Imperialism and Progressivism

Assessment Analysis and Critique

Michael Vereb

11 th Grade US History

American International Imperialism and Domestic Progressivism

UNIT OVERVIEW

This seven-class unit will cover from the Spanish American War to the end of World War I, specifically addressing the issues of America’s imperialist policies abroad and progressive policies at home. Two essential questions will guide the unit, focusing on the foreign policy shift represented by imperialism and the American consensus around progressive sentiments. By the end of the unit, the students should have learned about the impact of media on public opinion, America’s rise to world power, the causes for social movements, and how America handled its role as a world power.

This unit fits chronologically into the existing curriculum, taking the step from Monroe Doctrine policies to Big Stick policies as well as addressing the social issues brought about by industrialization, immigration, and the overcrowding of cities. It will be followed by subsequent units on the Roaring

Twenties and the Great Depression.

The students should come into the unit with prior knowledge about US History preceding the time period. It is assumed that the students have basic skills with which to approach primary documents and analyze the relevance and association of such documents to their historical time period and to today. Venn diagrams and compare/contrast charts will be used to enhance the student’s ability to understand the relation between history and their own lives. Analysis skills will be developed during the course of the unit through regular use of primary documents with appropriate scaffolding by the teacher. These skills will be further developed through the use of the Concept Formation, Inquiry, and

Socratic Seminar lesson models. The students will also increase their skills in working with groups and speaking in public through regular group work and class discussions.

This unit is designed for three different sections of 11 th grade US History- AP, Dual Enrollment, and Honors. The content for the lower level classes will be slightly less deep but the main difference between the instruction will be the amount of scaffolding provided during the higher order thinking activities. Throughout the year, the Honors and Dual Enrollment classes have proven themselves capable of handling difficult material with the addition of such scaffolding. The assessments will all be differentiated to account for the separate classes.

RATIONALE

Ideas of progressivism and imperialism are very much a part of American society today.

Students should be challenged to address these issues in their own context as they learn the necessary curriculum for the SOL’s. The classes will address appropriate content to prepare the AP students for their exam while also challenging the other classes to use higher order thinking. The other classes have shown themselves capable to complete such difficult activities and I’m confident they will continue to do so during this unit.

GOALS & ESSENTIAL QUESTIONS

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1.

How did the Spanish American War and imperialism of the late nineteenth century represent a deviation of basic American principles?

2.

How did different Americans respond to the Progressive agenda?

OBJECTIVES: By the end of the unit, the student will be able to…

1.

Analyze the war-hungry public sentiment of the United States leading up to the Spanish

American War in a short essay.

2.

Analyze and interpret examples of yellow journalism to increase understanding of events and life in United States history through primary documents. (USII.1a)

3.

Explain the reasons for and results of the Spanish American War in class discussion.

4.

Recognize the emergence of the United States as a world power after the Spanish American War in class discussion.

5.

List examples of Progressive Movement leaders and their main goals on a chart.

6.

Relate the emergence of progressive labor movements to industrialization in a cause-and-effect format.

7.

Compare and contrast Theodore Roosevelt’s imperialist foreign policies with the Monroe

Doctrine and prior United States foreign policy in a Venn diagram.

8.

Explain the United States’ emergence as a world power and its impact on the world stage during

World War I by writing a short paper.

STANDARDS

Standard USII.4e: The student will demonstrate knowledge of how life changed after the Civil War by: e) Describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.

Standard USII.5- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: a) Explaining the reasons for and results of the Spanish American War. b) Describing Theodore Roosevelt’s impact on the foreign policy of the United States. c) Explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.

OUTLINE OF CONTENT

1.

Introduction to Imperialism a.

Examples b.

Non-examples

2.

Spanish American War a.

American sentiments before war

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Assessment Analysis and Critique b.

Foreign investing i.

Business ii.

Social c.

Sinking of the USS Maine d.

Yellow Journalism e.

Results of the Spanish American War i.

US emerges as world power ii.

Cuba independent w/ restrictions iii.

US territorial gains

3.

Foreign Policy a.

Monroe Doctrine b.

Roosevelt’s Big Stick Diplomacy i.

Panama Canal ii.

International policing power iii.

Great White Fleet c.

Imperialism vs. Anti-imperialism d.

Taft’s Dollar Diplomacy e.

Wilson’s Moral Diplomacy i.

Mexico

4.

Progressive movement (1901-1918) a.

Who were progressives? b.

Causes c.

Organized labor and workplace reforms d.

Election of 1912 e.

Women’s suffrage f.

Temperance movement g.

African Americans h.

16 th , 17 th , 18 th , and 19 th amendments i.

New Nationalism vs. New Freedom

5.

WWI a.

Causes of the war b.

Reasons for involvement c.

Results of involvement d.

Allied and Central Powers e.

Wilson’s Fourteen Points

ASSESSMENTS & EVALUATIONS

Formative Assessments



Students will be formatively assessed based on their participation in group and class-wide discussions.

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

Students will be formatively assessed through class work, charts, exit tickets, primary document analyses, and Venn diagrams.



Students will be formatively assessed through their writing of a short essay on American sentiments before the Spanish American War and the emergence of the US on the world stage following WWI.

Summative Assessments



Students will be summatively assessed based on their performance on an end-of-unit test, which will evaluate content knowledge at the cognitive level defined in the unit objectives. Unit test can be found at the end of this unit plan.

MATERIALS & RESOURCES



Computer



Smart Board



Powerpoint Presentations



Student Hand-outs



Notebooks (for students)

CALENDAR

Day 1

Objectives 1, 2, 3,4



Imperialism



Entering the Spanish

American War



The Spanish American

War



Results

Day 5

Objective 8



Maintaining neutrality before WWI



Entering WWI

Day 2

Objective 7



President Roosevelt



Monroe Doctrine

(refresh)



Roosevelt Corollary



Big Stick Diplomacy



Panama Canal



Roosevelt’s impact on foreign policy



Taft’s Dollar

Diplomacy



Wilson’s Moral

Diplomacy

Day 6

Objectives 8



WWI



Wilson’s Fourteen

Points



Socratic Seminar-

America as a world power, imperialism

Day 3

Objectives 5, 6



Progressive movement- women, negative effects of industrialization

Trustbusting

Unit Test

Day 7

Day 4

Objectives 5,6



Progressive movement- labor, workplace reforms, temperance movement

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DAILY LESSON PLANS


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Day 1

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: Imperialism- Concept Formation

Subject: AP US History Grade Level: 11 90 minutes

CONTEXT/RATIONALE

The late nineteenth century represents a shift in American foreign policy that has significant repercussions for America today. The unit will center around the essential question “Did the Spanish

American War and imperialism of the late nineteenth century represent a deviation of basic American principles” so it is important that the class has a firm understanding of the concept of imperialism. The concept formation model allows the students to construct their own knowledge of the concept by examining examples and non-examples to ensure that they can distinguish between the two. Following the Concept Formation lesson on imperialism, the class will learn about the causes leading up to the

Spanish American War. This will tie in well with the concept lesson on imperialism, since America’s ventures in Latin America at the time reflect imperialist foreign policies.

The United States entered the Spanish American War because of a frenzied media, imperialist tendencies, business interests, jingoism, and the eventual sinking of the USS Maine. This lesson will present material about the reasons for entering the Spanish American War, discuss the actual fighting of the war, and conclude with the ramifications for US victory in the war. The most important result,

America’s recognition as a world power, will serve as a foundational understanding for later lessons on

WWI and WWII. After the lesson, students should begin to be able to make connections to American involvement in wars they are familiar with today. Students will also develop skills in reading primary documents.

SOLS & OBJECTIVES

SOL USII.5a- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for and results of the Spanish

American War.

Objectives: By the end of the lesson, the student will be able to…

1.

Distinguish between examples and non-examples of Imperialism on a chart.

2.

Apply knowledge of Imperialism to the Spanish American War through class discussion.

3.

Analyze and interpret examples of yellow journalism to increase understanding of events and life in United States history through primary documents. (USII.1a)

4.

Explain the reasons for and results of the Spanish American War in class discussion.

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5.

Analyze the war-hungry public sentiment of the United States leading up to the Spanish

American War in a short essay.

6.

Recognize the emergence of the United States as a world power after the Spanish American War in class discussion.

ESSENTIAL QUESTIONS

1.

What is Imperialism?

2.

Why did the United States enter the Spanish American War?

3.

What were the results of the Spanish American War?

MATERIALS/RESOURCES

1.

Data retrieval chart for each student

2.

Powerpoint presentation

CONTENT & INSTRUCTIONAL RESOURCES

Critical Attributes of Imperialism:

1.

Extension of power over other areas

2.

Political, religious, humanitarian, or economically motivated

3.

Assertion of world power

Concept Formation Plan

1.

Pass out data retrieval charts for students to work on in pairs (15 minutes)

2.

Ask for examples of similarities between the examples and write them on the board, circling the critical attributes (5 minutes)

3.

Teacher will write definition of imperialism “ the policy, practice, or advocacy of extending the power and dominion of a nation especially by direct territorial acquisitions or by gaining indirect control over the political or economic life of other areas; broadly : the extension or imposition of power, authority, or influence.” (2 minutes)

4.

Ask the class for a label for the concept until “imperialism” is suggested (3 minutes)

5.

Classifying: four examples will be presented to the class for them to decide if it meets the qualifications for imperialism or not. If not an example, the class will have to determine what to change to make it an example (10 minutes)

America’s Involvement in the Spanish American War

1.

Students take out notebooks for lecture on the reasons for America’s involvement in the

Spanish American War (45 minutes)

2.

Students will analyze example of yellow journalism presented in the powerpoint.

