U.S. History & Government at Miller School
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Unit Ten React Post #2: Rosie the Riveter

Rosie the Riveter was a fictional character representing the millions of women who went to work in new wartime industries as part of World War II. While the famous propaganda posters are how most people remember Rosie now, she was actually first made popular through a 1942 song. The lyrics of the song are below (originally found at this site.

While other girls attend their fav’rite
cocktail bar
Sipping Martinis, munching caviar
There’s a girl who’s really putting
them to shame
Rosie is her name

All the day long whether rain or shine
She’s a part of the assembly line
She’s making history,
working for victory
Rosie the Riveter
Keeps a sharp lookout for sabotage
Sitting up there on the fuselage
That little frail can do more than a
male will do
Rosie the Riveter

Rosie’s got a boyfriend, Charlie
Charlie, he’s a Marine
Rosie is protecting Charlie
Working overtime on the
riveting machine
When they gave her a production “E”
She was as proud as a girl could be
There’s something true about
Red, white, and blue about
Rosie the Riveter

Everyone stops to admire the scene
Rosie at work on the B-Nineteen
She’s never twittery, nervous or jittery
Rosie the Riveter
What if she’s smeared full of
oil and grease
Doing her bit for the old Lendlease
She keeps the gang around
They love to hang around
Rosie the Riveter

Rosie buys a lot of war bonds
That girl really has sense
Wishes she could purchase
more bonds
Putting all her cash into national
defense
Senator Jones who is “in the know”
Shouted these words on the radio
Berlin will hear about
Moscow will cheer about
Rosie the Riveter!

You can listen to the song here (it starts with the second verse).

How does this song portray women who go to work for the war effort? How is this image of women different from others we have encountered in the class? How does the “Rosie the Riveter” character represent a change or departure from earlier ideas about how women should act, or participate in national efforts?

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Unit Seven React Post #1: Women in the West

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Women in the Wild West 

Just as their male counterparts, women sought opportunities in the Great West, and faced the same hardships as men did. This brief article by Marcia Hensley gives some interesting statistics about western women homesteaders, including that as many as 12% of the homesteaders in Utah, Colorado, North and South Dakota, Wyoming, and Montana were single women, and that many of these women were much older than the legal minimum–21 years–when they headed west to work their claim.

How do you think women’s roles changed in the West?

How do you think these women influenced the developing societies of the western territories?

 

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Unit 7 Reaction Post: 15th Amendment: Power to Congress over Voting Discrimination

http://www.shestokas.com/constitution-educational-series/fifteenth-amendment-power-to-congress-over-voting-discrimination/

Essay Topics for the First Semester Exam in USHG

Exam Structure;

  • Part I: 45 Multiple Choice Questions.
  • Part II: 3 Essay questions. (Answer ALL three questions.)

Key Terms/Concepts:

Colonial Period (1619-1763)
indentured servants
-demographics of Virginia settlers and New England settlers
-Massachusetts Bay colony characteristics
-Virginia colony characteristics
salutary neglect
Bacon’s Rebellion
Revolutionary Period (1763-1788)
-reasons for Revolution (political, economic, social)
-ideas of Declaration of Independence
-Saratoga and Yorktown
-successes and failures of Second Continental Congress
Shay’s Rebellion
-federalism and Federalist-Antifederalist debates
-James Madison, Federalist No. 10
Constitutional Convention: New Jersey v. Virginia Plans, Three-Fifths Compromise
Early Republic (1788-1812)
-Washington’s foreign policy
-Hamilton’s economic policies
First Party System (Hamiltonians/Federalists vs. Jeffersonians/ Democratic Republicans)
-Virginia and Kentucky Resolutions
-Jeffersonian democracy
Antebellum America, 1815-1860
Missouri Compromise
-Monroe Doctrine
-Henry Clay’s American System
-characteristics and effects of Market Revolution
-effects of transportation revolution (examples: railroads, Erie Canal)
cotton gin and effects on slavery
-Andrew Jackson’s achievements and effects on presidential power
Nullification Crisis
Second Party System (Democrats v Whigs)
Second Great Awakening and its effects
-women’s rights movements
-reform movements (education, temperance, etc)
Expansion and Coming of the Civil War, 1845-1860
Manifest Destiny
-causes and consequences of the Mexican War
-demographics of slaveholding in the pre-Civil War South
-debates over slavery: expansionists vs. “free soil” ideology
Compromise of 1850
– Kansas-Nebraska Act and “Bleeding Kansas”
-rise of the Republican Party
Civil War and Reconstruction
-Lincoln’s purpose for the war: pre and post-Emancipation Proclamation
-Northern advantages and Southern advantages
-Gettysburg and Vicksburg
-Emancipation Proclamation
-social effects of the war on soldiers, including freedmen
-Lincoln’s 10% Plan, Andrew Johnson’s Plan, Radical Republican Plan for Reconstruction
-achievements and failures of Radical Reconstruction in the South
13th, 14th, and 15th Amendments
-causes of the end of Reconstruction and “redemption” of the South

Essay Topics:

  • Similarities and differences between the three plans for Reconstruction. Lincoln’s, Johnson’s, and Congress’s Plans. Why the differences?
  • Expansion & Manifest Destiny during the 1840’s. Why? Where? How? Consequences?
  • What did American colonists mean the phrase by “no taxation without representation”? How does the colonial relationship with Great Britain evolve from 1763 until 1776.
    • Be sure to consider Salutary Neglect, Direct Representation, Prescriptive Rights, Economic Interests, Ideas of the Enlightenment. 
    • As always, provide specific evidence to support your argument.

STUDY GUIDES FOR THE EXAM:

You may bring a one-page—front and back Study Guide to the exam. Please attach it to the back of the exam when you submit it.

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Unit Five React Post #2: “Westward the Course of Empire Takes It Way” by Emanuel Gottlieb Leutze

Emanuel Gottlieb Leutze, the painter of the famous Washington Crossing the Delaware, painted the above scene in 1860. How does Leutze depicts Western expansion? What might his opinion of American expansion be, based on this painting?

Who Pays What in Taxes? – Walter E. Williams

Unit 4 Reaction Post: The Lackawana Valley

Lackawana Valley

What is going on in this painting? Identify the elements, the action, and the meaning.

Describe all the elements that can be seen in this landscape, and speculate on what the young boy in the foreground might be thinking.

What might the artist have been thinking?

Good Things Happen to People Who Study Hard!

Final ExamsMay 22nd, 2018
Stop by and see me if you need help!