us capitals test. unit #3 emergence of modern america

US Capitals Test

Unit #3Emergence of Modern America

Key Learning

• The Emergence of Modern America (1890-1919): Students will examine primary and secondary sources regarding the emergence of modern America in order to distinguish between historical fact and interpretation using differing points of view.

Unit Essential Question

• How do primary and secondary sources differ in their descriptions of the emergences of modern America?

2nd MP Project

• Easy Way or Hard Way? • Desks are cleared except for pen/pencil• No talking; Test face down when finished

Unit #3 Pre-Test

HOMEWORK #1

• Read – – Progressivism– Government Regulation– National Progressivism

Concept #1 – Progressive AmericaLesson Essential Question #1 – What

government reforms made officials more responsible to the people? Why were they needed?

Vocabulary –

Civil Service Referendum

Patronage Recall

Sherman Anti-Trust Act 17th Amend

Muckraker

Initiative

What do I know?

• Near the turn of the 20th century (1900s), there were a tremendous amount of problems in American cities, rural areas, etc.

• Work with a partner to create a list of 5 problems that were going in America in the late 1800s and early 1900s.

• Be prepared to share with class.

Problems in America (1890-1900)

1.

2.

3.

4.

5.

Spoils System

• Patronage – giving jobs to loyal supporters– Corruption – took public money, did not have

skills for job

• Ending System – – Rutherford B Hayes James Garfield

THE DEATH OF A PRESIDENTPresident Garfield shot by Charles Guiteau in July 1881

Regulating Big Business

• What problems were there with big businesses/monopolies?

• Solution – Sherman Antitrust Act– Difficult to enforce– Used to stop unions

Reforming City Government

• How did city governments become so corrupt?

• Boss Rule – – Powerful politicians

• Popular – immigrants• Controlled all work in city (payoffs)

– Tweed Ring – Boss William Tweed (NYC)• Expose by Thomas Nast

Changing the Public

• Muckrakers – crusading journalists – Burned out tenements, exposed corruption

• The Jungle – Upton Sinclair– Meat packing industry

Progressive Beliefs

• Government – guided by public interest

• Women – played leading role– Morally superior to men – WHY?

• Will of the people – – Primary– Initiative– Referendum– Recall

Other Reforms

• Graduated income tax– Rich pay higher rate than poor or middle class

• 16th Amendment – Congress has power to impose income tax

• 17th Amendment – direct election of senators

Class Work• Read excerpts from The Jungle – Upton Sinclair

(1906) and Fast Food Nation – Eric Schlosser (2002)

• Write a one page essay comparing the two excerpts. Your paper should answer the following questions: – What is the goal of both excerpts?– What kinds of details do both authors include in their

excerpts to make their points?– What were the effects of The Jungle’s publication and

what have been some possible effects of the publication of Fast Food Nation?

HOME WORK #2

• Read– Anti-Trust– Theodore Roosevelt– William Howard Taft– Woodrow Wilson

Exit Ticket

• America began to change for the “better” in the late 1800s, early 1900s. What impact do those changes still have on America today?

Concept #1 – Progressive America• Lesson Essential Question #2 – How did

economic, political and social conditions affect the development of political parties during the Progressive Era?

• Vocabulary –

Trust

Trustbuster

Conservation

Changes in Political Parties

• As societal values change so do the political parties. How have political parties changed over time and recently?

• Work with a partner to create a list of 5 examples.

• Be prepared to share with class

Changes in Political Parties

1.

2.

3.

4.

5.

Rise of Progressive President

• 1896 – William McKinley elected President

• 1900 – McKinley chose Theodore Roosevelt as running-mate

Theodore “Teddy” Roosevelt

• Born to wealthy family (NY)• 26 yrs old – NY State Legislature

– Tragedy almost ended political career (1884)

• Head of NYC Police Department, Assistant Secretary of the Navy

• 1898 – signed up to fight in Spanish American War– Led “Rough Riders”

• Governor of New York (anti-trust)

Death of another President• September 1901 – McKinley assassinated

by anarchist Leon Czolgosz

TR takes on the Trusts

• Good vs. Bad Corporations– Good – efficient and fair– Bad – cheated public and took advantage of

workers

• Ordered Attorney General to file lawsuits against trusts– Northern Securities Company

• Called trustbuster

The Progressive President Continues

• 1904 Election: TR – Square Deal– All have opportunity to succeed – Won in land slide

• Meat Packing Industry– TR read the Jungle– Meat Inspection Act of 1906– 1906: Pure Food and Drug Act

• Conservation – “The rights of the public to natural resources outweigh private rights.”

