 questions, and you will have 55 minutes to complete this section
• Circle key words, cross off incorrect answers, and write on the test to help you answer the question -- don’t answer your own questions or get confused by words such as “EXCEPT”!  Anticipate what the answer should be before you look at the answer options.  Slow down on the the "EXCEPT" questions and talk yourself through them ("I'm looking for the FALSE answer").
• DO NOT LEAVE ANY QUESTIONS BLANK . . . Skip questions you have no clue on and come back to them later . . . questions later may jog your memory . . . BUT . . . ANSWER ALL QUESTIONS!
• ERASE WELL!!!
• REMEMBER—60+% is a good score!

DBQ Helpful Hints:
• The DBQ is worth 22.5% of your overall test score
• Your will have a 15 minute reading period to look over the question and the documents -- you cannot begin your essay during this time, but you may write your thesis and ideas in the booklet
• You will have a block of 115 minutes to write this essay and the two free response essays, so spend approximately 45 minutes writing your DBQ -- keep track of your own time!
• Your plan of attack should be to:
1. read/understand the question,
2. think about the time period and jot down all relevant facts you can think of
3. analyze the documents
4. scratch outline your thesis (one that takes a stand and answers the question) and where you will include your facts and documents
5. write your answer to the question!
• You must use both outside information (not included in the documents), and the documents in order to score well -- don’t worry about which is which, just think about the time period and incorporate ideas into your argument
• Be analytical in your answer -- explain how and why things happened, and use your facts and documents to prove to the reader that your ideas are valid -- the reader should never have to ask questions like “so what?” or “for example?” while reading your essay, since you will have already answered those questions for him/her
• WRITE LEGIBLY!

Free Response Essays Helpful Hints:
• The Free Response essays are each worth 13.75% of your overall test score -- you will write two Free Response essays
• You will have approximately 70 minutes of your 115 minute writing period to write your two Free Response essays
• Try to choose your essays before writing your DBQ -- you will see them at the back of the green booklet that has your DBQ -- you will pick one of the two offered in section B and one of the two offered in section C
• Free Response essays are just like the DBQ, only without the documents -- think about (and jot down) facts from the time period of the question before you even try to tackle the question
• Take at least 5 minutes (preferably 10 minutes) to write a thesis and scratch outline before you begin to write
• If you don’t see one you like, at least write something organized!
• WRITE LEGIBLY!
• REMEMBER . . . IT’S BETTER TO DO EXTRA PLANNING AND RUN OUT OF TIME WHILE WRITING AN EXCELLENT ESSAY THAN IT IS TO PLAN POORLY AND FINISH A BAD ESSAY!

Good Luck, and Take Lots of Deep Breaths!
Mr. H

Don't Drop the Ball Now . . . It's Final Exam Time!

. . . Doh!

Your Final Exam Part 1 (multiple choice) will be on Tuesday, 5/8/12.  It will consist of ~85 questions from a variety of sources . . . look over your Q1 Test, S1 Final, Q3 Test, 37-39 Test, 40-41 Test, and online practice tests and quizzes . . . also, feel free to consult the deity of your choice for assistance!

Your Final Exam Part 2 (free response essay) will be on Wednesday, 5/9/12.  It will consist of one essay question from the following list of six . . . do some research for each one and a little planning ahead of time . . . once again, feel free to consult the deity of your choice for assistance!

Potential Essay Questions for Semester 2 Final Day 2

Look back over your materials; get some specific facts that you might use for each of these questions, and plan an answer and scratch outline for each. On test day, TWO of these SIX essay questions will be selected randomly; you will then pick ONE of the TWO for your essay.

1) In what ways did the ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s?

2) Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775-1783.

3) Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845-1861.

4) Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865-1900.

5) Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920. Focus your essay on TWO of the following:
Politics
Social conditions
Labor and working conditions

6) Explain the causes and consequences of TWO of the following population movements in the United States during the period 1945-1985.
Suburbanization
The growth of the Sun Belt
Immigration to the United States

Your Last Blog Homework?

