document resume - eric · document resume ed 049 994 so 001 17.: title institution pub date. note....

DOCUMENT RESUME

ED 049 994 SO 001 17.:

TITLEINSTITUTIONPUB DATENOTE

EDES PRICEDESCRIPTORS

IDENTIFIERS

AES1RACT

A Guide for Social Studies. United States History 10.Mankato Independent School District 77, Minn.68456p.

EDRS price MF-$0.65 HC-$16.45*Concept Teaching, Critical Thinking, CurrentEvents, Curriculum Guides, *Economic Education,European History, Grad 10, History, InquiryTraining, *International Education, *Labor Unions,Learning Activities, Negro History, Problem Solving,Resource Guides, Seccndary Grades, Social Change,Social Studies Units, *United StatEs History, WorldAttairs*War

This course of study is a continuation ot thesequential United States History program. It incorporates themes,merged with chronology as a method of structure, for the period from1E65 to the present: 1) Economic and Social Forces in AmericanStudies; 2) Reform Movements; 3) The United States in a WorldSetting; 4) Causes of War; 5) Labor; and an optional unit, 6) TheNegro. The foundations of the course. are fundamental social conceptswith the intEgraticn cf various aspects of twentieth century westernEurope into these themes. These objectives are: 1) improvedutilization of the tools of research, critical thinking, andcommunication; 2) understanding of the geographic influences ofpeoples' lives and on events; 3) understanding of the concepts ofspacE and timE; 4) understanding the importance of trade andcommunication; 5) understanding of war and national participation inworld affairs; 6) understanding how and why governments attempt topromote economic security; 7) understanding efforts in the UnitedStates to make our social system more consistent with the bElietsExpressed in the Constitution and the Bill of Rights; 8) developmentof the concept of interdependence, and the impact of ideology. Manyof the learning activities listed in this guide are designed toimplement the problem-solving method; rEading and audiovisualmaterials are given. (Author/SBE)

INDEPENDENT SCHOOL DISTRICT 77MANKATO, MINNESOTA

1111111111 STATES IIIISTSIT IS

'v

4s

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DD NOT NECESSARILYREPRESENT OFFICIAL DFFICE OF EDU-

TATION.POSITION OR POLICY.

A GUIDE FOR

SOCIAL STUDIES

UNITED STATES HISTORY 10

Independent School District No. 7751 Park Lane

Mankato, MinneSova 56001

Independent School District No. 77Mankato, Minnesota

Board of Education

Thomas S. AdamsEugene BensonEdward W. BuddeElmer FrittsJ. Peder KvammeMrs. C. D. NelsonMiles B. Zimmerman

William J. NiggSuperintendent of Schools

Miss Rhea McCarthyDirector of Elementary Education Directo2

iii

4

Independent School District No. 77Mankato, Minnesota

Board of Education

Thomas S. AdamsEugene BensonEdward W. BuddeElmer FrittsJ. Peder KvammeMrs. C. D. NelsonMiles B. Zimmerman

William J. NiggSuperintendent of Schools

Dr. J. E. Sjostrom.cation Director of Secondary Curriculum

Acknowledgments

Social Studies Steering Committee

Anthony Knapp, Chairman, District 77 Social StudiesKarl AdolphsonRobert GaarderJohn JustJames KeckeisenJohn LarsonLynn PierceRuth Roehl

Franklin Junior HighSenior HighSenior High

North Mankato Senior HighNorth Mankato Senior High

Senior HighLincoln Junior High

Franklin Junior High

Consultants

Luverne Bjerke, Director Audio VisualMargaret Hobart, Head Librarian LibraryCatherine Pinney, Director GuidanceJack E. Sjostrom, Director Secondary Curriculum

Writing Team

James Keckeisen John LarsonDonald Kerkhoff Lynn Pierce

SUPERINTENDENT'S MESSAGE

Johann Wolfgang Von Goethe, German poet of the early nineteenth

century, once said, "We see only what we know." Education then becomes

the eye opener for man; for surely we better see and interpret that

which we know something about.

Current curriculum studies seek to provide necessary concepts and

knowledge that will enable students to learn both facts and the methods

of application of facts needed to solve the problems of our times. The

skillful teacher makes fact meaningful for the student so that he can "see."

The Board of Education, the administration, and the staff have

joined efforts in preparation of this course of studies. We express our

thanks for the special efforts of the committee, Dr. J. E., Sjostrom, Miss

Rhea McCarthy, and the teachers who developed it. It is hoped that their

efforts will make it possible for general improvement of instruction.

vii

William J. Nigg

Superintendent

FOREWORD

The U. S. History 10 course of study is a continuation of American Studies 9.

The course incorporates themes based on areas that have had the greatest or initial

impact after 1865 and is taken through the pre-1865 period to the present time. In

reverse, the American Studies 9 course includes themes that are significant before

1865.

The themes presented in this guide are merged with chronology, but are used

mainly as a method al structure. Chronology can be instituted as an overview befor

during, or after a theme or several themes have been developed and taught.

The foundation of this course of study is concepts. The concepts are not all-

inclusive but are transitional and open to revision. A concept is used to provide

students with opportunities from which he may build upon his ideas and solve his

problems. Facts are used to help structure and build concepts.

Because of the overwhelming amount of content, concepts, and suggestea

activities presented, it is suggested that the teacher use this guide as a nucleus

from which to expand and grow.

ix

TABLE OF CONTENTS

ii ,Page

Philosophy of School District 77 xiii

Philosophy of the Social Studies (K-12) xvii

Objectives of the Social Studies xvii

Objectives - U. S. History 10 xix

Overview - U. S. History 10 xxi

Outlines of Units - U. S. History 10 xxiii

Unit I - Social and Economic Forces in American Studies. . 1

Unit II - Reform Movements 43

Unit III - The U. S. in the World Setting 97

Unit IV - Causes of War 161

Unit V - Labor in American Society 191

Optional Unit - The NeEro in America 209

Bibliography 219

xi

A PHILOSOPHY OF EDUCATION FOR DISTRICT 77 SCHOOLS

In the United States we have one of the most successful democracies in the world

In a democratic society the school should be so organized that it will perpetuate the

principles and objectives of our democratic society and should operate on democratic

principles. All major policies should therefore be determined and formulated demo-

cratically by parents, teachers, pupils, board members, and administrators in

'proportion to their expedence, ability, and training; and each group before mentioned

must also assume responsibility for the policies as well as the benefits. In formal.-

lating policies, we believe that the interests, needs, raid abilities of each pupil

;should be given utmost consideration. We believe in a pupil-centered school, faculty

operated, with student participation.

We believe that the ultimate goal of education is that the individual be well

adjusted to the society in which he will live--adjusted socially, emotionally, and

vocationally--and that he be guided in formulating a philosophy of life that will

enable him to adjust to and bring about improvements in the changing society in which

the unskilled and uneducated are becoming obsolete.

We believe in the worth and dignity of the individual regardless of his economic,

occupational, geographic, or racial status; that we should have respect for the

culture which the minority racial or national groups brought with them to our country

and that individuals and minority groups should be given evezy consideration. How-

ever, while being given full consideration, they should abide by and subscribe to

majority rule democratically obtained and administered.

/0

ai

P..

The task of the school then is to set the stage or

a student may acquire experience, knowledge, and skills

understandings, and appreciations necessary to live a we

in a democratic society.

xv

I then is to set the stage or furnish the environment where

rience, knowledge, and skills as well as attitudes, ideals,

iations necessary to live a well rounded life and participate4

PHILOSOPHY OF THE SOCIAL STUDIES

(K - 12)

The social studies program has an increasingly importantpeople to behave as responsible participating citizens of our dpreparing these people to live in an ever-changing world. Theeinvolved in the program must be actively concerned with all theand economic problems that affect all societies.

OBJECTIVES OF THE SOCIAL STUDIES

(K - 12)

The objectives of the social studies K-12 shall be such that th

1. Will develop a sensitivity to human dignity and worth

2. Will become acquainted with the physical, social, and eand its influence on the development of individuals an

3. Will become acquainted with the people who inhabit, orthe earth - their lives, customs, history, and to protewhile contributions to civilizations.

4. Will acquire an appreciation for our American heritageAmerican way of life.

5. Will develop those attitudes, abilities, and ideals whihim to understand, appreciate, and participate as a resin a democratic society.

6. Will understand international conditions and problems,of the United States in the world community of nations.

7. Will realize the interdependence of people and the needgroup cooperation.

8. Will develop the basic skills;and techniques to use andsocial science material and to attack present and futurepolitical, and economic problems.

xvii

PHILOSOPHY OF THE SOCIAL STUDIES

(K - 12)

program has an increasingly important role in assisting youngponsible participating citizens of our democratic society and into live in an ever-changing world. Therefore, every individualmust be actively concerned with all the social, political,

hat affect all societies.

OBJECTIVES OF THE SOCIAL STUDIES

(K - 12)

ocial studies K-12 shall be such that the student:

sensitivity to human dignity and worth of individuals.

quainted with the physical, social, and economic worldnce on the development of individuals and nations.

quainted with the people who inhabit, or have inhabitedeir lives, customs, history, and to protect the worth-tions to civilizations.

appreciation for our American heritage and thef life.

hose attitudes, abilities, and ideals which will enableand, appreciate, and participate as a responsible citizenc society.

d international conditions and problems, and the roleStates in the world community of nations.

he interdependence of people and the need for inter-ion.

he basic skills ;and techniques to use and understandmaterial and to attack present and future social,economic problems.

xvii

OBJECTIVES - U. S. HISTORY

1. The student will improve his use of the tools of research, criticalthinking, and communication.

2. The student will come to a better understanding of the geographicinfluences on peoples' lives and on events.

3. The student will understand the concepts of space and time anddevelop his ability to use them.

4. The student will understand the importance of trade and communicationas- a means of promoting friendship, understanding, and higher stan-dards of living.

5. The students will study the causes of war and see the extent to whichnations participate in world affairs.

6. The student will study and develop an appreciation of the people whocreated the history of this period.

7. The student will have an opportunity to study how and why governmentshave attempted to promote economic security - and in many cases whatfailure has meant.

8. The student will study what has been done in the United States to makeour social system more consistent with the beliefs expreszedA.nuourcbasicdocuments. (There will be a continuation of the study of the relation-ship between the Constitution, Bill of Rights, and the American.Society.

9. The concept of interdependence will be developed in a meaningful way.

10. The student will have an understanding of the importance and impact ofideology on people and events in the 20th century.

xix

LS'

OVERVIEW - U. S. HISTORY 10

It is suggested that the teacher conduct a very brief overview of the pro-jected ninth grade course to establish the sequential nature of the U. S. Historyrogram. Before proceeding into a continuing theme of study at the tenth gradeevel an overview of ninth grade work in that theme should be undertaken andollowed by basic text readings which will be utilized to provide general back-round for the problems and activities that develop the theme.

The minimal requirement for the U. S. History 10 will consist of approximatelyine weeks each on the themes, "Economic and Social Forces in American Studies,"'Reform Movements," and "The United States in the World Setting." As time per-its the teacher may use his discretion in the choice of remaining themes. It isof expected that all six themes will be covered in one academic year.

The inter-relationships of various aspects of Twentieth Century Westernopean and United States History have been integrated into the themes to better

:thieve the objectives of our social studies program.

Learning activities have been provided which will give the students oppor-unities to work with current affairs.

The curriculum committee hopes that teachers will make as much use as possiblef problems, activities, and readings in guiding their students through thesehemes. Although it is important, the content should not be the end in itself butsed as a tool to develop techniques in problem solving.

Many of the activities listed in this guide are designed to implement theroblem-solving method. Suggested guidelines to use in solving problems are:

1. Do some general background reading in the problem area.2. Select and define the problem to be solved.3. List the possible sources of information.4. Study the pertinent facts regarding the problem.5. Think about a possible solution and then proceed to prove

the correctness or error of this hypothesis.6. Evaluate your conclusions.

The skills to be developed ani practiced by the problem solving method are:

observing reporting comparing summarizinginterpreting evaluating creating discovering

map use

XXi

SIX UNIT OUTLINES - U. S. HIST

ECONOMIC AND SOCIAL FORCES IN AMER

I. The Growth of Industrial Enterprise

A. The nation divided

B. Case studies in American. develop-

ment

C. Case studies in German develop-

ment

D. Forces that brought change in U.S.

and Germany

E. The effects of change

F. The lessons of growth

II. World Power and New Problems

A. The world war brings change

B. The aftermath of war

C. Capitalism fails

1. How the crash came

2. Rejection of capitalism

USSR

War Communism

State Socialism

German

National Socialism

3. The market collapses

4. Collapse of the economy

7

B.

C.

D.

SIX UNIT OUTLINES - U. S. HISTORY 10

ECONOMIC AND SOCIAL FORCES IN AMERICAN STUDIES

ndustrial Enterprise III. America at the End of the Twenties

ivided A. The years of anxiety

in American develop- 1. What was the Great Depression

like in the U.S. and Germany

in German develop- 2. Impact of war

U.S. and Germany

rought change in U.S. 3. Economic welfare 1929-49

U.S. and Germany

f change 4. Role of Government

f growth a. U.S.

b. Germany

New Problems Extremism

brings change Structural

of war Weaknessesils Public attituderash came B. Hoover administrationof capitalism C. Roosevelt administration

D. The American economy in warmmunism

Socialism

al Socialism

collapses

f the economy

Suggested time:9 weeks

If

1


REFORM MOVEMENTS

I. Early Reform Movements - Post Civil VI. Post Wbrl

War 1900 A. Busine

A. Problem areas B. Agrict

B. Attempted solutions C. Etplo

C. Welfare capitalism in Europe D. Expand

II. Progressive Movement E. Intern

A. Square Deal reforms VII. Contempor

B. Taft reforms A. Busines

C. New freedom reform B. Educati

III. Post World War I America C. Agricul

A. Reforms in the 20's D. Social

B. The Depression E. Urbaniz

C. Hoover's administration response to F. The exp

depression Gayer=

IV. The New Deal G. Society'

A. Reform about tl

B. The second new deal went

H. Civil riC. Reaction to the New Deal

D. Success or Failure?

V. The "New Deal" in Europe Sugges

A. The Nazi state 9 we

B. French Socialism

C. Soviet state

xxiv


REFORM MOVEMENTS

- Post Civil

ns

m in Europe

m

rica

ration response to

ew Deal

e?

ope

Jociv

VI. Post World War II America

A. Business

B. Agricultural problems

C. Employment Act of 1946

D. Expanded Social Security

E. Internal security

VII. Contemporary U.S. Reforms

A. Business

B. Education

C. Agriculture

D. Social welfare

E. Urbanization

F. The expanding role of the

Government

G. Society's changing attitude

about the role of the Govern-

ment

H. Civil rights movement

Suggested time:

9 weeks

SIX UNIT OUTLINES - U. S. H

THE UNITED 2TATES IN A WORL

I. Traditional Aspects of U.S. Foreign

Policy

A. Monroe Doctriflie

B. Freedom of seas

C. Isolationism

D. Open door

E. Peadeful settlment

F. Pan-Americanisn

II. "End of an Era" 31;98

A. Changing role for the U.S.

B. Maturing of cai italism

C. Europe's "New mperialism"

D. End of "Splendid Isolation" for

Great Britain

III. World War I

A. Pre-war relatials

B. War-time agreements

G. U. S. Neutrali

D. The peace confepence

E. Impact of World War I on Europe

and U.S. (Weim Republic)

F. Post-war diplo

G. Crisis of Capit.lism

UNIT OUTLINES - U. S. HISTORY 10

UNITED STATES IN A WORLD SETTING

. Foreign IV. Interwar Relations

A. Disarmament

B. Economic and military security

C. U. S. policy

D. Foreign policy of the Weimar

Republic

V. World War II

A. Pre -war relations

B. War-time diplomacy

.S. C. Post war diplomacy

VI. U. S. Committment in Post War

sm" World - 1950 - Present

ion" for A. Break with USSR divides

Europe

B. Far East

C. Africa and Latin America

Europe

lic)

Suggested time:

9 weeks


CAUSES OF WAR

I. Causes of World War I

A. Peace movements

B. European outbreak

C. U. S. entry

D. Issues involved

E. Causes of the war

II. Cause of World War II

A. Peace movements


C. U. S. entry

D. Issues involved

E. Course of the war

III. Causes of Vietnam Conflict

A. Attempt to preserve peace

B. Outbreak of war

C. U. S. Entry

D. Issues involved

E. Public reaction

F. Cause of the war

Suggested time:

9 weeks

I. Workers inA. Indent')B. Early cC. FactoryD. Workers

II. Working Men

III. Rise of LabA. GoalsB. KnightsC. ImmigrD. AFLE. CIO

IV. Labor Moved'A. StrikesB. Gains a

V. Federal RegA. Basic 1B. Radical

VI. The New DeaA. Rights oB. Rights o

VII. ContemporaryA. AutomatiB. Governme:C. Leadersh

VIII. Expanding Rothe Labor Mo

IX. Great Strike

UNIT OUTLINES - U. S. HISTORY 10

Itace

LABOR

I. Workers in Early AmericaA. Indentured servant eraB. Early craftsC. Factory systemD. Workers organize

II. Working Men in the Era of Jackson

III. Rise of Labor UnionsA. GoalsB. Knights of LaborC. Immigrant's roleD. AFLE. CIO

IV. Labor Movements' Struggle for RecognitionA. StrikesB. Gains achieved

V. Federal Regulation of Labor UnionsA. Basic labor lawsB. Radical movement in labor

VI. The New Deal and LaborA. Rights of American laboring manB. Rights of Nazi German laboring man

VII. Contemporang Labor ProblemsA. Automation and unemploymentB. Government arbitrationC. Leadership

VIII. Expanding Role of the Government inthe Labor Movement

xxvi

IX. Great Strikes of the 20th Century

afr

I

I

I

I


THE NEGRO

(Optional)

I. The Negro's Status in the Post-War Era

A. Enfranchisement

B. A Program for Negro Betterment

II. Toward Full Equality: Since 1900

A. Voices of Protest

B. The Rising Tide

III. The Negro in Contemporary America

A. The Civil Rights Movements

B. The Kennedy Program

C. Negro Radicalism, Black Nationalism

D. The Negro Faith in America

E. The Civil Rights Acts of 1964

F. Politics and the Negx,

Ors

SOCIAL AND ECONOMIC FORCES IN AMERICAN STUD-TES

Unit I

.24

UNIT I: SOCIAL AND ECONOMIC FORCES IN AMERICAN STUDIES

CONTENT CONCEPTS/OBJECTIVES

THE GROWTH OF U. S. INDUSTRIALMMIRPRISE: 1760 - 1914

I. ma Nation-Divided

A. The Civil War

B. Reconstruction

The rapid growth of ***Referindustry in the United ing Ac''

States during the periofollowing the Civil War (Textl?

expanded and changed Amerithe nation's economy. Guide

With this rapid growthof industry thereemerged a new type ofbusinessman--industrialentrepreneurs- -whoworked their way up topositions of greateconomic and politicalpower.

Social Darwinism was adominant philosophy ofthe day and was par-ticularly popular withthose who were success-ful.

For economic reasons- -primarily the need forlarge amounts ofcapital--businessmenformed corporations.

-2-*** Starr

ROES IN AMERICAN STUDIES

CONCEPTS/OBJECTIVES ACTIVITIES

The rapid growth ofindustry in the UnitedStates during the periofollowing the Civil Warexpanded and changed.the nation's economy.

With this rapid growthof industry thereemerged a new Lype ofbusinessman--industrialentrepreneurs--whoworked their way up topositions of greateconomic and politicalpower.

Social Darwinism was adominant philosophy ofthe day and was par-ticularly popular withthose who were success-ful.

For economic reasons- -primarily the need forlarge amounts ofcapital--businessmenformed corporations.

-2-

***Refer to III, "Some Suggested Learn-ing Activities."

(Textbook: Economic Forces inAmerican History, eacher sGuide, pp. 46 - 48.

*** Starred items suggest problems.

I

I

I

I

I

I

I

READINGS ,Basic Text: Chapters 23, 24,

25, 26 and Book IV, 1860-1914, from Economic Forcesin American History.

To select additional writingsin economics, refer to:

Study Materials for EconomicsEducation in thenhools.Committee for cones

N.Y., N.Y.

(C) Rycke and Thompson.Business Enterprise in theAmerican Economy. "MeFiericanEnterprise System" pp. 1-15,and understand terms on p. 18.

(C) American Capitalism."Why an Economic OrganiFation?"pp. 1 - 13.

Schlicter.the U.S.

(L) Buck.1865-1900.

Economic Growth in

The Road. to Reunion.

C = Classroom

L = Library

A. V. MATERIALS

Films:

"Productivity: The Key toPlenty"20 minutes EBF

"Rise of Modern IndustrialAmerica"30 minutes Norwood

"What is Business?"11 minutes Coronet

"Civil War" (3 parts)Background Is -suesFirst Two Years1863-1865

135913601361

"Meaning of the IndustrialRevolution 38

Filmstrip:

"The Abolitionists" 326 CFS

Code numbers refer to A-VCenter catalog number.

-3-

A. V. MATERIALS TEACHER'S NOTES

Films:

"Productivity: The Key toPlenty"20 minutes EBE

"Rise of Modern IndustrialAmerica"30 minutes Norwood

"What is Business?"11 minutes Coronet

"Civil War" (3 parts)Background Issues 1359First Two Years 13601863-1865 1361

"Meaning of the IndustrialRevolution 38

Filmstrip:

The Abolitionists" 326 CES

Code numbers refer to A-VCenter catalog number.

-3-



II. Case Studies in American f Basic changes in theTiVglopment factors of profuction

A. Industry

1. Problems

2. Justifying bigness

democracy

economic Darwinism

B. Agriculture

1. Problems

transportation

money-credit

tariffs

C. Natural resource wealth

Economic Darwinism

Problems resultingfrom change

Factors of production

Scarcity

Interdependence

Change

Environmentalinfluence

-4-

IN AMERICAN STUDIES

CONCEPTS/OBJECTIVES

Basic changes in thefactors 'of profuction

Economic' Darwinism

Problems resultingfrom change


Scarcity

Interdependence

Change

Environmentalinfluence

-4-

ACTIVITIES

** No. 6: "A View of the Economy inthe 1890's"

Sperling, John. GreatDepressions. Glenview,Ill.: Scott Foresman andCompany. "Problems inAmerican History. Unit II,pp. 57 - 66.

The American Banking System, 1860-1920

1. The National Bank Act of 18632. The growth of commercial banking3. The rise of investment banking4. The Federal Reserve System

World War I was one of extensive economicgrowthin the United States. An impor-tant phase of this growth was thedevelopment of the banking business.This development, including the changesthat took place in banking during thisperiod might be the focus of this study.

Lex

READINGS

973 Holbrook, Stewart.Hot Age of the Moguls

Rise of the American Nation.767717771ioproaches to Re-construction" 1968.Readings, pp. 185-191.

342.73 Beard, Charles. AnBe Economic IEL.?_aLT1Kula(C) of the Constitution of

the-77S77EFEITT.

(L) American Histo Illutrated. August, 6 . "Tla

Molly Maguires" p. 12.

(L) Beer. The Mauve Decale:American. LifeaVE1771=57-the Nineteentli-Uentury.

(L) Buck. The Agrarian Cru-sade.

A. V. MATERIALS

Filmstrips:

"How Industry Began (Ne*917

"Other New England Indus917.

"Industry Changes Americ-(1812 - 1900)" 973

"The Cradle of American973

"The American Economic Sy320(-

-5-

A. V. MATERIALSTEACHEKS_NOTES

Filmstrips:

"How Industry Began (New England)917.4(3) CPS

"Other New England Industries"917.4(6) CFS

"Industry Changes America

.(1812 1900)" 973.5(17)CFS

"The Cradle of American Industry"973.2(5) CFS

"The American Economic System"320(18) CFS

-5-



III. Case Studies in GermanDevelopment

A. Agriculture

B. Natural Resources

C. Industry

D. Government

Environmental in-fluence

Recognize the in-fluence of geographyon politics, economics,and foreign relationsof nations.


