Monday: Madison, Monroe, Supreme Court Decisions, Age of Jackson, Reform Era
Tuesday: Road to Civil War, Civil War, Reconstruction
Wednesday (In the Cafeteria): Industrial Revolution, Imperialism, Progressives, WWI
Thursday: Any major questions that you have left.
5 Days Left
Mr. Reynolds
http://lakecityreporter.com/articles/2008/05/04/news/doc481d320dbfabc432697346.txt
Florida Virtual School has put up a review of the material. It’s not much different than your review books, but for those of you who want instant gratification.
Additionally, DON”T FORGET YOUR PAPER is due tommorrow.
Write two letters:
1) Tell next year’s class what they need to know in order to be successful in AP US History next year. This one will be handed in class with no names on it, just signed AP US History Student 2007-2008.
2) Tell me, what I have to do in order to have you prepared for next year’s test better. (This will be sent to a person in your class for the purposes of writing anonymously). That person will collect who did them and who didn’t and remove all names from them and send them to me.
http://www.gainesvillesun.com/article/20070703/DAYBREAK/707030303
http://gainesvillesun.com/article/20080421/NEWS/804210320/1002/NEWS
CHS has achieved a great many things this year in terms of athletics this year:
2nd place in district in Football (1st round victory in playoffs)
2nd place in district in Boys Basketball
2nd place in district in Girls Softball
3rd place in district Boys Baseball
3rd place in district Boys Soccer
3rd place in district Girls Swimming
4th place in district Girls Soccer
4th place in district Boys Cross Country
5th place in State Girls Weightlifting
We have succeeded in Band with superior rankings and HOSA has placed several national finalists. I don’t believe FFA’s competition has happened yet, but I am sure that our program will do fine as well.
http://en.wikipedia.org/wiki/Academic_Decathlon
http://en.wikipedia.org/wiki/Odyssey_of_the_Mind
http://en.wikipedia.org/wiki/Future_Problem_Solving
http://en.wikipedia.org/wiki/Mu_Alpha_Theta
http://en.wikipedia.org/wiki/National_Academic_Quiz_Tournaments#At_the_high_school_level
http://en.wikipedia.org/wiki/Commissioner%27s_Academic_Challenge
http://en.wikipedia.org/wiki/National_History_Day
All of the above are competitions that numerous schools throughout Florida compete in. Some schools continually dominate in these competitions such as Suwanee County in the Commission’s Academic Challenge (Small School Division) and Buchholz High in Mu Alpha Theta.
Your question:
Single spaced, 12 font, Times New Roman, .5 side margins, .5 top margins.
You are the brightest students that Columbia High School has. What does Columbia High School have to do in order get it’s best students to be at a higher level of competition? Both in terms of these types of competitions and getting you, as students, ready for the top level schools out there.
Or
What does Columbia High School have to do to better serve your needs?
For everyone due: Tuesday
The problem lay buried, unspoken, for many years in the minds of American women. It was a strange stirring, a sense of dissatisfaction, a yearning that women suffered in the middle of the twentieth century in the United States. Each suburban wife struggled with it alone. As she made the beds, shopped for groceries, matched slipcover material, ate peanut butter sandwiches with her children, chauffeured Cub Scouts and Brownies, lay beside her husband at night–she was afraid to ask even of herself the silent question–”Is this all?”For over fifteen years there was no word of this yearning in the millions of words written about women, for women, in all the columns, books and articles by experts telling women their role was to seek fulfillment as wives and mothers. Over and over women heard in voices of tradition and of Freudian sophistication that they could desire–no greater destiny than to glory in their own femininity. Experts told them how to catch a man and keep him, how to breastfeed children and handle their toilet training, how to cope with sibling rivalry and adolescent rebellion; how to buy a dishwasher, bake bread, cook gourmet snails, and build a swimming pool with their own hands; how to dress, look, and act more feminine and make marriage more exciting; how to keep their husbands from dying young and their sons from growing into delinquents. They were taught to pity the neurotic, unfeminine, unhappy women who wanted to be poets or physicists or presidents. They learned that truly feminine women do not want careers, higher education, political rights–the independence and the opportunities that the old-fashioned feminists fought for. Some women, in their forties and fifties, still remembered painfully giving up those dreams, but most of the younger women no longer even thought about them. A thousand expert voices applauded their femininity, their adjustment, their new maturity. All they had to do was devote their lives from earliest girlhood to finding a husband and bearing children.By the end of the nineteen-fifties, the average marriage age of women in America dropped to 20, and was still dropping, into the teens. Fourteen million girls were engaged by 17. The proportion of women attending college in comparison with men dropped from 47 per cent in 1920 to 35 per cent in 1958. A century earlier, women had fought for higher education; now girls went to college to get a husband. By the mid-fifties, 60 per cent dropped out of college to marry, or because they were afraid too much education would be a marriage bar. Colleges built dormitories for “married students,” but the students were almost always the husbands. A new degree was instituted for the wives–”Ph.T.” (Putting Husband Through).Then American girls began getting married in high school. And the women’s magazines, deploring the unhappy statistics about these young marriages, urged that courses on marriage, and marriage counselors, be installed in the high schools. Girls started going steady at twelve and thirteen, in junior high. Manufacturers put out brassieres with false bosoms of foam rubber for little girls of ten. And on advertisement for a child’s dress, sizes 3-6x, in the New York Times in the fall of 1960, said: “She Too Can Join the Man-Trap Set.”By the end of the fifties, the United States birthrate was overtaking India’s. The birth-control movement, renamed Planned Parenthood, was asked to find a method whereby women who had been advised that a third or fourth baby would be born dead or defective might have it anyhow. Statisticians were especially astounded at the fantastic increase in they had four, five, six. Women who had once wanted careers were now making careers out of having babies. So rejoiced Life magazine