Wednesday, January 30, 2013

Senate Demands Information on Teapot Dome 1922


SENATE DEMANDS INFO ON TEAPOT DOME
1922

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Teapot Dome was the name of the naval oil reserve in Wyoming that became the focus of a congressional inquiry in the spring of 1922. A decade of litigation eventually revealed that the Secretary of the Interior, Albert Fall, had received more than $400,000 in bribes from two oil companies in exchange for exclusive rights to this resource-rich land. This editorial that appeared in the Denver Post was one of the first to break news of preliminary investigations to the public.
T H I N K T H R O U G H H I S T O R Y : Evaluating Decisions
What interests would individual senators have had in pursuing the Teapot Dome investigation?
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Washington, April 15th.—The secretary of the interior and the secretary of the navy were requested to inform the senate if negotiations are being conducted for the leasing to private oil interests of 7,000 acres of government oil lands in Wyoming, by a resolution adopted by the senate Saturday by a viva voce vote. The resolution was sponsored by Senator Kendrick, Democrat, of Wyoming.
EDITOR’S NOTE
After having made an unpardonable and inexcusable blunder in the leasing of the naval oil reserve in Wyoming to the Sinclair oil interest, purely a Standard Oil company, the secretaries of the navy and interior have issued the statement below, not because it is news, but in a feeble attempt to justify the most serious blunder that the present administration has made up to date.
The preposterous idea of getting oil out of the ground where it is stored free and putting it into tanks that cost a lot of money, where loss from evaporation and from other causes are large, where danger from fire, lightning and storm is constant and tremendous, is an absurdity so great as to make all oil people and all sensible people smile and wonder if this is a sample of the efficiency of our naval and interior departments.
They leased the entire Teapot dome, the very center of the best oil field in the world; a section five miles long by one mile wide; a section that is supposed to contain over a half a billion dollars worth of oil; and they leased that to one
The Americans © McDougal Littell Inc.

SENATE DEMANDS INFORMATION ON TEAPOT DOME
company, and did not give a single other person or company in the world a right to bid.
It is beginning to look as tho the present administration is heart and soul in harmony with all the big corporation interests in the United States, and that the common everyday fellow is to get very little except the pleasure of paying enormous taxes and help make the corporations of the United States so rich and powerful as to dominate our officials and to pass and construe our laws.
That’s what the people of Colorado, Wyoming and the Rocky mountain region are protesting against. It is just such favoritism, based on just such stupid reasons as the secretary of the navy and the secretary of the interior are using to try to justify this awful lease that shakes confidence in our Washington officials.
The most powerful corporation of the country gets everything and not an independent oil man in the United States is even given a chance to bid.
A few such arbitrary and autocratic deals as this will set the country aflame with protest against these kinds of methods, these kinds of deals, and this kind of favoritism of the government for the powerful and already completely entrenched oil monopoly.
Source: “Senate Demands Information on Deal to Lease Teapot Oil Dome to Private Interests,” Denver Post, April 15, 1922.

Left vs. Right

Monday, January 28, 2013

Ch 20 Politics of the Roaring 20's

Essential Question: What should historians call the 1920's?

Key Questions:
How does fear and prejudice lead to injustice?
How does political corruption and scandals influence people's attitudes towards government?
How does the automobile transform society?
How does advertising influence consumption?

Terms & Names:
Nativism
Communism
Isolationism
Anarchism
Sacco & Vanzetti
Quota system
Red Scare
Palmer Raids
KKK
Warren G. Harding
Ohio Gang
Teapot Dome Scandal
Albert B. Fall
Calvin Coolidge
urban sprawl
installment plan