Monarchy

-6-

Map:Gemean

4

someplat1871

Mapmapstowthening

Mapsourc

CompaWestadvanpeopl

FORCES IN AMERICAN STUDIES


Environmental in-fluence

Recognize the in-fluence of geographyon politics, economics,and foreign relationsof nations.


Monarchy

-6-

Map: Prepare a pictorial map ofGermany on which you depict bymeans of pictures or drawingssome significant historical events,places, and persons in Germany since1871.

Map activity: Prepare a series ofmaps showing successive stepstoward unification of Germany andthen towards division again follow-ing World War II.

Map activity: Locate natural re-sources on map of Germany

Compare products of East German andWest German agriculture to showadvantages that would accrue to thepeople if the two were reunited.

Le4

READINGS A. V. MATERIALS

(C) Europe with Focus onGermany, p. 180 **Fideler.

A History of Modern Ger-many. An= Books.

Germany. Ch. 9 - 15 Dill.

(C) Europe with Focus onGermany, p.Fideler

(0) Europe with Focus onGermany, p. 77777naeler.

(0) Et,xope with Focus onUermany. p. 228Fideler.

-7-


CONTENT

IV. Forces that Brought aamtinthe U.S. and Germany

A. Industrialism

1. The growth of thenational market

2. Efficient use ofresources

3. Classicalcapitalism

4. Formation of masslabor

CONCEPTS/OBJECTIVES

Develop skill in inter-preting maps and charts

Cartel

Appreciate our geograph'cal environment and lethe need for wise use oresources.

Immigration

Labor mobility

Technology

Laissez faire

Autocracy


-8-

**No. 7:

**No. 8:

n

Case Study:ProgressiveCourt."

Eames, EAmericanPub lishi

""Were-theFeder, Berpp. 195-19

'Was Big BFeder, Berpp. 200-20

Familiarizefor appriasithem to apprtime, e.g.,etc.

ICAN STUDIES

TS/OBJECTIVES

skill in inter-maps and charts

ACTIVITIES

to our geograpronment and leafor wise use o

s.

ion

bility

faire

f production

-8-

**No. 7: "The Rise of the NationalEconomy" Sperling, John.Great Depressions. pp. 67-76.

**No. 8: "The Farmers"Sperling, John. GreatDepressions. pp:777=77.

n

Case Study: "The Robber Barons and theProgressive Era. A Case for the SupremeCourt."

Eames, E. Ashley. Case Studies inAmerican History, 1775. EducationPublishing Service.

**"Were the Big Businessmen Robber Barons?"Feder, Bernard. Viewpoints: USA.PP. 195-199.

**"Was Big Business Really Bad?"Feder, Bernard. Viewpoints: USA.pp. 200-208

Familiarize students with six standardsfor appriasing an economic system. Usethem to appriase the economy from time totime, e.g., in late 1800's, 1910, 1920,etc.

I

I

READINGS A. V. MATERIAL

(C) Wilson, Mitchell.American Science and In-vention. New Yoram-Simon and Schuster

(C) American Capitalism.Chapter VI.

(C) Rise of the AmericanNation. c. 1968. Vol. II"The Wage-Earner in aChanging World" Readings,PP. 219-224.

(L) American History Illus-trated May, 1968."The-Human Side of J.P.Morgan" p. 10.

(C) Rise of the AmericanNation. c. 1968. Vol. IIThe Trusts" Readings,

pp. 202 - 210.

"Millionaires" Readings,pp. 211 - 218.

Akt

Film:

"The Story of Iron and Stee.1

Film:

"Henry Ford" McGraw-Hill

Film:

"Inventions in the AmericanGrowth. 1850 - 1890"11 minutes Coro

Filmstrip:

"Agricultural Revolution"

Filmstrip:

"New Inventions and IndustrieDevelopments" 608(10)A.V.

Filmstrip:

"New Processes Aid IndustrialDevelopment" 609A.V.

-9-

A. V. MATERIAL TEACHER'S NOTES

Film:

"The Story of Iron and Steel"

Film:

"Henry Ford" McGraw-Hill

Film:

"Inventions in the AmericanGrowth. 1850 - 1890"11 minutes Coronet

Filmstrip:

"Agricultural Revolution" YAF

Filmstrip:

"New Inventions and IndustrialDevelopments" 608(10) CFSA.V.

Filmstrip:

"New Processes Aid IndustrialDevelopment" 609 CFSA.V.

UNIT SOCIAL AND ECONOMIC FORCES IN AMERICAN STUDIESCONTENT

, CONCEPTS/OBJECTIVES

Capital

r",

The Ame

(a) BraCOC±1

(b) WhweseCu'can

(c) Hove,

natcon188mandoocri

ContrastEmpire w

Report:

Draw a mlost bycribe thas a ressmaller

Prepare Eto BaghdEnationalof the getion of ,



Capital The American Banking System, 1860-1920

(a) Briefly describe the growth ofcommercial banking after theCivil War.

(b) 'Why, by the end of the Civil War,were most business transactionssettled by checks instead ofcurrency? Why was this a signifi-cant development?

(c) How did the weaknesses of thenation's commercial b,3nking systemcontribute to the panics of 1873,1884, 1893, and 1907? Why weremany banks forced to close theirdoors during these financialcrises?

Contrast the government of the GermanEmpire with that of Britain.

Report: Imperialism: Its Nature andCauses.

Draw a map showing the areas Germanylost by the Versailles Treaty and des-cribe the impact on Germany's economyas a result of lost resources and asmaller population.

Preparr) a magazine article on the Berlinto Baghdad railroad including:national policies involved, glimpsesof the geographic features, construc-tion of the railroad, and the impact.


(L) Syntopican.Great Books of theWestern World.(In Head Librarian'soffice)

A. V . MATERIALS TEACHER.' S NO TES


V. The Effects of Change

A. The Benefits of Change

B. The Costs of Growth

Saving

Capital

Capital Formantion

Demand

Supply

Opportunity Cost

Standard of Living

Saving

To realize that changeis inevitable in allindividual lives andin the culture andcivilization of anation.

-]2-

Reportmany dWar I.

Discussmaking

**"WhatRevo211

Make aboard s'in agrifor exin. EncyeditedentitleAmerica'Wilson.

**No. 9:Deprespp. 88

'ONCEPTS/OBJECTIVES ACTIVITIES

Ting

oital

Dital Formantion

and

?ply

Dortunity Cost

Indard of Living

Ting

realize that changeinevitable in all

dividual lives andthe culture and

vilization of a

-12-

Report on the Krupp enterprise in Ger-many during the period prior to WorldWar I.

Discuss: Kaiser Wilhelm's program formaking Germany a great world power.

**"What Was the Value of the AgrarianRevolt?" Viewpoints: U.S.A. pp. 209-211

Make a chart or graph for the bulletinboard showing significant developmentsin agriculture from 1861 to 1900. Seefor example, the section on agriculturein Enc clo edia of American History,edited y . . orris, and the sectionentitled "The Million-Acre Farm" inAmerican Science and Invention by M.liaison.

**No. 9: "Government Response to theDepression" Great Depressions.pp. 88 --96.

1

READINGSA. V. MATERIAL

(C) A Sense of the Past.F,P7177 20.

Film:

"Growth of Big Business itAmerican, 1865-1900" 16Coronet.

Film:

"Growth of Farming in Amer16 minutes

C

A. V. MATERIAL TEACHER'S NOTES

Film:

"Growth of Big Business inAmerican, 1865-1900" 16 minutes.Coronet.

Film:

"Growth of Farming in America"16 minutes Coronet



VI. The Lessons of Growth

A. What the Nations Learned

B. The Role of Competition

C. The U. S. EmphasizesDomestic Development

Develop skill in lo-cating, selecting,analyzing, and report-ing pertinent data.

Productivity

Big business

Mass production

Mass distribution

Napa society

Competition

Recognize the con-tribution of freeenterprise to ourindustrial development.

To grasp the role ofthe modern corporationin making possible thegrowth of large-scaleproduction and highstandards of living.

**N

1.

4.

Collethathousetribe.devel

IN AMERICAN STUDIES

CONCEPTS/OBJECTIVES

evelop skill in lo-ating, selecting,alyzing, and report-g pertinent data.

roductivity

ig business

ass production

ass distribution

ass society

ompetition

ecognize the con-ribution of freenterprise to ourndustrial development.

o grasp the role ofhe modern corporationn making possible therowth of large -scaleroduction and hightandards of living.

-14-

ACTIVITIES

**No. 10: "The Depressions of 18931898" Great Depressions. pp.97 -

The American Banking System, 1860-1920

1. What are investment banks? Howdo they differ from commericalbanks?

2. Why did the number of investmentbanks increase with the growthof corporations during the in.-dustrial era?

3. Why did Investment banks, justas J. P. Morgan and Company,seek contrn1 of commercial banks,insurance companies, and in-dustrial corporations? Howsuccessful were they in securingsuch control?

4. What effect did the growth of in-vestment banking have on thenational economy?

Collect data to support the statementthat "The U.S. has been a rich store-house of natural resources which con-tributed to our rapid industrialdevelopment."

I

I

I

I

I

READINGSA. V. MATERIALS

(C) American Capitalism

"American Capitalism:Its Foundation," pp.16 - 25

Film:

"Productivity: Key toEconomic Growth"1011

Film:

"What Is a Corporation?"11 minutes


Film:

"Productivity: Key to America'sEconomic Growth"1011 A. V.

Film:

"What Is a Corporation?"11 minutes

-15-

Coronet


CONTENT. CONCEPTS/OBJECTIVES AC

Skill in locating,selecting, analyzing,and reporting pertinentdata.

Recognize the inter-relationships betweenmass production, massdistribution, massconsumption, and highliving standard.

Appreciation of what wehave LI relation towhat others have.

Understand that the beseconomic system is onethat permits freesteconomic competitionconsistent with thegeneral welfare.

-16-

Re- Wheresource Found

Have comli-Fee:-.11.dust2ies

steel, rubber,communications.

Find out whatvantages of theorganizations t

Find out how aand run, whatbe.

Ask several admight be possicareer such asdid in the latthe basis of ticonclusions.

AMERICAN STUDIES

EPTS/OBJECTIVES ACTIVITIES

in locating,ng, analyzing,porting pertinent

ize the inter-onships betweenroduction, massbution, massption, and highstandard.

iation of what wen relation tothers have.

tand that the bestic system is oneermits freestic competiidontent with the1 welfare.

-16-

Re- Wheresource Found

How Con- Presenttributed Availabilityto De- orvelopment Substitute

Present

I

IUse

I

Have committees study the rise of differ-ent industries during this period: oil,steel, rubber, autos, transportation,communications.

Find out what the advantages and disad-vantages of the various types of businessorganizations are.

Find out how a corporation is organizedand run, what some of its problems mightbe.

Ask several adult: whether they think itmight he possible today to carve out acareer such as Carnegie or Rockefellerdid in the late n.inettenth century. Onthe basis of their answers, write yourconclusions.

READINGS A. V. MATER(C) American Capitalism

How an. Economy isCoordinated by FreeMarkets" pp. 28 - 41

(C) Levenstein. PeopleWork, Crowelollier

-17-



D. Germany TurnsImperialistic

5,

Captain of industry

-18-

111E: On,where GeY,of influe

Report:1Germany'

was an uri

Time LinedependentBritain a1915.

Report:with mass

Compare swith thatlooking a-wages, et

Carry onrailroadindustry cReport onhe faced,obstancessignificar(f) his it

ICAN STUDIES

EPTS/OBJECTIVES

n of industry

-18-

ACTIVITIES

Map: On a world map indicate areaswhere Germany had colonies or sphereof influence prior to World War I.

Report: Why might it be said thatGermany's experience with colonialismwas an unhappy one?

Time Line: Make a time line showingdependencies acquired by Germany,Britain and the U.S. about 1850 and1915.

Report: Personal problems connectedwith mass production.

Compare standard of living in U.S.with that of other countries bylooking at prices, availability,wages, etc.

Carry on research on any industrialist,railroad magnate, or other captain ofindustry of the late nineteenth century.Report on (a) his aims, (b) the obstacleshe faced, (c) how he faced up to theseobstances, (d) quotations from him, (e)significant anecdotes about him, and(f) his impact on American life.

Go


(C) Learner and Thomson.American Capitalism;an Introduction.McGraw-Hill.

Film:

"What We Have"

-19-


ilm:thai We Have"

-19--



WORLD POWER AND NEW PROBLEMS1914=1%0

I. The World War Briers Change, Technical change

A. America before 1914 Changes in the worldeconomy

B. The effect of the war Changes in the domes-tic economy

wrabusaclv

co

Betthedusofmigphisys

**RA

* *N

AMERICAN STUDIES

NCEPTS/OBJECTIVES

3hnical change

ges in the world)Homy

anges in the domes-economy

-20-

ACTIVITIES

Using an economics textbook as a source,write a report (a) showing that both bigbusiness and small business have theiradvantages or (b) describing efforts tocombat depressions.

fapitalism vs. Communism

Between the Civil War and World War I,the United States became a great in-dustrial nation. The basic philosophyof its economic system, capitalism,might be explored and compared with thephilosophy of a communistic economicsystem. Make specific references to:

1. The consumer2. Business3. Labor4. Farmer5. Government6. Ownership

**Refer to III, "Suggested LearningActivities," Economic Forces inAmerican History, Teach-UUTCle,PP- 57 60.

**No. 11: "The Economy in the 1920'sand the 1930's" Great De-ressions. Unit III, pp. 108-115.


Social Education (Magazines)April, 778. Special issueon the USSR.

(C) Basic Text: Ch. 33, 35and Book V, 1914-1930 fromEconomic Forces in AmericanHistory.

(C) Business Enterprise inthe American Economy.77aus of Business Or-ganization" pp. 56-69 anunderstand terms, p. 70.

(L) Rollins. Woodrow Wilsonand the New America.

973.9 (C) Since YesterdayAl 5 New York: Bantam

Books. Allen, F.L.

Film:

"Federal Reserve System"20 minutes

Filmstrip:

"Role of the Federal ReserveSystemCredit Market" JoiniCouncil

Record:

"Life History of the U.S."(Record 9 - 1901-1917) fo.

Film:

"Land of Promise" AFL - CIO

n


Film:

"Federal Reserve System"20 minutes EBF

Filmstrip:

"Role of the Federal ReserveSystemCredit Market" JointCouncil

on Record:

"Life History of the'U.S."(Record 9 - 191`1-1917) No. 251

Film:

"Land of Promise" AFL - CIO

GG


CONTENT CONCEPTS OBJECTIVES

II. The Aftermath of the War

A. Peace Brings Change

B. The InternaticnalSetting

C. American Inductry

D. American Agriculture

E. Problems of Labor

F, International Finance

Changes in America'sfinancial position

Laisse-faire

Inflation

Overspeculation

To understand some ofthe weakness in thenational economy system.

-22-

Eachingand,his

1

NOTE:dentsimilprobl

Makethatness

magiany oto buOutlipamphgresscontr

Makewere

JDIES

IVES AOTIVITTES

a's I Each student should analyze the follow-ma ing two statements as to their validity

and produce adequate research to provehis conclusions:

1. "It was the farmer's efficiency,not his inefficiency, whichcaused many of his economictroubles after World War I."

2. There were "depressed areas"and unemployment during the1920's when the United Stateswas enjoying prosperity in thefields of industry and business.

NOTE: The teacher should help the stu-dent see the relationship and thesimilarities between these problems andproblems existing today.

me ofthesystem

Make a series of newspaper headlinesthat would tell the history of the busi-ness boom of the Twenties.

I

I

I

T

itImagine yourself public relations man forany one of the industries that helpedto build the business boom of the Twenties. 1jOutline the material for an advertisingpamphlet in which you indicate the pro-gress made by your industry and its

Licontribution to American life.

Make a list of the reasons that the 1920's II 1

were called the "Golden Twenties."

RELDINGS

(L) Shannon, David. The973 Great Depression.Sha Prentioe-Hall. Engle-

wood Cliffs, N.J. 1960.

(L) Slosson, Preston. The973.9 Great Crusade andSlo After:77=T M37

117717orr: acmillan.1930.

(L) Mowry. The Twenties:Fords 2. 1176pers, andFanctics.

If

A. V. MATERIALS

Filmstrip:

"Woodrow Wilson: Idealism andAmerican Democracy" Parts III. 973.91(2) SCFS

Transparency

"The Business Cycle" No.of U.S. Histrry Transparency SeA-V.

-23-


Then.Engle -

J. 1960.

on. Theand

millan.

enties:sl and

Filmstrip:

"Woodrow Wilson: Idealism andAmerican Democracy" Parts I andII. 973.91(2) SCFS

Transparency

"The Business Cycle" No. 68of U.S. History Transparency Set.A-V.

-23-

tS


1

III. Capitalism Fails

A. How the Crash Came

B. Rejection of Capitalism

USSR

War Communism

State Socialism

Germany

National Socialism

C. The Market Collapses

D. The Collapse of theEconomy

IV. America at the End ofthe Twenties

A. Industry

B. Agriculture

C. Foreign Trade

Proletariat

Nationalization

Totalitarian

Terrorism

Planned economy

Business cycle

Over-production

**No. 12:Grea

Report: WFmake to the

Re-)ort-.;, Usshow bow ecpolitical a

Have an illof the busi

In committedustries ofReport on rare still s

DNCEPTS/OBJECTIVES ACTIVITIES

)letariat

3ionalization

mlitarian

rorism

inned economy

siness cycle

:I.-production

**No. 12: "The Stock Market Crash"Great Depressions. pp. 116-128.

Report: What response did other nationsmake to the world depression?

Report;- Using Germany as an example,show how economic ills can lead topolitical and social ills.

Have an illustrated report on the phaseof the business cycle.

In committee, find out which sick in-dustries of the Twenties are still sick.Report on reasons why these industriesare still sick.

I

I1

(C) Capitalism and Other

1

Economic Systems. Ch.2, 3. McGraw-Hill.


I

I

I

I

I

(L) Seidler. Norman Thomas:Respectable67a.

(L) Fleischman. NormanThomas. A Biography.

(L) Shannon. The GreatDepression.

Film:

"The '29 Boom and '30's Depw15 minutes

Film:

"Immigration in American's Htory" 113

Transparencies:

"The Business Cycle 1800 - 1Set No. 68(4) A-V Departmenmake up.

Filmstrip:

"Business Cycle and Fiscal PYAF

-25--


e '29 Boom and '30's Depressiominutes McGra

II igration in American's His-t: 113 E.C.

sparencies:

e Business Cycle 1800 - 1964"No. 68(4) A-V Department wille up.

mstrip:

siness Cycle and Fiscal Policy"

-25-

iR

UNIT SOCIAL AND ECONOMIC FORCES IN AMERICAN STUDIES


D. Lessons the NationLearned

ADJUSTMENTS TO DEPRESSION ANDWAR

1939-1945

I. The Years of Anxiety

A. What was the GreatDepression like?

U. S.

Germany

B. The Impact of War

U. S.

Germany

C. Economic Welfare from1929 - 1940

U.S.

Germany

D. Origin of Depression

Depression

Measuring depression

A war economy and adepression economy

-26-

**Refer to IActivities."American Hisiop. 69 -

**No. 13: "

the Depressi

**No. 14: "

DuringDepres

**No. 15: "

Interppp. 15

In committeefind out (a)Depression ocity and (b)these effect

AMERICAN STUDIES


ssion

ing depression

economy and assion economy

-26-

**Refer to III, "Suggested Learningctivities." Economical Forces inerican HistoW77=EeTrElaar,

p. 6 -

**No. 13: "The Social Consequences ofthe Depression" Great De-pressions. pp. 129-139.

**No. 14: "Government and the EconomyDuring the 1930's." GreatDepressions. pp. 140 - 149.

* *No. 15: "The Great Depression: AnInterpretation" Great Depressionspp. 150 - 158

In committee, as a research project,find out (a) the effects of the GreatDepression on your local community orcity and (b) what was done to combatthese effects.

READINGS

1

1

I

I

A. V. MATERIALS

Basic Text, Ch. 36 and. Book VI, Film:1930 - 1945 from Economic "Bank Holiday Crisis of 1933"Forces in. American. History

-27-


lm:

ank Holiday Crisis of 1933"

-27-



E. The Great Depression in tesponsible governmentHistorical Perspective

F. The Role of the Govern- taderstand that govern-ment n.LIntal views change wits

c'aange in views of thepNpple.

U. S.

Germany

Extremism

Structural weakness

Public attitude

II. The Hoover AdministiAtion179 - 1933

A. Possible Courses ofAction

B. The Courses the Govern-ment Took

C. The Effects of Hoover'sPolicies

G.neral welfare

Le government andiunter-cyclical fiscallicy

RTaration

Iroblems of reparationsend war debts frustratedhe new democracies and

irevented stability ini hese nations.

Realize the parteconomies plays ininternational relations.

-28-

In what light was.similar to or dithe U. S. in the

How did Germany tlems produced orDepression?

After the beginnito whom did the Gsolution to their

Interview severalduring the Greatfor their experieduring it. Sum u01 qg

=RICAN STUDIES

TS/OBJECTIVES ACTIVITTES

ble government

d that govern-iews change witn views of the

welfare

rnment andcyclical fiscal

on

of reparationsdebts frustrateddemocracies andd stability intions.

the parts plays inional relations

-28-

In what light was Germany!s economysimilar to or different from that ofthe U. S. in the 1920's and 1930's7

How did Germany try to solve the prob-lems produced or made worse by theDepression?

After the beginning of the Depression,to whom did the Germans turn for asolution to their problems?'

Interview several persons who were livingduring the Great Depression, asking themfor their experiences and observationsduring it. Sum up their answers for theclass.

mummer

1.1


Meyers: Sources of theAmerican Republic; VOT: 2.77.7FEE5logy and Soc aIEven-tions" and "Politics ofNormalcy"

Refer to Teacher's Manual forbasic text, "Reading forDepth," p. 330.

Refer to Teacher's manual forbasic text, "Further Reading,"p. 348.

Filmstrip:

"Great Depression and the NewDeal"973.9(7) °FS

_20_

A.V.


nstrip:

at Depression and the NewLit

9(7) CFS

-29-

A.V.

7( 1


CONTENT CONCEPTS /OBJECTIVES

III. The Roosevelt Administra-=a. 1933 1945.

A. The Alternatives

B. Government Action

C. The Results ofRoosevelt's Policies

Franklin D. Roosevelt'selection victory in 1932showed that Americanswere dissatisfied withHoover's conservativegovernmental policiesand wanted the govern-ment to take a moreactive role in solvingthe nation's problems anin bringing the depres-sion to an end.

The emphasis on thefarmer

Bpnking

Collective bargaining

Roosevelt's New Dealpolicies had profoundeconomic, political,and social results- -both at the time theywere passed and for thefuture--and they put thenation on the road toeconomic recovery.

Problem:Under theference oViewpoint

Investigaclaims ofthe TVA cas a u.y

reasonablsumers by

Report:

Round Tabto represbusiness,labor, anthis probhelp theeconomy?

ICAN STUDIES

TS/OBJECTIVES ACTIVITIES

D. Roosevelt'svictory in 1932hat Americanssatisfied withconservative_tal policiesed the govern-take a moreole in solvingon's problems aning the depres-an end.

sis on the

ve bargaining

t's New Dealhad profound, political,al results- -the time theysed and for theand they put then the road torecovery.

-30-

Problem: "Government and the EconomyUnder the New Deal: Unwarranted Inter-ference or Necessary Regulation?"Viewpoints: USA. pp. 266 - 289

Investigate and report to the class theclaims of public utility companies andthe TVA concerning the value of the TVAas a "yardstick" to measure the

reasonableness of the price charged con-sumers by private public power utilities.

Report; "The old economy and the new"

Round Table Discussion: Select studentsto represent the various views ofbusiness, organized labor, unorganizedlabor, and consumers in 1936, examiningthis problem: Did the New Deal reallyhelp the recovery of the Americaneconomy?