in a 1956 paean to the movement of American women back to the home.In a New York hospital, a woman had a nervous breakdown when she found she could not breastfeed her baby. In other hospitals, women dying of cancer refused a drug which research had proved might save their lives: its side effects were said to be unfeminine. “If I have only one life, let me live it as a blonde,” a larger-than-life- sized picture of a pretty, vacuous woman proclaimed from newspaper, magazine, and drugstore ads. And across America, three out of every ten women dyed their hair blonde. They ate a chalk called Metrecal, instead of food, to shrink to the size of the thin young models. Department-store buyers reported that American women, since 1939, had become three and four sizes smaller. “Women are out to fit the clothes, instead of vice-versa,” one buyer said.Interior decorators were designing kitchens with mosaic murals and original paintings, for kitchens were once again the center of women’s lives. Home sewing became a million-dollar industry. Many women no longer left their homes, except to shop, chauffeur their children, or attend a social engagement with their husbands. Girls were growing up in America without ever having jobs outside the home. In the late fifties, a sociological phenomenon was suddenly remarked: a third of American women now worked, but most were no longer young and very few were pursuing careers. They were married women who held part-time jobs, selling or secretarial, to put their husbands through school, their sons through college, or to help pay the mortgage. Or they were widows supporting families. Fewer and fewer women were entering professional work. The shortages in the nursing, social work, and teaching professions caused crises in almost every American city. Concerned over the Soviet Union’s lead in the space race, scientists noted that America’s greatest source of unused brain-power was women. But girls would not study physics: it was “unfeminine.” A girl refused a science fellowship at Johns Hopkins to take a job in a real-estate office. All she wanted, she said, was what every other American girl wanted–to get married, have four children and live in a nice house in a nice suburb….
In the fifteen years after World War II, this mystique of feminine fulfillment became the cherished and self-perpetuating core of contemporary American culture. Millions of women lived their lives in the image of those pretty pictures of the American suburban housewife, kissing their husbands goodbye in front of the picture window, depositing their station wagons full of children at school, and smiling as they ran the new electric waxer over the spotless kitchen floor. They baked their own bread, sewed their own and their children’s clothes, kept their new washing machines and dryers running all day. They changed the sheets on the beds twice a week instead of once, took the rughoolag class in adult education, and pitied their poor frustrated mothers, who had dreamed of having a career. Their only dream was to be perfect wives and mothers; their highest ambition to have five children and a beautiful house, their only fight to get and keep their husbands. They had no thought for the unfeminine problems of the world outside the home; they wanted the men to make the major decisions. They gloried in their role as women, and wrote proudly on the census blank: “Occupation: housewife.”…
Questions to consider:
1. The problem Friedan is referring to is a problem facing which group of women?
2. Describe the message women have been receiving for over 15 years?
3. What effect did this message have on the average age of marriage, birthrate, and the percent of women pursuing higher education?
4. List two ways the American workforce was altered as more women stayed home.
5. Discuss whether Friedan supported or detested the ideal set for women. Does she feel that women were satisfied in their roles as housewives, why or why not?
Your task for 10 points:
Identify the young people who wrote to Mrs. Roosevelt by gender, age, race, religion, geographic region, education, or the apparent socio-economic status of their parents.
Additionally, Do APARTS
Author
Place
Audience
Reason
The Main Idea
Significance
Port Morris N.J.
March 20, 1934
My Dear Mrs. Roosevelt,
Do you realize that “Easter” is at hand? Do you realize how many hearts are broken on this account? Do you realize how hard its going to be for most people? Like me, for instance, I am a young girl of fifeteen and I need a coat, so bad I have no money, nor any means of getting any. My father has been out of work for two years.
My brother works on the C.W.A. but he is, or rather has been, insane in an asylum and has taken most of our money. My mother gets ‘fits’ when I ask her to buy me something new. Poor mother, I sypathize with her because it has been very hard on her, this depression, and having no money at all but debts piling up on us. I want to tell you something: We were once the richest people in our town but now, we are the lowest, considered, the worst people of Port Morris.
For Easter some friends of mine are thinking of getting new out-fits and I just have to listen to them. How I wish I could have a least a coat. That would cost about $5.00 at least. I need a dress. I want one and it only cost $.79 cents. Dear Eleanor how I wish I had this coat and dress for Easter I would be the happiest girl. I love you so much.
Please send me about $6.00
I thank you so much.
A. C.
Port Morris, N.J.
________________________________________
Reply to the letter:
March 24, 1934
My dear Miss C.:
Mrs. Roosevelt asks me to acknowledge your letter and to express her regret that because of the great number of similar requests she receives, she has found it impossible to comply with them, much as she would like to assist all those who appeal to her.
Assuring you of Mrs. Roosevelt’s sympathy, I am
Very sincerely yours,
Secretary to
Mrs. Roosevelt
Anybody interesting in extra credit, needs to come after their last class on Monday and Tuesday.
3 points each day (no more than 10 minutes of work)
Period 6, The previous Cartoon (The Wise Economist) is due by class on the 21st
Period 3 and 6, This cartoon is due by class on the 22nd or 23rd depending on your class day.
Mr. Reynolds (reynoldsm@firn.edu)
The Young Lady is quoted as saying “I used to know your Daddy”
Questions:
1. What significance do you attach to the depiction of war a female and a prostitute?
2. To whom does the women refer when she speaks of the youth’s daddy?
Questions (must be e-mailed)
1. How did the artist make the man a symapthetic character?
2. Why did he have a squirrel ask the question?
3. What was the artist saying about the American belief in personal responsibility?