Thursday, January 24, 2013

F. Scott Fitzgerald & the Age of Excess by Joshua Zeitz


F. Scott Fitzgerald and his wife, Zelda, were guilty of many things. They were impetuous, they were known to drink too much, and they were prone to bouts of serious depression and self-destructive behavior, but no one could ever accuse them of frugality. In 1923 the young couple (he was twenty-seven, she was twenty-three) set sail for France. Hauling along seventeen pieces of luggage and a complete set of Encyclopedia Britannica, they rented an enormous stone villa that rested 2.5 kilometers above St. Raphäel, “a red little town built close to the sea,” Scott explained to a friend, “with gay red-roofed houses and an air of repressed carnival about it.” Their villa was studded with balconies of blue and white Moorish tiles and surrounded by a fragrant orchard of lemon, olive, and palm trees that gave way to a long gravel road—the only passageway out of their Mediterranean castle. Ironically, it was there—some thousand miles away from home, in his comfortable perch in the French Mediterranean—that Scott wrote what was arguably the most important American novel of the age: The Great Gatsby.
A tale of love and betrayal, Fitzgerald’s novel told the story of Jay Gatsby, a poor boy of obscure origins who rises to great wealth and prestige. In many ways, the novel was emblematic of its time. For as the book’s narrator, Nick Caraway, discovers, Gatsby’s money and fame were built on a lie. (If you want to know what that lie was, read the novel!) In The Great Gatsby, Fitzgerald exposed the excesses of the 1920s—a prosperous age in which many Americans came to enjoy the blessings of consumerism and excess, only to see it all crash around them with the Great Depression that arrived in 1929. Caraway described the opulence of Gatsby’s beachside mansion on Long Island and the extravagance of the parties he threw. “There was music from my neighbor’s house through the summer nights,” he confides. “In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft, or taking the sun on the hot sand of his beach . . . On week-ends his Rolls Royce became an omnibus, bearing parties to and from the city . . . And on Mondays eight servants, including a extra gardener, toiled all day with mops and scrubbing-brushes and hammers and garden shears, repairing the ravages of the night before.” Much like the Roaring Twenties, life in the shadow of Jay Gatsby was a wonder.
Consider the context in which Fitzgerald was writing: America in the 1920s was undergoing dynamic changes. Between 1921 and 1924 the country’s gross national product jumped from $69 billion to $93 billion while aggregate wages rose from roughly $36.4 billion to $51.5 billion. The United States had entered World War I a debtor nation and emerged as Europe’s largest creditor, to the tune of $12.5 billion. From a relative standpoint, America was rich, and it showed. When a prominent Philadelphia banking family raised eyebrows for installing gold fixtures in its bathrooms, a spokesman for the clan shrugged off the criticism, explaining simply that “[y]ou don’t have to polish them you know.”
To be sure, most Americans didn’t have gold faucets, and very few enjoyed anything approximating Jay Gatsby’s wealth, but ordinary Americans still shared in the general prosperity. Whereas only 16 percent of American households were electrified in 1912, by the mid-twenties almost two-thirds had electricity. This meant that the average family could replace hours of manual toil and primitive housekeeping with the satisfying hum of the electric vacuum cleaner, the electric refrigerator and freezer, and the automatic washing machine, all of which came into wide use during the twenties. By the end of the 1920s over 12 million American households acquired radio sets. All the while, the number of telephone lines almost doubled, from to 10.5 million in 1915 to 20 million by 1930.
Wealth seemed to breed innovation. It took over one hundred years for the US Patent Office to issue its millionth patent in 1911; within fifteen years it issued its two millionth. Scores of new factory products flooded the burgeoning consumer market, bearing soon-familiar brand names like Scotch tape, Welch’s grape juice, Listerine mouthwash, Wheaties cereal, Kleenex tissue paper, the Schick electric razor, and the lemonade Popsicle.
If most people couldn’t travel to the south of France for repose and inspiration, they did come to enjoy a new range of public amusements that were scarcely imaginable twenty years before: dance halls; movie palaces like Chicago’s Oriental Theater and New York’s Rialto; amusement parks like Luna and Steeplechase at Coney Island, each magnificently lit by as many as 250,000 electric bulbs; inner-city baseball stadiums like Ebbets Field and Shibe Park, easily accessible by public transportation.
Americans were also able to buy vast quantities of mass-produced glassware, jewelry, clothing, household items, and durable goods, which blurred the distinctions between rich and poor. Just as Nick Caraway could not discern the lie behind Gatsby’s wealth and upbringing, many wealthier Americans now had trouble discerning between social classes. “I used to be able to tell something about the background of a girl applying for a job as stenographer by her clothes,” remarked a businessman in Muncie, Indiana, “but today I often have to wait till she speaks, shows a gold tooth, or otherwise gives me a second clue.”
Americans in the 1920s were also obsessed with a new cult of celebrity. The decade gave rise to sports legends like Babe Ruth, who was just as renowned for his voracious appetite as for his homerun record, and Jack Dempsey, the heavyweight champion who by the mid-1920s appeared in almost as many films as he did title fights. Whereas the Saturday Evening Post and Colliers combined published an average of thirty-six biographical profiles each year between 1901 and 1914, in the decade after World War I that figure climbed to about sixty-six profiles annually. Before 1920 almost three-quarters of these articles featured political and business leaders; now, over half concerned key figures in entertainment and sports. The genius of F. Scott Fitzgerald was his ability to cultivate his own image in the media. The genius of his signature character, Jay Gatsby, was his ability to create a veil of celebrity that masked his true origins.
But for all the dynamism of the age, Americans did not unqualifiedly embrace the Jazz Age. If they enjoyed its prosperity, they also feared its social consequences. The rise of premarital sex, the entry of women into the workplace, the breakdown of traditional religious mores, and the influx of millions of new immigrants from southern and eastern Europe gave rise to a powerful backlash. Thus, the same decade that gave rise to Scott and Zelda Fitzgerald also witnessed a powerful backlash. In towns and cities throughout America, a revitalized Ku Klux Klan railed against African Americans, immigrants, Catholics, and “loose women.” Supporters of prohibition drove through a restrictive law that banned the sale or production of liquor (judging by Fitzgerald’s novel, that ban was of limited effect). Conservative Christians formed Fundamentalist churches and sought to restore God to his traditional place in homes and schools. There was, in short, a deep and pervasive contradiction—and many Americans sensed it.
Fitzgerald was a perfect chronicler of his time. He was both an avid participant in, and a stringent critic of, the culture of prosperity that marked the 1920s. In Gatsby, his alter ego, Nick Caraway, recalls wistfully the America of his youth. In Nick’s mind, the Middle West embodied a lost age—a simpler time before telephones and movie palaces and department stores. Setting out by train from Chicago, “when we pulled into our winter night and the real snow, our snow, began to stretch out beside us and twinkle against the windows, and the dim lights of small Wisconsin stations moved by, a sharp wild embrace came suddenly into the air.” This was “my Middle West,” he explains in the closing pages of the novel, “not the wheat or the prairies or the lost Swede towns, but the thrilling returning trains of my youth, and the street lamps and sleigh bells in the frosty dark and the shadows of holly wreaths thrown by lighted windows. I am part of that . . . I see now that this has been a story of the West, after all—Tom and Gatsby, Daisy and Jordan and I, were all Westerners, and perhaps we possessed some deficiency in common which made us subtly unadaptable to Eastern life.”
But if the West represented for Fitzgerald an older America, it was clear from his novel that the country’s train was moving eastward. By 1920, a majority of Americans lived in cities. The world was quickly changing and becoming modern, and the prairies of Nick Caraway’s youth were slowly but surely becoming the stuff of national memory.
The world that Fitzgerald chronicled came crashing down on October 29, 1929. That was Black Tuesday, when the stock market collapsed. The boom economy went bust. And America’s Jazz Age was officially over.
Actually, the stock market crash had very little to do with the onset of the Great Depression. Very few Americans in the 1920s owned stocks or securities. In reality, the nation’s most prosperous decade had been built on a house of cards. Low wages, high rates of seasonal unemployment, chronic stagnation in the agricultural sector, and a hopelessly unequal distribution of wealth were the darker story that lurked behind 1920s-era prosperity.
There was a price to pay for so lopsided a concentration of the nation’s riches. Good times relied on good sales, after all. The same farmers and workers who fueled economic growth early in the decade by purchasing shiny new cars and electric washing machines had reached their limit. By the late twenties, when advertisers told them that their cars and washing machines were outdated and needed to be replaced, the working class simply couldn’t afford to buy new ones. Unpurchased consumer items languished on the shelves. Factories cut their production. Workers were laid off by the millions. The good times were over.