I

I

READINGS A. V. MATERIAL

973.9 Allen, F.L. SinceAll Yesterday. Bantam(C)

(L) New Deal and the AmericanPeople. 711gral-

(0) Billington. The MakingAmerican Democraci7-701. 2

(L) Brogan. Era of F.D.R.; AChronicle of the Ne.gTeiaandGlobal War.

(C) American Capitalism,Chapter 6

(C) Readings in AmericanHisto, Vol. 27 "Critics ofthe New

ryDeal."

Filmstrip:

"FDR" Guidance Associ

Transparency:

"Banking and Credit"

Filmstrip:

"F.D.R.:: The Years Thaa Nation" Parts I and973.9(5) SOPS

Record:

"I Can Hear It Now.1947"

Filmstrip:

"New Deal Era" 1933-194


Sinceantam

American

e Making ofol. 2

F.D.R.; Area7r.and

lism,

ricanritics of

Filmstrip:

"FDR" Guidance Associates

Transparency:


Filmstrip:

"F.D.R.:: The Years That Changeda Nation" Parts I and II.973.9(5) SOPS A-V

Record:

"I Can Hear It Now. I. 1927-1947"

Filmstrip:

"New Deal Era" 1933-1941. SVE

1

UNIT I: SOCIAL MID ECONOMIC FORCES IN AMERICAN STUDIES


IV. The American Economy in

A. Wartime Administrationof the Economy

B. Fiscal Policies Duringthe War

C. Reconversion

D. Conclusion

PROBLEMS OF PROSPERITY ANDLTDERSHIP17475

I. The Econo at War's Endand ince

A. Introduction

The Return of Peace

Trflation

Rationing

Postwar Economy

-32-

Problemsapproach

1. Sr

b

2. S

3.

4.

5.

0

d.

**ReferActivitAmericpp. 82

**Probleman econtime ofthe pro

**Problemand Worldcant chaneconomy.

'S IN ANERICAN STUDTTIs


Inflation

Rationing

Postwar Economy

-32-

Problems for use in problem-solvingapproach to study the New Deal:

1. Should the government everraise or lower taxes inorder to offset businessboom and depressions?

2. Should the government be moreconcerned with measures topromote stability or to pro-mote economic growth?

3. Explain the statement:"Inflation picks the pocketsof creditors, savers, andpeople whose incomes arerelatively fixed."

4. Everyone knows that a dollarcontains 100 cents. Why thendo economists talk about thechanging value of the dollar?

5. Why do debtors often welcomeinflation?

**Refer to III, "Suggested LearningActivities," Economic Forces inAmerican History. Teachers GuTe,pp. 82 - 85.

**Problem: Why are the problems ofan economy like that of U.S. duringtime of war almost the opposite ofthe problems in time of depression?

**Problem: The period of depressionand World War II resulted in signifi-cant changes in our economic life andeconomy. What are the most importantof these changes?


Basic Text (C) Chapters 40,42, and Book VII, 1945 - fromEconomic Forces in American

A"

Film:

"Automatic Machines"25 minutes M.I.

Bogdikian, Ben. In the MidstPlenty: The Pooi-iii-Eierica.Beacon Press, Boston:--TTETNeAmerican Library.

-33-


9

OMFilm:

"Automatic Machines"25 minutes M.I.T.

Bogdikian, Ben. In the Midst ofPlenty: The Poor rinMem-7E7Beacon Press, Boston. WONewAmerican Library.

-33-


CONTENT CONCEPTS/OBJECTIVES AC

C. The Economy Today

II. The Search for ,Stabilitzand High Ikmployment

A. The Public and Un-employment

B. The Role of the Govern-ment

C. How Stable? How MuchEmployment?

D. Some General Con-clusions

II. The Farm Problem Again

A. The Land Made the Nation

To show the effects oftechnological changes

To realize how modernscience has increasedthe interdependence ofthe peoples of the worldand need for internationcooperation.

Lo see how scientists,doctors, and inventorsf all nations have_earned better ways to,rotect life and health.

N:$ realize the extent ;tohich science hasLffected the way the)eople of the United)tates earn a living andiow they spend their.eisure time.

-34-

Student reportsGeneral Motors,

In committee,the progress offields.

1A class visit tfacturing or prlocality wouldmation about thresulting fromtrip is impossito obtain an incharge, showingin automation.experience, thethe characteris

You might write"The Mighty AtomMankind." Afterbriefly on the tthe clasS may dibe derived fromas the dangersEach student mayone exhibit - aor a drawing - denergy. These mclassroom dii4ola

ICAN STUDIES

OBJECTIVES ACTIVITIES

e effects ofcal changes

how modernincreased

pendence ofof the world

r internation

scientists,d inventorsons have,ter ways toe and health.

the extent ;toce hasle way thehe Uniteda living andend theire.

-34-

Student reports on Proctor and Gamble,General Motors, 3M, Howard Hughes.

In committee, investigate and report onthe progress of automation in severalfields.

flA class visit to a large automated manu-facturing or processing plan in yourlocality would provide valuable infor-mation about the advantages and problemsresulting from automation. If such atrip is impossible, you might be ableto obtain an industrial film free ofcharge, showing the processes involvedin automation. On the basis of thisexperience, the students may discussthe characteristics of automation.

You might write on the board the phrase"The Mighty Atom: The Hope and Fear ofMankind." After a student has reportedbriefly on the theory of atomic energy,the class may discuss the benefits tobe derived from atomic energy, as wellas the dangers and problems which arise.Each student may be asked to prepareone exhibit - a model, a chart, a cartoon,or a drawing - dealing with atomicenergy. These may be arranged as aclassroom display.

vas


Refer to Teachers' Manual forbasic text, "Reading forDepth" p. na.

Berle, Jr. The 20th Century2221-polipt RevolTann.Harvest Books

Films:

"Universe of Numbers""Universal Machine""The Control Revolution""Engine at the Door"

Indiana University

Filmstrip:

"Agriculture: Then and Now"

-35-


For

Films:

"Universe of Numbers""Universal Machine""The Control Revolution""Engine at the Door"

Indiana University

Filmstrip:

"Agriculture: Then and Now"

-35- 9fk

UNIT I: SOCIAL AND ECONOMIC

CONTENT


CONCEPTS/OIJECTIVES ACT

B. Specialization andCommercialization

C. The Birth of the FarmProblem

D. German Agriculture

E. Enter, the Government

F. The Inequities

G. Review the Problem

IV. Economic Growth

unitua States

Germany

46

To understand that thecoming of automation haEbrought with it problemsas well as benefits, afact true of mostscientific advances.

The farm problem

-36-

Have the class iother adults, asconsider the mosin the communityworld since 194,5compile the ansyclass. Have theanalyze the causconsidered most

. What seems tfarm populatnumber of fa,qvested, andon farms.

. Does it seemfarm surplusaccumulate?on the chart

Look at films f/specific evidenc

1. Applicati

2. Productic

3. Diversifi

4. Effects c

5. Effects c

ICAN STUDIES

/OBJECTIVES

and that theautomation hath it problembenefits, aof mostadvances.

roblem

-36-

ACTIVITTES

Have the class interview parents andother adults, asking them what theyconsider the most significant changesin the community, the nation, and theworld since 1945. Have a committeecompile the answers and report to theclass. Have the class then try toanalyze the causes of the changesconsidered most significant.

. What seems to befarm population,number of farms,vested, and useson farms.

the trend infarm production,farm acres har-of machinery

. Does it seem likely that thefarm surplus will continue toaccumulate? Base your answerson the charts on pages 830-831.

Look at films from U.S. firms. Whatspecific evidence did you note of:

1. Application of science

2. Production planning

3. Diversification

4. Effects of competition

5. Effects of consumer choices

I

I

I

I

I


Film:

"The Age of Specialization"13 minutes McGraw-Hi411

Film:

"The Challenge" 30 minut

(L) Hacker. Triumph of Film:American Capitalism

"Competition and Big Business "22 min.

Filmstrip:

"American capitalism:and Dynamic System"330(12) CFS

'77"

EBF

A Flexiba

A-1.1


of Specialization"es McGraw-Hill

llenge" 30 minutes

tion and Big Business"EBF

Capitalism: A FlexibleII ic System"CFS A-V


CONTENT CONCEPTS/OBJECTIVES ACTIVITIES

A. What Is Economic Growth?

B. The Source of Growth

C. Economic Growth Since1945

D. Increasing the GrowthRate

E. Clarifying Wants andIssues

V. The U.S. and the Inter-Talonal Tainomy

A. The Period Between TwoWars

B, World War II and After

-38-

Consult the charts andpages 834-837. (a) Mthe factors that haveto American industrialHow do you think the itof atomic energy willgrowth?

Study the map on pagesthen make a list of thfactors which have infeconomic development (industrial, and commerarea in which you liveanswer against the map833 and the map on pag

Collect data to provestatement that "Mankattoward industrializati

Do research projects ccurrent consumer protelegislation pending, e

S IN AMERICAN STUDIES

CONCEPTS /OBJECTIVES ACTIVITTRA

-38-

Consult the charts and the map on yr

pages 834-8317. (a) Make a list ofthe factors that have contributedto American industrial growth. (b)How do you think the industrial useof atomic energy will affect economicgrowth?

IStudy the map on pages 820-821, andthen make a list of the geographicfactors which have influenced theeconomic development (agricultural,industrial, and commercial) of thearea in which you live. Check youranswer against the map on pages 832-833 and the map on pages 836-837.

.1Collect data to prove or disclaim thestatement that "Mankato is movingtoward industrialization."

I

Do research projects connected withcurrent consumer protection needs,legislation pending, etc.

/to

:1

1

F

I-


(C) Business Enterprisesin the American Economy715r7Elems of an IndustrialSociety" pp. 85 - 99 andunderstand terms on pp.99, 100.

Editors of the Wall StreetJournal. New MITTionairesand How They adDrTF=eir7BYtunes. hdaraan

(C) American Capitalism"Appraising the AmericanEconomy" pp. 77-99

Film:

"The Land" 2 - 54 minutesMcGraw-Hill

Film:

"The Man Who Changed the World"10 minutes. Teaching Film Custodian

Filmstrips:

"New Inventions, and IndustrialDevelopment"608(10) CFS A-V

"New Processes Aid IndustrialDevelopment"609 CFS A-V


Film:

"The Land" 2 - 54 minutesMcGraw-Hill

Film:

"The Man Who Changed the World"10 minutes. Teaching Film Cus-todian

Filmstrips:

"New Inventions, andDevelopment"608(10) CFS

"New Processes AidDevelopment"609 CFS

-39-

Industrial

A-V

Industrial

A-V

NIONIMMVMMEINIIII


VI. Epilog.ue: The Issuesfor Today a/7.7- °morrow

A. The Government WasAlways There

CONCEPTS OBJECTIVES ACTIV

Role of the government Student reports -Manual for basic tDepth" p. 398.

B. Some Unresolved Issues Appreciate progress thahas been made towardprotection of the con -iumer.

C. The Major Issues

rot -40-

I

ICAN STUDIES

PTS OBJECTIVES ACTIVITIES

the government

ate progress than made towardion of the con-

-40-

Student reports - refer to Teacher'sManual for basic text, "Reading forDepth" p. 398.

/Of

I

I

I

I

READINGS A. V. MATERIALS TEACHER'S NOTES

Filmstrips:

"Natural Resources and IndustrialDevelopment"338(2) CFS A-V

"Magic of Mass Production"330 FS A-V

"Labor Problems and New Areas ofIndustry"331 CFS A-V

- 4 1 -X 0

REFORM MOVEMENTS

Unit II

/O4

UNIT II: REFORM MOVEMENTS


I. EarLy.. Reform Movements:Post Civil War - 1900

A. Problem Areas

1. Big business

2. Government

Scandal in govern-ment

-Rule by minority inUnited States Senate

3. Farmers

Victimized by monopoly

Victimized by his ownproductivity

Understand that man hasthe right and the re-sponsibility to governhimself and improvehimself.

Recognize that changecreates problems andthat every generation ifaced with changesaccompanied by newproblems.

Muckraker

To assess the extent towhich reformers mayhave succeeded or faileto bridge the gap be-tween democratic idealsand the processes bywhich they operate.

The politics of the1880's and 1890's wascharacterized by therise of various reformand protest movementsthat advocated politicand economic reforms.

-44-

Make aand TVpublicis need

- -profwojaliar

--ev

Let coindustristeel,tion, an

A committion offollowinManual,

**A twodividualvariousin AmeriPeace Crthe Newwhereverwritingsor belowlevel.

**No. 8:PolPolpp.


inate

lopoly

own

Understand that man hasthe right and the re-sponsibility to governhimself and improvehimself.

Recognize that changecreates problems andthat every generation ifaced with changesaccompanied by newproblems.

Muckraker

To assess the extent towhich reformers mayhave succeeded or failedto bridge the gap be-tween democratic idealsand the processes bywhich they operate.

The politics of the1880's and 1890's wascharacterized by therise of various reformand protest movementsthat advocated politicand economic reforms.

Make a list of today's writers and radioand TV commentators who are drawingpublic attention to areas where reformis needed.

- -prepare bulletin board exhibitof examples of the way theywork. e.g., headlines, bookjackets, radio and TV programlistings, clippings fromarticles, editorial comments.

- -evaluate the methods they use.

Let committees study the rise of differentindustries during this period; oil,steel, rubber, automobiles, transporta-tion, and communication.

A committee can report on the contribu-tion of the muckrakers, based on thefollowing readings: Refer to Teachers'Manual, "Muckrakers," p. 284.

**A two week experimental unit of in-dividual lessons which concentrate onvarious trues of reform and reformersin America from Abolitionism and thePeace Crusade to the Suffragettes andthe New Deal. The reading makes usewherever possible of the reformers ownwritings, and is generally at averageor below average high school readinglevel.

**No. 8: "William Marcy Tweed:Political Boss"Political Leadership in America.pp. 87-95. Scott-Foresman

READINGS

Basic Text, chapters 24, 26.

323.2 Goldman, Eric F.Go Rondezvous With Destin7L

Vintage. (777rceptivedescription of modernAmerican Reform move-ments.) Knopf, 1952.

(C) Rise of the Americananon., The Trusts"ReMiEgs, pp. 202-210.Vol. II, 1968.

973.8 Faulkner, Harold.Fau Politics, Reform and

EXpa=n, 1890-055.Harper, 1959

973.91 Hofstadter, Richard.(C) The Age of Reform:

Fradityan to FDR.Knopf , 1955.

329 Weinberg, A.M. and Lila.Wei The Muckrakers 1.02 -191(C) MTricorn Books, 1.64.

(L) Josephson. The RobberBarons.

(C) Rise of the AmericanNation. Vol. II., 1968."The Issue of PoliticalCorruption" Readings,pp. 241-245.

(C) Winds of Change: Re-TZEITC6rs an! Reforms inEael-ET,. Boston: D.Heath and Company.

,ea

A. V. MATERIALS

FilmstAR:

"Political and Social Ref1870-1916"

Record:

"Captains of Industry"

Film:

"The Tiger's Tail"

A. V. MATERIALSTEACHER'S NOTES

tinytiverne -

2.

Filmstrip!

"Political and Social Reform,1870-1916" SVE

Record:

"Captains of Industry"

Film:

"The Tiger's Tail"

-45- /AP



Lack of cohesion

11. Social problems

B. Attempted Solutions

1. Government regulationof trusts

2. Political reform

a. President Hayes

b. Civil-Servicereform

c. President Cleveland

d. Reed's Rules

Understand that ascitizen of a democracy,all must obey the lawsand use only lawfulmeans to correct in-justices.

Recognize that freedomof inquiry, speech, andpress is important.

Farmers formed a numberof organizations toimprove their situa-tions.

The government didlittle to help thefarmers.

Regulation

-46-

Write an

Ring, or

Using Ch

1. ConsanswWhatagridcalmCompain ti'and nwould,grestime?

2. Referin anCompa1850incresize(d)Whatthe c

Read anyThen writreasons wcommend t.

Make a chyou indictheir nammuckrakinsought toto correc


Understand that ascitizen of a democracy,all must obey the lawsand use only lawfulmeans to correct in-justices.

Recognize that freedomof inquiry, speech, andpress is important.

Farmers formed a numberof organizations toimprove their situa-tions.

The government didlittle to help thefarmers.

Regulation

-46-

Write an editorial attacking (a)..invisible government, (b) the TweedRing, or (c) the apathy of voters.

Using Charts:

1. Consult chart 1 on pp. 834-835 inanswering these questions: (a)What major advances in Americanagriculture were made betweencolonial times and 1900? (b)Compare these with the advancesin transportation, communication,and manufacturing. (c) Howwould you explain the slower pro-gress in agriculture at this sametime?

2. Refer to charts 5 and 6 on p. 831in answering the following: (a)Compare the number of farms in1850 and 1900. (b) Explain theincrease. (c) Compare the averagesize of farms in 1850 and 1900.(d) Explain the decrease. (e)What connection is there betweenthe charts?

Read any muckraking book of this period.Then write a review, giving specificreasons why you would or would not recommend the book to others.

Make a chart on the muckrakers in wh:;.chyou indicate in parallel colmns (a)their names, (b) the names of theirmuckraking books. (c) the evils theysought to expose, and (d) your proposalsto correct such evils.

/LP


(L) American History Transparency No. 23. (ShowsI lustrated.October, population growth and shift to7:77. "Thomas Nast, urban living.)Pioneering Cartoonist"p. 50.

(C) The Proud Tower. Transparency No. 56. "Decline909.82 Tuchman, B.H. of Agricultural Population andTuc Urban Growth"

(L) Saloutos. FarmerMovements in the Sout1865-1933.

(C) Readings in AmericanHistory - A Sense of thePast. No. 24. Macmillan.

(C) Rise of the American=on. Vol. II, 1968.The Farmer in Troubled

Times" Readings, pp.225-232.

301 Swados. Years of Con-Swa science. 77117170akers.

RUFTE-PublIEFing Company.

(L) Sinclair, Upton. TheJungle. New American3-1ry. Signet.

(C) Rise of the AmericanNatio-17-7a. II, 1968.Readings - "The Possi-bility of Reform" and "ThReform Movement" pp. 345 -359.

(C) New Perspectives inAmerican History. TheProgressive Movement:Traditional Reform"Macmillan. -47-


Transparency No. 23. (Showspopulation growth and shift tourban living.)

Transparency No. 56. "Declineof Agricultural Population andUrban Growth"

-47-



Formation of;farmorganizations

a. Grange movement

b. Farmer alliances

c. Greenbacks

d. Bland-Allison Act

e. Populists

4. Reformers and socialworkers

5. Welfare capitalism

cif

Appreciate contributionsof individuals andgroups who have workedto improve our country.

Develop skills ofcritical analysis.

-48-

Imagineteenth creport ttions fofacing yreport t.be hurdl

Using; chanswer t

(a)

(b)

(c)

Trace hiup untilchart be

3rd PartCandidat

To a comas the (1publishe(b) an aor () a

CONCEPTS OBJECTIVES

Appreciate contributionsof individuals andgroups who have workedto improve our country.

Develop skills ofcritical analysis.

ACTIVITIES

Imagine yourself mayor of a late nine-teenth century American city. Write areport to the citizens on your sugges-tions for solving each of the problemsfacing your city. Indicate in yourreport the obstacles that will have tobe hurdled in realizing your aims.

Using charts 6 and 8 on pp. 826-827,answer the following:

(a) How did average life expec-tancy change between 1790and 1900?

(b) Explain the reasons for thischange.

(c) Summarize the shift from ruralto urban population during theperiod 1790-1900 and explainwhy this shift took place.

Trace history of Third Party Movementup until the last election by means of-"--- ----".

3rd PaxtyCandidate

Objec-tives

BasicIssues

Effecton MajorParties'Election

Accom-plishment

To a committee - compose a newspaper such

published. contribute (a) an editorial,as the Grange or the Populists might have

(b) an advertisement, (c) a news article,or (d) a cartoon.

I

I

READINGS

(L) Nevins. Century ofPolitical Cartoons.

(L) Faulkner. Politics,Reform, and Expansion,1890-190C.

(L) Buck. The AgrarianCrusade.:

Hasseltine, William B.Third Party Movements inthe United States.AnviI777762.

Refer to Teacher's Manualof basic text for sug-gested readings. "Pro-gressivism" p. 284.

(C) A Sense of the Past.IrThe GraHEW=7gs"p. 304.

(0) Livin American Documentse Populist pey7y-rrat-

form" Harcourt-Brace.

329 Hicks: Populist Revolt.Hic U of Nebraska Pregg77715

A. V. MATERIALS

Record:

Jane Addams of Hull House.National Association ofSecondary School Principals.


Record:

Jane Addams of Hull House.National Association ofSecondary School Principals.

-49-


CONCEPTS/OBJECTIVES

II. Progressive Movement The progressive movemenwas a large-scale attacon the abuses that in-dustrialization hadbrought about.

Mass support for theprogressives was due inpart to the work ofcrusading "muckrakers."

Progressives institutedpolitical reforms at thlocal, state, andnational levels of Bove;went.

-50-

For a compcvestigateIgnatius D(d) "Pitt"Bloody B4a"Socklessshould indJdifferenceespeciallyPopulist M

Investigatethe followgovernors:Jones, (b)lock, (d) SLaFolletteAlbert B. CHughes, (i)William Simprogressivereport indi(2) the obsthe extentaims.

Report: Onachieved dChancellor.

After study-social andnineteenthhow your stUse picturesources as

**No. 6: "1r

RefornProblEPP. 5(

BJECTIVES ACTIVITIES

ive movementscale attacks that in-ion hadt.

for thewas due inwork ofuckrakers."

institutedforms at thand

/els of Bove;

-50-

For a composite committee report, in-vestigate (a) Mary Ellen Lease, (b)Ignatius Donnelly, (c) James B. Weaver,(d) "Pitchfork Ben" Tillman, (e)"Bloody Bridles" Waite, and (f)"Sockless Jerry" Simpson. The reportshould indicate similarities anddifferences in their careers and ideas,especially as these pertain to thePopulist Movement.

Investigate the career of any one ofthe following progressive mayors orgovernors: (a) Samuel M. "Golden Rule"Jones, (b) Tom Johnson, (c) Brand Whit-lock, (d) Seth Low, (e) Robert M.LaFollette, (f) Hiram S. Johnson, (g)Albert B. Cummins, (h) Charles EvansHughes, (i) "Alfalfa Bill" Murray, (j)William Simon U'Ren, or (k) any otherprogressive mayor or governor. In yourreport indicate (1) the man's aims,(2) the obstacles he faced, and (3)the extent of his achievement of hisaims.

Report: On the social welfare measuresachieved during Bismarck's era asChancellor.

After studying illustrative material onsocial and cultural life of the latenineteenth century, write a report onhow your study illuminates the period.Use pictuia books and as many othersources as possible.

**No. 6: "Why Progressivism ?"Reform in America. Scott-ForesmanProblems in American HiStory,PP. 59- 72. /09

I

I

I

I

1

1

L


Ware, Louise. Jacob H.Riis: Police Reporter,Reformer, Useful Citizen.Appleton, Century, 1938.

(C) Reinfeld, Fred. The GreaDissenters. Crowell,1959.

Basic Text: Chapters 27,28, and 29.

(C) Panorama of the PastVol. II, 7.111:77:--muslitoMifflin.

(C) The Human Adventure.Vol. II. p. 17."The Chartists Present aPetition." p. 20 "TheObjects and Methods of thFabian Society." p. 22"The Improvement in theConditions of the BritishWorking Class."

(L) Faulkner. The Quest forSocial Just=e, 189 -1914.

973 Hofstadter, Richard.Hof The Pro ressive Movements,

1900- ,1 . rentice-Hall.

331.83 Riis, Jacob. How theRii Other Half Lives.

Transparency :

"Progressive Era, 1890- 1915 "No. 61 of U.S. History Trans-parency Set. (H.S.)


,

Transparency:

"Progressive Era, 1890- 1915 "No. 61 of U.S. History Trans-parency Set. (H.S.)