3.

Exit Ticket: “How did the media, business, and society lead to America’s involvement in the

Spanish American War?” (10 minutes)

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DIFFERENTIATION

The concept formation lesson plan involves group work that allows the teacher to roam around the room and provide additional scaffolding if necessary. For students that have difficulty coming up with their own example, the teacher can suggest where to look in their textbook for a satisfactory example.

ASSESSMENT

Students will be formatively assessed when the class reviews the data-retrieval chart. The teacher may go over missed material again to enhance understanding. The teacher will ask questions during the lecture to check for understanding about imperialism, its role in the Spanish American War, the impact of yellow journalism, and the results of the Spanish American War. The question-answer session will serve as a formative assessment of student comprehension. Finally, the class will have an exit ticket that will assess the student’s analysis of America’s emergence as a world power.

HOMEWORK

Read Chapter 28, taking outline notes of content.

REFLECTION

I felt like this lesson went really well. While filling out the data retrieval charts, the students put in things like “taking advantage of” and “oppressor” for the nature of the relationships section, which really helped them put into their own words what Imperialism looks like. I was pleased with the productivity during the Concept Formation portion of the lesson, and found that the students did a great job with it.

The class also had a great time analyzing yellow journalism. When showing the picture of the Maine exploding, I had a student come to the board to circle the hyperbolic images. The entire class laughed at the absurdity of the picture, noting how high the soldiers were above the explosion and how

“treacherous” the act was!

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Desiring to destroy Greece’s main enemy, the Persian

Empire, between 334 and 323

BC, Alexander the Great conquered vast tracts of land from Greece as far East as India and as far south as the Upper

Nile religions of Egypt.

Alexander’s armies spread

Greek language and culture to conquered lands. Alexander retained control of all conquered lands until his death in 323.

In 1492, Christopher Columbus arrived in the Caribbean and claimed the new territory for

Spain. In the decades to follow, Conquistadors like

Cortez and Pizarro poured into

Central America in a search for gold and resources, of which a portion was sent back to Spain.

Millions of natives were slaughtered and enslaved in the process.

Hoping to become a dominant leader in world affairs, the

Ottoman Turks began a long period of territorial expansion through military conquest in the 15th century, eventually controlling all of Asia Minor, most of the Balkans, and a large expanse of territory from the Middle East all the way across North Africa. This territory began to contract in the 19th century and the

Ottoman Turks finally fell out of power in 1922.

Which country was in control?

What is the main nature of the relationship?

How did that country gain control?

Why did that country want control?

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Day 2

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: Roosevelt’s Foreign Diplomacy


CONTEXT/RATIONALE

Roosevelt’s accidental assumption of the presidency made him the then youngest American president. In this lesson, students will draw on prior knowledge about the young assistant secretary of the navy to predict how the expansionist leader of the Rough Riders would influence American foreign policy. They will learn about Roosevelt’s Corollary to the Monroe Doctrine and how Big Stick Diplomacy impacted the making of the Panama Canal.

Roosevelt’s influence on foreign policy lasted after his presidency was over, as subsequent presidents had to respond to Big Stick Diplomacy. This lesson will look at how Taft and later Wilson slightly modified the policies of Roosevelt, yet still more closely resembled Big Stick Diplomacy than a strict adherence to the Monroe Doctrine. After understanding foreign policies before and after

Roosevelt, the students will have to evaluate the impact that Roosevelt had on America’s foreign policy.

SOLS & OBJECTIVES

SOL USII.5b- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by describing Theodore Roosevelt’s impact on the foreign policy of the United States.

SOL USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and present by identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam.


1.

Compare and contrast Theodore Roosevelt’s imperialist foreign policies with the Monroe

Doctrine and prior United States foreign policy in a Venn diagram.

2.

Relate the Roosevelt Corollary to American involvement or noninvolvement in more contemporary foreign affairs (ie: Vietnam)

3.

List the differences between Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy on a chart.

4.

Analyze how Big Stick Diplomacy irreparably entered America onto the world stage during a class discussion.

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5.

Evaluate how Roosevelt impacted America’s foreign policy in a short essay.

ESSENTIAL QUESTIONS

1.

How does the Roosevelt Corollary represent a shift from former American principles?

MATERIALS/RESOURCES

1.


2.

Data sets (four different sets)

3.

Data retrieval charts


1.

Warm-Up: What does the Monroe Doctrine say? (10 minutes)

2.

Lecture/Frontloading: Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy (30 minutes)

Inquiry Lesson: Would Roosevelt have entered into Vietnam? (50 minutes)

1.

Explanation of the Inquiry Model (5 minutes)

2.

Students make hypotheses about the question, “Would Theodore Roosevelt have entered into

Vietnam?” (5 minutes)

3.

Students will be divided into groups of four, with four data sets for each group. Each student will be the “expert” on their data set and present the information to the rest of the group. After each data set is presented, the group will use their prior knowledge about Roosevelt and imperialism to revise their hypotheses based on the new information. (30 minutes)

4.

The class will share their revised hypotheses and have a discussion to assess understanding of

Roosevelt’s impact on foreign policy. (10 minutes)

DIFFERENTIATION

The Inquiry Lesson involves group work where the teacher can provide additional scaffolding to students that are struggling with the material. This scaffolding will be especially necessary as not all of the students will have a complete understanding of the Vietnam War, and may not have an adequate understanding even after the data sets are provided.

ASSESSMENT

The teacher will formatively assess the students by looking at their Venn diagrams, foreign diplomacy charts, and data retrieval charts.

HOMEWORK

Review Chapter 28 reading. Bring in additional questions about the content after completing reading and notes.

REFLECTION

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I really wanted to give the students an opportunity to learn about the Vietnam War before we get to it later in the semester. Teddy Roosevelt’s Big Stick Diplomacy gave me a good opportunity to conduct an

Inquiry Lesson where they had to figure out if he would go into the war. In Inquiry Lessons for history, it’s sometimes difficult to create a situation where students don’t already know what happened. I found this to be the case during this lesson, where almost all of the students said he would enter the war, which is exactly what America ended up doing. I’m not sure how to change this in the future, since the data charts I created were actual sources from the Vietnam-era, and reflected the real pro-war attitudes of the time.

I did find the Inquiry Lesson an appropriate one for this lesson, because the students constantly had to ask themselves what they knew about Roosevelt and how he would handle different diplomatic situations. I believe that this type of student-constructed learning enhanced their knowledge of Big

Stick Diplomacy.

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Monroe Doctrine & Roosevelt Corollary Venn diagram

Monroe Doctrine



James Monroe, Secretary of

State John Quincy Adams



1823



American continents “not to be considered as subjects for future colonization by any

European powers”



US opposed to attempts by a

European power over any republic in the Western

Hemisphere



Noncolonization and nonintervention



Nationalistic



Similarities

Generally limited to Western

Hemisphere



Noncolonization



Don’t want other countries to intervene



Nationalistic

Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy

Roosevelt Corollary



Theodore Roosevelt



1905



US will intervene to prevent others from intervening



Justified wholesale interventions and repeated landings of the marines



Focused on Western



Hemisphere

Panama Canal (US will intervene if it helps the US)

Big Stick Diplomacy



Theodore Roosevelt



1901-1909



US will intervene to prevent others from intervening



Justified wholesale interventions and repeated landings of the marines



Focused on Western



Hemisphere

Panama Canal (US will intervene if it helps the US)

Dollar Diplomacy



William Howard Taft



1909-1913



Not “Big Stick”



Expansionist, but based on financial investments, not navy



Promote US trade by supporting American

 enterprises abroad

Railroads in China



Intervention in Nicaragua

Moral Diplomacy



Woodrow Wilson



1913-1917



Supposedly opposed to imperialism, big stick diplomacy, and dollar diplomacy



Righting past wrongs: 1) Jones

Act of 1916 gave Philippines full territorial status, bill of rights, universal male suffrage, and independence, 2) US citizenship granted to all inhabitants of Puerto Rico in

1917, 3) repealed an act that exempted US ships from

 paying toll on Panama Canal

BUT, he asked for an arms embargo against Mexican gov’t., and blockaded the port of Vera Cruz, later occupying it

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Would Theodore Roosevelt have entered into the Vietnam War?

Document Title Summary Revised Hypothesis

1

The American

Pageant p. 899-

900

The Vietnam

Nightmare

2

The Domino

Theory

3

4

President

Eisenhower to

Vietnam

President Ngo

Dinh Diem

October 23, 1954

GOP Claims Ship

Attack as ‘Proof’

Augusta

Chronicle (August a, Georgia) on

Aug. 3, 1964:

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The domino theory was a theory during the 1950s to 1980s, promoted at times by the government of the United States, that speculated that if one state in a region came under the influence of communism, then the surrounding countries would follow in a domino effect. The domino theory was used by successive United States administrations during the Cold War to justify the need for American intervention around the world.

Referring to communism in Indochina, U.S. President Dwight D. Eisenhower put the theory into words during an April 7, 1954 news conference:

Finally, you have broader considerations that might follow what you would call the "falling domino" principle. You have a row of dominoes set up, you knock over the first one, and what will happen to the last one is the certainty that it will go over very quickly. So you could have a beginning of a disintegration that would have the most profound influences.