1) Your mission, should you choose to accept it, is to discuss the required post about the USA of now versus 1911 AND to choose ONE of the optional posts labeled A-D. For the USA post, comment there. For the posts labeled A-D, comment on the post that you choose.

2) This will be worth 20 points total (10 points each), and will be due by 11:59pm on May 4, 2012 (yes, that's Prom Day!) . . . if your posts are time-stamped anywhere near that time, I will know that: a) you (like me) are boycotting Prom (again), b) Prom is NOT going well, and/or c) you are a true history nerd . . . Good luck!

REQUIRED -- The USA of 2012 and the USA of 1912

a. How is the USA of now (2012) better than the USA of 1912? Explain.

b. Provide ONE specific factual statistic to support your answer to (a).

c. Include the proper citation (web address is okay) of the source of your statistic in (a).

d. How is the USA of now (2012) worse than the USA of 1912? Explain.

e. Provide ONE specific factual statistic to support your answer to (d).

f. Include the proper citation (web address is okay) of the source of your statistic in (d).

g. MAKE SURE YOUR STATISTICS ARE UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STATS...FIRST IN WINS!

h. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option A -- Bill Clinton

"Forget the Monica Lewinski debacle. She's irrelevant. Clinton was a disaster for liberals and Democrats because he was a closet Republican and was a major cause of the wealth and income gap that exists today between the rich and middle- and low-income Americans. Voters now identify his economic policies that benefitted investors and the wealthy at the expense of workers . . . ." (Source: http://www.kellysite.net/modrep.html)

a. Was Clinton a closet Republican? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. Explain how your specific factual statistic supports your answer to (a).
e. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
f. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option B -- Ronald Reagan

Ronald Reagan is considered by some to be one of the greatest USA presidents ever; he is considered by others to have caused great harm to the USA and the Republican Party. In 2010, there was a proposal in Congress to replace US Grant on the $50 bill with Reagan.
a. Where do you stand...did Ronald Reagan help the USA so much that he deserves to be on the $50 bill, or did he harm the country so irreparably that he does not deserve to be on the $50 bill? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
e. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option C -- The Equal Rights Amendment

The Equal Rights Amendment was passed by Congress in 1972 but never ratified by the required 38 states (only 35 states voted for it by the time the deadline for ratification passed in 1982). It was reintroduced in the House of Representatives on July 21, 2009 (but went nowhere). The amendment said, in its entirety, the following:
Section 1. Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.
Section 2. The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article.
Section 3. This amendment shall take effect two years after the date of ratification.
a. Do we need an Equal Rights Amendment to the Constitution? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
e. Most Importantly . . . put your first name, last initial, and class period on your comment so you get credit!

Option D -- Richard Nixon

Richard Milhous Nixon, as president, did some amazing things...amazingly good and amazingly bad . . .
a. Should history be kind to Nixon and elevate him to the level he deserves, or will history be unkind to Nixon and dump him on the ash heap of history where he belongs? Explain.
b. Provide ONE specific factual statistic to support your answer to (a).
c. Include the proper citation (web address is okay) of the source of your statistic in (a).
d. MAKE SURE YOUR STATISTIC is UNIQUE...NO TWO STUDENTS MAY HAVE THE SAME STAT...FIRST IN WINS!
e. Most Importantly . . . put your first name, last name, and class period on your comment so you get credit!

MLK vs. Malcolm . . . Turn the Other Cheek vs. An Eye for an Eye . . . Either way you're going to get hurt, but which one is more effective?

In the struggle for African-American civil rights and equality in the USA, there were two main philosophies/strategies employed:  one philosophy/strategy was exemplified by people such as Rosa Parks, SNCC (early), the Freedom Riders, and Martin Luther King, Jr.  . . . passive, non-violent resistance ("turn the other cheek"); the other philosophy/strategy was exemplified by people such as Malcolm X, SNCC (later), and the Black Panther Party for Self-Defense ("an eye for an eye").  These philosophies/strategies were also employed by many other people of the USA (and world) seeking equality and civil rights, including women, Chicanos, Asian-Americans, Native Americans, and many more.