61111110-51- raimmzr



A. T. RooseveltSquare Deal reforms

1. Business

2. Cities

3. Government

4. Farmers

5. Conservation

Slum-clearance programsthe establishment ofsettlement houses andplaygrounds, and thetemperance movement em-phasized the progressivconcern for social andmoral welfare.

Presidents Roosevelt,Taft, and Wilson allsupported reform legis-lation.

-52-

After reaOther Halto the clmost trayin a big

s'

**No. 8:Ref

Committeedent Theod

--Whatof, lethe U

--Why w

--Statepeopl

**No. 9:Refo

Committeeareas wheregovernmentmittee repoful the foreasons whyup, and whamade for imgovernment.

Report: Loareas of remembers, to


Slum-clearance programs,the establishment ofsettlement houses andplaygrounds, and thetemperance movement em-phasized the progressiveconcern for social andmoral welfare.

Presidents Roosevelt,Taft, and Wilson allsupported reform legis-lation.

-52-

After reading all or part of How theOther Half Lives by Jacob Riis, reportto the class on what you consider themost tragic aspects of tenement lifein a big city.

s'

**No. 8: "Restraining the Trusts"Reform in America, pp. 84 - 95.

Committee report on leadership of Presi-dent Theodore Roosevelt.

--What seemed to be his conceptof leadership as President ofthe U.S.?

--Why was he controversial?

--Statements about him b7: famouspeople of his period.

**No. 9: "Aiding the. Unprotected"Reform in America. pp. 96 - 108.

Committee Research project: Investigateareas where the various types of citygovernment have been tried. The com-mittee report should sum up how success-ful the form of government has been,reasons why some cities have given itup, and what recommendations have beenmade for Improving each type of citygovernment.

Report: Local city government structure,areas of responsibility, current issues,members, terms.

/RI

I

I

I

I

I

I

I


(C) Abraams, Richard. TheIssue of Federal Re'Eira-tion in the ProgressiveEra. Rand-McNally. 1963

Green, Constance.American Cities in theGrowth of the Nation.Colophan.

(C) Steffens, Lincoln. TheShame of the Cities.

American Century.

(0) Roehm, Wesley A. TheStatus Revolution 1?1-,, tzle

Progressive Movemcn.tHeath, 1965.

(a)

Refer to teacher's manualof basic text for sug-gested readings, p. 286.

Living American Documents1r ...The New Nationalism"Harcourt-Brace.

Lowitt, Richard. GeorgeW. Norris: The Makin ofa Progressive, 1861- 177Syracuse U Press.

(L) American EiEtaLL Illus-trated. December,7.77.'Theodore Roosevelt:Conservationist" p. 36.

(L) Howland. Theodore Roose-velt and 1437TIEes.

(c) Rise of the AmericanYaTrEiciET a. II. 1968.RZT'gs9 "Conservationof Natural Resources"

Film:

"The Life and Times of TeddRoosevelt" McGraw-Hill

"rPansparencies:

The Progressive Era, 1900-1No. 61(2)

A. V. Dept. will make up.


10

Film:

"The Life and Times of TeddyRoosevelt" McGraw-Hill

Transparencies:

"The Progressive Era, 1900-1915"No. 61(2)

A. V. Dept. will make up.

-53-/Ad


CONTENTCONCEPTS/OBJECTIVES

B. Taft Reforms

1. Business

2. Government

3. Conservation

**No.

A rou&the tobustinAmeric

Selectto preTheodoxthe pre

Have stReserve

1.2.3.4.

Let a csignedThe comlness of

Check tMeat InDrug Ac'class.

**No. 1Re'

CONCEPTS/OBJECTIVES ACTIVITTES

I **No. 7: "Attacks on Political Evils"Reform in America. pp. 73-83.

A round table discussion may be held onthe topic, "The Effectiveness of Trust-busting in Preserving Competition inAmerican Industry."

Select a committee of five "reporters"to present and lead the discussion onTheodore Roosevelt the man, the soldier,the president, the author, the hunter.

Have students do research on the FederalReserve System on the following:

1. Structure of the system2. Powers and duties of system3. Methods of operation4. How does this differ from previous

systems?

Let a committee study the federal laws de-signed to regulate the railroad industry.The committee should evaluate the effective-ness of this legislation.

Check the story behind the passage of theMeat Inspection Act and the Pure Food andDrug Act. Report your findings to theclass.

**No. 10: "Progressivism: An Evaluation"Reform in America. pp. 109-120.

-54-


(L) Ginger. Au of Excess;the U.S. froM71822=19:14.

N Filmstrips:

"More Wild Life Through Soil andWater Conservation"333.7(2)FS (H.S.)

"Natural Resources and Indus-trial Development"338.2 CFS (H.S.

-55-


Filmstrips:

"More Wild Life Through Soil andWater Conservation"333.7(2)FS (H.S.

"Natural Resources and Indus-trial Development"338.2 CFS (H.S.

-55-


CONTENT

C. Wilson, "New Freedom"Reforms

1. Business andbanking

2. Farmers

3. Government

a. Income tax

CONCEPTS/OBJECTIVES

Recognize that progressis often accomplished 1:13a series of slow, small,steps.

-56-

Study the cthe role as(a) Theodor(c) Wilson,oon based(report on ttoons studi

The Income

(a) Briofto

(b) WhafedinCivthewerunc

(c) Whainprodec

(z) WhY'isinc

(e) Whefinpro

(f) Wha.revtax

Have studen

National


Recognize that progressis often accomplished ba series of slow, smallsteps.

-56-

Study the cartoons in various books onthe role as a progressive of President(a) Theodore Roosevelt, (b) Taft, or(c) Wilson. Either draw your own car-toon based upon this study or write areport on the significance of the car-toons studied.

The Income Tax:

(a) Briefly summarize the historyof the income tax from 1800 upto the Civil War.

(b) What revenue measures did thefederal government pass in 1861in order to help finance theCivil War? How successful werethese measures? When and whywere they financially declaredunconstitutional?

(c) What new revenue act was passedin 1894? What were its majorprovisions? Why was it laterdeclared unconstitutional?

(d) Why did such groups as the Popu-lists demand a graduated federalincome tax?

(e) When was the Sixteenth Amendmentfinally passed? What did itprovide?

(f) What proportion of the federalrevenue comes from the incometax today?

Have students fill out chart:

Progressive Reforms

National State Local

READINGS

(0) Rozwenc, Edwin C.Roosevelt, Wilson, andthe Trusts.

Refer to teacher's mannabasic text for suggestedreadings, p. 294.

A. V. MATERIALS

Filmstrip:


973.91(2) SCFS (H.S.

"New Freedom and World War I"973.9(5) °FS (H.S.

-57-


ualted

Filmstrip,:


973.91(2) SCFS (H.S.

"New Freedom anJ World War I"973.9(5) CFS (H.S.

-57-


CONTENTCONCEPTS /OBJECTIVES

b. Prohibition I Prohibition


Prohibition

-58-

Students could report on Wilson's "NewFreedom" Program.

Theodore Roosevelt and Woodrow Wilsonhave been labeled liberals while Tafthas been called a conservative. Checkthis generalization against the accom-plishments of each of the presidents.

The Prohibition Movement

(a) The Early Temperance Crusade(b) Post-Civil War Revival(c) The Anti-Saloon League(d) The Prohibition Amendment

The long campaign to prohibit themanufacture and use of intoxicatingliquors for beverage purposes mightbe explored in this study.


(a) When was the Prohibition Partyfounded? that was its primaryobjective? What other measuresdid it advocate? Where did itreceive its strongest supportduring the 1870's?

(b) When and why was the Woman'sChristian Temperance Unionfounded? Who was its foremostleader?

(c) Describe the objectives of theW.C.T.U.

I

I

I

I

READ:ITGS

American History Illus-trated. February,1968.Carry Nation - Saloons'

Nemesis" p. 13

A. V. MATERIAIS

-59-


CONTENT

III. Post World War I America

A. Reforms in the 20's

L3$

CONCEPTS/OBJECTIVES

Harding's administrationwas characterized byscandals and by weakpolitical leadership.At the same time, thenation seemed littleinterested in reform orin liberties guaranteedby the Constitution.

President Coolidgefrowned upon governmentaaction.

Rapid changes took placein American industry andlife generally.

-60-

The ProhibiJ..

(a) When,Anti

(b) What.Antihope

(c) DescandLeafoun

Have students

a. The adEighte

b. The BoD.C.

c. The Te

**Problem: Rleaa-Eirgreatprohibition gserious curre

**No. 10: "

BrownResearcHistory

**No. 12: "RsurgentLeaders

3 .

**No. 13: "HPoliticship in


Harding's administrationwas characterized byscandals and by weakpolitical leadership.At the same time, thenation seemed littleinterested in reform orin liberties guaranteedby the Constitution.

President Coolidgefrowned upon governmentaaction.

Rapid changes took placein American industry andlife generally.

sow .


(a) When, where, and by whom was theAnti-Saloon League founded?

(b) What were the major aims of theAnti-Saloon League? How did ithope to achieve these aims?

Describe briefly the successesand failures of the Anti-SaloonLeague from the time of itsfounding up to 1919.

(c)

Have students report on the following:

a. The adoption and repeal of theEighteenth Amendment

b. The Bonus Army march on Washington,D.C.

c. The Teapot Dome scandal.

**Problem: Reform attempts occasionallylggE7E6Ereater social ills. Show howprohibition gave rise to one of our mostserious current problems.

**No.

**No.

10: "The Fight Against Alcohol"Brown and Brawn. Let's Find Out.Research Assignment=History. Scribner. pp. 35-36.

12: "Robert M. LaFollette: In-surgent in Politics" PoliticalLeadership in America. pp. 124-132.

**No. 13: "Huey P. Long: Agitator orPolitician?" Political Leader-ship in Americ-5.771713371437

iiy

I

I

I

I

I

rho

(L) Rollins. Woodrow Wilsonand the New America.

Basic text. Chapters 33v 35,36, 37 and read "The WeimarRepublic"

Rozwenc, Edwin C. The1 20's Rhetoric or Mertlite

(L) American History Illus-.FR= January, 1968."Coolidge and the TeapotDome Mess" p.

(L) Allen. The Big. Chan e;America:xi/Ma:if-6-ms self1900-19510h.

TATS

Film:

"The Women Get the Vote.27 minutes. McGraw-Hill

A. V. laiTERIALS

Women Get the Vote.mutes. McGraw-Hill

TEACHER'S NOTES

/44

UNIT II: REFORM MOVEMEUTS


1. Scandals in Harding'sadministration

2. Return to normalcy

3. Hoover's laissez-faire theory

4. Social changes inthe 20's

5. Business prosperityand agriculturaldepression in the1920's.

The Great Depressioncame as a shock to mostAmericans.

The depression wascaused by fundamentaleconomic problems whichhad remained unsolvedfor too long.

Public morality

Corruption

To show the effect ofWorld War I on theideals of Americans.

Laissez faire

To show why manyAmericans wanted to goback to conditions asthey were before WorldWar I

To understand thechanging ideals andvalues in our society.

-62-

In committclubs in ymembers anasking sucbe done tootive as a-

suggestiopeople wisPool and e

Compare tof the 19gressivestent haveAmerican

Let a coscandalsadministrconsidertreatmentlesson le

Interviewduring ththem to dof the petheir ans

Have a bu1920's.sports hehouses, netc.

For a coGolden Twseveral h

CONCEPTS /OBJECTIVES ACTIVITIES

e Great Depressione as a shock to mostericans.

e depression wasused by fundamentalonomic problems whichd remained unsolvedr too long.

blic morality

rruption

show the effect ofrld War I on theeals of Americans.

issez faire

show why manyericans wanted to gock to conditions asey were before World

I

understand theanging ideals andues in our society.

-62-

In committee, visit various politicalclubs in your community. Interviewmembers and, if possible, officers,asking such questions as, "What canbe done to make politics more attrac-tive as a profession? and "Whatsuggestions would you offer to youngpeople wishing to enter politics?Pool and evaluate the answers.

Compare the program of the Progressivesof the 1900's with that of the Pro-gressives of the 1920's. To what ex-tent have these parties influencedAmerican life?

Let a committee compare the corruptionscandals of the Grant and Hardingadministrations. The committee shouldconsider (a) reasons for graft (b)treatment of accused persons, and (c)lesson learned.

Interview three persons who were livingduring the Twenties, asking each ofthem to describe his or her memoriesof the period. Compile and comparetheir answers.

Have a bulletin board display on the1920's. Include: styles, song hits,sports heroes, cars, appliances,houses, newspapers, movies, books,etc.

For a committee-made mural on theGolden Twenties submit sketches ofseveral highlights.

/11

(C) Rise of the AmericanN- ation. -val. II, 1968.Readings - "Problems ofthe 1920's" pp. 535-

Reading for Depth.Suggeste=eadings inTeacher's Manual. p.

329

(C) Sinclair, Andrew. Eraof Excess: A SocialEnto of thePFaibitiovement. unopa-E-77-3..

973.91 Leuchtenburg, William Film:Le E. The Perils of Pros- "The Golden Twenties" 2 parts(C) erit : 1314-71 7527--U- 67 minutes McGraw-Hill(L) of Chicago Press, 1958.

973.91 Galbraith, Kenneth.GA The Great Crash, 1929.(L) CET 1217galgEon

1961.

973 Shannon, David. TheSha Great Depression.

=Tice-Hall, 1960.

Reading for Depth.Suggested readings in i Film:Teacher's Manual, p. 33

Filmstrip:

"Prosperity and Depression"

New Dimensions in Amsrican History. Responsesto Economic Collapse:_Me Great Depression ofthe p5O's. Merrill73-T Halsey;

"Boom and '30's Depression"14 min. McGraw-Hill

-63-

.A3L,11.ATERIALS TEACHER'S NOTES

lm:

e Golden. Twenties" 2 partsminutes

lmstrip:

r'rosperity and Depression"

lm:

oom and '30's Depression"4 min. McGraw-Hill

-63-

IIrr REFORM MOVEMENTS


B. The Depression

1. Characteristics

2. Causes

3. Effects

4. Hoover's administra-tion response todepression.

To understand why crimeincreased.

Women were beginning toreceive more freedomand rights.

Falling farm prices

Inflation

Over-speculation

Technology

Mechanization

Depression

Stock market crash

Business cycle

The collapse of thestock market marked thebeginning of the worsteconomic depression theAmerican people have evknown.

Weaknesses in thenation's economic system

-64-

Possible

1. Phi

2. Sp4theres

Report: '

Have an itthe busine

**No. 11:Refo

Report: E"

and his goof whether

Under whatbe willingpoliticalexchange f

Report: "

**No..12:versAraeri

ONOEPTS/OBJECTIVES ACTIVITIES

understand why crimereased.

en were beginning toeive more freedomrights.

ling farm prices

lation

r-speculation

hnology

hanization

ressim

ck market crash

iness cycle

collapse of theck market marked theinning of the worstnomic depression therican people have evwn.

: .111 esses in theion's economic syste

-64-

Z-1

Possible Reports:

1. The effects of Prohibition.

2. Scandals that developed duringthe 1920's and analyze publicreaction.

Report: "Principal Causes of theGreat Depression"

Have an illustrated report on phases ofthe business cycle.

**No. 11: "The Impact of the DepressionReform in America. pp. 121, 132.

Re ort: Evaluate Hoover's philosophyan his governmental actions in termsof whether or not they were consistent.

Under what circumstances might personsbe willing to give up some degree ofpolitical freedom and independence inexchange for economic security?

Report: "Communist Party of USA in.1930's."

**No.12: "Clash of Ideas: Rooseveltversus Hoover" Reform inAmerica. pp. 133-140.

1 READINGS A. V. MATERIALS

(C) Brown and Brown. Im-pressions of America.Vol. 2. SectioTh-7g-2and.

3. Harcourt Brace.

1(L) Wecter. Ase of the Great

1Depression, 157571741.

I

(C) A Sense of the Past.No. 28, ITUre7gra."737 418Macmillan.

I(C) Rise of the AmericanBaron. -Va. II, 1938.

I

Readings, "EconomicCollapse and Prospectsfor Recovery"

Steinbeck. Grapes ofWrath.

(L) The Shameful Years

See U.S. Department ofDocuments Catalog inlibrary.

3

"The 1930's Air Power"Series Air Force

"Life in the 1930's"NBC Project 20 I andU of Minn. II

Filmstrikt

"Great Depression and the NewDeal" 973.9(7) CFS

(H.S.)

-65-

mn. Im-America.ion` s 2 andBrace.


of the Grea "The 1930's Air Power"-1'41.

e Past.h" p. 418

erican "Life in the, 1930's"II, 1938. NBC Project 20 I and

onomic U of Minn. IIProspects

Series Air Force

r. apes of.

Years

tment ofslog in

Filmstrip:

"Great Depression and the NewDeal" 973.9(7) CFS

(H.S.)

-65-


IV. The New Deal

CONCEPTS/OBJECTIVES

The stock market crashcame as a great shock tthe majority of Ameri-cans.

Hoover and many econo-mists believed thedepression daMeichieflihecaUSelindustry failedto pass the benefits ofits improvements to thecustomer.

Hoover and Congress toomore drastic action tthey had been willing totake before.

There were-some signs ounrest and even revolt.

Understanding the flexi- "Not_11:bility of the U.S. RefConstitutuion

To understand that theresponsibilities of the'_government were greatlyincreased under the Nev

To realize that theUnited States coped witthe serious problems ofthe depression withoutsacrificing its funda-mental democratic in-stitutions.

To understand the depthof feeling aroused bythe New Deal among itsSupporters and opponent

-66-

Case StuJ.

It

Use the followvarious New De

New

Problems

CONCEPTSJOBJECTIVES

The stock market crashcame as a great shock tthe majority of Ameri-cans.

Hoover and many econo-mists believed thedepression ,came'-ichiefli'becadWifidustry failedto pass the benefits ofits improvements to thecustomer.

Hoover and Congress toomore drastic action tthey had been willing totake before. u

There were-some signs ounrest and even revolt.

Understanding the flexi-bility of the U.S.Constitutuion

To understand that theresponsibilities of thefgovernment were great,17increased under the New

To realize that theUnited States coped witthe serious problems ofthe depression withoutsacrificing its funda-mental democratic in-stitutions.

To understand the depthof feeling aroused bythe New Deal among itsgupporters and opponent

-66-

ACTIVITIES

* *No. 13: "The First New Deal"Reform in America, pp. 141-"1337

Case. Study: "The New Deal and the Roleof Government"

Use the following chart to organize thevarious New Deal reforms:

New Deal Activities

Problems Reform Measures

I

V,


(L) Brogan. Era of F.D.R.:A ChronidTgdr--6ErnwTeal and GlobarlWar.

Davis, Wallace. The NewDeal Interprefttions.1771,7-York: Macmillan.

(C) Eames, E.A. Case Studiesin Amerlcan S377-tory.p. 77Educator'sPublishing Service.

(C) Morgan, H. Wayne.335 American Socialism, 1900-Mur . rentice-Hall,

(L) Freidel. New Deal andthe AmeriCE-115.6-Ie.TEFOnEFFE-accoun s)Prentice Hall, 1964.

(C) Rise of the Americanlea ion. -751. II, 1968.V-JOYEgs, "Evaluation ofF.D.R. and the New Deal"PP. 563-568

973 The New Deal and theFre Imig/T6a-M75V177

Freidel, F., ed."Excitement of the 100Days""Relief 000111""Great Drive Toward Re-covery""Growing Emphasis UponReform""Businessmen View...""Turbulent Second FourYears""The New Deal at thePolls"

Filmstrip:

"F.D.R.: The Years That Changeda Nation" Parts I and II973.9(4) SCFS973.9(5) SCFS

Transparency:

"The New Deal"No. 70 of U.S. History Trans-parency Set (U.S.)

Transparency No. 4:



mstri :

D.R.: The Years That Changedation" Parts I and II.9(4) SUS. 9(5) SOPS

S arency:

e New Deal"70 of U.S. History Trans-

ency Set (H.S.)

arency No. 4:

g and Credit"

F


CONTENT

A. Reform

1. FDIC

2. FRB

3. SEC

4. Social Security

CONCEPTS/OBJECTIVES

To understand themethods and laws used bthe Roosevelt adminis-tration to bring aboutreform.

-68-

From Docedited bySupreme CDeal daysthe casedecision:reasoningtions.

**Problem

InterviewDeal projto the cl

SuggestedHar

**No. 8:

Hold a debturning thover to pr

CONCEPTS OBJECTIVES ACTIVITIES

o understand theethods and laws used bhe Roosevelt adminis-ration to bring abouteform.

From Documents of American History,edited by H.S. Vamager, select anySupreme Court decision rendered in NewDeal days. Report on (a) the &cts ofthe case, (b) the reasoning.in thedec::zion and (c) your opinion of thisreasoning, plus (d) today's implica-tions.

**Problem: Government and the economyunder the New Deal: Un-warranted interference ornecessary regulation?

Viewpoints, U.S.A.p. 266-287.

Interview persons who worked on any NewDeal project. Report their experiencesto the class.

Suggested research topic: "The DustMowl, HardMI.77(3r the Farmers."

**No. 8: "TVA: Public Planning andPrivate Enterprise"Ideas in ConflictScott-76resman pp. 112-127

Hold a debate on the advisability ofturning the Tennessee Valley Authorityover to private owners.

I

I

I

I

I1

I

I

I.

I

I


(C) A Sense of the Past29. IrlS711771/ Deal"

p. 427

Refer to teacher's manualof basic text for sug-gested readings, p. 348.

Film:

"Dust Bowl"McGraw-Hill

26 minutes

Film:

"Life in the 30's"McGraw-Hill

Filmstrip:

"FDR" Guidance Associates

..,


al"

anual

348 .

Film:

"Dust Bowl"McGraw-Hill

26 minutes

Film:

"Life in the 30' s"McGraw-Hill

Filmstrip:

"FDR"' Guidance Associates

-69-



B. The Second New Deal

1. Continued aid tofarmers

2. FSA -70-


-70-

For Slower Students:

Your Study, in Depth

1. What were the purposes of Congressin creating the Tennessee ValleyAuthority? To what extent did TVAaccomplish these purposes?

2. What has been achieved by thefederal government's building damson such major waterways as theColorado, Columbia, and Missouririvers?

3. What is the potential water power ofthe United States? How much of thatpotential has been developed?

Chart to be made:

New Deal Solutions

Problem Solution' Temporary orPermanent

Have a panel discuss the pros and cons ofthe New Deal.

**No. 1: "The second New Deal"Reform in America. pp. 15+-166.

ICI

1

I

I

I

I

1

1


Film:

"Franklin D. Roosevelt" Part IMcGraw

Trans arencies:

"The New Deal, 193.3-1939"No. 70 (2) A.V. Dept. willmake up.

-71-



3. Soil Conservation

C. Reaction to the New Deal

!?.

-72-

ACT

You might introdrepresentative cStates in 1933.who were prepayvtroduce themseltworker, a younga businessman, aber, a farmer.class what he hodo for him.

The main groupsmending reform nboard. The classthe various measdesigned to provi

The students mayof the problems dcartoon showing hto provide relief

In committee, prebulletin board onand agencies; inpurpose of each;the provisions orcolumn 4, give thtion of each law

Have students fincriticism directeRoosevelt duringhaps they can preclass in which thecriticisms with tPresidents (for eJackson, and Linco


Deal

-72-

You might introduce to the class somerepresentative citizens of the UnitedStates in 1933. At this point, studentswho were prepared in advance might in-troduce themselves: an unemployedworker, a young man just out of school,a businessman, a banker, a union mem-ber, a farmer. Each will tell theclass what he hoped the New Deal willdo for him.

The main groups needing relief and de-manding reform may be listed on theboard. The class might then discussthe various measures of the Lew Dealdesigned to provide relief and recovery.

The students may be asked to choose oneof the problems discussed and draw acartoon showing how the New Deal hopedto provide relief and recovery.

In committee, prepare a chart for thebulletin board on New Deal legislationand agencies; in column 2, list thepurpose of each; in column 3, sum upthe provisions or powers of each; incolumn 4, give the committee's evalua-tion of each law or agency.