In 1945, the Soviet Union brought most of the countries of Eastern Europe and Central Europe under its influence as part of the post-World War II settlement, prompting Winston Churchill to declare in a speech in 1946 at Westminster College in Fulton, Missouri that:

“ From Stettin in the Baltic to Trieste in the Adriatic an "iron curtain" has descended across the

Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern

Europe. Warsaw, Prague, Budapest, Belgrade, Bucharest and Sofia; all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control from Moscow. ”

Following the Iran crisis of 1946, Harry Truman declared what became known as the Truman Doctrine in

1947, promising to contribute financial aid to Greece during the Civil Warand to Turkey following World

War II, in the hope that this would impede the advancement of Communism into Western Europe. Later that year, diplomat George Kennan wrote an article in Foreign Affairs magazine that became known as the "X Article", which first articulated the policy of containment, arguing that the further spread of

Communism to countries outside a "buffer zone" around the USSR, even if it happened via democratic elections, was unacceptable and a threat to U.S. national security. Kennan was also involved, along with others in the Truman administration, in creating the Marshall Plan, which also began in 1947, to give aid to the countries of Western Europe (along with Greece and Turkey), in large part with the hope of keeping them from falling under Soviet domination.

In 1949, China became a Communist country (officially the People's Republic of China) after Chinese

Communist rebels defeated the Nationalist Republican government in the conclusion of the Chinese Civil

War (1927~1949). Two Chinas were formed - mainland 'Communist China' (People's Republic of China) and 'Nationalist China' Taiwan (Republic of China). The takeover by Communists of the world's most populous nation was seen in the West as a great strategic loss, prompting the popular question at the time, "Who lost China?" [1]

Korea had also partially fallen under Soviet domination at the end of World War II, and in 1950 fighting broke out between Communists and Republicans that soon involved troops from China (on the

Communists' side), and the United States and 15 allied countries (on the Republicans' side). The war has

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Assessment Analysis and Critique not officially ended to this day but the fighting ended in 1953 with an armistice that left Korea divided into two nations, North Korea and South Korea.

In March 1954, the Viet Minh, a Communist and nationalist army, defeated French troops and took control of what became North Vietnam. This caused the French to fully withdraw from the region then known as French Indochina, a process they had begun earlier. The region now comprised four independent countries: North Vietnam, South Vietnam, Cambodia and Laos.

President Eisenhower was the first to refer to countries in danger of Communist takeover as dominoes, in response to a journalist's question about Indochina in an April 7, 1954 news conference, though he did not use the term "domino theory".

[2] If Communists succeeded in taking over the rest of Indochina,

Eisenhower argued, local groups would then have the encouragement, material support and momentum to take over Burma, Thailand, Malaya and Indonesia; all of these countries had large popular Communist movements and insurgencies within their borders at the time.

This would give them a geographical and economic strategic advantage, and it would make Japan, Taiwan, the Philippines, Australia, and New Zealand the front-line defensive states. The loss of regions traditionally within the vital regional trading area of countries like Japan would encourage the front-line countries to compromise politically with communism.

Eisenhower's domino theory of 1954 was a specific description of the situation and conditions within

Southeast Asia at the time, and he did not suggest a generalized domino theory as others did afterward.

Taken from: http://en.wikipedia.org/wiki/Domino_theory

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President Eisenhower to Vietnam President Ngo Dinh Diem

October 23, 1954

Dear Mr. President,

I have been following with great interest the course of developments in Vietnam, particularly since the conclusion of the conference at Geneva. The implications of the agreement concerning Vietnam have caused grave concern regarding the future of the country temporarily divided by an artificial military grouping, weakened by a long and exhausting war, and faced with enemies without and by their subversive collaborators within.

Your recent requests for aid to assist in the formidable project of the movement of several hundred thousand loyal Vietnamese citizens away from areas which are passing under a de facto rule and political ideology which they abhor, are being fulfilled. I am glad that the United States is able to assist in this humanitarian effort.

We have been exploring ways and means to permit our aid to Vietnam to be more effective and to make a greater contribution to the welfare and stability of the Government of Vietnam. I am, accordingly, instructing the American Ambassador to Vietnam [Donald R. Heath] to examine with you in your capacity as Chief of Government, how an intelligent program of American aid given directly to your

Government can serve to assist Vietnam in its present hour of trial, provided that your Government is prepared to give assurances as to the standards of performance it would be able to maintain in the event such aid were supplied.

The purpose of this offer is to assist the Government of Vietnam in developing and maintaining a strong, viable state, capable of resisting attempted subversion or aggression through military means. The

Government of the United States expects that this aid will be met by performance on the part of the

Government of Vietnam in undertaking needed reforms. It hopes that such aid, combined with your own continuing efforts, will contribute effectively toward an independent Vietnam endowed with a strong Government. Such a Government would, I hope, be so responsive to the nationalist aspirations of its people, so enlightened in purpose and effective in performance, that it will be respected at home and abroad and discourage any who might wish to impose a foreign ideology on your free people.

Source: Department of State Bulletin, November 15, 1954

Taken from: http://www.pbs.org/wgbh/amex/vietnam/psources/ps_eisenhower.html

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GOP Claims Ship Attack as ‘Proof’

Augusta Chronicle (Augusta, Georgia) on Aug. 3, 1964:

Washington (AP)—Republicans pointed to Sunday’s attack on a U.S. destroyer off North Viet Nam as support for their assertions that the administration isn’t handling things well in that troubled part of the world.

Sen. Everett M. Dirksen of Illinois, the Republican Senate leader and a frequent critic of U.S. policy in

South Viet Nam, said the futile PT boat attack on the destroyer Maddox calls for “a new hard look” at the U.S. position in that area.

Both Republicans and Democrats applauded the Navy’s prompt and apparently effective return fire against the unidentified PT boats.

No Comment

A White House spokesman said President Johnson was advised promptly of the early-morning attack but there would be no comment at present. Nor was there any indication of whether or when a protest would be lodged against the apparent violation of the freedom of the high seas.

Johnson summoned some top advisers to the White House, presumably to discuss the incident and its effect on U.S. policy. Among those unofficially reported attending were Secretary of State Dean Rusk,

Secretary of Defense Robert S. McNamara, Undersecretary of State George W. Ball, Asst. Secretary of

Defense Cyrus R. Vance and Gen. Earle G. Wheeler, chairman of the Joint Chiefs of Staff…

No Air of Crisis

There was no air of diplomatic crisis in administration circles. Officials said the attack would not be used as grounds for carrying the war to the North.

It was emphasized, however, that U.S. craft would continue to patrol in international waters. Authorities said American ships have been patrolling in the Tonkin Gulf area for some time.

Sen. Richard B. Russell, D-Ga., the chairman of the Senate Armed Services Committee, said approvingly that the incident shows that if any foreign warships attack a U.S. warship in international waters “they can be certain of instant retaliation.”

He told a newsman he sees no basis in the episode for any immediate action or investigation by his committee but added, “Of course, we will be interested in learning how our equipment has functioned in this operation.”

Taken from: http://www.newsinhistory.com/blog/gulf-tonkin-incident-clash-us-north-vietnamese-ships

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Day 3

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: Progressive Movement (part I)


CONTEXT/RATIONALE

The youth of President Roosevelt helped organize “progressivist” sentiments that had been building momentum since the early 1890’s in response to increased immigration, growing cities, industrialization, big business, income gaps, and political machines. The Progressives were made up of the US urban middle-class and worked for reforms in labor, suffrage, and temperance. The students will make predictions about the causes and effects of the Progressive Movement.

SOLS & OBJECTIVES

SOL USII.4d- The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.


1.

Describe the causes leading up to the emergence of the progressive movement in a class discussion.

2.

Relate the emergence of progressive labor movements to industrialization in a cause-and-effect format.

3.

Relate their knowledge of yellow journalism media during the Spanish American War to muckraker magazines of the Progressive Era.

ESSENTIAL QUESTIONS

1.

Did all Americans embrace the Progressive agenda?

MATERIALS/RESOURCES

1.



1.

Warm-Up (10 minutes)- review imperialism and America’s foreign policy between Roosevelt,

Taft, and Wilson.

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2.

Begin presentation, using a “paired-share” approach to asking questions, where students talk with their partner and then volunteers share with the class (50 minutes).

3.

Introduce intentional questions during the presentation to draw on prior knowledge, promote higher-order thinking, prompt ethical valuing, and make connections to the world today.

4.

Questions: a.

Why did the Progressive Era occur when it did? (prior knowledge, higher order thinking) b.

Is Muckraking the new Yellow Journalism? (evaluation, prior knowledge) i.

Is it right to publish (ethical valuing) c.

How does media impact us today? How similar is it to Muckraking and Yellow

Journalism? (connection to world beyond classroom) d.

Food and Drug Act- do you think it’s right for the government to determine what is

“good” and what is “not”? (ethical valuing, connections to world beyond classroom)

5.

Activity (15 minutes) - with your partner, create your own artifact that meets the same objectives of muckraking and yellow journalism. These will be put up around the classroom a.

Use a big, catchy, sensationalized title b.

Goal is to influence public opinion c.

Motivation could be personal (yellow journalism) or humanitarian (muckraking)

6.

Exit Ticket (15 minutes)- Why did the Progressive Era begin during Theodore Roosevelt’s presidency?

DIFFERENTIATION

The pair-share approach provides the opportunity for all students to talk at their own level. Students that are intimidated by speaking in front of the class are still challenged to participate but are not made uncomfortable by speaking to everyone. The make-your-own-muckraking activity can meet the learning needs of visual-spatial learners.

ASSESSMENT

Teacher will formatively assess students during the questions to gather information about their understanding. The teacher will collect the muckraking activity to assess whether they understood the goals, motivations, and outcomes involved with muckraking.

HOMEWORK

Read Chapter 29, outlining each section of the text.