Tuesday, January 22, 2013

Honors Mid Term Study Guide

U.S. History II Honors
Mid Term Exam

Name______________________________ Date___________________ Block______
Directions: This is a study guide for U.S. History II Mid Term Exam. Carefully review the material covered in Chapters 14, 15, 17, 18, & 19 of your Americans textbook in addition to PowerPoint Presentations, class notes, classwork, homework, quizzes, and tests.


VOCABULARY:
Social Darwinism
Vertical integration
Horizontal integration
Monopoly
Trust
Collective bargaining
Settlement house
Political machine
Graft
Patronage
Progressive movement
Prohibition
Muckraker
Initiative
Referendum
Recall
Suffrage
Imperialism
Nationalism
Militarism
Convoy system

PEOPLE:
Susan B. Anthony
Upton Sinclair
Theodore Roosevelt
William Seward
Sanford B. Dole
Emilio Aguinaldo
Jose Marti
Theodore Roosevelt-position on trust
Woodrow Wilson
Andrew Carnegie
William Randolph Hearst

THINGS:
Great Strike of 1877
Sherman Anti-Trust Act
Triangle Shirtwaist Factory Fire
Ellis Island
Angel Island
Chinese Exclusion Act
Gentlemen’s Agreement
Americanization Movement
Settlement houses
Pendleton Civil Service Act
Tammany Hall
Political machines
Meat Inspection Act
Pure Food & Drug Act
The Jungle
Square Deal
Bully pulpit
Election of 1912
Women’s suffrage
De Lome Letter
U.S.S. Maine
Treaty of Paris 1898
Open Door Notes/Policy
Spanish American War
Philippine-American War
World War I
Trench warfare
Lusitania (U-Boats)
Unrestricted Submarine Warfare
Zimmerman note/telegram
Selective Service Act
Espionage and Sedition Acts
Fourteen Points
League of Nations
Treaty of Versailles
Russo-Japanese War