Have students find out about the hostilecriticism directed at Franklin D.Roosevelt during his presidency. Per-haps they can prepare a report to theclass in which they compare thesecriticisms with those made of earlierPresidents (for example, Jefferson,Jackson, and Lincoln).


(C) Presidential Power in907 the New Deal:--FiTatE7Roz 774.P

-73-

ower ineath,


-73-


CONTENT OBJECTIVES/COECEFTS

D. Success or Failure?

To develop the abilityto abstract and todiscriminate.

Interrelatedness

-74-

SocimanyoutstudWage

**No.

**The

lut

Debatcould

Eachcritiappraof th

BulleState

StateAgricAgricDomestionAdjustimeprovition

OBJECTIVES/CONCEPTS ACTIVITIES

To develop the abilityto abstract and todiscriminate.

Interrelatedness

-74-

Social Security benefits have been extendedmany times since 1935. Have students findout how the program works today. Otherstudents may find out about changes in theWages and Hours Law.

**No. 15: "The New Deal: An Evaluation"Reform in America. pp. 167-176.

**The New Deal: Revolution or Evolution?Amherst Series, The New Deal, Revo-lution or Evolua6E?

Debate: Resolved: The Great Depressioncould been avoided.

Each student should write a shortcritique in which he makes a generalappraisal of the successes and failuresof the New Deal.

Bulletin board display of the UnitedStates in the 1930's.

State the principles underlying theAgricultural Marketing Act of 1929, theAgricultural Adjustment Act of 1933, theDomestic Allotment and Soil Conserva-tion Act of 1936, and the AgriculturalAdjustment Act of 1938. As a long-time program, which of these measuresprovided the best approach to a solu-tion of the farm problem?

1.4

I

I

I

I

READINGS

(C) Rezwenc, Edwin C.Problems in AmericanMaIiiiieran Series.Reath, 1959.

330.973 Faulkner, Harold.Fau American Economic Histo

STE727.71-larper, 1960.

Brogan. The Era of FranklinD. RooseVgrf.

;/12.,'

A. V. MATERIALS

A. V. MATERIAIS TEACHER'S NOTES

scanles.

arold.is History

1960.

Franklin

-75-

A. V. MATERIALS

F.icanies.

-75-

TEACHER'S NOTES



V. The German "New Deal" (TheNazi State)

A. Social

gib

Economic causes aroundthe world brought dic-tators into power in the"have-not" nations, whoturned to aggressionagainst weaker neighbors.

-76-

What is a pstate and 1public utilfederal govlate publicGive argum?epolicy outlHolding Com

It has beenborrowed hegressivism,it advancedthe directgovernmentings of thewhy you agstatement.

How did Rofit otherfarm problpower deve

**Problem:traitor tosavior ofis the reavalues and

What werepoliticalRepublic wand rapid


Economic causes aroundthe world brought dic-tators into power in the"have-not" nations, whoturned to aggressionagainst weaker neighbor:

-76-

What is a public utility? Why havestate and local governments regulatedpublic utility companies? Why did thefederal goverment attempt to regu-late public utility holding companies?Give arguments for and against thepolicy outlined in the Public UtilityHolding Company Act.

It has been said that the New Dealborrowed heavily from populism, pro-gressivism, and the New Freedom, butit advanced far beyond them, involvingthe direct intervention of the federalgovernment to control the actual work-ings of the economic system,. Indicatewhy you agree or disagree with thisstatement.

How did Roosevelt's farm program bene-fit other than farmers? How is thefarm problem related to flood control,power development, and conservation?

**Problem: FDR was considered "ati7sTE517-To his class" by some and "thesavior of millions" by others. 'Whatis the reason for this conflict ofvalues and opinionS?

What were the economic, social, andpolitical conditions under the WeimarRepublic which made possible the birthand rapid growth of the Nazi party?

lbf

RRATITTVIS

(0) The Human Adventure17751.-MT-Part 9. 7. 138,"Italy in the Hands ofFascists"; p. 145, "Hit-ler's Theories"; p. 154,"Hunger and Unemploymentin Britain".

(0) **.a Problems in WorldHistory. No. 29.Scott-Foresman

A.V. MATERIALS

Film:

"Germany: Kaiser to Fuehrer


CONTENT CONCETS/OBJECTIVES

B. Economic

C. Political and Military

D. Religious and Cultural

VI. Post-World War II America

A. Business

IrifY

The terms of the Ver-sailles Treaty led tothe rise of the Nazis.

Totalitarianism

Recognize that freedomrequires an alert, re-sponsible, courageouspeople to protect andpreserve it.

Authoritarian

Anti-Semitism

Realize that no oneshould be deprived ofliberty without dueprocess of law.

Change

Cost of living

-78-

Show how andhis politicamake Germany

Why did thethe challenge

**Problems toEurope with Fp. 220 for ac

Research topi

1. Progre

2. New adledge

3. The co

4. The ra

5. The ai

NCETS/OBJECTIVES ACTIVITTEs

terms of the Ver-les Treaty led torise of the Nazis.

litarianism

gnize that freedomires an alert, re-sible, courageousle to protect anderve it.

oritarian

-Semitism

ize that no oneld be deprived ofrty without dueess of law.

ge

of living

-78-

Show how and to what extent Hitler usedhis political power to branch out andmake Germany a totalitarian state.

Why did the demoolmcies fail to meetthe challenge of the dictators?

**Problems to Solve: p. 215 ofEurope with Focus on Germany. Seep. 220 for ZEIVIties.

Research topics:

1. Progress in peaceful atomic use.

2. New advances in medical know-ledge and technology.

3. The coal industry today.

4. The railroad industry today.

5. The aircraft industry today.


Vogt, Hanna. Burden ofGuilt. New York: Ox-ford Press.

(C) Capitalism and OtherEconomic Systems.Chapter 3.

(C) Raab, Earl. The Anatomyof Naziism. Via-M-JfEER-TIEE League, 1964.40 pp. 50ji

321.6 Gibson, John S.Gib Ideology and WorldP Affairs. Oh:IT:

Houghton-Mifflin, 1967.

The Third Reich in Per-spec-TT:TrFT A ResourceUnit on Naziism. Anti-Defamati7E-rg el 1961.24 pp, 25

Basic text: Chapters 40and 42.

Filmstrip:

"The Anatomy of Naziism"B'Nai Brith

Films:

"Harry Truman" Parts I and IIMcGraw

"America the Beautiful"EBF - NBC

-79-

laist, I

al Brithe Anatomy of Naziism"

l'AliS

.7_ras :

Grawarry Truman" Parts and l'.1"

erica the BeauNBC

ful °

-29-



B. Agricultural problemsand reform

C. Employment Act of 1946

D. Expanded SocialSecurity

E. Internal Security

1. Communism

2. Committee on Un-American Activities

3. The InternalSecurity Act of1950

4. John Birch Society

While most Americansprospered during the1950's, farmers did not.

Laissez-faire

General welfare

More people wanted thegovernment to increasesocial security benefits

"McCarthyism"

Concern for nationalloyalty and internalsecurity in the post-war United States ledto some violations ofConstitutional libertie

6.

7.

8.

**Probleopinion1946 walegisla

**Problemment Acbreak w

Chart:

DOMEST

Proble

Social we

Farmers

Subversior

Civil Rig

Segregatic

An actividefinitionis the folasked to whe definesstands it.these paperepresentaauthor)teacher to.and the st,


/1t

While most Americansprospered during the1950's, farmers did not.

Laissez-faire

General welfare

More people wanted thegovernment to increasesocial security benefits

"McCarthyism"

Concern for nationalloyalty and internalsecurity in the post-war United States ledto some violations ofConstitutional liberties

-80-

6. The trucking industry today.

7. The explosion of leisureactivities.

8. The "revolution" in highschool education.

**Problem: Would you agree with theopinion that the Employment Act of1946 was a "revolutionary piece oflegislation?" Why or why not?

**Problem: In what way did the Employ-EZETIFt of 1946 constitute a final .

break with the past?

Chart:

DOMESTIC PROBLEMS FACED BY EISENHOWER

Problems Measures Taken

Social welfare

Farmers

Subversion

Civil Rights

Segregation in scho ls

An activity which could precede the teacherdefinition of communism suggested above,is the following: The student should beasked to write a short paragraph in whichhe defines modern communism as he under-stands it. The teacher would then collectthese papers and read to the class arepresentatiVe sample (without naming theauthor). This activity would enable theteacher to identify student misinformation.and the student tendency to over-simplifythe nature of communism.

I


Muzzey and Link.Our American Republicp. 645-646, 682.

Gavian and Hamm. U.S. History.pp. 768-771

In A Concise Dictionary ofAmerican History see "Communism'pp. 218-219.

Weingast, David. This isCommunism. New York: ford'Book, 1961.

VIM-R

A. V . MATERIALS TEACHER'S NOTES

-81-



Extremism

-82-

In meestepsCommun

**No.

**No.

**No.

**No.

**No.T

Have aaspects


Extremism

-82--

In meeting communism's challenge, whatsteps have been taken to controlCommunist activity in America?

**No. 11: "The Demand for Loyalty"----rEoblems in American History

Thy e Social "OZTTIEFof In-tolerance" Scott-Foresman.pp. 120-129.

**No. 12: "The First Charges"The Social Setting of Intolerancepp. 130-139.

**No. 1. : "The Fight for America"The Social Setting of Intolerancepp. 74-5:748.

**No. 14: "To Testify or Not to Testify'!The Social Setting of Intolerancepp. 149-163.

**No. 1 : "McCarthyism: An Evaluation"The Social Setting of Intolerance.pp. 164-176.

Have a panel discuss the controversialaspects of the internal security hearings.

87


(C) The Communist Party ofthe U.S. of A., What It777 EZ717YUrkir7Handbook for Americans.Washington: 777 Governwent Printing Office,1956.

Overstreet. What WeMust Know About Communis

Deaper. Roots of Americcommunisni7--7IiIEg.

-83--

t ofatlt

777icans.

. GovernLice,

t WeCommunis

f Americng.

A. V. MATERIALSTEACHER'S NOTES

-83-

UNIT II: REFORM MOMENTS

M CONTENT CONCEPTS/OBJECTIVES

ivr -84-

Assign one ostudent. Afpleted, clasexplorationlationship0

1. EstabComm

2. Earlythe

3. EffecnitiorComm

4. ShiftiComm

5. Activiground

6. Communand "fzation

7. Presenof the


-84-

Assign one of the following topics to eachstudent. After research has been com-pleted, class time should be given to anexploration of the implications and re-lationships of these contemporary trends.

1. Establishment of the AmericanCommunist Party

2. Early growth and activities ofthe American Communist Party

3. Effects of United States recog-nition of the USSR on. the AmericanCommunist Party

4. Shifting policies of the American.Communist Party

5. Activities of the communist under-ground

6. Communist tactics of infiltrationand "front" and "captive" organi-zations

7. Present -day policies and activitiesof the American Communist Party

1..


Refer to teacher'smanual of basic text forsuggested readings.p. 382.

(C) Grove. Inside the JohnBirch Society. Fawcett.

None Dare Call It TreasonTaFeIrgEt source on sub-versive activities inUnited States.

(C) Tully, C.I.A.: The In-side Story. Fawcett.

(C) Vahan. Truth About theJohn Birch Society.Macfadden.

vi -85-

A. V. MATERIALS TEAOL1-2R'S NOTES

-85- ir7



/li -86-

Each stzshould cand therestrictthe Unit

Restri

Smith Ac

Subversivities CAct

Finergenction Act

/1cCarran

CommuniEAct

Taft-Hal

SupremeDecision

ActionsHouse UnActivitiCommitte

ActivitiF. B. I.

CONCEPTS /OBJECTIVES

-86-

ACTIVITIES

Each student, through the use of a chart,should determine the essential provisionsand the effectiveness of the followingrestrictions on communist activities inthe United States:

Restrictions

Smith Act.

ubversive Acti-ities Controlpct

ergency Deten-ion Act

cCarran Act

Communist ControlAct

Taft-Hartley Act

Supreme CourtDecisions

Actions of theHouse Un-AmericanActivitiesCommittee

Activities of theF. B. I.

EssentialProvisions

127

Effectiveness


T. V.

Radio

Magazines

Newspapers

t

-87-

A. V. MATERIALS TEACHER' S NOTES

-87- /9/



VII. Contemporary UnitedStates Reforms

A. Business

B. Education

C. Agriculture

D. Social Welfare

1. Medicine

2. Care of Aged

3. Poverty Program

4. Slums

Relate history of whatis happening today andunderstand currentevents, problems, andissues and decisions inthe light of their his-torical background.

Scientific and techno-logical advances pro-foundly influenced lifein the United States.

Urban life brought withit new problems and newpatterns of living.

Students showhich they cof the Amerdaction withcitizen.

"....We haveconceited, swe were doerGive your vicontemporary

Draw up arFederal Govebillions anneducation."

Conduct a puyour friendstion: "Howtime?" Summform of a chnumber of hoactivities.

Chart:

Domestic

Problems

OBJECTIVES ACTIVITTFS

,ory of whatig today andcurrentblems, anddecisions inf their his-kground.

and techno-rances pro-luenced lifeed States.

brought withlems and newf living.

PP

Students should write a short paper inwhich they compare the responsibilityof the American citizen for politicalaction with the role of the Russiancitizen.

11 ....We have become selfish, fat,conceited, soft, and lazy. Where oncewe were doers, we are now viewers."Give your views of this criticism ofcontemporary American society.

Draw up arguments pro or con on: "TheFederal Government should contributebillions annually to the states foreducation,"

Conduct a public opinion poll amongyour friends and neighbors on the ques-tion: "How do you spend your leisuretime?" Summarize your findings in theform of a chart, showing the averagenumber of hours a week spent on variousactivities.

Chart:

Domestic Problems Faced 12z Johnson

Problems Measures Taken

/96_

I

t.

READINGS A. V. MAT

(C) The Shameful Years.POTise on Un-AmericanActivities. Washington:U. S. Government PrintingOffice.

Nader, L.)uis. Unsafe atAny Speed.

(C) Kefauver, Estes. Crimein America. Doubleday.

(C) Rise of the AmericanNation. Vol.. I , 1968.Readings: "The ChangingWorld of the Farmer",PP. 685-691 and "TheChanging World of theWage Earner" pp. 692-697 and "Education for aNew Age" pp. 737-745.

(C) MacIver, Robert M.Kids, Crime and Chaos:=rid Re ort on

eJuvenilequency.Dell.

(C) Coyle, David. C.Breakthrough to theGreat Societ : Automa-tion, A fluence A a-lachia, Oceana. 1 65.

Filmstrip.

"Agriculture:Photo Lab

Film:

"American Farmer"Ford 2

Filmstrip: (Sound

"Oities, U.S.A."Nol 416A Guid

-89-


rs.'leanhington:Printing

nsafe at

Crimebleday.

d.can771968.Changingmer","Thef the692 -

.on for a

M.Chaos:

ency.

thelutoma-

, Appa-1965.

Filmstrip:

"Agriculture: Then and Now"Photo Lab

Film:

"American Farmer"Ford 29 minutes

Filmstrip: (Sound)

"Cities, U.S.A."Nol 416A Guidance Assoc.

-89-



5. Delinquency andCrime

E. Urbanization

1. Causes

2. Effects

a. Problems

b. Benefits

Increased urbanization,civil rights, and a re-newed emphasis oneducation are majorfactors affecting lifein the United Statestoday.

-90-

Ask astatisfoundiHave tpopultCan thdeclin

Reportreadin

1.

2.

3.

4.

5.

With rgatefaces,it inyour rreport

**No.

As a mepresentparisonfollow

1.

CEPTS/OBJECTIVES ACTIVITIES

iff

,ased urbanization,rights, and a re-emphasiJ on

tion are majorrs affecting lifee United States

-90-

Ask a student to obtain the populationstatistics of his community from itsfounding and to graph the material.Have the class compare this with thepopulation-growth graph of the nation.Can they explain any unusual rise ordecline from historical events?

Reports can be given on the followingreadings:

1. "Suburbia"

2. "Urban Problems and Prospects"

3. "The Farm Problem at Mid-Century"

4. "The Welfare State"

5. "Medical Care and GovernmentInsurance"

With respect to urban renewal, investi-gate (a) its aims, (b) obstacles itfaces, and (c) what is being done aboutit in all,ry particular areas. Contributeyour report to a committee-compiledreport encompassing various areas.

**No. 11: "The Drive to Clean Up----Mties" Brown and Brown. Lets

Find Out. Research Assignmentsin Agican History. pp. 37-38.

As a means of tying the past into thepresent, the student should draw com-parisons and contrasts between thefollowing pairs:

1. Labor's bargaining position inthe 1890's compared to the1960's.

READINGS A. V. MATERTATS

Refer to teacher'smanual "Reading forDepth" p. 399.

Tummod, Christopher andHenry Reed. AmericanSkyline: The Growth andForm of Our CiTinandTowns. Miator.

(0) Sauvy, Alfred. Popula-tion Explosion. Dell.

(C) Rise of the AmericanTraMm. -75177177-1968."Challenges of a RapidlyGrowing Population" pp.665-672, "The Nation'sExploding Cities" pp.673-684. "The Quality ofOur Environment" pp.708 - 720.

Films:

"Cities: The Rise of New Tow

"The Cities and the Poor" I.

"The Cities and the Poor" If

"The Troubled Cities"

"Tow to Look at a City"

Films:

"The Fur-Lined Foxhole"

"Private Dream - Pub2ic Night-mare"

"Three Cures for a Sick City"

All films are from Indiana U.

Transparencies:

"Growth from Rural to Urban.Population" No. 56(3)A.V. Dept. will make up.

Films:

"Crime in the Streets"Indiana U.

"Marked for Failure"Indiana

"The Hard Way"Indiana

"Crime in the Cities"EBF - NBC

"Smalltown, USA"


Films:

"Cities: The Rise of New Towns

"The Cities and the Poor" I.

"The Cities and the Poor" II

"The Troubled Cities"

"How to Look at a City"

Films:

"The Fur-Lined Foxhole"

"Private Dream - Public Night-mare"

"Three Cures for a Sick City"

All films are from Indiana U.

Transparencies:

"Growth from Rural to UrbanPopulation" No. 56(3)A.V. Dept. will make up.

Films:

"Crime in the Streets"Indiana U.

"Marked for Failure"Indiana

"The Hard Way"Indiana

"Crime in the Cities"EBF - NBC

"Smalltown, USA"EBF-NBC -P1- McGraw-Hill



F. The expanding role ofthe government in rela-tion to the preceding sutopics A - E.

G. Society's changingattitude about the roleof the government.

Try to understand theactions and attitudes

-of men by learning aboutheir basic beliefs andmotives

-92-

Thepros1960

Make:stonaffeYourtheauthsee

to

atetwind

abou

a

ONCEPTS/OBJECTIVES ACTIVITIES

2. The farmer's problem of surplus inthe 1890's compared to the 1960's.

3. The government's attitude towardunemployment in the 1890's com-pared with the 1960's.

4. The government's role in maintain-ing prosperity in the 1890's com-pared to the 1960's.

to understand the The student should conclude his study byions and attitudes prosperity in the 1890's compared to themen by learning about1960's.it basic beliefs andives

-92-

Makesarlist of the ten events or mile-stones that you think have most greatlyaffected the development of our country.Your teacher can later read to you fromthe Teacher's Manual some lists by.theauthors of your textbook. Check them tosee on hOw many milestones your class-mates agree.

What can you learn about the differencesbetween life in a democracy and life be-hind the Iron Curtain? You Wight find outabout phases of life such as these:

a. Education

b. Family life

c. CLvil liberties

d. The amount of comfort and luxuriesof the average citizen

e. The rights of labor unions

f. Religion

P01

I

READINGS

(C) Musoif, Lloyd D. Pro-motin the General-74l-are and conomy. Scott,

Fore

Life:."The NationalTUYFose"

"Reading for Depth"Teacher's Manual, p. 402.

(C) Goals for Americans:Report of the President'Commission onGoals.ire is a -Hall .

ation.

N.

A. V. MATERIALS

Filmstrip:

"Problems of Our Cities"

-93-

3

A. V. MATERIALS

Filmstrip:

"Problems of Our Cities"

-93-

TEACHER'S NOTES


CONTENT CONCEPTS/OBJECTIV

H. Civil rights movement

CONCEPTS /OBJECTIVES .4'1777ITIES

See section on "The Neg in America"following Unit V.

CULMINATING ACTIVITY:

Essay on:

What is the role of the government in asociety where "big busiaess" and "biglabor" are present witb)ut a counteringforce of "big consumer?'

Make references to: e idence of greed,wilful ambition, corru,tion, and ?.ackof social 3o)ern in business andlabor, the power of psychology, adver-tising, consumer deficit spending andgovernment programs.

e\o

[

INGS A. V. MATERIALS TEACHER'S NOTES

Film:

"Civil Rights Movement: Historic Roots" No. 5046 (E.C.

-95-

THE U. S. IlV THE WORLD SETTING

UNIT III

217

UNIT III: THE U. S. 1N THE WORLD SETTING


I. Traditional As e-Its ofU.S. Foreign Policy

A. Monroe Doctrine

B. Freedom cf the Seas

C. Isolationism

D. Open Door

E. Peaceful Settlement

F. Pan-Americanism

G. Introduction to Europe

Foreign policy

Imperialism

Colony

Develop skills in lo-cating, selecting,analyzing, and reportingpertinent information.

Strategy

--98-

AmerlargmoilEmpthat

Use

Canal

By

--B

--S

D SETTING

CONCEPTS/OBJECTIVES AC TIVITTES

Foreign policy

Imperialism

Colony

Develop skills in lo-cating, selecting,analyzing, and reportingpertinent information.

Strategy

-98-

American diplomatic successes were to a1Lrge extent dependent upon European tur-moil aad the good-will of the BritishEmpire. Give specific examples to provethat this was so.

Use a world map to show:

- -areas of North America which wereconsidered to be our "manifestdestiny."

- -non-contiguous territories whichwere purchased, annexed, oracquired by treaty.

- -areas which a2e our presentcommittment since World War II.

By means of colors or color show:

- -Territories from which we havevoluntarily withdrawn.

- -Areas which are considered to beour sphere of influence.

Canals:

- -Make a map showing the importantcanals of the world: Sault Ste.Marie, Kiel, Corinth, Suez,Panama, St. Lawrence.

- -By shipping lines, trade routes,and tonnage reports, illustrateon the map the relative use ofeach canal.

- -Show the strategic importance ofthe Suez and Panama Canals.


Basic text, Chapter 31.

(C) T. Bailey. D'plomaticHisto of the Americaneou e.

(C) Poetker, J. The MonroeDoctrine. Me 11

(C) **Viewpoints, USA.American Book Mipany,p. 82.

(L) United States History.Scott-VUFFgEn.p. 131, 206, 352, 442,510, 622, 696-697.

The Ame±ican People andTUFeign Policy. -Praeger.

UNIT III: THE U. S. IN THE WORLD SETTING


II. "End of an Era" 1898

A. Changing role for U.S.

1. Imperialism

a. Mahan. Influence

b. Philippines Issue

W.-b:1

Recognize that the U.S.has made mistakes inforeign policy.

Recognize that inter-pretations of historyare subject to change.

Recognize the influencof geography on poli- il:22,E1:tics, economics, and is ac

foreign relations of 1890-19nations.

WhatDoctr:of ofor A,where

Revie

What d'ing Wand isallian

See fo

With wdo youwas umwas esseek cchoice.

To understand thefactors that led tothe expansion of UniteStates interests Burinthe late 1800's.

ReportsV.S. shpand ovpolitichim?current

In whatthat anviate dr

S/OBTECTIVES ACTIVITIES

that the U.S.mistakes inpolicy.

e that inter-ns of historyect to change.

e the influentaphy on poli-onomics, andrelations of

stand thethat led tosion of Unite

nterests Burin1800's.

-100-

What were the provisions of the MonroeDoctrine which? as the cornerstone ofof our foreign policy, kept us at peacefor half a century? Relate instanceswhere it was successfully applied.