REFLECTION

I was a bit upset when this lesson began because the students were not able to come up with any differences between the three foreign diplomacies. In a formative assessment of their knowledge at the beginning of class, the students were silent when I asked them to explain the differences. Because of this, I had to show the class my own chart that listed the differences in order for them to grasp the material. This goes against a philosophy of student-constructed learning, but was a decision I made in

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Assessment Analysis and Critique line with the idea of assessments for learning. In assessments for learning, the assessment is done in order to further knowledge and fill in gaps of knowledge, which is what I ended up doing.

The class seemed to enjoy the make-your-own-muckraking activity, but got close to going too far in their exaggerations. Many made posters about death, which I didn’t love, but which is also consistent with the explosion of the Maine yellow journalism piece. In the future I think I may be more intentional in setting guidelines for what students can create and help steer them in a slightly different direction.

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Day 4

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: Progressive Movement (part II)


CONTEXT/RATIONALE

The election of William Howard Taft led to an eventual schism within the Republican Party between Taft and the conservatives and Roosevelt and the progressives. The division led to an easy election four years later for Woodrow Wilson, who also continued progressive legislation. Students will analyze the shift within the Republican Party and then answer the question of whether all Americans embraced the Progressive agenda.

SOLS & OBJECTIVES

SOL USII.4d- The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.


1.

List examples of Progressive Movement leaders and their main goals on a chart.

2.

Identify the exclusion of African Americans from the Progressive agenda through a class discussion.

3.

Evaluate the divisions within the Republican Part of the early 20 th century by addressing the conservative and progressive units of the party in an exit ticket.

ESSENTIAL QUESTIONS

1.

Did all Americans embrace the Progressive agenda?

MATERIALS/RESOURCES

1.


2.

Station readings

3.

Station labels

4.

Station pictures


1.

Complete presentation on the Progressive Era, beginning with the election of 1912.

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Assessment Analysis and Critique a.

Ask students to discuss differences between Wilson and the Democrats and Roosevelt and the Republicans

2.

Prepare students for the “Progressive Shuffle.” a.

Six stations will be set up in the room, each with brief summaries of different

Progressive Era reforms and follow-up questions to enhance understanding. b.

Students will have 10 minutes at each station to read the summaries and answer the questions in their notebooks to later use for studying. c.

Stations include Civil Right’s, Women’s Suffrage, Labor, Social Welfare, Socialism, and

Temperance. Civil Rights will be led by Mr. McGovern, Women’s Suffrage by Mr. Vereb.

DIFFERENTIATION

This lesson represents a new learning style for the students in this class. It aligns with Universal Design for Learning concepts of student choice by allowing students to move through stations in groups and work with their group, or independently, as they so choose. The small group sizes allow the teachers to change instruction for their station based on student learning needs.

ADAPTATIONS

Students with reading difficulties can have their group read the summaries aloud so discussion and understanding can still occur. Extra help can be provided by the teachers in their groups.

ASSESSMENT

The class will be assessed at the beginning of the next classed based on their retention of the material.

Formative assessment will occur at Mr. Vereb’s station through discussion about student’s understanding of the stations they have already visited.

HOMEWORK

Review Chapter 29 outline notes and bring in questions about the reading.

REFLECTION

I was excited about conducting this team-taught lesson with Mr. McGovern both because it offered me a new experience and because it involved student-constructed learning. The introductory lecture went well but when it came time to do the “Progressive Shuffle” the students gave me a lot of push-back.

They were tired of doing a bunch of reading in class and, least understandably, were upset that they had to walk around the classroom to the different stations. I was a bit upset about their lack of willingness to be active in the classroom and told them that I want to work with them to create a classroom environment they can enjoy but stood firm in my decision to have them move around.

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The Temperance Movement

The temperance movement, discouraging the use of alcoholic beverages, had been active and influential in the United States since at least the 1830’s. Since the use of alcohol was often associated with such social ills as poverty and insanity, temperance often went hand in hand with other reform movements. From the 1850’s onward, the temperance movement focused much of its efforts on Irish and German immigrants.

Temperance advocates did not always emphasize prohibiting the consumption of alcohol. But by the late 19 th century, they did. The prohibition movement achieved initial successes at the local and state levels. It was most successful in rural southern and western states, and less successful in more urban states. By the early 20 th century, prohibition was a national movement.

Prohibition exhibited many of the characteristics of most progressive reforms. That is, it was concerned with the moral fabric of society; it was supported primarily by the middle classes; and it was aimed at controlling the “interests” (liquor distillers) and their connections with corrupt politicians in city, state, and national governments. Still, it was not until U.S. entry into the Great War that prohibitionists were able to secure enactment of national legislation.

In 1918, Congress passed the 18 th Amendment to the Constitution, prohibiting the manufacture, transportation, and sale of alcoholic beverages. States ratified the Amendment the next year.

Herbert Hoover called prohibition a “noble experiment,” but the effort to regulate people’s behavior soon ran into trouble. Enforcement of prohibition became very difficult.

Soon, terms such as “bootlegger,” “bath tub gin,” and “speakeasy” became household words.

Gangs of hoodlums became more powerful as they trafficked in alcohol. By the 1930’s, a majority of Americans had tired of the noble experiment, and the 18 th Amendment was repealed.

Questions:

1.

What did the 18 th Amendment do?

2.

How does the temperance movement fit into the Progressive Era?

3.

Describe the message of this picture.

4.

According to the picture, why did prohibitionists advocate against alcohol consumption?

Taken from: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/ti meline/progress/prohib/

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Women’s Suffrage

19th Century Women: Second-class Citizens

In the nineteenth century, when the women's rights movement was born, women were essentially treated as second-class citizens. They were just beginning to gain admission to colleges. That they were prohibited from the medical and legal professions, as well as the pulpit, stands to reason.

Women who were married had to surrender many of their rights, including the right to own property, to their husbands. Even some of the nation's founding principles, including the right to representation— in terms of taxation and any other governmental issues— did not apply to women, who could not participate in elections.

The Seneca Falls Convention

The birthdate of the Women's Rights Movement is widely identified as July 19, 1848. While individual women had already begun to call for advancements in gender equality, it was at this time that Elizabeth Cady Stanton and Lucretia Mott organized the first women's rights meeting.

Held in Seneca Falls, N.Y., the historic convention was attended by about 300 women and men.

Many of them signed the "Declaration of Sentiments." This equal-rights adaptation of the

Declaration of Independence received a great deal of negative press, bringing the convention ridicule—but also widespread publicity that helped fuel the women's rights cause. In the decades that followed, women achieved many social and legal gains, including the ratification of the Nineteenth Amendment (granting women the right to vote) in 1920.

Questions:

1.

Why did the women in the parade choose to wear these specific outfits?

2.

How did women appeal to the public to get the right to vote?

3.

Who was significant in the women’s suffrage movement?

4.

When and how did women get the right to vote?

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Socialism

Roots of socialism in America

The roots of socialism in America can be traced to the arrival of German immigrants in the 1850s when Marxian socialist unions began, such as the National Typographic Union in

1852, United Hatters of 1856, and Iron Moulders` Union of North America in 1859. Theodore

H. White, author of Fire in the Ashes: Europe in Mid-Century (1953) wrote, "Socialism is the belief and the hope that by proper use of government power, men can be rescued from their helplessness in the wild cycling cruelty of depression and boom."

Progress of socialism

The Socialist Party in America was born and grew dramatically between 1900 and 1912.

Under the charismatic leadership of Eugene V. Debs in 1912, 160 councilmen, 145 aldermen, one congressman, and 56 mayors, including Milwaukee, Wisconsin, Berkeley, California, and

Schenectady, New York, were elected as Socialists. At the time, Socialists published 300 newspapers, including the Appeal of Reason, which was a Kansas-based publication with

700,000 subscribers. Membership in the Socialist Party totaled 125,000.

Debs converted to socialism while serving jail time for his part in the Pullman Strike in 1897, and began to edit the Appeal to Reason publication. From

1900 to 1920, he ran for president on the Socialist ticket while increasing membership to the Socialist

Party tenfold. Although Debs insisted he was a Marxist, he spoke more about poverty and injustice than typical socialist concerns about the class struggle and the dictatorship of the proletariat (Marx).

In 1912, Debs received 900,000 votes, which was six percent of the presidential votes cast that year, principally for his stand against America`s involvement in World War I. Debs appealed to blue collar workers hungry for improved working conditions and higher wages, but also such intellectuals as authors Jack

London and Upton Sinclair.

Prominently with President Theodore

Roosevelt and through the 20th century`s first years, the Progressive Movement came into view with its belief in “the perfectability of man, and in an

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Assessment Analysis and Critique open society where mankind was neither chained to the past nor condemned to a deterministic future; one which people were capable of changing their condition for better or worse.”

The Socialist Party was included within the Progressive Movement. The party dealt with

American problems in an American manner. Unlike the Communist Party, the Socialist Party at that time felt no obligation to adhere to an international party line. For example, socialists and other progressives campaigned at the local level for municipal ownership of waterworks, gas and electric plants, and made good progress in such endeavors. In 1911, there were 18

Socialist candidates for mayor, and they nearly won the Cleveland, Ohio, and Los Angeles,

California, mayoral races.

In 1905, Upton Sinclair founded the Intercollegiate Socialist Society, which soon had chapters in the leading universities. Lively young men and women discussed the “New Gospel according to St. Marx.” Universities were considered to be favorable ground for progressive thought.

Following the election of 1912, Socialist Party membership began to decline as some members cast their vote for Woodrow Wilson. Others were expelled, such as the Industrial

Workers of the World, of which Debs and labor organizer "Mother" Mary Harris Jones had once been members. The IWW had been organized in 1905, grew into a radical, direct-action wing of American socialism by 1910, and had up to 100,000 workers by 1915.

