Assessment Analysis and Critique
Michael Vereb
11th 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 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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Assessment Analysis and Critique
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. 16th, 17th, 18th, and 19th 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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Assessment Analysis and Critique


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 SeminarAmerica as a world
power, imperialism
Day 3
Objectives 5, 6
 Progressive
movement- women,
negative effects of
industrialization
Trustbusting
Day 4
Objectives 5,6
 Progressive
movement- labor,
workplace reforms,
temperance
movement
Day 7
Unit Test
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Assessment Analysis and Critique
DAILY LESSON PLANS
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Assessment Analysis and Critique
Day 1
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Imperialism- Concept Formation
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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Assessment Analysis and Critique
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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Assessment Analysis and Critique
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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Assessment Analysis and Critique
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?
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.
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Assessment Analysis and Critique
Day 2
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Roosevelt’s Foreign Diplomacy
Grade Level: 11
90 minutes
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.
Objectives: By the end of the lesson, the student will be able to…
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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Assessment Analysis and Critique
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. Powerpoint presentation
2. Data sets (four different sets)
3. Data retrieval charts
CONTENT & INSTRUCTIONAL RESOURCES
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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Assessment Analysis and Critique
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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Assessment Analysis and Critique
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
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, Dollar Diplomacy, Moral Diplomacy






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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Assessment Analysis and Critique
Would Theodore Roosevelt have entered into the Vietnam War?
Document
Title
1
The American
Pageant p. 899900
The Vietnam
Nightmare
2
The Domino
Theory
3
Summary
Revised Hypothesis
President
Eisenhower to
Vietnam
President Ngo
Dinh Diem
October 23, 1954
4
GOP Claims Ship
Attack as ‘Proof’
Augusta
Chronicle (August
a, Georgia) on
Aug. 3, 1964:
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Assessment Analysis and Critique
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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Assessment Analysis and Critique
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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Assessment Analysis and Critique
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
Vereb | 18
Assessment Analysis and Critique
Day 3
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Progressive Movement (part I)
Grade Level: 11
90 minutes
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.
Objectives: By the end of the lesson, the student will be able to…
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. Powerpoint presentation
CONTENT & INSTRUCTIONAL RESOURCES
1. Warm-Up (10 minutes)- review imperialism and America’s foreign policy between Roosevelt,
Taft, and Wilson.
Vereb | 19
Assessment Analysis and Critique
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
Vereb | 20
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.
Vereb | 21
Assessment Analysis and Critique
Day 4
Michael Vereb
Unit: American Imperialism and Progressivism Lesson Title: Progressive Movement (part II)
Subject: AP US History
Grade Level: 11
90 minutes
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.
Objectives: By the end of the lesson, the student will be able to…
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 20th 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.
3.
4.
Powerpoint presentation
Station readings
Station labels
Station pictures
CONTENT & INSTRUCTIONAL RESOURCES
1. Complete presentation on the Progressive Era, beginning with the election of 1912.
Vereb | 22
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.
Vereb | 23
Assessment Analysis and Critique
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 19th 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 20th 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 18th 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.
2.
3.
4.
What did the 18th Amendment do?
How does the temperance movement fit into the Progressive Era?
Describe the message of this picture.
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/
Vereb | 24
Assessment Analysis and Critique
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.
2.
3.
4.
Why did the women in the parade choose to wear these specific outfits?
How did women appeal to the public to get the right to vote?
Who was significant in the women’s suffrage movement?
When and how did women get the right to vote?
Vereb | 25
Assessment Analysis and Critique
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
Vereb | 26
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
Vereb | 27
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
Vereb | 28
Assessment Analysis and Critique
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
Vereb | 29
Assessment Analysis and Critique
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.
2.
3.
4.
What reforms did Gompers and the AFL-CIO advocate for?
According to Gompers, what was the best way to get better worker’s rights?
Why did organized labor expand during the Progressive Era?
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
Vereb | 30
Assessment Analysis and Critique
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 HullHouse 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.
Vereb | 31
Assessment Analysis and Critique
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
Vereb | 32
Assessment Analysis and Critique
Day 5
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Wilson’s Neutrality
Grade Level: 11
90 minutes
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.
Objectives: By the end of the lesson, the student will be able to…
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
CONTENT & INSTRUCTIONAL RESOURCES
1. Conduct Review on the Progressive Era lessons (10 minutes)
Vereb | 33
Assessment Analysis and Critique
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.
Vereb | 34
Assessment Analysis and Critique
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.
2.
3.
4.
What does “Peace without Victory” mean?
Why did Wilson propose this concept?
How did America respond to Wilson’s speech?
Predict: How might Wilson’s philosophy impact the peace-making process once the
Great War ends?
Vereb | 35
Assessment Analysis and Critique
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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Assessment Analysis and Critique
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.
2.
3.
4.
What does the Zimmermann Telegram say?
How serious do you think this threat is to American security?
How would the American public respond to the telegram?
What impact did this have on American involvement in the war?
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Assessment Analysis and Critique
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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Assessment Analysis and Critique
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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Assessment Analysis and Critique
Day 6
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: World War I
Grade Level: 11
90 minutes
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.
Objectives: By the end of the lesson, the student will be able to…
1.
2.
3.
4.
5.
List the main tenants of the Fourteen Points.
Summarize the sentiments of the Big Four at the Treaty of Versailles in a class discussion.
Explain Congress’ reservations in ratifying the Treaty of Versailles.
Discuss the problems presented by demobilization following the conclusion of World War I.
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
CONTENT & INSTRUCTIONAL RESOURCES
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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Assessment Analysis and Critique
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.
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Assessment Analysis and Critique
Day 7
Michael Vereb
Unit: American Imperialism and Progressivism
Subject: AP US History
Lesson Title: Unit Test
Grade Level: 11
90 minutes
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. I also feel good about his unit
because it provides the first of many experiences from which I may learn and grow from as an educator.
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Assessment Analysis and Critique
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
Woman Suffrage Association and
organizer of the League of Women
Voters.
2. Founded the National Association
for the Advancement of Colored
People (NAACP) and demanded
immediate racial equality.
A. Carrie Chapman Catt
B. Eugene V. Debs
C. Jane Addams
D. Upton Sinclair
E. W.E.B. Du Bois
3. A founder of the Socialist Party of
America, he was arrested for
protesting World War I.
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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Assessment Analysis and Critique
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
45
Assessment Analysis and Critique
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
46
Assessment Analysis and Critique
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 AustriaHungary 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
47
Assessment Analysis and Critique
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
48
Assessment Analysis and Critique
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
49
Assessment Analysis and Critique
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
50
Assessment Analysis and Critique
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
The aggressive new national mood
51