Review Monroe Doctrine.

What did the new nation gain by follow-ing Washington's policy of neutralityand isolation of making no "entanglingalllances" with other nations?

See for background problems**E7a.ro e with Focus on GermanyFie er. Chapters 1,:.and 2.

With which of the following statementsdo you agree? (a) "The United Stateswas unwise to seek colonies." (b) "Itwas essential for the United States toseek colonies." Give reasons for yourchoice.

Re ort: Report on Capt. A. T. Mahan,s ackgro-Jnd and his writings,

1890-1910.

Reports: Why did A. T. Mahan think ther.S. should develop a large navy and ex-pand overseas? Who were some of thepolitical leaders who were influenced byhie Are his views consistent withcurrent U.S. views and policies?

In what ways did American leaders believethat an active foreign policy could alle-viate domestic problems? What domesticroblems?

1


America's Stake inItTgAtEillgLqq2t. -raidlawTEEFe-WiTiIa'War II)

(C) Tuchman. The Proud Tower.

(C) Kerman, G.F. AmericanDiplomacy 1900-1950.Chapter 1.

(L) The United States.cnaiEFF72-5:Maice-Hall.

(C) **Viewpoint's, USA.American Book erErnpany,p. 218.

(C) **Case Studies in.American HistoirNo. 10.

(C) **MProblems in WorldHisto . No.co t- oresman.

(C) The Human Adventure.No. 9. Harcourt-Brace.

(C) Readings in AmericanHistory. -76177-17011. 7Cotner. Houghton-Mifflin

Films:

"Admiral Dewey's Victory atManila" McGraw-Hill.

"U. S. Expansion Overseas"Coronet

"Territorial Possessionsscfthe U.S." Int. Geog.

-101--


Films:

"Admiral Dewey's Victory atManila" McGraw-Hill.

"U. S. Expansion Overseas"Coronet

"Territorial Possessionssofthe U.S." Int. Geog.

-101-

UNIT III: THE U.S. IN THE WORLD SETTING

CONTENT

c. CaribbeanPolicy

(1) PanamaCanal

(2) RooseveltCorollary

(3) Wilson inMexico

d. "Open Door" forChina

(1) Orthodoxview of"OpenDoor"

1-1

CONCEPTS/OBJECTIVES

To continule to gainskill in the use of

maps.

To understand the roleof geographic factors inthe growth of our terri'torial possessions.

To understand the cir-cumstances that led to

our war with Spain andthe territorial eon-sequences of the war.

To appreciate the skill

and perseverance of thescientists and engineerwho made possible thebuilding of the PanamaCanal and the elimina-tion of yellow fever in-

Cuba.

To realize that a natiomay have many reasons facting as it does inforeign affairs.

To appreciate the im-provement in our rela-tions with our neighborof the Western Hemisphe

-102-

Problem: Whdomestic cauimperialism

Show the coand T. Roospolicy. cc

Foresmanll

Make a trythe worldducers ofmaterials

- - -Byshwh'stto

izi

(

---S

Draw cprrisodata.

Reoor

How dableto tPuertherwhom

e.

WORLD SETTING

CONCEPTS/OBJECTIVES

To continue to gainskill in the use ofmaps.

weltlacy

n in0

/1 for

)doxof

ACTIVITIES

To understand the roleof geographic factors ithe growth ca' our territorial possessions.

To understand the cir-cumstances that led toour war with Spain andthe territorial con-sequences of the war.

To appreciate the skilland perseverance of thescientists and engineervho mee possible the

of the PanamaCanal and the elimina-tion of ye,low fever in-Cuba.

To realize that a natiomay have many reasons facting as it does inforeign affairs.

To appreciate the im-provement in our rela-tions with our neighborof the Western Hemispbe

Problem: What factors, foreign anddomestic caused the U.S. attitude onimperialism to change?

Show the contrast in vi ws of Wilsonand T. Roosevelt in the area of foreignpolicy. (Se U.S. Histo2z, ScottForesmanl)p. as a siarting point.)

Make a trade map to shcy4 the areas ofthe world,that are the reatest pro4-ducers of basic foods aid strategicmaterials (1900 and todly).

---By 1aeans of symbcis and 'linessnow the areas ol the world. towhichTwe send-bslic foods 'aridstrategic materills (1900 andtoday).

---Show the areas o' the worldupon which we depend for basicfoods and strate:ric-materials(1900 and today)

Draw conclusions on the basis of com-parison of the 1900 date and today'sdata.

Report:

How did the Insular Cases (1901-22) en-able the U.S. to deny self-governmentto the inhabitants of American Samoa,Puerto Rico, and the Philippines? Arethere any parallels to this today, bywhom, against whom?

e.

I

I

L


(L) Rise of the AmericanNation. -751. II, 1968.TiFFErt-Brace. p. 372-381 (Readings on Im-perialism)

(C) **American Foreign PoliNos. 4,5,6. Scott-Foresman.

Im erialism and theUilemma a-Power. Heath

(C) America's Rise to WorldPower. DOTEg.

American Imperialism in1877=eath.

(C) The Imperial Years.=les

Film:

"History of U.S. Navy Series.U.S. Navy. (Free)

Mother America: A LivinStoryof Democracy.Romu o.

(L) American History Illus-trated.

April, 1968San Juan"

June, 1966 -Happened to

- "Fiasco a

"Whatthe Maine?"

(L) American Heritage

February, 1962 - "How WeGot Guantanamo"

December, 1960 - "The ShBattle of Manila"

February, 1958 - "FunstoCaptures Aguinaldo"

June , 1960 Enemieof EMpire" -103-


ath

ld

in

vinC.

at

911

We

Sh

s o

mie

Film:

"History of U.S. Navy Series.U.S. Navy. (i ree)

-103-

UNIT III: THE U.S. IN WORLD SETTING


(2) Revisionistview of"open door'

(Teacher might look at re-visionist views in WilliamsThe Tragedy of America's Diplo-macT, Lasch!s antic 5777E re-visionist views of the Cold77ar3MeNFITYFEk"EmesEVEzi/iUTSEETary, 1968.

t.R

m

HaofofRiPa

wasspeP9Frigofisextgen

WORLD SETTING


sionistofdoor"

amsDiplo-re-ld

-104-

Chart: Compare the original Monroe Doc-trine, the Olney interpretation, and theRoosevelt Corollary in the followingrespects: reasons for issuance of docu-ment, important principles, significanceof statement. (Consult T. A. Bailey:Diplomatic Histo of American People;D. Perkins' is ory of the Monroe oc-trine.)

Have a committee report on the effectsof the relationship of the U.S. with oneof the following': Philippines, PuertaRico, Hawaii, Midway, Wake Island, Haiti,Panama, Japan, Mexico.

- - -When and how did our relationshipbegin and what was the characterof it?

- - -What is the relationship witheach area today?

- - -What advantages and/or disadvan-tages have resulted from the pastand present relationship - on thepart of the U.S. and on the partof each of the other areas?

- -What attitudes toward each ,otherhave developed?

Paper: Nineteenth century imperialismwas on the whole indefensible. Makespecific reference to treatment of nativepopulation, the plunder aspect, humanrights. Bring in Communist Imperialismof the twentieth century showing that itis even worse because (1) it is far moreextreme and (2) human rights are moregenerally recognized today.

0,94

1

1

1

1


is


August, 1963 - "The ManWho Invented Panama"

Dulles, F.R. America'sRise to World 1537.Ta

,

(L) American History Illus--bra=January, 1968 - "TheCapture of Peking"

November, 1966 - "TheBattle of Tientsin"


"The Great White Fleet"February, 1964.

A. V. MATERIALS TEACHER'S ROTES

WORLD SETTING

CONCEPTS /OBJECTIVES ACTIVITIES

Report: On the Dreyfus Affair and whatIt revealed about:

- --the corruption in the FrenchArmy

- --the influence of the church inFrance

- --the division of public opinionin France

- --the extent and pitch of anti-Semitism in France.

Historiography:Exercise:.

Students have acquired, through textreadings, minor activ'ities,.andlasslecture and discussion, .enough facts tohave a good idea of what happened inthis area of history. In Viewpointsthey have examined a small sampling ofthe primary sources that historiansrefer to-when they prepare to write'history. Students may choose an areadiscussed in connection with this areaand write their own account of it,presenting evidence for their con-clusions, and showing, that they areaware of other interpretations. Com-pare with accounts written by othersin the class. How can they accountfor differences?

Half of the class should study America'srole in world affairs from 1920 to 1933,and indicate which American actions andpolicies were directed at internationalcooperation, and be prepared to relatethem to the class. The other half ofthe class should do the same type ofresearch relative to'American policiesand actions that revealed an unwilling-ness to share in world responsibilities.

ADINGS A. V. MATERIALS TEACHER'S NOTES

Record:

"Life History of the U.S."(Record 9-1901-17) No 251

107



e. Public Reaction

B. Maturing of Capitalism1850 - 1914

*91

1. Classical capitali

Free markets werethe key

All factors of pro-duction viewed ascommodities

2. Classical capital-ism in practice

a. Changes due totechnologicaldevelopments Cartels

'Meseon thby th

Nbbeththcoco


Self-regulating market

Laissez faire

Free trade

Trusts

Re or

How d'admire'PolioTaftdid tthe OpOpen Dspect

What cforeigOrient

Essay:

Why wato adhtradenation

Accumulife o

Report.

WORLD SETTING


tion

ism

alism

re

pro-as

1-

Faci;ors of production

Self-regulating market

Laissez faire

Free trade

Trusts

Cartels

-108-

These policies should be listed separatelyon the chalkboard as they are suggestedby the students.

NOTE: After the two trends havebeen analyzed, the class shouldthen draw generalizations as tothe meaning of these apparentlycontradictory approaches to worldconditions.

Reports:

How did the Roosevelt, Taft, and Wilsonadministrations promote the Open DoorPolicy? How was it modified during theTaft and Wilson administrations? Howdid the Landing-Ishii Agreement changethe Open Door Policy? How does theOpen Door policy stand today with re-spect to China?

What criticism does Kerman make of U.S.foreign policy-making procedures in theOrient in his book American. Diplomacy?

Essay

Wily was it possible for Great Britainto adhere to the principles of freetrade longer than other industrialnations?

Accumulate data on causes of the,dhortlife of classical capitalism.

Reports on:

Poor Laws (1834)Corn Laws (1848)Navigation Acts (1849)Cobden Free Trade Treaty (1860)

F

READINGS

(C) Livin American Documenu"The Open -Door Policy in.China" Harcourt-Brace.

(C) American Diplomacy, 19001950. George F. Keenan.Chapter 2.

(L) Heilbroner, R. TheWorldly Philosophers.

The Economic DevelopmentOTVestern Civilization.S. Clough.

(L) A History of Economic'Thought. 7.1% Taylor.McGraw-Hill.

(L) The Histo of Our World.UE174) ers 025:7ffollgEUMifflin.

(C) Capitalism and OtherEconomic siale7iF777E. 3.McGraw -5111.

(C) **32 Problems in WorldHistory. No. 22%--ITTHeCommunist Manifesto as aProduct of Its Time"Scott-Foresman.

(C) Business Enterprise inthe American Erconomm.ChaPia27McGraw=Hill.

(L) Our World Through the77gs7-Mapters-167177.Prentice -Hall.

(C) Tuchman. The ProudTower.

A. V. MATERIALS

-109-


ument1.cy inace.

1900-enan.

pmenttion.Hill.

isor.

World.ughton

h.. 3.

rld"Theas a

I

le

17.

-109-

UNIT III: THE U.S. IN TEE WORLD SETTING


b. Effect of in-creased pro-ductivity

c. Beginnings ofregulation:

Trade unionism

Farm organiza-tions

Social insurance

Government

3. Critics of capitalism

a. Marxism

b. Anarchism

c. Reformists

d. Revisionist's

4-31

Monopolies

Limited liability

Report

Welfarin theespeci

Report

On ana_

On the

On Ed B

On Karltempor

Reports

What evpredictareas othere t

ResearcHow doesociali

Researcl

What do

R1

On a map

CapBer

RLD SETTING


9-,y

13

Monopolies

Limited liability

-110-

Report:

Welfare activities of European governmentsIn the last quarter of the 19th century,especially France and Germany.

Reports:

On anarchists and the anarchist movement.

On the British Fabian movement

On Ed Bernstein and German revisionism

On Karl Marx and his criticisms of con-temporary economic systems.

What evidence is there that Malthus'predictions have come true in certainareas of the world? What evidence isthere that they have not in others?

Research Utopian socialist movements.How does it differ from "scientificsocialism?"

Research:

What does Mankato have in the way of

Services providedRetail outletsIndustryTransportationEducational facilitiesRecreational facilitiesCultural facilities

On a map indicate:

Cape to Cairo PRBerlin to Baghdad RRTrans-Siberian RR

t.

E)INGS A. V. MATERIALS TEACHER'S NOM

UNIT III: TEE U. S. IN THE WORLD SETTING


C. Europe's "New Im-perialism"

1. Empires of rule toprotect economicinterest

2. Investments forsurplus capital

D. End of "Splendid Iso-lation" for GreatBritain

Free market

Sphere of influence

Invest

Capital formation

TO understand that be-fore World War I, menin many countries hopedand worked for worldpeace and that thisideal survived.

To realize that thecauses of a major his-torical event such asWorld War I are usuallyvery complex. To under-stand World War I, onemust understand itsroots in the past.

To understand thereasons for our entryinto the war on theside of the Allies.

-112-

Mastin esay,

na-ELtheor smanyStat

Timechiepansabou

SelecColleteach

Ra orIts sworld

Poem:any cWritetudetowar

THE WORLD SETTING


rule tolomic

fortal.

Iso-t

Free market

Sphere of influence

Invest

Capital formation

TO understand that be-fore World War I, menin many countries hopedand worked for worldpeace and that thisideal survived.

To realize that thecauses of a major his-torical event such asWorld War. I are usuallyvery complex. To under-stand World War I, onemust understand itsroots in the past.

To understand thereasons for our entryinto the war on theside of the Allies.

-112-

Problem: Karl Marx's "Law of Increasinglase/7" did not hold true in advancedWestern nations. What changes occurredin economic institutions to prevent it,say, in the U.S. or Great Britain?

Map: On a world map, indicate areas ofthe world where the following had possessions Ior spheres of Influence: England, Ger-many, Japan, France, Russia, UnitedStates.

Time-Line: On a time-line, indicate thechieT-77nts in the imperialistic ex-pansion of the western countries fromabout 1850-1914.

Select three poems from Kipling'sCollected Verse and report on what eacheaches you abut the British Etpire.

Report: How any colonial empire treatedits subject peoples in any area of theworld.

Poem: Imagine yourself the subject ofany colonial empire of modern times.Write a poem expressing (a) your grati-tude toward or (b) your bitternesstoward your mother country.

1


(C) Panorama of the Past.Vol. II, Wir77.Houghton-Mifflin.

(C) *412 Problems in WorldHist6F7-777 24.Foresman.

(L) David Livingstone, FoeOrTgrkness. Morrow.

(C) Our World Throu h the7s7-717.. 18. p.-450

(L) European Expansion Since1871. Chapter 20.ownsend.

Basic text: Chapter 32.

Films:

"Imperialism and European Expan-sion" Coronet.

Transparency Set:

Fenton-Walbank No. 30051."European Imperialism in Africa"(12)

For films see guide, causes ofwar.

-113-


tt-

e

2.

Films:

"Imperialism and European Expan-sion" Coronet.

Transparency Set:

Fenton-Walbank No. 30051."European Imperialism in Africa"(12)

For films see guide, causes ofwar.

-113-

UNIT III: THE U. S. IN TEE WORLD SETTING


III. World War I

A. Pre-War Relations

1. Imperialist Compe-tition

2. Balance of powersystems

3. Intense nationalism,

B. War-Time Agreements

C. U. S. Neutrality

D. The Peace Conference

. Impact of World Waron Europe and theUnited.States

To appreciate the tre-mendous task of mobil-

1. Whaizing for war and theidealistic nature of takWoodrow Wilson's leader-ship

Wof. Ref

To realize the far-reaching effects of thewar upon almost everyaspect of life in theUnited States as well asthe great cost of thewar in terms of livesand money.

To continue to gainskill in the use of mapsand in the interpre-

2. Dur*tation of geographicfacts. our

What

Ref e

Nationalism

Imperialism

Self-determination

Reparations

-114-

(a)

(b)

(c)

D SETTING


To appreciate the tre-mendous task of mobil-izing for war and theidealistic nature ofWoodrow Wilson's leader-ship.

To realize the far-reaching effects of thewar upon almost everyaspect of life in theUnited States as well asthe great cost of thewar in terms of livesand money.

To continue to gainskill in the use of mapsand in the interpre-tation of geographicfacts.

Nationalism

Imperialism

Self-determination

Reparations

-114-

Your Study in Depth

1. What steps toward world peace weretaken by the United States beforeWorld War I?

References:

(a) Canfield, Leon H. andWilder, Howard B. Makingof Modern America.TOughton-Mifflin, 1954.pp. 660-661.

(b) Harlow, Ralph V. and Noyes,Harmon M. Story of AmericaHolt., 1961. pp. 523, 349.

(c) In Brit. Junior Encyclo-pedia and Compton's, see"Hague Peace uonferences;in Encyclopedia Brit. see"Hague Conferences

2. During the first years of World War Iour policy was to remain neutral.What caused us to change?

References:

Canfield

a:W:75757Eof Modern America. pp.

Harlow and Noyes. Story 21,

In the encyclopedias, see"World War I." In Compton'ssee "U.S. History, Part g."

,J9

1 READINGS A. V. MATERIALS

(L) Rise of. the American11701=-7751. II, 1968.Harcourt- Brace. pp. 381-388. (Readings on U.S.entry into World War I.)

**The Coming of War, 1917.Rand-McNally.

(C)

(C)

(C)

(C)

(C)

(C)

(C)

(L)

(L)

**European Issues in the20th Gientui57-7ffF:-1.MIE-Jhart.

Filmstrip:

"New Freedom and World War I"973.9(5) CPS H.S.

Film:

"Wilson's Fight for Peace"McGraw-Hill

**Case Studies in American

**Western Europe.Scholastic. Chapter 9.

**Realism and Idealism inUllson's Peace-PFGEF.a.Heath.

**American Forei n PolicyNo77777Eot - esman.

The Abandonment ofMarality: America'sEntry into WorldW11.(Case Study Approach)Heath.

The Human Adventure.Vol. II. Harcourt-Brace

American Heritage.June, 1955 - "A Diner,U-Boat, and History"

Transparency:

"U.S. History Transparency Master.'"No. 66. (8)

The United States.=1,0757:7177m9=770. 680-686.

-115-

A. 7. MATERIALS

Filmstrip:

"New Freedom and World War I"973.9(5) CFS H.S.

TEACHER'S NOTES

Film:

"Wilson's Fight for Peace"McGraw-Hill

Transparency:

"U.S. History Transparency MasteNo. 66. (8)

-115-

UNIT III: THE U. S. 1N THE WORLD SETTING


1. Destruction of old order

a. Dynasties

b. Leadership class

c. Socialism

d. Balance-of-powereliminated

2. Indebtedness to UnitedStates

3. U.S. desired to with-draw from Europe'sintrigues

-116-

3. Pre

NaofhR

(a)

(b)

(c)

Reporttreatiewere di

Proble

What dcof theFourteeate eac

What dcor mos.,World V

Which tdo youtroublePoints

WORLD SETTING


order

SS

er

ited

th-

-116-

3. President Wilson wanted to see theUnited States join the League ofNations. Why didn't we? Whateffect did our failure to do sohave upon our foreign policy?

References:

(a) Muzzey, David S., and ArthurS. Link. Our American Re-public. G=9-17)737pp. 511-516 , 532 -533.

(b) Gavian, Ruth W. and W.A. HammUnited States History. Heath,7707ipp. 615-619, 621,622,658-661.

(c) In the encyclopedias see"Wilson, Woodrow".

Report to the class on the secrettreaties.among the allied powers whichwere disclosed after World War I.

Problem: "The Peace That Failed" - Why?

What do historians consider to be someof the reasons why Wilson issued hisFourteen Points? How would you evalu-ate each?

What do you consider the most importantor most just reason for U. S. entry intoWorld War I?

Which terms of the Versailles Treatydo you think were bound to cause mosttrouble? Why? What did the FourteenPoints say about them?

READINGS

(C) Livin American Documentilson's 14 Poins

Harcourt-Brace.

(L) American Heritage."The Wasted Mission"April, 1961.

Basic Text: Chapter 54.

Taylor, E. The Fall ofthe Dynasties. =le-day.

(L) American Histo Illus-trated. pm. 1 1967.T=Ident Wilson andthe Russians:

(L) American Heritage.

December, 1958 - "Ignor-ant Armies Clashed byNight"

A. V. MATERIALS

-117-

A. V. MA.TERIALS TEACHER'S NOTES

-117-



Report:

Why might Bring that itsto any 'thex

For each ofWar 19 telltreaties (1)aggravated ti

Problem: A 1August, 1914,all over Eurcagain in. ourthis was an a

Compare the tVersailles wiBrest-Litovskwith referenctorial changeof conciliatiyou draw?

Using a time-ftime the Roma/zollerns, andrespective coli

Report:

On the socialdthe chief calmthe decade fol

What are the atages of a negwith a dictatr

SETTING

'CONCEPTS /OBJECTIVES ACTIVITIES

941

Report:

Why might Britain be justified in feel-ing that its fleet must be far superiorto any other in Europe?

For each of the basic causes of WorldWar I, tell to what extent the peacetreaties (1) eliminated it, or (2)aggravated the situation.

Problem: A British statesman said inAugust, 1914, "The lamps are going outall over Europe, they shall not be litagain in our time." Explain how/whythis was an accurate forecast.

Compare the terms of the Treaty ofVersailles with those of the Treaty ofBrest-Litovsk. Examine especiallywith reference to reparations, terri-torial changes, and the general turnof conciliation. What conclusions doyou draw?

Using a time-line, show the length oftime the Romanous, Hapsburgs, Hohen-zollerns, and Osmanli ruled in theirrespective countries.

Report:

On the socialist movement in one ofthe chief countries in West Europe inthe decade following World War I.

What are the advantages and disadvan-tages of a negotiated peace as comparedwith a dictated peace?

,

INGS



-120-

TTING

JONCEPTS OBJECTIVES

-120-

AOTIVITTRS

Report on the Stimson Doctrine.

(a) Who was Henry L. Stimson?

(b) What was the Stimson Doctrine?

(c) Did the Japanese seizure of Shanghaiaffect the acceptance of theStimson Doctrine? If so, why?

(d) When did the League of Nationsadopt resolutions that in-corporated the Stimson Doctrine?

(e) What was the immediate result ofthe League's action?

Study in depth on topic of Neutrality vs.Involvement, 1935-41.

(a) What were the key provisions ofthe Neutrality Acts of 1935`;-1936, and 1937?

(b) What did FDR propose in hisquarantine speech in October,1937?

(c) What was the Wadsworth resolu-tion, 1938? Why did. PresidentRoosevelt oppose it?

(d) What were the principal pro-visions of the Naval ExpansionAct, 1938?

(e) What was the Declaration ofPanama, 1939? The Act ofHavana, 1940?

(f) What was the Burke-WadsworthBill, 1940?

(g) What did the Lend-Lease Act of1941 provide?

a6o

A 11 INGS A. V. MATERIALS TEACHER'S NOTES

1

-121 -



4. The Weimar Republic Mutual security

F. Post-War Diplomacy

1. Treaties

2. League of Nations

Depression

Boom

Bust

Tnflation

G. Crisis of Capitalism Interdependence

Understand that in an1. War debJas and age of interdependence

reparations "economic nationalism"

2. The "GreatDepression"

09-

is no longer a de-sirable trait of anation's foreignpolicy.

Dole

Deficit spending

-122-

Canape,'

afterU.S.

Report

What wmakingConfermade i.