By 1917, Socialist Party membership had slipped to 80,000. Nevertheless, by 1920Debs managed to garner 919,800 votes for his presidential candidacy, the most a socialist has ever received in America, albeit making up only 3.4 percent of the popular vote. Those votes were representative of Americans` disillusionment with World War I, and of Debs himself, who spoke passionately against the country`s involvement in that war.

The Espionage Act of 1917 was crafted to jail “anyone who interfered with the draft or encouraged disloyalty [to America]” and provided for jail sentences of 10 to 20 years.

The Sedition Act of 1918 extended further penalties to those found obstructing the sale of U.S. war bonds, discouraging recruitment, uttering “disloyal or abusive language” about the government, the Constitution, the American flag, or even the U.S. military uniform. Under those acts, the government arrested more than 1,500 people, including Eugene Debs.

The Socialist Party`s strength was further sapped by 1920, because of government suppression and public disapproval during World War I. Such anti-socialist hysteria as the Red

Scare, and internal factionalism aggravated by the presence of Communists, took their toll.

Fears associated with the Bolsheviks` seizure of power in Russia, bombings in the United

States, along with a series of labor strikes, led to the Red Scare in 1919. Suspected socialists

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Assessment Analysis and Critique and Communists were arrested and thrown into jail. In the end, of the 5,000 people who were given arrest warrants, only slightly more than 600 aliens were actually deported.

Questions:

1.

What policies did the Socialist Party support?

2.

How radical was the Socialist Party?

3.

How does socialism relate to the Progressive Era? Note similarities to other progressive movements and “mainstream” political parties.

Taken from: http://www.u-s-history.com/pages/h1669.html

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Samuel Gompers and the American Federation of Labor

The labor movement gained strength in the 1850s in such crafts as typographers, molders, and carpenters. Fixed standards of apprenticeship and of wages, hours, and working conditions were drafted. Although such agreements often broke down in periods of depression, a strong nucleus of craft unions had developed by the 1880s so that a central federation emerged. This was the American Federation of Labor.

Samuel Gompers (1850-1924) was the first president of the American Federation of

Labor, the first enduring national labor union. He served as president from 1886 until his death in 1924, except for a single year, 1895. Born in London, he immigrated to the United States at the age of 13, and worked as a cigar-maker. He became the leader of the cigar-makers' union, and transformed it into one of the country's strongest unions.

Gompers believed that labor had the most to gain by organizing skilled craft workers, rather than attempting to organize all workers in an industry. He refused to form an alliance with the Knights of Labor. "Talk of harmony with the Knights of Labor," he said, "is bosh. They are just as great enemies of trade unions as any employer can be."

Gompers repudiated socialism and advocated a pragmatic "pure and simple" unionism that emphasized agreements with employees--which would spell out for a stipulated period the wages, hours of work, and the procedures for handling grievances. Gompers proposed that agreements contain clauses stipulating that employers hire only union members (the closed shop) and that any employee should be required to pay union dues. Employers advocated the open shop, which could employ non-union members.

During the 1880s and 1890s, unions sought to secure and retain a foothold in such major industries as railways, steel, mining, and construction. It was in the building trades where the craft principle was most dominant that the American Federation of Labor developed its largest membership. Miners merged their crafts into the United Mine Workers of America, an industrial union that admitted to membership of those working in and about a mine, whether skilled or unskilled.

In 1892, the AFL's affiliate in the steel industry, struck in protest against wage cuts.

Following the bitter Homestead strike, the steel industry adopted an open shop policy. Craft unions were able to secure collective bargains on railroads, but when some workers a union of all rail workers, their effort collapsed in the Pullman boycott of 1894.

But some efforts at unionization proved more successful, including efforts in organizing workers in immigrant sweatshops. The International Ladies' Garment Workers and the

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Amalgamated Clothing Workers demonstrated that the new immigrants could be effectively organized.

As trade unionism gained ground before World War I, employers in mines and factories established "company unions," to handle grievances and provide certain welfare benefits. The most notable company union was in the Rockefeller-owned Colorado Fuel and Iron Company.

Questions:

1.

What reforms did Gompers and the AFL-CIO advocate for?

2.

According to Gompers, what was the best way to get better worker’s rights?

3.

Why did organized labor expand during the Progressive Era?

4.

Did Roosevelt’s handling of the coal miner’s strike in 1902 strengthen organized labor?

Taken from: http://www.digitalhistory.uh.edu/disp_textbook_print.cfm?smtid=2&psid=3193

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Jane Addams, Hull House, and Social Welfare

Jane Addams (September 6, 1860-May 21, 1935) won worldwide recognition in the first third of the twentieth century as a pioneer social worker in America, as a feminist, and as an internationalist.

She was born in Cedarville, Illinois, the eighth of nine children. Her father was a prosperous miller and local political leader who served for sixteen years as a state senator and fought as an officer in the Civil War; he was a friend of Abraham Lincoln whose letters to him began “My Dear Double D-'ed Addams.” Because of a congenital spinal defect, Jane was not physically vigorous when young nor truly robust even later in life, but her spinal difficulty was remedied by surgery.

In 1881 Jane Addams was graduated from the Rockford Female Seminary, the valedictorian of a class of seventeen, but was granted the bachelor's degree only after the school became accredited the next year as Rockford College for Women. In the course of the next six years she began the study of medicine but left it because of poor health, was hospitalized intermittently, traveled and studied in Europe for twenty-one months, and then spent almost two years in reading and writing and in considering what her future objectives should be. At the age of twenty-seven, during a second tour to Europe with her friend Ellen G.

Starr, she visited a settlement house, Toynbee Hall, in London's East End. This visit helped to finalize the idea then current in her mind, that of opening a similar house in an underprivileged area of Chicago. In 1889 she and Miss Starr leased a large home built by Charles Hull at the corner of Halsted and Polk Streets. The two friends moved in, their purpose, as expressed later, being “to provide a center for a higher civic and social life; to institute and maintain educational and philanthropic enterprises and to investigate and improve the conditions in the industrial districts of Chicago.”

Miss Addams and Miss Starr made speeches about the needs of the neighborhood, raised money, convinced young women of well-to-do families to help, took care of children, nursed the sick, listened to outpourings from troubled people. By its second year of existence,

Hull-House was host to two thousand people every week. There were kindergarten classes in the morning, club meetings for older children in the afternoon, and for adults in the evening more clubs or courses in what became virtually a night school. The first facility added to Hull-

House was an art gallery, the second a public kitchen; then came a coffee house, a gymnasium, a swimming pool, a cooperative boarding club for girls, a book bindery, an art studio, a music school, a drama group, a circulating library, an employment bureau, a labor museum.

As her reputation grew, Miss Addams was drawn into larger fields of civic responsibility.

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In 1905 she was appointed to Chicago's Board of Education and subsequently made chairman of the School Management Committee; in 1908 she participated in the founding of the Chicago

School of Civics and Philanthropy and in the next year became the first woman president of the

National Conference of Charities and Corrections. In her own area of Chicago she led investigations on midwifery, narcotics consumption, milk supplies, and sanitary conditions, even going so far as to accept the official post of garbage inspector of the Nineteenth Ward, at an annual salary of a thousand dollars. In 1910 she received the first honorary degree ever awarded to a woman by Yale University.

Jane Addams was an ardent feminist by philosophy. In those days before women's suffrage she believed that women should make their voices heard in legislation and therefore should have the right to vote, but more comprehensively, she thought that women should generate aspirations and search out opportunities to realize them.

Questions:

1.

Describe Addams’ Hull House.

2.

What different reforms did Addams desire?

3.

Why do you think these social welfare policies came about during the Progressive Era?

Taken from: http://www.nobelprize.org/nobel_prizes/peace/laureates/1931/addams.html

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Day 5

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: Wilson’s Neutrality


CONTEXT/RATIONALE

Woodrow Wilson won his second election in 1916 with the slogan that “He kept us out of war,” a difficult task when American trading interests were intertwined with a full-scale war in Europe.

Eventual antagonistic events occurred that pushed Wilson into asking for a declaration of war against

Germany, including unrestricted submarine warfare and the Zimmerman Telegram. The students will learn about the difficulties in maintaining neutrality and the eventual impact of entering the war, with specific emphasis on business and labor.

SOLS & OBJECTIVES

SOL USII.5c- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States’ involvement in World War I and its international leadership at the conclusion of the war.


1.

Describe the events that led to World War I to the class through group presentations.

2.

List the countries that made up the Allied and Central Powers during World War I.

3.

Describe the difficulties America faced in remaining neutral during World War I in a class discussion.

4.

Recognize the causes of America’s involvement in World War I in an exit ticket.

ESSENTIAL QUESTIONS

1.

Why did the US have a difficult time staying out of World War I?

MATERIALS/RESOURCES

1.

Powerpoint Presentation

2.

Copies of documents describing America’s involvement in WWI

3.

DBQ sheets http://www.historyteacher.net/USProjects/DBQs2000/HerbMeserve-Sean.htm


1.

Conduct Review on the Progressive Era lessons (10 minutes)

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2.

Present Powerpoint lecture on America’s isolationism leading up to the war (30 minutes)

3.

Break class up into 5 groups and distribute different primary documents for each group. The documents chart America’s eventual progression into the war. Students will answer the questions on their documents and prepare to present the document and answer the questions in front of the class. (30 minutes)

4.

Review the events leading up to the war. (5 minutes)

5.

Assign an exit ticket: Why did the US have a difficult time staying out of World War I? (15 minutes)

DIFFERENTIATION

This lesson has differentiation in the content, process, and product. Students will be given varying primary documents to read and analyze and then present them to the class. The class offers instruction through lecture, student-constructed learning, and student-led presentations. Finally, students show their learning both through answering questions during the lecture and during their presentations.