1908 & 1912 Elections

• 1908 – TR put support behind William Howard Taft– TR – Africa to hunt big game

• 1912 – TR running against Taft– Republicans did not trust TR– TR sets up new party – Progressive Party

• “BULL MOOSE PARTY”

– Democrats – Woodrow Wilson

New President

• 1912 – Woodrow Wilson– TR and Taft split Republican vote

• Wilson – – New Freedom – restore competition in

American economy – Federal Trade Commission – investigate

companies

Class work

• Political Cartoon Activity– May work in partners or individually– Work must be completed on separate piece of

paper.

HOMEWORK #3

• Read – – Woman’s Suffrage– Temperance Movement

Exit Ticket

• How did the relationship between government and big business change during the Progressive Era? Do you still se those changes today?

Concept #1 – Progressive America• Lesson Essential Question #3 – Were the

Progressives successful in their goals of expanding rights (in workplace and for women), creating accountability in government and creating a social conscience for issues such as conservation and urban health?

• Vocabulary – Suffragist18th Amendment19th Amendment

Changes in individuals rights

“Kansas will win the World’s applauseAs the sole champion of the woman’s causeSo light the bonfires, have the flags unfurledTo the banner state of all the world”

What feelings/beliefs do you think the author was expressing about women’s rights?

Be prepared to share with class

Beginnings of Suffrage Movement

• Civil War

• Late 1800s – women gained right to vote in 4 western states – WY, UT, CA, ID– Why? – Wyoming – 1890 applied for statehood

• Wanted Congress to change voting law• “We may stay out of the Union for 100 years, but

we will come in with our women.”

Suffragists

• Early 1900s – – 5 million women earning wages outside home

• Paid less than men

• Carrie Chapman Catt

• Alice Paul

VICTORY FOR WOMEN

• 19th Amendment - The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. (1919)– Doubled number of eligible voters

• Licenses to practice law, medicine

• Higher Education

Temperance Movement

• 1874 – Women’s Christian Temperance Union: Evils of alcohol

• Movement began in countryside and fear of “big city”– What differences are there between the

countryside and the “big city”?– Why did movement begin?

• Carry Nation – – Took fight to saloons

Temperance Movement

• Temp Move – wanted Constitutional amendment banning alcohol

• 1917 – WWI– Argued grain used to make liquor should be

used to feed soldiers

• 1917 – Congress passed 18th Amendments – illegal to produce, consume or sell alcoholic drinks anywhere in US

Class Work

• Video –

• NO TALKING

• ANSWER QUESTIONS IN ORDER ON OWN PIECE OF PAPER

Homework #4

• STUDY FOR QUIZ;

• Read – – The US Becomes a World Power– Purchasing of Alaska– Annexation of Hawaii

Exit Ticket

• What future problems do you foresee with the passage of the 18th Amendment?

QuizProgressive Era

Concept #2 – Imperialism and WWI

• How has US imperialism affected native cultures both positively and negatively?

Vocabulary -

Imperialism

Annexation

Isolation

Cartoon Analysis• Work with a partner and analyze the

following cartoon on the purchasing of Alaska from Russia.

• Answer the following questions– What is going on in this picture? – Who or what is represented by each part of

the drawing? – What point is the cartoonist making?

• Be prepared to share with class.