Explairtion.establisquare

Why didfuse toPeace Csonalit

You migthe fol"...Thestrugglthousanhave toare neefreedom

'D SETTING

CONCEPTS/OBJECTIVES

Mutual security

Depression

Boom

Bust

Inflation

Interdependence

Understand that in anage of interdependence"economic nationalism"is no longer a de-sirable trait of anation's foreignpolicy.

Dole

Deficit spending

-122-

ACTIVITIES

(h) When, where, and!why did Presi-dent Roosevelt slate the FourFreedoms? What were they?

(i) How and why did the U.S. aidGreat Britain during 1940-41?

(j) What was the Atlantic Charter?Why was it significant?

Compare the change wrought in Germanyafter the war with the change in theU.S.

Report:

What were the two main motives in re-making the map of Europe at the PeaceConference? What boundary changes weremade in western and northern Europe?

Explain the origin of the Polish ques-tion. Why was the Polish Corridorestablished? How did these settlementssquare with the 14 points of Wilson?

Why did the United States Senate re-fuse to ratify the treaties made at thePeace Conference? What .tole did per-sonalities play?

You might ask the students to discussthe following statement by Wilson:"...There will come sometime...anotherstruggle in which not a few hundredthousand fine men from America=willhave to die, but as many millions asare necessary to accomplish the finalfreedom of the peoples of the world..."

943

r

1, READINGS A. V. MATERIALS

(C) Snyder. The Weimar Re- Transparency:public.

(C) **European Issues in the20th Century. No. .27chart.

(L) The Record of Mankind.MEiDter 2T. Heath.

Fenton-Wallbank No. 30065"Wilson at the TerritorialSettlement at Versailles"

(C) **American For lan Polic.No. 8. Scott-2oresman. Film:

(C) **Viewpoints, USA. p.254. AmeriFari-E3OkCompany.

(C) **Woodrow Wilson and theLeague of Nations.Scholastic.

Woodrow Wilson and theGreat Betrayal. Quad-rangle Books.

America's Rise to Worldrae-E--Uhaoter. 6. Dulle -.

(C) Diplomatic History of theAmerican peypIY.Capte

History. -Vol. II,

41. T. Bai ey

(C) Readings in American

Chapter 9. Cotner.Houghton-Mifflin

"Building the Peace: World WarI" McGraw-Hill

(For additional films, see guideCauses of War)

Transparency:

"What Caused the Rise of Hitler?Fenton-Waibank No. 33067

-123-

A. V. MATERIALS TEACHER' NOTES

Transparency:Fenton-Wallbank No. 30065"Wilson at the TerritorialSettlement at Versailles"

Film:"Building the Peace: World WarI" McGraw-Hill

(For additional films, see guideCauses of War)

Transparency:"What Caused the Rise of Hitler?Fenton-Walbank No. 33067

-123-



IV. Interwar Relations

A. Disarmament

B. Tconomic and militarysecurity

C. U. S. Policy

D. Foreign policy of theWeimar. Republic

1. The Rapallo Pact,1922

2. French Occupation othe Mohr

3. Dawes Plan

044,

New Deal Report:

What wastreatiesference,return ofin the 1Germanyborders '

Report:

Trace the1920's,to outlaw

Working f

(a) W

Develop skill in recog- (b) Wnixing cause and effectrelationships.

(c) HWr

oi

-124-

Problem:

What are sseem to pl


Tew Deal

evelop skill in recog-izing cause and effectelationships.

-124-

Report:

What was provided by the p:?incipaltreaties made at the Washington Con-ference in 1921,? Account for thereturn of the old system of alliancesin the 1920's. By what pacts didGermany agree to accept the westernborders "dictated" at Versailles?

Report:

Trace the disarmament movement of the1920's, and 1930's, and the attemptsto outlaw the war.

Working, for Peace:

(a) Who were Frank B. Kellogg andAristide Briand?

(b) What was the purpose of theKellogg-Briand Pact? Whatwere its provisions?

(c) How many nations signed it?Which nations signed with re-servations? That were someof the major reservations?

Problem:

What are some of the difficulties thatseem to plague disarmament?

Art


(C) Living American Documents."The Kellogg-Briand PeacePace" Harcourt-Brace

(C) Snyder. The WeimarRepublic.--InvilBooks.

(C) Anderson, Eugene.European Issues in the20th Century. p. 4l.

A. V. MATERIALS

ocumentsd Peacerace

ooks.

the417-

-125-

TEACHER'S NOTES



4. Lucarno Pact

5. Russo-GermanTreaty


9\4 -126-

Chart:

Disarm

DatePlacDisc

Report:

What were thGood NeighboAmerica as eHull? Consiciples and sevolved from

Why war theby Germans apostwar isol

Problem No.WorlIntePe ac

Problem No.Alit

WORLD SETTING


ns

-126-

Chart:

Disarmament Attempts

Place Arms Arms Fail-Date Discussed Limitations ures

Achieved

Report:

That were the principal features of theGood Neighbor Policy toward LatinAmerica as evolved by FDR and CordellHull? Consider both general prin-ciples and specific actions thatevolved from them.

Why was the Treaty of Rapallo hailedby Germans as the end of the nation'spostwar isolation?

Problem No. 4: "Germany's Role inWorld Affairs: National Self-Interest or Cooperation forPeace?"

Problem No. : "Germany Must Choose:u oritarianism or Democracy?


iderson, Eugene.iropean Issues in the)th Century. p.-106._nehart.

sic Text: Chaptersand 39.

-127- /I,

UNIT IIIs THE U.S. IN THE WORLD SETTING

CONTENT

V. World War II

A. Pre-War Relations

1. U. S. Role

a. Far East

b. South America

c. Europe

Neutrality Laws1935-'37-'39

Totalitarianism

"Stimson Doctrine"

Understand why anAmerican historian hascalled American dip-lomacy of the 30's"tin-whistle diplomac.

Suita"listeon thswast:aggrewhilethe a

-128-

Traceand tDoctri

ORLD SETTING

CON

aws

Totalitarianism

"Stimson Doctrine"

Understand why anATrican historian hasceied American dip-lomacy of the 30's"tin-whistle diplomacy.

-128 -

ACTIVITIES

Conditions MethodsThat Made of Policies

Possible Rise Seizing FollowedCountry of Dictator Power Thereafter

Russia

Italy

Germany

Japan

A ressor Nations Acts of Aggression

Soviet Russia

Italy

Germany

Japan

Suitable symbols for each of the countrieslisted on the preceding page may be drawnon the board (hammer and sickle, fasces,swastika, rising sun) and the scenes ofaggression may be locited on a wall mapwhile the students place the symbols ofthe aggressors on outline maps.

Reports:

Trace the growing tension between Japanand the United States from 1931 (StimsonDoctrine) to 1941 (Pearl Harbor).


(C) **American Forei nPolicy. No. , .

Scott-Foresman.

(L) Rise of the AmericanNation. -Vol. II, 1968.pp. 569-575. (Readingson America's Role inWorld War II)

(L) American History Illus-trated.

November, 1966 - "Hiram.Johnson of California"

Viking Press. Men ofPower.

Film:

"The Second World War: Preludeto Conflict" EBF

Filmstrip:

"America in World Was II"973.9(9) CFS H.S.

Transparency:

"U.S. History Transparency MasteSets No. 72, 73, 74.

Record:

"I Can Hear it Now" No. 118

Records:

New York Times - No. 356

Pearl HarborDraftLindberghBritish Support U.S.Japanese Peace Envoys"Day of Infamy"Surrender

-129-


Film:


Filmstrip:

"America in World War II"973.9(9) CFS H.S.

Transparency:

'U.S. History Transparency MasteSets No. 72, 73, 74.

Record:

"I Can Hear it Now" No. 118

Records:

New York Times - No. 356

Pearl HarborDraftLindberghBritish Support U.S.Japanese Peace Envoys"Day of Tnf &y"Surrender

-129- 4

UNIT III: TEE U. S. IN THE WORLD SETTING


2. Western Europe

a. AppeasementEra

b. Hitler'sDiplomaticSuccesses

B. War-Time Diplomacy

1. United States'Quest for Neu-trality, thenSecurity

2. Allied Agreements

a. Strategy

b. Post-War World

Appeasement

Total War

Each studcussionattitudein the Nwith thdtransgres

The studeing AmeriWorld Warthe teachheadingsnationalithe shiftneutralitbelligereissues toAct of 19trayers,of the At

Understand the effect of Geographygeography on inter- World Warnational relations. graphy, i

location,area, andplain eac

- - -Whydif

- --Whyvad

---Whydifagaiaga

---WhyonwereSta

-130-

TORLD SETTING


ld

Appeasement

Total War

Each student should prepare for class dis-cussion by comparing and contrasting theattitude of the United States as shownin the Neutrality Acts of 1935 and 1937with the policy of Woodrow Wilson towardtransgressions of neutral rights.

The students should read materials cover-ing American foreign policy prior toWorld War II. Then, using the chalkboardthe teacher should list, under theheadings "isolationists". and "inter-nationalists," the arguments relative tothe shift in American policy f-om strictneutrality to the status of a non-belligerent ally of Great Britain. Keyissues to be considered are: NeutralityAct of 1939, transfer of American des-troyers, Lend-Lease Act of 1941, Battleof the Atlantic, and the Atlantic Charter.

Understand the effect of Geography played an important part ingeography on inter- World War II. How do the facts of geo-national relations. graphy, including such characteristics as

location, climate, natural resources,area, and surface features, helpto ex-plain each of the following statements?

- - -Why did Great Britain find itdifficult to help Poland?

- -=Why was Germany unable to in-vade the British Isles?

---Why did Germany find it moredifficult to launch an attackagainst Soviet Russia thanagainst France?

- -Why did Japan consider an attackon Pearl Harbor vital if shewere to strike at the UnitedStates?

-130-


(C) * *European Issues inthe 20th Century. -M. 9.

(0) **,1 Problems in WorldHistory. No. 30.

(C) **Appeasement in the1930 s. Scholas-0767

(L) Day of Tnfamy. Lord.

(C) Livin American Documentss 'Four Freedoms

Speech, 1941"; "TheAtlantic Charter"Harcourt-Brace.

(0) Readiness in AmericanHisto . -Vol. II, Ch. 12Ch. 2. Cotner.Houghton-Mifflin.

Film:

"True Glory" BIS

"Bettie of Britain" UnitedWorld Films

Filmstrip:

"An Uneasy Postwar Period"973.9(6) H.S.

-131-


Film:

"True Glory"

"Battle of Britain" UnitedWorld Films

ilmstri :

"An Uneasy Postwar Period"73.9(6) H.S.

BIAS

-131-



C. Post-War Diplomacy

1. Peace Treaties

2. UN Organized

3. North AtlanticTreaty OrganizationOrganized

4. Pacific Area

a. SEATO

b. Anzus

Collective security

-132-

--Why dicthe Unito stez

---Why di.Rumani

---Why digreatJapan?

Report on WWorld War IIand the Primmet from timheads of othtablish warmilitary stpostwar set

(a) Lisattmajmenfer

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)(9)

(10)

SETTING


---Why did many Americans feel thatthe United States might be ableto stay out of the war?

---Why did Germany wish to conquerRumania?

---Why did the United States expectgreat difficulty in invadingJapan?

Collective security

-132-

Report on Wartime Conferences. DuringWorld War II the President of the U.S.and the Prime Minister of Great Britainmet from time to time, sometimes withheads of other allied states, to es-tablish war aims, to determine alliedmilitary strategy, and to lay plans forpostwar settlements.

(a) List the heads of state inattendance ana summarize themajor decisions and/or agree-ments at each of these con-ferences

(1) Washington, 1941

(2) Casablanca, 1943

(3) Washington, 1943

(4) Quebec, 1943

(5) Cairo Conference, 1943

(6) Teheran, 1943

(7) Second Cairo Conference,1943

(8) Quebec, 1944

(9) Yalta, 1945

(10) Potsdam, 1945


Hiroshima: A Study inScience, Politics, andthe Ethics olaF.mah.

(C) **American Foreign PolicNos. 11, 12. Scott-Foresman


The Human Adventure No.10. Harcourt-Brace.

Readings in AmericanHistory. Vol. II, Ch. 1Cotner. Houghton-Mifflin.

Bingham, J. U Thant.

Rise of the AmericanNatio= -751. II, 1g68.pp. 721-737. (Readiligson America's ForeignPolicy and Challenges and.Goals).

Films:

"The Occupation of Japan"U of Indiana

"The United Nations Organizationfor Peace" U of Illinoi-

"NATO Action for Defense" UU

"Policing Germany" U of Ill.

"Aftermath of World WarU of Illinois

Transparency

U.S. History TransparencyMasters No. 75, 77.

-133-


IFilms:

"The Occupation of Japan"U of Indiana

"The United Nazions Organizationfor Peace" U of Illinois

"NATO Action for Defense" UU

"Policing Germany" U of Ill.

"Aftermath of World War InU of Illinois

Transparency:

U.S. History TransparencyMasters No. 75, 77.

-133-

rruTT III: THE U.S. IN TEE WORLD SETTINGCONTENT CONCEPTS /OBJECTIVES

In -134-

,LD SETTING


-134-

(b) Suggest reasons why there wereso many in 1943.

(c) At which conferences were agree-ments made which contributed tothe develcpment of major inter-national problems in postwaryears? What were these problemsand when and why did they arise?

(d) Which, if any, of the problemsreferred to in (c) above are yetunsolved?

Report on a dictator

(a) When was Benito Mus3olini forcedto resign? Who succeeded him?

(b) When and why did Italy declaremax on Germany? What effect didthis action have on the militarysituation in Itlay?

(c) What happened to Mussolini?

Explain some of the attempts made to im-prove relations between Latin Americaand the United States during this cen-tury.

References:

(a) Canfield, Leon H. and HowardWilder. Mak±n of ModernAmerica. oug -6.317MITYliii, 1954.

(b) Muzzey, David S. and Arthur S.Link. Our AmericanGinn, 3:75.

(c) In Compton's and World Booksee "Latin America"

I

I

1

1

ADINGS A. V. MATERIALS TEACHER S NOTM

-135-



-136-

WORLD SETTING

CONCEPTS/OBJECTIVES

1 If

ACTIVITIES

Foreign problems became critical betweenthe two world wars. What made the Americanpeople turn from isolationism and againfight tyranny in Europe?

References:

(a) Graff, Henry F. and John A.Krout. Adventure of the Ameri-can Peo:ere77-7011-1Y577

(b) Ver Steeg, Clarence L. TheAmerican People: Their ristoryRow, 7.961.

(c) In Com ton's see "U.S. History,Part an in World Book see"United States;RigFory of."

Report.

Diplomatic attempts to halt aggressionin the 30's.

The Axis powers claimed that, as "have-not nations," they had to resort to warto secure the natural resources theylacked. How would you have answeredthis argument?

Should an amendment be passed similarto the Ludlow amendment requiring anational referendum for a declaration ofwar except in time of invasion?

By placing an embargo on oil and metalexports to Japan, the United States.placed Japan in the position of havingto choose between abandoning the con-quest of China, or attempting a quickvictory before its war supplies were de-pleted. Should the U.S. have compromised

-136- to avoid war?

I

I

1

1

AD INGS A. V. MATERIALS TEACHER ' S NOTES

-137-

I

UNIT III: THE U, S . IN THE WORLD SETTr`TGCONTENT CONCEPTS /OBJECTIVES

VI I -138-

I I WORLD SETTING


-138-

Organize committees to represent Ger-many, Italy, and Japan. Each committeeis to tell why the nation it representsfound itself at war with the UnitedStates in World War II.

Why Is there a Cold War in progress?

Leferences:

(a) In A Concise Diction ofAmeT=BITtory, see Cold

p. 205.

(b) In Brittanica Junior tsicy-clopeAia see "IFFEEEa ionalRelations; in World Book,see "Cold War.11----

Explain how each of the following, aspart of our defense against communism,has helped to meet its challenge in thedemocracies: Trumem Doctrine, MarshallPlan, NATO, Common Market, SEATO.

References:

(a) Gavian, Ruth W. and W.A. Hamm.United States History. Heath,1960.

(b) Muzzey, David S. and Arthur S.Link. Our American Rspublic.Ginn, 1975.

(c) Look for individual articles onthese alliances in the ency-clopedias.

ADINGS A. V. MATERIALS TEACHER'S NOTES

-139-

UNIT III: TEE U.S. IN THE WORLD SETTING


VI. United States CommitmentsiriTrig.post Tr ar World -750 tdsent

A. Break with USSR dividesEurope

1. The stake for theUnited States

2. Meeting thechallenge ofCommunism meantworld-wide responsi-bility

3. Deadlock overcontrol of atomicenergy

4. The race in space

5. Summit conferences

The security of theUnited States depends toa large extent upon astrong, stable and uni-fied Western Europe.

Cold War

Marshall Plan

NATO

Berlin airlift

Baruch Plan

Truman doctrine

Eisenhower doctrine

Satellite countries

Iron curtain

_ 1

c

TI

De

CofoTaof

Co

LiLi

HovWhegovfoxtothe

r

WORLD SETTING


946

The security of theUnited States depends toa large extent upon astrong, stable and uni-fied Western Europe.

Cold War

Marshall Plan

NATO

Berlin airlift

Baruch Plan

Truman doctrine

Eisenhower doctrine

Satellite countries

Iron curtain

-140-

Works ng for Peace

a, If a nation facea by aggression wants"peace at any price," might it loseits freedom? Explain.

b. Give examples of nations that haveremained neutral during World Wars.How and why were they able to re-main neutral? Did their neutralityin any way diminish their freedom?

c. Give examples of nations that havegone to war to preserve their free-dom.

The Truman Doctrine was the opposite ofthe Monroe Doctrine. Give reasons whyyou agree or disagree.

Describe ways in which the "iron cur-tains" hold back progress.

Contribute clippings or illustrationsfor a bulletin board exhibit on "StopsTaken by the U.S. to Combat the Spreadof Communism."

Compare SEATO and NATO

List UN achievements.List UN failures.

How has the Cold War changed Americans?When we maintain security checks andgovernment secrecy, keep a large armedforce active, and give billions of dollarsto foreign nations, are the results worththe costs? See Ransom, Can American De-mocracy Survive the Collor®

I

I

I

1


r

(C) American Foreign Polic-r.BTOTT=7Fresman.Problems 11, 12, 13, 14,

The United States and the0-671"a=16/7717171577Heath.

The Cold War from Yaltato Cuba. Winks.

(C) American Foreign P_olicysin'- War Il.Spanier.

(C) A Sense of the Past.75e= 33:.1rMIT.

(C) **Federal, Allen.Viewpoints, U.S.A. pp.314-320.

(C)

Schlesinger, A.M., Jr.A Thousand Days.

Agar, H. The Price ofPower

1g American Documents.ITTHU-T17017-rUarine" and"The Marshall Plan"

Films:

"Not So Long Ago"NBC - McGrawMP - U of Indiana

"Aftermath of World War II. Prologue to the Cold War.MP - McGraw-Hill

"Atomic Energy Problems of Con-trol"FS - McGraw-Hill

"Berlin Airlift" MP TFC

"The Cold War, 1946-1953."HP McGraw-Hill

"The Marshall Plan"FS New York Times

,Filmstrip:

The Cold War: ContainmentTEE TEMITE.ics.

(C) Readings in American His -toiy. Ch. f57-Cotner. Houghton-Mifflin.

"Momentous Decade: the Fifties!,973.9(12) H.S.

"Dwight D. Eisenhower" Pt. 1,11973.9(2)) H.S.973.9(3) H.S.

"The Race for Space"FS New York Times

"Twelve Nations Sign the NorthAtlantic Pact"INP - United World

"Two-Thirds of Mankind - FourPoint Program" FS New York Ties

11,1


So Long Ago"McGraw

U of Indiana

rmath of World War II. Proto the Cold War.

McGraw-Hill

is Energy Problems of Con-

McGraw-Hill

in Airlift" MP TFC

old War, 1946-1953."cGraw-Hill

shall Plan"New York Times

trip:

ntous Decade: the Fifties"L12) - H.S.

ht D.: Eisenhower" Ptil,II(2) H.S.(3) H.S.

Race for Space"New York Times

ye Nations Sign the Northtic Pact"United World

Thirds of Mankind - FourProgram" FS New York Ti es

UNIT III: LLE U.S. IN THE WORLD SETTING


B. Far East Peace Corps

1. Middle East ten-sions, 1956 and1967.

2. Communists triumphin China

3. Aggression leadsto "Hot Wart'(Korea)

4. Sino-Soviet break

5. S. E. Asia

"Brink of War"

Internal subversion

The "U-2" incident

To realize that presentworld problems can beunderstood.. only. byunderstanding theirroots in the past.

To investigate thecauses and nature of thcold war.

To see how the UnitedStates has attempted byvarious programs ofmilitary and economicaid to combat the spreaof communism.

To realize that the colwar has been felt inEurope, Latin America,the Middle East, andAsia, and to_se_how acold war may become ashooting war.

The Pr

a. HothStP9Akha

b. Dose

c. Dotiitan

1. Onmi19

. Inmajvietic

DebAmesucven

ProblembarrelsrestoremilitCommunito Poll

It hasin spatfor theExamine

RLD SETTING

CONCEPTS/OBJECTIVES AOTIVImIES

Peace Corps

"Brink of War"

Internal subversion

The "U-2" incident

To realize that presentworld problems can beunderstood_only: byunderstanding theirroots in the past.

To investigate thecauses and nature of thcold war.

To see how the UnitedStates has attempted byvarious programs ofmilitary and economicaid to combat the spreaof communism.

To realize that the colwar has been felt inEurope, Latin America,the Middle East, andAsia, and to_spe_how acold war may become ashooting war.

The Principle of Self-Determination

a. How has self-determination affectedthe foreign policy of the UnitedStates? Give examples of thispolicy especially as applied inAsia and Africa. How successfulhas this policy been?

b. Does the United States always favorself-determination? Why? Why not?

c. Does the principle of self-determina-tion have as much influence today asit did a decade ago? Explain youranswer.

1. On a world map show where Americanmilitary forces were involved in the1950'p and 1960's.

2. In a two-columned analysis, listmajor. Democratic and Republicanviews on major questions of poli-tics and economics since 1948.

Debate: Resolved,-that after 1950American foreign policy generallysucceeded in its objective. of pre-venting the spread of Communism.

Problem: The United States' double -barreled program of (1) economic aid torestore war-torn countries and (2)military aid and alliances to containCommunism was the only logical courseto follow.. (Give pros and cons.)

It has been argued that Russian triumphsin space missiles constituted a triumphfor the Russian educational system.Examine this argument.

PI?

READINGS A. V. MATER

The United States andMinit-TE-Ehe Co d vu.!gem

(C) Feis, H. China Tangle.

Filmstrips:

"United Nations FilmstriFS United Nations

"Atomic Age and the Chalof Communism"973.9(10) CFS

"The Korea Story"MP United World

"Nightmare in Red"University of Illinois

"Why Korea "TFC U of Minn.

-143-


le.

Filmstrips:

"United Nations Filmstrips"FS United Nations

"Atomic Age and the Challengeof Communism"973.9(10) CFS H.S.

"The Korea Story"MP United World

"Nightmare in Red"University of Illinois

"Why Korea"TFC U of Minn.

UNIT III: THE U.S. IN THE WORLD SETTINGCONTENT CONCEPTS /OBJEC TIVES

C. Africa and LatinAmerica

I. Suez Crisis

2. The Congo

3. Troubled Americas

New isolationism

Understand that the U.S.can no more deny itseconomic aid and pro-tection to people inKorea, South Viet Nam,Philippines, than it candeny aid to the poor inChicago, New York orLos Angeles; that is, ifit is as genuinely con-cerned with humanitarianideals as we would liketo believe.

To continue to gainskill in use of themaps and graphs.

The Principle of Self-reTermination

(a) The meaning ofself-determination

(b) The effects ofself-determination

(c) Self-determinationand foreign policy

2.

3.