ASSESSMENT

Students will be formatively assessed on their exit tickets. The teacher will circulate the room during the group work period in order to check degree of learning within each group.

HOMEWORK

Read Chapter 30

REFLECTION

This lesson went pretty well. I laughed so hard I cried while I was making the powerpoint slide for this lesson and was real excited about the student response. It was less than exceptional.

Most of the students didn’t seem to get the jokes that I had put in the slides, but that’s fine so long as it doesn’t detract from their learning. The group work time was productive but when it came time to present the answers the students seemed very hesitant. I had checked the responses for each group in order to ensure they presented the right information in an effort to make them more comfortable presenting, but many students were still hesitant being in front of the class. Even though they were uncomfortable, I think I want to continue doing instructional activities like this in order to help them develop into more confident public speakers.

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Document 1: Wilson’s “Peace without Victory” Speech to the US Senate- January 22, 1917

Victory would mean peace forced upon the loser, a victor's terms imposed upon the vanquished. It would be accepted in humiliation, under duress, at an intolerable sacrifice, and would leave a sting, a resentment, a bitter memory upon which terms of peace would rest, not permanently, but only as upon quicksand. Only a peace between equals can last, only a peace the very principle of which is equality and a common participation in a common benefit. —

Peace Without Victory

Like an undertow, America's drift toward war was subtle and forceful. According to the outspoken pacifist Randolph Bourne, war sentiment spread gradually among various intellectual groups. "With the aid of Roosevelt," wrote Bourne, "the murmurs became a monotonous chant, and finally a chorus so mighty that to be out of it was at first to be disreputable, and finally almost obscene." Once the war was underway, dissent was practically impossible. "If you believed our going into this war was a mistake," wrote The Nation in a postwar editorial, "if you held, as President Wilson did early in 1917, that the ideal outcome would be 'peace without victory,' you were a traitor."

—Domestic Propaganda During The First World War From Section 1: The Drift Towards War

Questions:

1.

What does “Peace without Victory” mean?

2.

Why did Wilson propose this concept?

3.

How did America respond to Wilson’s speech?

4.

Predict: How might Wilson’s philosophy impact the peace-making process once the

Great War ends?

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Document 2: Germany Officially Breaks Her Promise and announces resumption of unrestricted U-boat warfare. January 31, 1917

. . . The now openly disclosed intentions of the Entente Allies give back to Germany the freedom of action which she reserved in her note addressed to the Government of the United

States on May 4, 1916.

Under these circumstances Germany will meet the illegal measures of her enemies by forcibly preventing after February 1, 1917, in a zone around Great Britain, France, Italy, and in the

Eastern Mediterranean, all navigation, that of neutrals included, from and to France, etc. All ships met within this zone will be sunk.---(Germany's note to the U. S. of Jan. 31, 1917.)

Germany's Reason for Renewed Submarine Frightfulness

[The Chancellor of the German Empire said:] I have always proceeded from the standpoint of whether U-boat war would bring us nearer victorious peace or not. Every means, I said in

March, that was calculated to shorten the war constitutes the most humane policy to follow.

When the most ruthless methods are considered best calculated to lead us to victory, and swift victory, I said, then they must be employed.

This moment has now arrived. . . . Where has there been any change in the situation? In the first place, the most important fact of all is that the number of our submarines has been very considerably increased as compared with last spring, and thereby a firm basis for success has been established.

The second co-decisive reason is the bad cereal harvest of the world. This fact already confronts

England, France, and Italy with serious difficulties, which by means of unrestricted U-boat war will be brought to a point of unbearableness.

. . . The dangers which arise from U-boat war have correspondingly decreased. . . . A few days ago Field Marshal Hindenburg described the situation to me thus: Our fronts stand firm on all sides. We have everywhere the requisite reserves. The spirit of our troops is good, and confident. The military situation as a whole permits us to accept all the consequences which unrestricted U-boat war may bring, and as this U-boat war is the means of injuring our enemies the most greviously, it must be begun. . . . ---(Chancellor Bethmann-Hollweg, January 31,

1917, New York Times, February 2, 1917. Cited from "America at War.")

Questions:

1.

Why did Germany turn back on her promise?

2.

How would this affect American trade with the Allied Powers?

3.

What impact did this have on American involvement in the war?

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Document 3: The Zimmermann Telegram- sent to Mexico on January 16, 1917. Release to the

US from Britain on February 24, 1917

"We intend to begin on the first of February unrestricted submarine warfare. We shall endeavor in spite of this to keep the United States of America neutral. In the event of this not succeeding, we make Mexico a proposal of alliance on the following basis: make war together, make peace together, generous financial support and an understanding on our part that Mexico is to reconquer the lost territory in Texas, New Mexico, and Arizona. The settlement in detail is left to you. You will inform the President of the above most secretly as soon as the outbreak of war with the United States of America is certain and add the suggestion that he should, on his own initiative, invite Japan to immediate adherence and at the same time mediate between

Japan and ourselves. Please call the President's attention to the fact that the ruthless employment of our submarines now offers the prospect of compelling England in a few months to make peace." Signed, ZIMMERMANN

Questions:

1.

What does the Zimmermann Telegram say?

2.

How serious do you think this threat is to American security?

3.

How would the American public respond to the telegram?

4.

What impact did this have on American involvement in the war?

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Document 4: Second Inaugural Address of President Woodrow Wilson- March 4, 1917

My Fellow Citizens:

The four years which have elapsed since last I stood in this place have been crowded with counsel and action of the most vital interest and consequence. Perhaps no equal period in our history has been so fruitful of important reforms in our economic and industrial life or so full of significant changes in the spirit and purpose of our political action.

We have sought very thoughtfully to set our house in order, correct the grosser errors and abuses of our industrial life, liberate and quicken the processes of our national genius and energy, and lift our politics to a broader view of the people's essential interests.

It is a record of singular variety and singular distinction. But I shall not attempt to review it. It speaks for itself and will be of increasing influence as the years go by. This is not the time for retrospect. It is time rather to speak our thoughts and purposes concerning the present and the immediate future.

Although we have centred counsel and action with such unusual concentration and success upon the great problems of domestic legislation to which we addressed ourselves four years ago, other matters have more and more forced themselves upon our attention - matters lying outside our own life as a nation and over which we had no control, but which, despite our wish to keep free of them, have drawn us more and more irresistibly into their own current and influence.

It has been impossible to avoid them. They have affected the life of the whole world. They have shaken men everywhere with a passion and an apprehension they never knew before. It has been hard to preserve calm counsel while the thought of our own people swayed this way and that under their influence. We are a composite and cosmopolitan people. We are of the blood of all the nations that are at war.

The currents of our thoughts as well as the currents of our trade run quick at all seasons back and forth between us and them. The war inevitably set its mark from the first alike upon our minds, our industries, our commerce, our politics and our social action. To be indifferent to it, or independent of it, was out of the question.

And yet all the while we have been conscious that we were not part of it. In that consciousness, despite many divisions, we have drawn closer together. We have been deeply wronged upon the seas, but we have not wished to wrong or injure in return; have retained throughout the consciousness of standing in some sort apart, intent upon an interest that transcended the immediate issues of the war itself.

As some of the injuries done us have become intolerable we have still been clear that we wished nothing for ourselves that we were not ready to demand for all mankind - fair dealing, justice, the freedom to live and to be at ease against organized wrong.

It is in this spirit and with this thought that we have grown more and more aware, more and more certain that the part we wished to play was the part of those who mean to

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Assessment Analysis and Critique vindicate and fortify peace. We have been obliged to arm ourselves to make good our claim to a certain minimum of right and of freedom of action.

We stand firm in armed neutrality since it seems that in no other way we can demonstrate what it is we insist upon and cannot forget. We may even be drawn on, by circumstances, not by our own purpose or desire, to a more active assertion of our rights as we see them and a more immediate association with the great struggle itself. But nothing will alter our thought or our purpose. They are too clear to be obscured. They are too deeply rooted in the principles of our national life to be altered.

We desire neither conquest nor advantage. We wish nothing that can be had only at the cost of another people. We always professed unselfish purpose and we covet the opportunity to prove our professions are sincere.

Questions:

1.

How did America achieve the “fruitful” economic reforms referenced in the first paragraph?

2.

How does Wilson balance American neutrality and involvement?

3.

After reading the address, how certain do you believe Wilson is that America will not enter the Great War?

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Document 5: Joint Resolution Declaring that a state of war exists between the Imperial

German Government and the Government and the people of the United States and making provision to prosecute the same. April 6, 1917.

Whereas the Imperial German Government has committed repeated acts of war against the Government and the people of the United States of America; Therefore be it Resolved by the Senate and the House of Representatives of the United States of America in

Congress Assembled, that the state of war between the United States and the Imperial

German Government which has thus been thrust upon the United States is hereby formally declared; and that the President be, and he is hereby, authorized and directed to employ the entire naval and military forces of the United States and the resources of the

Government to carry on war against the Imperial German Government; and to bring the conflict to a successful termination all of the resources of the country are hereby pledged by the Congress of the United States.

CHAMP CLARK

Speaker of the House of Representatives

THOS. R. MARSHALL

Vice President of the United States and President of the Senate

Approved, April 6, 1917

WOODROW WILSON

Questions:

1.

Who is America declaring war against?

2.

What countries are left out?

3.

How have the events since the start of the Great War led up to American involvement?