Expanding the US• Sectary of State William Seward

• Annex – Canada, Alaska & Caribbean Islands• 1867 – Alaska purchased for $7.2 million

– Less than 2 cents per acre

• Hawaii– US involvement (early 1800s – sugar)

• Important military and economically

– Island controlled by US businesses – 1893 – Queen Liliuokalani – give power back to

people– US businesses led uprising to overthrow queen– 1898 – US annexes Hawaii

Class workFor or Against Annexation

Arguments For : •Hawaii too small and weak to maintain independence •No protest by any other government•"Cordial consent" of both governments •Strategic location to secure U.S. fleet and coastline •Commercial interests •"Outpost of Americanism against increasing Asiatic invasion"

Arguments Against: •Hawaiian people not consulted •American people not consulted •Unconstitutional method of increasing domain •Too remote; too costly to defend •Non-homogeneous population •Not commercially necessary •Not militarily necessary •Secure independence of Hawaiian people with policy rather than takeover

Above are the arguments used for and against the annexation of Hawaii in the May 17, 1898, Report of the Committee on Foreign Affairs Report on H.Res. 259. Chose a side and write a letter to a US Congressman explaining your point of view. Use your textbook for more reference information.

Homework #5

• Read – – Spanish American War– Sgt York

Exit Ticket

• Was America correct in its addition of Alaska and Hawaii? Did the government do anything wrong in trying to expand the country?

Concept #2 – Imperialism and WWI• How has the US imperialism altered

American power and prestige in the international system?

• How did imperialism result in an unprecedented international conflict?

Vocabulary - Rough RidersPlatt Amendment Yellow Journalism

Predicting the future…

• In 1823, US Secretary of State John Quincy Adams said – “Cuba is like a ripe apple. A storm might tear that apple from its native tree—the Spanish Empire—and drop it into American hands.”

• Was John Q Adams correct in his statement? Why or why not?

• Be prepared to share with class

Beginnings of Conflict• Cuba – Spain’s “Ever-Faithful Isle”

• 1868 – Revolution broke out– Crushed after 10 years

• 1895 – new revolution– Brutal tactics used to crush rebellion– Herded millions of Cubans into detention

camps (100,000 died)

• US reaction– US businesses - $100 million (SUGAR)– Public split

War Fever• Presidents Cleveland and McKinley kept

US out of war

• Media (NY World & NY Journal)– Yellow journalism

REMEMBER THE MAINE!• 1898 – fighting broke out in Havana, Cuba

• McKinley – USS Maine sent to Havana

• February 15th – Explosion– 260 of 350 sailors and officers killed

• Controversy– Historians – accident

• REMEMBER THE MAINE! – US battle cry

• April 25, 1898 – Congress declares war

Spanish-American War• War – 4 months long

– Philippines and Cuba

• Cuba– US Soldiers

• Teddy Roosevelt = Rough Riders

Spanish American War• Battle for San Juan Hill

– Rough Riders and Buffalo Soldiers

Spanish-American War

• End of war– Spanish fleet destroyed (off Santiago)– US claimed Puerto Rico– Losses

• 379 men died, 5,000 of malaria and yellow jack

End of War

• Treaty – signed in Paris– Cuba is free– Spain gave US two Islands – Puerto Rico and

Guam– US bought Philippines for $20 million

• Platt Amendment– Limited Cuba’s right to make treaties– Allowed US to intervene – US naval base at Guantanamo Bay

Class work

• WWI Video – FOOT SOLDIERS– NO TALKING– Answer all questions on worksheet– All questions go in order– Worksheet due once video is completed

Homework #6

• Read – – World War I– The Road to War

Exit Ticket

• Imperialism is when one country imposes its will on another country – politically, economically, socially. What are the positive and/or negative impacts of US Imperialism?

Concept #2 – Imperialism & WWI

• Lesson Essential Question – – How do simple ideas and a single event

cause a worldwide conflict?

Vocabulary -

Nationalism

Imperialism

Militarism

Predicting the future

• Otto van Bismarck once said – “A great world war will result from something that happens in the Balkans.” Was he correct? Why or why not?

• Work with a partner to answer the question above.

Causes to World War I

• Nationalism – love/pride in your country– Not be ruled by foreign power– Examples

• France and Germany – war in 1870– France lost Alsace-Lorraine to Germany

• Eastern Europe – Hungarian Empire– Serbs and other minorities being ruled by foreign power

Causes to World War One

• Imperialism – one country controls another, politically, economically, socially– Examples – Africa,

Pacific

Causes to World War One

• Militarism – building up of military– Example – Germany expanded navy by

building U-boat

Rival Alliances

• Triple Alliance – – Germany– Austria-Hungary– Italy

• Triple Entente – – France– Great Britain– Russia

Both alliances had mutual self-defense agreements.