Dr. Martin Luther King, Jr.'s Famous Letter:

LETTER FROM BIRMINGHAM JAIL (excerpts)

April 16, 1963

MY DEAR FELLOW CLERGYMEN:

While confined here in the Birmingham city jail, I came across your recent statement calling my present activities "unwise and untimely". . . .

I think I should indicate why I am here In Birmingham, since you have been influenced by the view which argues against "outsiders coming in". . . .

Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial "outside agitator" idea. Anyone who lives inside the United States can never be considered an outsider anywhere within its bounds. . . .

You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations. I am sure that none of you would want to rest content with the superficial kind of social analysis that deals merely with effects and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city's white power structure left the Negro community with no alternative. . . .

We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly, I have yet to engage in a direct-action campaign that was "well timed" in the view of those who have not suffered unduly from the disease of segregation. . . .

You speak of our activity in Birmingham as extreme. At first I was rather disappointed that fellow clergymen would see my nonviolent efforts as those of an extremist. I began thinking about the fact that I stand in the middle of two opposing forces in the Negro community. One is a force of complacency, made up in part of Negroes who, as a result of long years of oppression, are so drained of self-respect and a sense of "somebodiness" that they have adjusted to segregation. . . . The other force is one of bitterness and hatred, and it comes perilously close to advocating violence. It is expressed in the various black nationalist groups that are springing up across the nation, the largest and best-known being Elijah Muhammad's Muslim movement. . . .

I wish you had commended the Negro sit-inners and demonstrators of Birmingham for their sublime courage, their willingness to suffer and their amazing discipline in the midst of great provocation. One day the South will recognize its real heroes. . . . One day the South will know that when these disinherited children of God sat down at lunch counters, they were in reality standing up for what is best in the American dream and for the most sacred values in our Judaeo-Christian heritage, thereby bringing our nation back to those great wells of democracy which were dug deep by the founding fathers in their formulation of the Constitution and the Declaration of Independence. . . .

Yours for the cause of Peace and Brotherhood,

Martin Luther King, Jr.

 
Malcolm X's Famous Speech:

The Ballot or the Bullet (excerpts)

by Malcolm X
April 3, 1964
Cleveland, Ohio

. . . Black people are fed up with the dillydallying, pussyfooting, compromising approach that we've been using toward getting our freedom. We want freedom now, but we're not going to get it saying "We Shall Overcome." We've got to fight until we overcome. . . .

Our gospel is black nationalism. We're not trying to threaten the existence of any organization, but we're spreading the gospel of black nationalism. . . . Join any organization that has a gospel that's for the uplift of the black man. And when you get into it and see them pussyfooting or compromising, pull out of it because that's not black nationalism. We'll find another one.

And in this manner, the organizations will increase in number and in quantity and in quality, and by August, it is then our intention to have a black nationalist convention which will consist of delegates from all over the country who are interested in the political, economic and social philosophy of black nationalism. . . . We want to hear new ideas and new solutions and new answers. And at that time, if we see fit then to form a black nationalist party, we'll form a black nationalist party. If it's necessary to form a black nationalist army, we'll form a black nationalist army. It'll be the ballot or the bullet. It'll be liberty or it'll be death. . . .

. . . Last but not least, I must say this concerning the great controversy over rifles and shotguns. The only thing that I've ever said is that in areas where the government has proven itself either unwilling or unable to defend the lives and the property of Negroes, it's time for Negroes to defend themselves. Article number two of the constitutional amendments provides you and me the right to own a rifle or a shotgun. It is constitutionally legal to own a shotgun or a rifle. This doesn't mean you're going to get a rifle and form battalions and go out looking for white folks, although you'd be within your rights -- I mean, you'd be justified; but that would be illegal and we don't do anything illegal. If the white man doesn't want the black man buying rifles and shotguns, then let the government do its job. . . .

. . . No, if you never see me another time in your life, if I die in the morning, I'll die saying one thing: the ballot or the bullet, the ballot or the bullet. . . .

