Today, Zach completed his DBA summary and thesis, submitted it and then completed the exam for module 6. Next, we continued into module 7 which covered the New Deal programs of FDR. We went over the Social Security Act, the CCC, the Agricultural Advancement Act, THe Tennessee Valley Act, the Federal Housing Act, the Public Works Administration, and the Securities and Exchange Commission. Zach then began his essay assignment where he had to analyze 7 primary documents, create a thesis, outline and then write an essay arguing that the New Deal policies exemplified a radical shift in American politics in the way the federal government interacted with civilians.

Today, Zach completed the assignments from module 6 on WWI and the Great Depression. He completed a quiz, outlined his responses for the DBA and then scheduled a time to complete it. Next, we started module 7 on the New Deal and the banking regulations act (Glass-Steagal), etc. Zach then completed another quiz.

Today Zach took the module 5 exam on the Progressive Era. Next, we went over reasons for The Great War (WW!). Developments that led to US involvement and negotiations for peace. Furthermore, we went over the sociopolitical developments of consumerism, mass media, and fundamentalist vs secular reforms during the time period. Zach then completed a document analysis and thesis paragraph for two sources.

Today we reviewed the Monroe Doctrine and discussed Pres. McKinley's choice to intervene in the Cuban and Phillipine revolutions after the USS Maine sunk in the Havana Harbor. We discussed imperialist and anti-imperialist arguments and reviewed diplomacy, isolationism, interventionism, and imperialism as applied by different presidents over the first 100 year history of the US states. We then analyzed political cartoons from the era and Zach completed an assignment asking him to explain the point of view towards imperialism that two different sources held: an excerpt and political cartoon from the end of the 19th century.

Zach and I went over the experience of the Plains Indians, the Peace Commission, Dawes Act, Boarding schools for Indian Children, Battle of Little Big Horn, Massacre at Wounded Knee, etc. We discussed western migration, bonanza farms vs family farms, the cycle of debt, the Grange Coop movement, the Morril Act for colleges for agriculture, W.J. Bryan's "Cross of Gold" speech, and demands for silver coins, etc. Zach completed a document-based analysis assignment and prepared for his DBA which is scheduled for next Wednesday 2/22 at 6:45pm.

Today Zach continued to add to his long essay outline. He reformatted his supporting points and included longer and more detailed descriptions of the evidence for each point. He also better explained how these tied into his main thesis. Next, we discussed the treatment of Native Americans on the western frontier and different policies of the Federal government, and conflicts with Native Americans. Zach then took a quiz.

Today, we went over the labor unions and strikes spurred by the labor policies of the Gilded Age. We discussed the breaker boys, The Great Railroad strike of 1877, and the Knights of Labor. We also discussed the social ideologies of the time including laissez-faire economic policies, social darwinism, socialism, and the Gospel of Wealth. Furthermore, we reviewed how the increase in Eastern European migration was tempered by the Chinese Migrant Exclusion Act. We discussed President Grant, the Interstate Commerce Commission, and the Sherman Anti-trust Act. Lastly, Zach wrote a detailed outline of an essay that analyzes the relative success of social reform movements during the Gilded Age.