What does that mean?

- defend others in alliance if one goes to war

“Shot Hear ‘Round the World”

• Nationalism causing crisis in the Balkans– Countries battle for territory– National groups seek

Freedom from Austria-

Hungary

“Shot Heard ‘Round the World”• Austria-Hungary annexed Bosnia

• Serbia – afraid that they would be next

Serbia wanted Bosnia to break away from Austria-Hungary and join them to form their own country

• June 28, 1914 – Archduke Franz Ferdinand (heir to Austro-Hungarian throne) visited Sarajevo

“Shot Heard ‘Round the World”

• Black Hand – Serbian Terrorist Group– Along parade route– Wanted Bosnia to break away from Austria-

Hungary and join with Serbia

“Shot Heard ‘Round the World”

Gavrilo Princip

Assassination of Franz Ferdinand

War is Declared• Austria-Hungary blamed Serbia for death

of Archduke

• How did Austria-Hungary blaming Serbia cause World War I?

• Triple Alliance – – Germany– Austria-Hungary– Italy

• Triple Entente – – France– Great Britain– Russia

• Russia sworn to protect Serbia

War is Declared

War is Declared

FRANCE

War is Declared

FRANCE

Who is at fault?

Class work

• Causes of World War One

Homework #7

• Read – – The Lusitania– The US Enters the War– Guns of August

Exit Ticket

• Who is to blame for causing World War One? Explain your answer.

Concept #2 – Imperialism and WWI

• Lesson Essential Question– What impact did the advancements in military

weapons have on the war?

Vocabulary – Trench warfareStalematePropagandaU-boats

The War to End all Wars

• Why do you think this conflict was originally known by the title above? What aspects of the conflict would support that statement?

• Work with your partner

• Be prepared to share with the class

The “Great War” Begins• German Kaiser – “You will be home before

the leaves have fallen from the trees.”

• What did he mean by this?

• How long will the war actually last? – 4 years

Changing Sides• Sides of War 1914

• Triple Alliance – – Germany– Austria-Hungary– Italy

• Triple Entente – – France– Great Britain– Russia

Which country will drop out of the war and change sides in 1915? Why?

•Italy

•Loosing battles

New Alliances• Central Powers –

– Germany– Austria-Hungary– Ottoman Empire

• Allied Powers – – England– France– Russia– Serbia– Italy– Belgium

German advances• Germany – fighting 2-front war

– Battle of the Marne

Trench Warfare• November 1914 – war

entered a stalemate

• Trenchwarfare– “No Man’s Land”

• Battle of Verdun

Class work

• The Trenches

• Life in the Trenches

Eastern Front• Germany and Austria-Hungary fighting

Serbia and Russia• Mid-1916 – Russia lost over 1 million soldiers

American Neutrality

• Divided Opinion– Allied support vs Central Powers

• Impact of war– Economic Boom

• Selling supplies to both sides of conflict– What problems could this cause?

– Propaganda War

Freedom of the Seas

• Submarine Warfare– Germans using U-boats to attack any ships

near England• Violated international law – cannot attack neutral

ships

– US reaction• President Wilson hold Germany responsible if

Americans die or lose property

Sinking of the Lusitania

• Germany ignored President Wilson’s threats

• May 15, 1915 – Germany sank Lusitania

• American Reaction

Class work

• Map – Europe in World War One

Homework #8

• Read – – Over There: American Doughboys Go to War– Over Here: War Effort at Home– The Espionage & Sedition Act

• Read and Complete– Russian Revolution

Exit Ticket

• Could America have stayed out of the war? Why or why not?

Concept #2 – Imperialism & WWI

• Lesson Essential Question – – What impact did America have on the war? What

does it say for the future of the nation?

Vocabulary –

Zimmerman Telegram Treaty of Brest-Litovsk

Selective Service Act

Liberty Bonds

Bolsheviks

Isolation

• What does the word above mean?