 
Try an MLK, Jr. video clip to get you in the mood:


Or, maybe a clip from Malcolm:

 
 
 . . . and now for your homework questions (10 points, due by 11:59pm on 4/20/12, first name, last initial, class period) . . .
1) which man do you think had a more effective strategy in the struggle for African-American civil rights and equality?
2) what specific historical evidence or specific evidence from today do you have to support your answer to Q1?
3) if you had been around in the late 1950s/early 1960s, which strategy would you have supported and why?  (create a plausible persona for yourself and then answer this question -- are you:  male or female? age? location? race/ethnicity? occupation? etc.)

. . . oh, by the way . . . your Ch. 37-39 MC Test (~65-70 points) is Wednesday 4/18/12, and your DBQ (the last one ever in this class is Friday 4/20/12) . . . be sad . . . be very , very sad :-(

Johnson Famous Political Commercial Homework

View this 1964 presidential campaign ad from the Lyndon Johnson campaign.  This political ad apparently only ran on TV one time, but was very effective in helping to paint Johnson's opponent, Barry Goldwater, as an extremist. 

Your homework (10 points) is to comment to this blog post (first name, last initial, class period) with the following by 11:59pm on Friday 4/13/12:
1) discuss (that means with explanation) whether you feel this ad is: A. effective, and B. fair 

2) discuss (that means with explanation) your feelings about negative political campaign ads in general

3) find another presidential (or congressional or state or foreign) political attack ad on YouTube that really gets to you (good or bad, funny or sad) and A. describe the ad (what year, what candidates, what issues), B. explain why it got to you, and C. give the YouTube URL so that others might enjoy it, at least from a non-school computer:(    

. . . keep it clean and unique!

Good Luck!

HUAC vs. the Hollywood Ten . . . HUAC 10, Hollywood Ten 0?; McCarthy vs. the Army, 1954 . . . Army legal counsel 1, McCarthy 0?

Just to get you in the mood for your homework (see previous post below!) . . .

This first clip is a BBC documentary on the Hollywood Ten (HUAC vs. Hollywood Ten hearings footage begins at around 1:20).




This second clip is an edited exchange between legal counsel for the army Joseph Welch and Senator Joe McCarthy (R-Wisconsin) on June 9, 1954 during the height of the Second Red Scare.


This is credited by many as the moment where McCarthy began to lose his power and influence, as the hearings were broadcast on TV (this was day 30 of the hearings), and people got to see how McCarthy behaved while accusing Fred Fisher, one the young lawyer's at Welch's law firm, of being a part of the National Lawyer's Guild (a group J. Edgar Hoover had sought to label as a communist-front group) while Fisher had been in law school . . . enjoy (it starts getting good around the 2:30 minute mark).

Are You Guilty by Suspicion?

The era of HUAC and McCarthy  . . . ponder the following questions and add a comment (with some in-depth explanation!) that addresses at least two:

1) Should people be held accountable today for their words, actions, and personal associations (aka, "friends") from 10 or more years ago?

2) Would you rat out your friends to keep yourself from getting into trouble?

3) Are you now, or have you ever been, a communist (look it up if your confused on what a communist/communism might be)?

4) Was McCarthy a patriot or a villain?

Good luck!

This is due by 11:59pm on Wednesday 4/4/12. 

First name, last initial, class period.

10 points.

The Comprehensive Quarter Test to End All Quarter Tests . . . 3rd Quarter That Is!

Your Quarter 3 Comprehensive Test will:

• be on Thursday 3/22/12
• be ~80 multiple choice questions, with your best 70 graded (aka, "10 bonus questions")
• cover everything in USA history from the time when there wasn't a USA (dinosaurs perhaps, or at least pre-Columbus) through the beginning of the Cold War (Ch. 37)
• be the last grade for the third quarter

Things to Study (in rank order of importance):

• your Unit Tests from 23-26, 27-28, 29-1/2 30, 1/2 30-31, 32-34, 35-36
• your notes on the Cold War
• your Semester 1 Final Exam
• your Quarter 1 Comprehensive Test
• all other tests from Semester 1
• online practice test materials (see blog links)
• your prayer manual (...if you have one!)

Good Luck . . . and don't be like Phillip (see cartoon above if confused)!

It's Mini-Test Time Again . . . Ch. 35-36 WWII!