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Day 6

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: World War I


CONTEXT/RATIONALE

At the conclusion of the war, Wilson asserted himself as a world leader at the Treaty of

Versailles with his introduction of the Fourteen Points, which represented an alternative to the harshly punitive wishes of the Big Four Allied countries. After this lesson, students should understand the tenants of the Fourteen Points, the causes for its failure to be ratified, and the impact of WWI on the

United States.

SOLS & OBJECTIVES

SOL USII.5c- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States’ involvement in World War I and its international leadership at the conclusion of the war.


1.

List the main tenants of the Fourteen Points.

2.

Summarize the sentiments of the Big Four at the Treaty of Versailles in a class discussion.

3.

Explain Congress’ reservations in ratifying the Treaty of Versailles.

4.

Discuss the problems presented by demobilization following the conclusion of World War I.

5.

Explain the United States’ emergence as a world power and its impact on the world stage during

World War I by writing a short paper.

ESSENTIAL QUESTIONS

1.

How did America assert its world authority following World War I?

MATERIALS/RESOURCES

1.

Powerpoint slides

2.

Class organized in a circle for Socratic Seminar


1.

Warm-Up: Why did America enter World War I? (10 minutes)

2.

Lecture: Wilson’s Fourteen Points and the Treaty of Versailles (20 minutes)

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Socratic Seminar/ Unit Review

1.

Introduction about expectations for Socratic Seminar (5 minutes) a.

Students should use evidence from primary sources, notes, and readings when contributing b.

Each student should contribute at least once to the discussion c.

Students should respond to questions of their classmates d.

Students should only speak one at a time and be respectful of their classmates

2.

Questions a.

Did all Americans embrace the Progressive agenda? b.

Did the Spanish American War and imperialism of the late nineteenth century represent a deviation of basic American principles? c.

What led to the Progressive Movement? d.

What were the most important legislations passed during the Progressive Movement? e.

How did America assert its world authority during WWI?

DIFFERENTIATION

This lesson does not provide many options for differentiation as it is predominately student-directed, while still highly structured. Students will need to contribute at least once during the discussion, but will have flexibility in deciding when to contribute.

ASSESSMENT

Formative assessment will be done during the Socratic Seminar to check student understanding of the unit material and their comprehension skills.

HOMEWORK

Study for Unit Test next class.

REFLECTION

I wanted to make the Socratic Seminar fun, and also to make sure everyone participated, so I labeled a big cardboard box the “Box of Understanding” and gave every student two crumpled up balls of paper.

Every time a student participated, they were able to shoot their ball into the Box of Understanding. This strategy was a last-minute idea but seemed to make the students more excited about participating.

I found that I had to be way more explicit in my questioning during the Socratic Seminar and I didn’t get to step out of the picture as much. It seems like they’re not used to leading their own discussions, or even doing classwork without teacher direction. I had to change and ask more questions to draw out their knowledge but I think that this strategy ended up making sure everything was covered.

Vereb | 42


Day 7

Michael Vereb

Unit: American Imperialism and Progressivism Lesson Title: Unit Test


UNIT REFLECTION

I believe that this unit went very well. The strength of the instruction came from the large amount of student-constructed knowledge that was integrated into most of the lessons. Students were a bit new to this style of learning, and some reacted negatively to the amount of work that it required of them. It was difficult for me to hear these complaints because I began to question the effectiveness of my own teaching and the strategies I chose. Upon further reflection, however, I feel confident in what I gave the students to do.

Each of the lessons in this unit involved more than merely lecture, and students seemed to appreciate during the lessons when they were able to switch activities and shake things up. One of the difficult parts of doing these activities, however, is making sure that they all contribute to further knowledge and understanding. One example is the Roosevelt/Vietnam Inquiry Lesson. I felt like my students got a good grasp of Roosevelt’s Big Stick Diplomacy but, during the next class, they were unable to relate his diplomacy to Taft’s and Wilson’s. I’ll continually need to be reflecting upon how to best incorporate instructional activities into the required content for each unit.

One thing that I particularly struggled with in this unit was developing and administering assessments. Some of this may be that assessments fell through the cracks as I tried to implement the immense amount of new strategies I learned during the Instructional Planning course. I think another possible reason for this is the time required to administer assessments. The “new teacher” in me just wanted to ask questions and hear responses from the class in order to check for understanding, but this ended up revealing to me only the understanding of those that responded to my questions! It was a shift for me to have to take time out of class to assign an exit ticket or think about administering a short quiz in order to assess understanding. This is something I will certainly need to work on as I progress in my career.

Overall, I felt good about the implementation of this unit. I strongly hit many of the PASS standards and my students started coming to class excited to learn. While each individual lesson did not contain examples of all six PASS standards, the unit as a whole hit on each standard. Higher-Order

Thinking was evident in the Concept Formation Lesson on Imperialism and the Inquiry Lesson relating

Roosevelt’s Big Stick Diplomacy to the Vietnam War. Both of these lessons required students to synthesize and explain information they knew as they manipulated new information to form their own hypotheses so those instructional activities receive a 5 in Higher-Order Thinking. During this unit, I did a

Vereb | 43

Assessment Analysis and Critique particularly thorough job emphasizing the foreign diplomacy policies of the early 20 th century. This standard requires the students to sustain focus on a single topic and then demonstrate their own understanding of that topic by arriving at and supporting a conclusion. My instruction emphasized deep knowledge on Roosevelt’s Big Stick Diplomacy, but the lesson scores a 5 on this standard because of the student’s response to the content. They came to their own conclusions about the application of Big

Stick Diplomacy by analyzing political cartoons with Roosevelt acting as a world policeman and by explaining his diplomacy as they argued about whether he would enter the Vietnam War or not. My lessons always involve a great deal of questioning that leads to new revelations and prompts further questioning from the students. My final lesson, however, receives a 5 for Substantive Conversation through the Socratic format of the instruction. Intending to help the students review the unit, I tried to step back and let the students use higher order thinking as they progressed through the content. Some students asked questions about the content, or about comments their classmate’s made, and new insights were shared by the students. I took different opportunities throughout the lesson to connect the content to the world beyond the classroom. In general, I asked the students how they felt about broader American themes that were related to the content, such as how our foreign diplomacy changes over time and what our own foreign policy should be today, or whether media should be as influential a factor in our lives as it is. While these questions prompted exciting discussion, they did not ignite a desire for the students to influence a larger audience outside of the classroom, which gives the unit a 4 for this standard. I had ample opportunities to push for ethical valuing during this unit, as the content was so appropriate for it! I challenged students to question the values that the nation has had so they could prepare to defend the values they think the nation should have. This was done during instruction on America’s foreign involvement, media integrity in both yellow journalism and muckraking, and especially during the Progressive Era section. The scoring rubric for this standard simply asks if an unresolved value-based issue is discussed and democratic values are included in a discussion with two positions supported by the students. This was most clearly done in our discussion on America’s foreign involvement, so the unit earns a 5 on this standard. This unit often draws on integration to enhance the students understanding of the material. Technology was integrated during the yellow journalism section to allow students to visualize and manipulate the hyperbolic journalism of the early 20 th century.

Time and place were integrated when the students bridged information from Roosevelt’s Big Stick

Diplomacy to the Vietnam War. Interdisciplinary integration occurred during instruction on the

Progressive Era as we examined the sociology behind the different progressive movements. The use of all these different types of integration earns the unit a 5 on this standard. Developing and teaching this unit greatly challenged me, but gave me ample opportunities to learn and grow as a professional educator. This unit represents the first step in an intentional and reflective effort to improve my own teaching practice.

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American Imperialism and Progressivism: 1890-1918

Using the Scantron sheet provided, choose the best possible answer for each question. Do not write on this test copy.

Matching: Write the letter of the person described by each statement.

1.

President of the National American

A.

Carrie Chapman Catt Woman Suffrage Association and organizer of the League of Women

Voters. B.

Eugene V. Debs

C.

Jane Addams 2.

Founded the National Association for the Advancement of Colored

People (NAACP) and demanded immediate racial equality.

3.

A founder of the Socialist Party of

America, he was arrested for protesting World War I.

D.

E.

Upton Sinclair

W.E.B. Du Bois

4.

Muckraker who wrote about the unsanitary conditions in meatpacking facilities.

5.

Founder of the Hull House and an advocate for social welfare reform.

Jane Addams

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Multiple Choice: Choose the best answer for each question.

6.

The United States emerged as a world power after which war? a.

The War of 1812 b.

The Spanish American War c.

World War I d.

World War II

7.

The Venezuelan Affair: Venezuela was subject to a naval blockade from Britain and

Germany for alleged “acts of violence against the liberty of British subjects.” Which president denounced the blockade and stationed naval forces in Cuba to ensure that the

Venezuelan people could be “happy and prosperous”? a.

Grover Cleveland b.

James Monroe c.

Theodore Roosevelt d.

William McKinley

8.

Which African American leader advocated advancing his race through education and economic progress, concentrating on learning industrial skills? a.

Booker T. Washington b.

Frederick Douglass c.

Marcus Garvey d.

W.E.B. Du Bois

9.

Jingoism is best defined as a.

Anti-imperialism b.

Domestic racism c.

Intense American patriotism d.

Nationalistic expansionism

10.

Which of the following best defines the Progressive Movement? a.

Conservative reaction to immigration b.

Middle-class response to urbanization and industrialization c.

Republican response to muckraking d.

Working-class response to big business

11.

Which of the following was a major effect of World War I on American society in 1917 and 1918? a.

Migration of African Americans to the North b.

Increase in amount of consumer goods c.

Increase in unemployment rate d.

Entry of large numbers of women into the military

46


12.

Yellow Journalism a.

Described the conditions in Cuba b.

Entertained its readers c.

Promoted the progressive agenda d.

Sensationalized the news

13.