• Work with a partner to create a definition for the word above and reasons for its impact on events leading up to US involvement in the war.

• Be prepared to share with class.

The Road to War• US Neutrality - ISOLATION

– President Wilson kept US out of war• Won reelection in 1916

• Moving towards war– Unrestricted submarine warfare– Zimmerman Telegram– Russian Revolution

• April 6 1917 – Congress declares war

War Effort at Home

• Allies Desperate

• Selective Service Act

• Food for Victory– “Victory Gardens”

• Factories and Labor– War Industries Board & War Labor Board

• Liberty Bonds

• Role of Women

• Tension & Protest– Great Migration: thousands of African

Americans moved from South to North• Violence against African Americans

– Mexican Immigrants– Attacks on German Americans

• Sauerkraut – “liberty cabbage”• Bratwurst – “liberty sausage”

– Jailing critics

War Effort at Home

Russian Revolution• Czar Nicholas II driven from power

– Romanovs ruled for 300+ years– Riots protesting lack of food and war

• Provisional Government established

• November 1917 – Bolsheviks took over• Communist government (Karl Marx)

• July 1918 – Royal Family is executed

• March 1918 – Treaty of Brest-Litovsk– Allied reaction

Russian Revolution

VIDEO

Western Front - 1918• German Push

– Turned all troops to western front– Reached 50 miles east of Paris

US Entry• June 1918 – US reached France

– Led by General John J Pershing• Kept US as separate unit – WHY?

Key American Battles

•Battle of Belleau Wood (June 1918)

•Battle of Argonne Forest (Sept 1918)

Class Work

• US Attempts to Remain Neutral

• Battling Through a Forest

Homework #9

• Read and Complete – – End to World War I

Exit Ticket

• What impact did American involvement have on the war? How will this affect the future of the country?

Concept #2 – Imperialism & WWI

• Lesson Essential Question – What lessons can be learned from the end of the “Great War”? How will this conflict impact future events?

Vocabulary –

armistice League of Nations

14 Points reparations

Isolation

The End of the “Great War”

• President Woodrow Wilson called for “Peace without victory” at the end of the war. What do you think he meant by this?

• Work with a partner to answer this question.

• Be prepared to share with class

Peace at Last• October 1918 – Germany contacted Wilson

– Called for armistice– Wilson – 2 conditions

• Germany must accept his plan for peace• German emperor must give up power

• November 11th 1918– 11th hour, 11th day, 11th month

• Why do you think such a specific day was picked?

The Cost of War

• 10-13 million people died– Germany = 2 million– Russia, France & Great Britain = 4 million– US – 50,000

• Northern France destroyed

• Germany – millions starving

• US – influenza = 500,000 died

Wilson’s Plan for Peace

• Fourteen Points (January 1918)– Goal – prevent international problems from

causing another war– Self-determination– League of Nations

Peace Conference• Big Four

– President Woodrow Wilson (US)– Prime Minister David Lloyd (England)– Georges Clemenceau (France)– Vittorio Orlando (Italy)

• Where are Germany and Russia?

Peace Conference

• Differing aims– Wilson – “peace without victory”– Others – “Germany must pay”

• Reparations• Germany accept responsibility for war• Protect themselves from future German attacks

Versailles Treaty

• June 1919 – Compromise between 2 sides

• 5 Basic Aspects of Treaty– Germany blamed for war– Germany lost military– Germany had to pay huge reparations ($33

billion)– Lost colonies– Government forced to be democracy

• Where is Germany’s involvement?

Changes to EuropeWhat differences do you see?

Senate and Versailles Treaty

Wilson

• Took case to people

• Suffered stroke

Isolationists

• Did not want League of Nations to tell US to enter war

November 1919 – Senate rejected Versailles treaty

•Wilson – “It is dead, and every morning I put flowers on its grave”

1921 – US signed treaty with Germany; never joined League of Nations

What problems will occurr for League of Nations without the US?

Class Work

• Treaty of Versailles

Homework #10

• STUDY FOR TEST

Exit Ticket

• Those who do not learn from history are doomed to repeat it.

• What lessons can we learn from WWI?

UNIT 3 TESTProgressives, Imperialism & World

War One