In today's lesson, we picked up where we left off just before Winter break. However, we took it easy today as Ben was experiencing stomach discomfort and nausea due to food poisoning he contracted last night. We discussed the age of reform that America experienced in the mid 1800's. We discussed some reasons why America experienced an influx of immigrants, identified where they tended to settle, and why many fled their countries (famine, poverty, religious persecution). New vocabulary terms included the words 'nativism' and 'naturalization.' I wrote significant facts on Ben's whiteboard for review when he felt better.

Ben and I continued reading Chapter 20 in our text about the Age of Reform. We learned that people who opposed immigration became known as Nativists; they were afraid their jobs would be taken over by immigrants. We learned that in 1849, a secret society of nativists founded the American Party and became known as the "Know Nothing" party because they refused to speak about the details of their organization. They were Anti-Catholic, supported longer waiting periods for naturalization and a ban on foreign-born people holding public office. The party fell apart in a few years over disagreements about slavery. Ben listened to music for the remainder of class.

Immigration was our main topic this morning as we began a new chapter in our text (Chapter 20, page 249) reading about the influx of immigrants pouring into America. We read about the conditions under which many traveled, in steerage, or the lowest class on a ship, and that many Irish people came because of the Irish potato famine and to escape anti-Catholic persecution from the Protestants in Great Britian. Most settled in northeastern cities to work as industrial and domestic laborers. We also read about other immigrants - the Germans - who made up another significant percentage of US immigrants and tended to settle in the Midwest to become farmers. We read that most immigrants settled in clusters and that many Scandinavians settled in the northern Midwest, whereas Chinese people, who immigrated across the Pacific, settled in California.

Ben and I continued reading about the Mexican American war, which began in 1846 when Polk was president. Polk argued that a disputed region of land was American land, while Mexico argued that the US army was making hostile moves. We found it interesting to learn that Lincoln actually thought that Polk had deliberately provoked Mexico and asked him identify the exact spot he claimed that American blood had been spilled. Many Americans therefore called the war 'Polk's War.' We also read about the Treaty of Guadelupe Hildalgo, which ended the war and how many Americans followed the California Trail as they fled to the southwest. Ben was not surprised to learn that the US government yet again denied land grants initially promised to the Indigenous peoples. Over time, however, Mexican, Indigenous, and Anglo cultures mixed, which formed the distinct heritage of the American Southwest.

Ben and I began reading about the Mexican-American war in chapter 19 of his text this morning. We learned that James Polk's campaign promise of "Fifty-Four or Fight" meant that he supported moving the northern border of Oregon country, giving the US more land. We also read about the Oregon Treaty of 1846 which reset the borders between the US and Britain-controlled Canada, creating the Oregon territory. These events set the stage for the beginning of the Mexican-American war, about which we will read in tomorrow's session.

Ben and I perused a new inquiry journal I thought would interest him. Ben commented on some of the topics and illustrations and looked over supporting questions about Andrew Jackson's Presidency in one of the articles. I suggested working out of the Inquiry Journal when we return in the new year. Ben agreed that a few sources and topics piqued his interest. I will continue to work towards further reinforcing and refining Ben's use and application of historical knowledge and tools and ability to apply historical concepts and use of tools as he analyzes primary and secondary sources.

Ben was absent today.

This morning, Ben shared a lot of feelings about his grandfather ("my Dziadzius" - grandfather in Polish). He wanted to tell me about some of the jobs for which he was responsible in his life. Ben initiated the conversation and spoke of his grandfather with the highest of regards and affection; he said he was a very good grandfather. I allowed him the time to talk and share his memories. He told me that his grandfather embraced a lot of Buddhist principles later in life and he showed me a lovely Buddhist shrine he had in his house that contained beautiful sculptures, art, and pieces of history. I felt it was important to and for Ben to share these memories with me this morning - and I was honored that he felt comfortable enough with me to do so - and when the time was right.

Ben and I began a new chapter entitled 'The Lone Star Non-State' (Chapter 18). It picked up in the early 19th century after Mexico gained its independence from Spain and became a 'Republic.' We defined 'Republic' as a form of government in which a state is ruled by representatives of its citizens. We read how Spain's goal was to convert Indigenous peoples to Christianity. The lesson covered how the Mexican government tried to attract settlers to Texas by offering land grants and that the new settlers were to follow Mexican law, when American Texans drafted a constitution for Texas as an indepedent state of Mexico it started the Texas War for Independence. We discussed The Alamo and learned the reason why Texas's request to be annexed by the US was denied. Ben ended our session by reading that Congress approved the US annexation - which was one of the precursors to the Mexican American War, about which we will read in tomorrow's session.

Ben was absent today.