Arrange the following events in chronological order: (A) American declaration of war on

Spain, (B) sinking of the Maine, (C) passage of the Teller Amendment, (D) passage of the

Platt Amendment. a.

A, B, C, D b.

B, A, C, D c.

B, A, D, C d.

C, D, A, B

14.

During World War I, civil liberties in America were a.

Protected by the Espionage Act b.

Limited, but no one was actually imprisoned for his or her convictions c.

Extended to everyone in this country, because the war was fought for democracy d.

Denied to many, especially those suspected of disloyalty

15.

Which territory did not become an American possession according to the Treaty of Paris of 1898? a.

Cuba b.

The Philippines c.

Puerto Rico d.

Guam

16.

This group often had political motivations similar to the Socialist Party a.

Conservative Republicans b.

Democrats c.

Populists d.

Progressive Republicans

17.

Congress did not pass the Treaty of Versailles because a.

It’s terms were too imperialistic b.

It was unfair to the Central Powers c.

The Central Powers would be plagued with debt d.

The League of Nations threatened American sovereignty

47


18.

The Roosevelt Corollary to the Monroe Doctrine called for a.

Building a U.S. naval base in Cuba b.

Intervening in Latin American nations that could not pay their debts to European creditors c.

Investing in the development of Latin America d.

Prohibiting foreign nations from purchasing land in the Western Hemisphere

19.

Woodrow Wilson’s Moral Diplomacy a.

Brought additional troops to Panama b.

Granted citizenship to Puerto Ricans c.

Practiced non-intervention d.

Upheld the Treaty of Paris of 1898

20.

Which president listed was the first to advocate a shift away from the Monroe Doctrine? a.

Theodore Roosevelt b.

William Howard Taft c.

William McKinley d.

Woodrow Wilson

21.

Theodore Roosevelt’s New Nationalism a.

Favored state rather than federal government activism b.

Favored the free functioning of unregulated and unmonopolized markets c.

Opposed consolidation of labor unions d.

Supported a broad program of social welfare

22.

Which of the following was not a reason the United States entered into World War I? a.

American business interests b.

Public opinion in favor of the Allies c.

Aggressive actions taken by Germany d.

Wilson’s pro-war campaign of 1916

23.

The Teller Amendment a.

Appropriated funds to combat yellow fever in Cuba b.

Directed President McKinley to order American troops into Cuba c.

Guaranteed the independence of Cuba d.

Made Cuba an American possession

24.

As World War I began in Europe, the alliance system placed Germany and Austria-

Hungary in the _____________________, while Russia and France were in the

_____________________. a.

Allies; Central Powers b.

Central Powers; Allies c.

Central Powers; Triple Alliance d.

Triple Alliance; Central Powers

48


25.

The De Lôme Letter a.

Criticized President McKinley b.

Promoted Cuban independence c.

Requested American intervention in Cuba d.

Led to Spain’s entrance into Cuba

26.

With the outbreak of World War I in 1914, the great majority of Americans a.

Favored U.S. mediation in the conflict b.

Favored entering the war in support of the Allies c.

Hoped to stay out of the war d.

Supported the Central Powers

27.

Which of the following was an immediate cause of the Spanish American War? a.

Business need for raw materials b.

The Sinking of the Maine c.

U.S. expansionism d.

Yellow journalism

28.

Those who question whether U.S. policy from 1914-1916 was truly neutral point to a.

Increased U.S. trade with Britain and France b.

The president’s prejudices with racial issues c.

The reelection of President Wilson d.

The sinking of unarmed ships by German submarines

29.

The Platt Amendment a.

Prevented American intervention in Cuba b.

Made Cuba an American territory c.

Followed the tenants of the Monroe Doctrine d.

Represented a shift from traditional American foreign policy

30.

The Treaty of Versailles was defended by President Wilson on the grounds that a.

Large war reparations would satisfy the Allies b.

It provided for a League of Nations committed to preserving the peace c.

Germany deserved to be treated harshly d.

It represented the best thinking of the world’s political leaders

31.

William Howard Taft’s Dollar Diplomacy a.

Advocated military intervention b.

Copied Roosevelt’s foreign policies c.

Emphasized financial investments d.

Resembled the Monroe Doctrine

49


32.

Theodore Roosevelt’s role in the Panamanian Revolution involved a.

Aiding the Panamanian rebels with military support b.

Ordering an economic embargo of Colombia c.

Remaining perfectly neutral d.

Funding the Panamanian rebels

33.

In the Zimmerman telegram, Germany a.

Notified the United States it would begin unrestricted submarine warfare b.

Offered Russian revolutionists aid for a plot to overthrow the czarist regime c.

Proposed to Mexico a military alliance in the event of war between Germany and the United States d.

Offered aid to German Americans for plans of industrial sabotage

34.

President Wilson viewed America’s entry into World War I as an opportunity for the

United States to a.

Shape a new international order based on the ideals of democracy b.

Re-establish the balance of power in European diplomacy c.

Expand America’s territorial holdings d.

Establish a permanent military presence in Europe

35.

Woodrow Wilson’s New Freedom a.

Advocated social-welfare programs b.

Favored small enterprise and entrepreneurship c.

Opposed fragmentation of big industrial combines d.

Supported minimum wage laws

36.

Woodrow Wilson’s Fourteen Points a.

Included specific formulas for the implementation of national self-determination b.

Specifically addressed the needs of the new Soviet government in Russia c.

Reflected his belief that the world as a whole was capable of just and efficient government d.

Attracted the strong, enthusiastic support of the Allied leaders

37.

Which president brought the most anti-trust cases to court? a.

Grover Cleveland b.

Theodore Roosevelt c.

William Howard Taft d.

William McKinley

38.

In the United States, the most controversial aspect of the Treaty of Versailles was a.

Article X b.

Open diplomacy c.

Arms limitation d.

Self-determination

50


39.

Which of the following was not a cause of the outbreak of Europe in World War I? a.

The assassination of Archduke Ferdinand b.

Entangling alliances c.

Emphasis on military strength d.

The economic and political rivalry fostered by the opening of the Panama Canal in 1914

40.

As a result of their work supporting the war effort, women a.

In large numbers secured a foothold in the work force b.

Finally received the right to vote c.

Organized the National Women’s Party d.

All of the above

41.

Which group was completely opposed to U.S. entrance into the League of Nations? a.

Reservationists b.

Irreconcilables c.

Democrats d.

Women

42.

All of the following were accomplished by the progressives on a constitutional level except a.

Prohibition b.

Direct election of senators c.

Truth-in-advertising d.

The right of the government to tax incomes

43.

One unusual and significant characteristic of the anthracite coal strike in 1902 was that a.

The coal miners’ union was officially recognized as the legal bargaining agent of the miners b.

For a time the mines were seized by the national government and operated by federal troops c.

The national government did not automatically side with the owners in the dispute d.

The owners quickly agreed to negotiate with labor representatives in order to settle their differences peacefully

44.

A law which exempted labor unions from being defined as trusts was the a.

Sherman Act b.

Clayton Act c.

Federal Reserve Act d.

Elkins Act

51


45.

The segregation in public schools of Japanese-Americans in California helped lead to a.

The internment of Japanese-Americans b.

The attack on Pearl Harbor c.

The Gentlemen’s Agreement d.

TR winning the Nobel Prize

46.

President Grover Cleveland rejected the effort to annex Hawaii because a.

The islands were not particularly productive b.

The United States did not have the naval power to protect the islands c.

A majority of native Hawaiians oppose annexation to the United States d.

Passage of the McKinley Tariff made sugar unprofitable

47.

Following the war, what did President McKinley decide to do with the Philippines? a.

Annex them to the United States as a colony b.

Return them to Spain c.

Grant them independence d.

Provide for an international army of occupation

48.

All of the following were prime goals of most progressives except a.

Direct election of senators b.

Women’s suffrage c.

Prohibition d.

The elimination of race-based segregation

49.

Jacob Riis’s How the Other Half Lives is a study of a.

Jim Crow segregation and its effects on African Americans b.

The plight of farmers in the Great Plains during the 1890’s c.

Immigrant urban poverty and despair during the 1890’s d.

The corruption in city political machines during the 1890’s

50.

The numerous near-wars and diplomatic crises of the United States in the late 1880’s and 1890’s demonstrated a.

The hostile reaction to American expansionism b.

That other nations were jealous of American power c.

How weak America seemed to the rest of the world d.

The aggressive new national mood

52


Essay: President Theodore Roosevelt’s Corollary to the Monroe Doctrine represented a shift in American foreign policy. In a well-constructed essay, describe the following four foreign diplomacies and explain how Theodore Roosevelt impacted each.

1.

Monroe Doctrine

2.

Roosevelt’s Big Stick Diplomacy

3.

Taft’s Dollar Diplomacy

4.

Wilson’s Moral Diplomacy

Analytical Rubric

3

Contains mostly clear correlations between every foreign policy

2

Contains minimal correlations between every foreign policy

1

Contains no examples of correlation between the foreign policies

Roosevelt’s Impact

(x2)

Content Accuracy

(x2)

Structure

4

Contains clear correlations between

Roosevelt and every other foreign policy

Accurately describes every foreign policy, with possible minor errors

Consistently adheres to the established structure guidelines, with possible minor errors

Accurately describes most foreign policies

Adheres to most established structure guidelines, but struggles with consistency

Accurately describes some foreign policies

Lacks several features of the established structure guidelines

Fails to accurately describe any foreign policy

Lacks significant features of the established structure guidelines

53

Imperialism and Progressivism

Would Theodore Roosevelt have entered into the Vietnam War?

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Would Theodore Roosevelt have entered into the Vietnam War?

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