Thursday 3/15/12 . . .  ~40 points (plus bonus), including a special timed reading section . . . DBQ Friday 3/16/12 . . . you're welcome!

How about a video first?  If you are a history buff, you might like this YouTube clip of a PowerPoint on WWII in Europe.

Now check out some documents, cartoons, etc.!

1) Who, or what, was "America First" during World War II?

2) Who is napping in this cartoon, and what woke him/her/it up?

3) What does the cartoonist see as a problem in the USA during the war?  How does this cartoon relate to the next cartoon?

4) What is a "5th Column?"  What can you infer about the cartoonist's feelings toward Japanese-Americans during World War II from this cartoon?  How does this cartoon relate to the previous cartoon?

5) Read the document below:

• Where did Stimson feel the strength of the Japanese lay in the summer of 1945?
• What fears did Stimson have about the Japanese government?
• What did Stimson feel was the likely outcome of the war if the atomic bomb were not used?
• What is the main message Stimson was trying to put forward regarding the use of the bomb?

6) Read the document below:

• How did Truman justify the use of the atomic bomb against the Japanese?
• Why was he giving this address?

7) Read the documents below:

• What is the conclusion Arnold came to about the condition of Japan before the use of the atomic bomb?
• Did Eisenhower agree or disagree with Arnold's assessment of the condition of Japan?
• What was the point Eisenhower was trying to make about why it was, or was not, necessary to use the atomic bomb?

8) Does the term "appeaser" have a positive or negative connotation?  What is the cartoonist implying in this cartoon, and who might "the appeaser" be (the cartoon was published August 13, 1941)?

 9) For an animated map and some basic information on the Holocaust, click here.

10) And last, but not least, Donald Duck goes to war (1943) . . . check out the good duck/bad duck routine . . . how does this relate to the "Zoot Suit Riots" in Los Angeles?

Top Secret Extra Credit Opportunity . . . shhhhhhhhhhhhhh!

By Friday 3/16/12 at 11:59pm comment to the following post (first name, last initial, class period) . . . share this 2 point extra credit opportunity ONLY WITH THE COOL KIDS!

Background:
During World War II (and World War I), citizens and businesses were asked to sacrifice for the war effort . . . .

For example, Lucky Strike cigarettes gave up using green dye in their packaging so that the military could use the color . . . .



 Other propaganda encouraged people to plant Victory Gardens . . .

Or encouraged people to buy War Bonds . . . .

Rationing was also a major part of people's lives . . . .

And now for your questions . . .

Since we are currently, or recently have been, involved in two very costly "wars" (Iraq and Afghanistan = >$1 trillion so far):

1. What one thing would you be willing to give up/sacrifice in order to help support these "wars" and the massive USA debt to which they have added?
2. How would giving that thing up help the war effort and/or help pay down the war debt?

Your life is unique, so your answer should be unique, as well!

Good Luck!

Great Depression Solutions

What do you think . . . what should the government have done about the Great Depression?  CLICK HERE to share your survey thoughts!  
Why would you want to do this:  To have your voice heard (and for the 5 easy points!)
By when should you complete this:  Wednesday 3/7/12 at 11:59pm

Good luck!

Chapter 32-34 Mini Test . . . yes, I know . . . but be strong!

Thursday 3/8/12 !?!? . . . 45-50 questions, with bonus, graph bonus, and picture bonus!  Check out the visuals and links below to assist you:

1) Prohibition . . . whose brilliant idea was that?!?!  What regions/types of people supported prohibition?  Who was opposed?  How did people view it initially?  Why didn't it last?

2) What were some of Hoover's actions to end the Great Depression?  How well did they work?  How do these children feel about Hoover's efforts?

3) In the graphs below, in what year(s) did unemployment and bank failures take off?  What evidence do you see that government policies were helping to alleviate the worst problems of the Great Depression?

4) Is this cartoonist pro- or anti-New Deal?  How can you tell?

5) To which New Deal programs are these cartoons referring?  What was the purpose of each program?  How well did each program work in the long run?

6) Here are two questions to think about regarding government assistance to people during tough economic times:

• WWJD about the Great Depression? . . . good question . . . more importantly for this test . . .
• WWJMKD (John Maynard Keynes, of course!) about the Great Depression?  Check out this link to learn a little bit more about the man and his economic ideas. . .