AMENDMENTS:
Sixteenth Amendment
Seventeenth Amendment
Nineteenth Amendment

SKILLS:
Political cartoon analysis
Map Interpretation/Analysis
Bar graph
Document based questions

Thursday, January 17, 2013

Ch 19 WWI Study Guide


Chapter 19 The First World War
Vocabulary
Nationalism
militarism
convoy system
conscientious objector
armistice
propaganda
reparations
Neutrality

People
Archduke Franz Ferdinand
Eddie Rickenbacker
General John J. Pershing
Alvin York
George Creel
Bernard M. Baruch
George Clemenceau
David Lloyd George
Henry Cabot Lodge
Gavrilo Princip
Woodrow Wilson

Things
Allies
Central Powers
no man’s land
trench warfare
Lusitania (U-Boats) Unrestricted Submarine Warfare
Zimmerman note/telegram
Selective Service Act
American Expeditionary Force
War Industries Board
Espionage and Sedition Acts
Great migration
Fourteen Points
League of Nations
Treaty of Versailles
War guilt clause
New weapons of mechanized warfare

Amendments
19th
Supreme Court Cases
Schenck v. United States

Tuesday, January 8, 2013

WWI Unit Chapter 19

Essential Question: How does war impact society?

Key Questions:
1. What are the causes of the war?
2. How does geography influence war?
3. Why are people opposed to war?
4. Why does the United States join the war?
5. How do technologies impact war?
6. How is propaganda used during war?
7. Was the peace treaty fair?

Learning Objectives:
Students will be able to identify the 4 long term causes of WWI and be able to explain how the Assassination of Archduke Francis Ferdinand sparked the war.

Students will be able to locate European countries involved in WWI on a map and be able to identify how location impacts strategy.

Students will define conscientious objectors and describe why various groups were opposed to the war.

Students will analyze events leading up to U.S. entry into the war and be able explain the reasons why America entered the war.

Students will identify new weapons used and be able to describe the effects on casualties during the war.

Students will explore how war impacts soldiers, civilians, and the community and be able to write a poem capturing some of the effects.

Students will identify types of propaganda used during the war and be able to create a propaganda poster for one of the types.

Students will evaluate whether or not the Treaty of Versailles was fair.

Terms & Names:
nationalism
militarism
imperialism
systems of alliances
Allies
Triple Entente
Central Powers
Triple Alliance
Archduke Francis Ferdinand
no man's land
trench warfare
Lusitania
Zimmermann Note
Selective Service Act
conscientious objector
armistice
propaganda
Espionage & Sedition Acts
Treaty of Versailles
Woodrow Wilson
George Clemenceau
David Lloyd George
Vittorio Orlando
14 points
League of Nations
reparations
war-guilt clause

Friday, January 4, 2013

Mr. White's Letter


January 3, 2013

Dear Parent or Guardian,

            I would like to take this opportunity to introduce myself to you.  My name is Nicholas White and I will be completing a teaching internship in your child’s U.S History II classroom under the guidance of Ms. White over the next few months.  I am completing this internship as part of the Bachelor’s degree program at Gordon College where I am currently enrolled as a senior.

            It has been my pleasure to be part of the Danvers school community since October.  Throughout the first semester I sat in on classes on a part-time basis in order to get to know the students.  Now, as I move into my final semester as a Gordon student I will be in the classroom every day on a full-time basis.  At the beginning of February I will start to take over instructional duties for your child’s U.S History II curriculum, and I will be working closely with Ms. White to ensure your child continues to receive an excellent education.  This internship is the culmination of three and a half years spent studying for a B.A. in Secondary Education at Gordon College and I also recently completed the degree requirements for a B.A. in History.  It is my goal to help your child become a confident learner, and I will do my best to make this a positive experience for him or her.

            I am looking forward to getting to know your child and to being part of the Danvers High School community.  If you have any questions or concerns, or if I can be of any assistance to you, please do not hesitate to contact Ms. White or I at (978) 777-8925 ex. 2329 or via Ms. White’s email at jacquelynwhite@danvers.org.  Ms. White will make sure I get your message immediately, and I will respond to it promptly.

            Thank you in advance for your support, and I look forward to meeting you soon.

                                                                                                Sincerely,


                                                                                                Nicholas White


Acknowledged by:
Parent or Guardian


Parent Signature: ________________


Student Name: _________________

cc: Jacquelyn White