"The engine which drives enterprise is not thrift, but profit." 
"Capitalism is the astounding belief that the most wickedest of men will do the most wickedest of things for the greatest good of everyone."
"It is better that a man should tyrannize over his bank balance than over his fellow citizens."
John Maynard Keynes

7) If you like unemployment, check out this animated map of unemployment these days . . .

Another Tiny Test (1/2 30 and 31) and a Free DBQ . . . yes, it rhymes with "Woohoo!"

Your Multiple Choice Test (Tuesday 2/28/12):

• approximately 35-40 questions + bonus
• will have some quote and political cartoon analysis (see below)
  

Your DBQ (Wednesday 2/29/12):

• will be related to the successes and failures of the USA's attempted ratification of Treaty of Versailles (see below...click image to enlarge)

1) Who is getting married in the cartoon below?  Who is breaking in to stop the ceremony?  Why?

2) What is the "Peace Treaty" in the cartoon below?  What happened to the Peace Treaty in the Operating Room?  Who is the gentleman escorting the Peace Treaty from the Operating Room, and what relationship does he have to the Treaty?

3) Vulture . . . what vulture?  Who is the man in the bed, and what is he afraid of?  Why?  What specific real-life historical figures might the man in the bed represent?

4) Who are the gentlemen in the cartoon below?  Who is the boy, and why is he crying?  What in the world does this have to do with the Great War and/or the Treaty of Versailles?  Tiger . . . what Tiger?

5) What is "Article X" in the quote below?  Is Wilson arguing for or against the ratification of the Treaty of Versailles in this quote?  Why?

When you read Article X, therefore, you will see that it is nothing but the inevitable, logical center of the whole system of the Covenant of the League of Nations, and I stand for it absolutely. If it should ever in any important respect be impaired, I would feel like asking the Secretary of War to get the boys who went across the water to fight, . . . and I would stand up before them and say, Boys, I told you before you went across the seas that this was a war against wars, and I did my best to fulfill the promise, but I am obliged to come to you in mortification and shame and say I have not been able to fulfill the promise. You are betrayed. You have fought for something that you did not get.

Source: Woodrow Wilson, Speech, September 5, 1919.

6) Examine the chart below.  What does it tell you about USA motivations to enter or not enter the Great War?



Ch. 29 + 1/2 30 Progressives Mini-Test

When: Wednesday (2/22/12)
Where: D16
Who: All of the important people
How: With a No. 2 pencil, scantron, test booklet, and your brilliance
Why: It will make you a better person
What: ~35-40 multiple choice questions + amazing bonus questions

Ponder the following for success on this test (CLICK ON IMAGE TO SEE A LARGER VERSION):


1) What does the author of this quote think about muckrakers?  Why?

To assail the great and admitted evils of our political and industrial life with such crude and sweeping generalizations as to include decent men in the general condemnation means the searing of the public conscience. There results a general attitude either of cynical belief in and indifference to public corruption or else of a distrustful inability to discriminate between the good and the bad. Either attitude is fraught with untold damage to the country as a whole. The fool who has not sense to discriminate between what is good and what is bad is well-nigh as dangerous as the man who does discriminate and yet chooses the bad. There is nothing more distressing to every good patriot, to every good American, than the hard, scoffing spirit which treats the allegation of dishonesty in a public man as a cause for laughter.



Such laughter is worse than the crackling of thorns under a pot, for it denotes not merely the vacant mind, but the heart in which high emotions have been choked before they could grow to fruition.


Source: The Man With the Muck-Rake, Theodore Roosevelt, April 14, 1906

2) Who are the people in the cartoon below?  Why is the man with glasses singing?  How does the other man feel about the song?





3) What or whom is that scary woman about to chop with that axe?  Why?

4) Who are the gentlemen in the cartoon below?  What does each appear to desire?  What is the historical context for this cartoon?



5) What does this cartoon have to do with the Progressive Era?  Is it in support of progressive goals or opposed to progressive goals?

Good Luck!