Rep

OnWar

coo

Compforethat

Consby aprogareAmer

GathmentcommwithU. S

D SETTING


New isolationism

Understand that the U.S.can no more deny itseconomic aid and pro-tection to people inKorea, Soutla. Viet Nam,Philippines, than it candeny aid to the poor inChicago, New York orLos Angeles; that is, ifit is as genuinely con-cerned with humanitarianideals as we would liketo believe.

To continue to gainskill in use of themaps and graphs.

The Principle of Self-ligfermination

(a) The meaning ofself-determination

(b) The effects ofself-determination

(c) Self-determinationand foreign policy

-144-

The Space ho.1. What is the meaning of the term

"inter-planetary space?"

2. What interplanetary space probeshave been attempted by the UnitedStates? By the Soviet Union?Which have been successful? Whatnew scientific information did theyprovide?

3. What future interplanetary spaceprobescare planned by the UnitedStates? What problems must besolved to assure that these probes;will be successful?

Report:

On how Japan has prospered since WorldWar II under an umbrella of U.S. mili-tary protection and economic aid andcooperation.

Compare and contrast the United Statesforeign policy after World War I withthat after World War II.

Consider the following statement madeby a newsman on a nationally telecastprogram, uThe people of South Viet Namare not worth the life of one singleAmerican soldier."

Gather literature from the U.S. lepart-ment of State supporting the U.S.commitment in South View Ham. Comparewith the contentions of those opposingU. S. involvement there.

1

I

1

1

READINGS V. MATERIALS

Aq:4140AhMtatOtr' TheOnitedStates)aaaAfri

(C) "Ideas,- )C

2i3 .bi:tow air- "10

oT.S.s.a need

ap-)Drapar g fCestroism.F*-egl!row ft(1-

,e,1:Ift PrGoldschmidt, W. TheUnited States andrica.

Jae i.u.s.ricAP4PVE I1;:ges.ig CbrfRevgilutex 041 -pa@ger.

erkt e

rft ao c21721f0 "Je:el 731 .t-_,F9tt -ri 0J

.paaoX crt 7ro'751

017: u'n;:rilwaTY.1.10.1-Fail0,f.i 1.110fL

1:-.14Ez

rr

C

Film:

"Cuba: The Missle Crisis"NP McGraw-Hill

-145-

V. MATERIALS TEACHER'S NOTES

The

4sVoism.rj

Theandrrica.tro's

l*paszer.

Film:

"Cuba: The Missle Crisis"MP McGraw-Hill

-145-

UNIT III: THE U.S. 1N ItIE WORLD SETTING

CONTENT CONCEPTRYORZEmPTITEs

Today the term self-determination is common-ly used with referenceto emerging nations.An understanding of theprinciple and itseffects is essential tointelligent consideratioof world problems and ofUnited States foreignpolicy. The principleof self-determinationand its effects mightbe the focus of thisstudy.

-146-

The Prin

1. Howforedetedeg4sate

n2. In wdempreyhavehave

In ttionhelpExplpons

Problem:76E=the Far

ExamineministraTruman othan totWinks, TCuba. p

Do you aremove MExplain

Problem:reasonsward andworld?

TING

OWIRPMR/ORJEOTTTRR ACTIVITIES

ay the term self-ermination is common-used with referenceemerging nations.understanding of theciple and itsects is essential toelligent consideratioworld problems and ofted States foreignicy. The principleself-determinationits effects might

the focus of thisdy.

-146-

The Principle of Self-Determination

1. How far has the Soviet Union beenforced by demands for self-determination to grant varyingdegrees of autonomy to itssatellite countries? Give examples.

a2. In what parts of the world aredemands for self-determination mostprevalent? Why? To what degreehave such demands been met? Whathave been the results?

3. In today's world can self-determina-tion be both harmful as well ashelpful in keeping world peace?Explain your answer as fully aspossible.

Problem: Compare the spread of Communismand the reasons for it, in Europe and inthe Far East.

Examine the charge that the Truman ad-ministration "lost" China, or thatTruman ought not to have settled for lessthan total viotory'in Korea. Sources:Winks, The Cold War: From Yalta toCuba, T-33-=-c7-

Do you agree with Truman's decision toremove MacArthur from his 'command?Explain

Problem: .To :what extent and for' whatreasons has the.United States aided back-ward and underdeveloped. areas of theWorld?

191

A. V. MATERIALS TEACHER'S NO TES

-147- 24'1



Alliance for Progress

-148-

Read WiCuba. pof the b"Resolverecogniiening.

What areagreemenstrategiUSSR and

Report:

By givinto the c

Did CastdisagreeDoctrine.

Resolved:orderedCuba and

PrepareForeignlow willthe enddirect y

1. A

2. IT

3. Tle

G


ce for Progress

-148-

Read Winks, The Cold War: From Yalta toCuba. p. 36 - '177ror an undersTa0I4Fof the background. A class debate,"Resolved: The United States shouldrecognize Red China" could be enlight-ening.

What are the several points of dis-agreement in philosophy, policies,strategies, and tactics, between theUSSR and Communist China?

Report:

By giving historical examples, explainto the class the difference between:

a. sphere of influenceb. colonyc. protectorated. trusteeship

Did Castro's rise to power in Cubadisagree with principles of the MonroeDoctrine?

Resolved: President Eenedy should haveordered United States forces to invadeCuba and remove the Russian missles.

Prepare a written report on AmericanForeign Policy. The topics listed be-low will serve as guides. questions atthe end of each chapter will help todirect your research.

1. A policy of isolation

2. The Monroe Doctrine

3. The Open-Door Policy

A. V. NiATEEIALS TEACHER' S NOTES

-149--


CONTENT CONCEPTS

VII. Contemporary West Germany

A. Economic recovery fromWorld War II

1. Effects of theMarshall Plan.

2. Contrast to thepost World War Iperiod

B. Government and politicstransition in form fromthe Third Reich to theFederal Republic of WestGermany

1. The Adenhaueradministration

0

OBJECTIVES

To learn the reasons forthe economic resurgence.

To recognize the influ-ence of geographicalfactors.

Refugee problem

To see why there was nopeace treaty afterWorld War II.

United States of Europe

Nuremberg trials

Bonn

To show the changesfrom the Weimar Republicto the Nazi era, to theFederal Republic

-150-

AC

4. Particwars

5. Leader

Make a map ofespecially. Wesand Berlin.

How was it posto recover soII?

Contrast the bgovernments of

Compare the trmany with that

Compare the trmany after Wor

Compare the dein West German

Compare the CoRepublic with

Do you think tgram for defeabeen followed

Do you think tiU.S. to give a_former enemy?

ETTING


365

To learn the reasons forthe economic resurgence.

To recognize the influ-ence of geographicalfactors.

Refugee problem

To see why there was nopeace treaty afterWorld War II.

United States of Europe

Nuremberg trials

Bonn

To show the changesfrom the Weimar Republicto the Nazi era, to theFederal Republic

-150-

4. Participation in two worldwars

5. Leadership of the free world

Make a map of western Europe showingespecially West Germany, East Germany,and Berlin.

How was it possible for West Germanyto recover so rapidly from World WarII?

Contrast the basic concepts of thegovernments of East and West Germany.

Compare the treatment of defeated Ger-many with that of defeated Japan.

Compare the treatment of defeated Ger-many after World War I and World War II.

Compare the development of Socialismin West Germany and the United States.

compare the Constitution of the FederalRepublic with that of the United States.

Do you think that the original pro-gram for defeated Germany should havebeen followed to the letter?

Do you think that it was wise for theU.S. to give aid to West Germany, ourformer enemy?


Connell, Brian. A Watchon the Rhine.

(C) Snyder and others.Panorama of the Past.Vol. II, Uriaggr=Houghton-Mifflin

(L) "West Germany as a WorldPower. Current History.January, 160.

(L) Current Histo . "WestEuFoTgrr ovem er, 1963.

(L) Current History.7EinTe'an Common Market"April, 1963.

(C) Lilliecs, John. A NewHistory of the UoTTITar.

ir drEion. Anvil.

Dawson, Christopher.Understanding Europe.TImage books)

Film:

"Aftermath of World War II -Prologue to the Cold War"MP McGraw-Hill

"The Revolution in Europe's Rolein the World"MP NET Indiana Univ.

"Trial at Nuremberg"MP CSB ; McGraw-Hill

"Mr. Europe and the Common Mar-ket" MP CBS

"East Germany: The Land Behindthe Wall" MP Carousel

"Divided Germany."FS Current Affairs Films

"Berlin: Outpost of Freedom"MP Alemann

"BerlinY Test for the West"MP EBF

"Comeback for Germany'!FS New York Times

"Germany Today"MP MOT U of Indiana

"Living in West Germany"FS SVE

-151-


ilm:

'Aftermath of World War II -rologue to the Cold War"EP McGraw-Hill

'The Revolution in Europe's Rolen the World"

NET Indiana Univ.

'Trial at Nuremberg"CSB ; McGraw-Hill

qtr. Europe and the Common Mar-et" MP CBS

'East Germany: The Land Behindhe Wall" MP Carousel

'Divided Germany."S Current Affairs Films

Berlin: Outpost of Freedom"Alemann

Berlin': Test for the West"FP U3F

Comeback for Germany'}S New York Times

Germany Today"MOT U of Indiana

Living in West Germany"0

-151-

SVE so



2. Handling the Nazipast

3. Anti-democraticmovements

C. Foreign policy of WestGermany

1. Franco-Germanrelations

2. The possibility ofreunification

3. Effects of the ColdWar

a. As a partnerin NATO

fhOli b. As a member ofthe UN

Yalta Conference

Iron curtain

Berlin blockade

Berlin wall

Potsdam Conference

Euratom

Schuman Plan

To realize the changeswhich have taken placein Germany.

To understand the Ger-man people and theirconcentration on re-building their countryand of their post-warproblems.

LNG

EPTS/OBJECTIVES

Conference

curtain

n blockade

In wall

am Conference

tom

an Plan

ealize the changeshave taken place

ermany_

derstand the Ger-people and theirentration on re-ding their countryof their post-warlems.

-152-

ACTIVITIES

How, when, and why was Germany dividedinto zones?

Do you think under her present policythat West Germany will become a threatto the peace of Europe?

What has been the significance of theKrupp Works in German history?

What area in the U.S. compares to theRuhr dibtrict?

What factors make West Germany a lead-ing industrial nation?

Prepare a pictorial map of West Germanyshowing by means of pictures or draw-ings the following:

Natural resources

Industrial products

Agricultural products

Key industrial areas

Outstanding cultural andscientific centers

'o1


"Germany: A Family of theIndustrial Ruhr"MP McGraw-Hill

"Germany Today"943 CSF

"Germany: Key to Europe"914.3 SF

-153- 3o7



c. Position inregard toCommunism

d. Rearmament

D. Present economic-socialconditions and trends

1. The Europeaneconomic community

2. Urbanization andindustrialization

3. Technical and.scientific develop-ments

4. The labor movement

tog

The significance of Germany in the worldcommunity of nations.

To develop an interestin American relationswith Germany.

To appreciate thetechnical and precisionwork for which Germanyhas al-:!nys been famous.

Matcinote

1. 02.3. C

4. H5. S6. B

7. H8. D9.10. E11. N12. D

What aShould

CompareU.S. ar

Have tihinder

Is Nazi

Show hefor gre

Compaeand Westages t.were re

D SETTING

CONCEPTS/OBJECTIVES ACTIVITTS

The significance of Ger-many in the worldcommunity of nations.

To develop an interestin American relationswith Germany.

To appreciate thetechnical and precisionwork for which Germanyhas always been famous.

4-

Match the cities with what they arenoted for:

1. Weisbaden2. Bonn3. Cologne4. Heidelberg5. Solingen6. Berlin

7. Hamburg8. Dresden9. Frankfurt

10. Essen11. Nuremberg12. Dusseldorf

city of cathedralsunifersity townspasknives, scissors, etc.seaportbirthplace of Beeth-ovenpicture galleriesformer capitalmunitions centerfinancial centerriver portrailroad center

What are the goals of the Common Market?Should the U.S. be admitted?

Compare the standard of living of theU.S. and West Germany.

Have the European trade blocs helped orhindered a United States of Europe?

Is Nazism dead in Germany?

Show how Germany contains the essentialsfor greatness.

Compare the economic products of Eastand West Germany to show the advan-tages that would accrue if the twowere reunited.

it


-155- 3//



156-

Write tcGermanyN.Y.) fcWest Geias to:world.the U.S.

Write afollowir

1.2.3.4.5.6.

7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.

IN THE WORLD SETTING


-156-

Write to the German. Embassy or WedtGermany Information Bureau (New York,N.Y.) for current data on a particularWest German industry. Compile a reportas to: units produced, rank in theworld, extent to which it is sold inthe U.S.

Write at least one fact about thefollowing people:

1. Daimler2. Grimm3. Bach4. Beethoven5. Brahms6. Von Zepplin7. Bismarck8. Kaiser William II9. Lilienthal

10, Steinmetz11. Richard Wagner12. Schumann13. Robert Wagner14. Carl Schurz15. Goethe16. Handel17. Mozart18. Mendelssohn19. Hitler20. Von Hindenberg21. Luther22. Huess23. Adenauer24. Einstein25. Rosa Luxemburg26. Willy Brandt27. Ed. Bernstein28. Werner Von Braun29. Krupp30. Kurt Kiesinger31. Richard Strauss

13


-157-

UNIT III: THE U.S. IN THE WORLD SETTINGCONTENT CONCEPTS/OBJECTIVES

158

Drab,

3

4

5

6

7.8.

iE WORLD SETTING

or;0 EPTS/OBJECTIVES ACTIVITIES

-158-

Draw a large map of Germany.

1. Show the four zones.

2. Put in the rivers Rhine, Elbe,Weser, Oder.

3. Locate the capital of the FederalRepublic and the past capital ofGermany.

4. Indicate the Black Forest

5. Show the valleys Saar, Rhine,Ruhr

6. Locate cities:

a. Coblenzb. Nurembergc, Bremend. Stuttgarte: Bayreuthf. Frankfurtg Munichh. Hamburgis Berchtesgadenj. Dolognek. Weisbaden1. Krefeldm. Heidelbergn. Solingen

7. Locate Lake Constance.

8. Show the countries boundingGermany.

3

CAUSES OF WAR

World War I - World War II - Vietnam

UNIT IV

UNIT IV: CAUSES OF WAR (World War I, World War II, Vietnam)


I. Causes of World War I

A. Peace movements

1. Hague Conference


1. Background causes

a. Alliancesystems

b. Rampant militar-ism

c. Nationaljealousies

$11

Imperialism

Nationalism

Internationalism

Militarism

Ultimatum

To understand that thecauses of a major his-torical event such asWorld War I are usuallvery complex. Tounderstand World War Ione must understand itroots in the past.

To understand the rea-sons for our entry intthe war on the side ofthe Alliez.

To realize the far-reaching effects ofwar.

Know t

SusBapPOWTriSecSarMobTrip

Discussrange cWar I.

What waU.S. ensome wabeen av

Do youcause f

PrepareWorld W

Discussimovementprevent

PreparerevolutiI.

War I, World War II, Vietnam)


Imperialism

Nationalism

Internationalism

Militarism

Ultimatum

To understand that thecauses of a major his-torical event such asWorld War I are usuallvery complex. Tounderstand World War Ione must understand itroots in the past.

To understand the rea-sons for our entry inthe war on the side ofhe Allies.

o realize the far-eaching effects ofTar

-162-

Know the significance of

Sussex pledgeBalkansFourteen PointsTrii4ee allianceSecret agreementSarajevaMobilizationTriple entente

Zimmerman noteLusitania"Safe for Democracy"ReparationsKaiser Wilhelm IICzar Nickolas IIClemenceauSecurityInquiry

Discuss the immediate causes and the long-range causes for the outbreak of WorldWar I.

What was the immediate cause for theU.S. entry into World War I? Suggestsome way in which this cause might havebeen avoided.

Do you think the U.S. had sufficientcause for entering World War I? Why?

Prepare a report on secret treaties ofWorld War I.

Discussion in class: "Why did the peacemovements of the early 1900's fail toprevent wax?"

Prepare a report on the technologicalrevolution and its relation to World WarI.

640

1

1

1

1


Basic Text: Chapter 32, W.W. I;Chapters 38, 39, W.W. II;Chapter 41, Korea and Viet N

United States History.hr 21.

(C) **Causes of War. Scott-Foresmar,

(C) **American Foreign PolioProblems 7, 9. Scott-Foresman.

(C) Western Europe. Ch. 9,10. Scholastic.

(L) Guns of Au st.The Proud Tower.Tuchma.n

From Imperialism to Iso-lationism. MTEarlan.

(C) Our World Throu h the. reFace-

Hall. "Peace Movementsto 1914"

(C) .32 Problems in WorldHistory. No. 24, 25. **Scott-Foresman.

(C) A Sense of the Past./rnie Walrrupts" Arnof.

(C) The Human Adventure. Filmstrip:Vol:=7" 'flAssassiEgtionof Archduke Franz Fer-dinand" Eisen.

Films:

"Causes and Effects of World WarI" Inter. Geog.

"Headlines of the Century" TPC

"Lost Battalion"

"The Secret MessageU.S. Into World War

"Woodrow Wilson"

"World War I"

"Yanks Are Coming"

"Woodrow Wilson, thefor Tomorrow"

McGraw-Hill

That PlungedI."McGraw-Hill

Film ClassicExchange

EBF

TFC

SpokesmanMcGraw-Hill

"World War I: The Background.The Early Days" Air Force

(Free)

Transparency:

U.S. History transparency MasterSet 65

No. 1: "Causes of W.W.INo. 2: "Causes of U.S. EntryNo. 3: "Fourteen Points"

(C) A Treasury of GreatReporting. Snyder.

"Woodrow Wilson" Guidance Assoc.

-163-

3


Films:

"Causes and Effects of World WarInter. Geog.

"Headlines of the Century" TFC

"Lost Battalion"

The Secret MessageU.S. Into World War

"Woodrow Wilson"

"World War I"

"Yanks Are Coming"

McGraw-Hill

That PlungedI."McGraw-Hill

Film ClassicExchange

TFC

"Woodrow Wilson, the Spokesman.for Tomorrow" McGraw-Hill

"World War I: The Background.The Eaxlzr Days" Air Force

(Free)

Transparency:

U.S. History transparency MasterSet 65

No. 1: "Causes of W.W.INo. 2: "Causes of U.S. EntryNo. 3: "Fourteen Points"

Filmstri :

"Woodrow Wilson" Guidance Aseoc.

-163-

1

1

UNIT IV CAUSES OF WAR

CONTENT

d. Imperiklism

CONCEPTS /OBJEC TIVES

e. Leadership

2. Immediate causes

a. German navalpolicy

b. Assassinationat Sarajevo

c. Mobilization

C. U.S. Entry

1. Neutrality - Factor Fiction?

. Background causes

To develop skills ofanalysis, fact-finding,and interpretation.

To develop map skills.

To realize that the U.S.is part of world historyand events which occurin other parts of theworld affect us.

To recognize the forcesbehind some of the eventwhich have had far-reaching effects onAmerican life.

Blockade

Neutrality

Contraband

Aggression

-1614


To develop skills ofanalysis, fact-finding,and interpretation.


To realize that t'e U.S.is part of world _istoryand events which occurin other parts of theworld affect us.

To recognize the forcesbehind some of the eventwhich have had far-reaching effects onAmerican life.

Blockade

Neutrality

Contraband

Aggression

-164-

Culminating exercise: Class writtencomment on "Wars do not solve problems;they merely create new ones."

See Teacher's Manual, page 321 for mapactivity.

Chart:

Attempts ty the U.S. to Kee 2 Out of WarAttempts at

War Neutrality Results

France vs.Etrope,1783-1800

NapoleonicWars

World War I

**See: The Lusitania: A Source Problemin American History.

Compare the reasons for and the prac-tices of imperialism of pre-World War Iin Germany with those of England beforethe Revolutionary War.

Make a world map indicating colonialpossessions and spheres of influence ofthe major powers prior to 1914.

READINGS

to

A. V. MATERIALS


April, 1962; June, 1965February, 1958June, 1955February, 1961June, 1955April, 1964.

(C) Panorama of the Past.Part 4. MuTrEdErMifflin


"Black Jack's MexicanGoose Chase" June, 1962.

. "The War to End War"October, 1959.

"Still Quiet on theWestern Front" October,1965.

"A Yank in the BEF"June, 1965.

"Bloody Belleau Wood"June, 1968

"When Gentlemen Preparedfor War" April, 1964.

(C) Impressf_ons of America.part 4. HarcoliFF7EFEEe.

(L) Our World Throu h the17geg777E. 2 . renticel1-1611. (causes of W.W. I)

May, E. The Comin of War.Rand:ME a y.

(C) American Foreign Policy "*M. 7, 9. Scott-Foresman

Transparency:

Rise No. 20

Chart:

First World War731v.97c Ed. Suc.1733 K St. N.W.Washington, D.C. 20006

Film:

"World War I: Role of the U.S."EBF

411

-165-


Transparency:

Rise No. 20

Chart:

First World WarGam' VIF Ed. Suc.1733 K St. N.W.Washington, D.C. 20006

Film:

"World War I: Role of the U.S."EBF

-165-

UNIT I tT CAUSES OF WAR


a. Commerce-prestige

b. Economic - cultural

c. Propaganda

3. Immediate causes

a. Submarine war

b. Morality

c. Self-interest

d. Other hypotheses

Balance of power

To evaluate sources ofinformation

Covenant

Total war

-166-

Suggested restion with Viehaving surveythe major expU.S. entry ina hypothesis,to find factsrefute the hthat agree

Study Wilsonand the CoveNations. CoCharter.

Use a worldvolved in Woareas involv

Construct acost of Worlterms of the

LossNatiWar

byWays

fi

Understand t

BlitzkriegDanzigPolish CorraMunichLend-LeaseAtlantic Ch-ConvoyUncondition

surrenderWar crimes

501-PTS/OBJECTIVES ACTIVITIES

of power

uate sources ofation

war

-166-

Suggested research project in conjunc-tion with Viewpoints, p. 252. Afterhaving surveyed, in Viewpoints, some ofthe major explanations advanced forU.S. entry into World War I, pick one asa hypothesis and search in the libraryto find facts that tend to support orrefute the hypothesis. Examine booksthat agree and disagree.

Study Wilson's famous "Fourteen Points"and the Covenant of the League ofNations. Compare them with the U.N.Charter.

Use a world map to show the areas in-volved in World War I as compared withareas involved in World War II.

Construct a bar graph which comparescost of World War I and World War II interms of the following:

Loss of livesNational War DebtWar debt owed to the U.S.by other nations

Ways in which each wasfinanced.

Understand the significance of:

Blitzkrieg Crimes against humanityDanzig Quarantine SpeechPolish Corridor Panay Inc:_dentMunich Operation OverlordLend-Lease YaltaAtlantic Charter PotsdamConvoy Have-not nationsUnconditional Island-hopping

surrender America firstWar crimes


1

1

(C) **Viewpoints U.S.A.American Book Co.

(C) **Case Studies in AmericHistory. No. 12 E.P.S.

(C) Five Centuries in AmericaChapter 25.

(L) U.S. Histoi . pp. 524-52Scott- oresman (warchronology)

The Day They Sank theMatania. CEIEFley.

(L) All Quiet on Westernat. Remarqu

(C) Paths of Glory Cobb

(C) American Di lomac 1900-1950. G.F. ennan.Chapter 4.

(C) Readings in American_His-tory. Vol. II, Ch. 9.Cotner. Houghton-Mifflin.

"Buttons" Carl Sandburg.

America's Entry into WorldWar I: Submarines, ggE77.=raTrit7 or becurity. Mat,UTIThart and Winston.

Tuchman. The ZimmermanTelegram.

(L) American History Illustra-ted. May, 1966 "The SeconBattle of the Marne"; "ACompany Commander's Storyof the Battle" -167-


-167-Igo

UNIT IV: CAUSES OF WAR

CONLENT CONCEPTS/OBJECTIVES

D. Issues involved

1. Publicly stated

2. Secretly agreed

E. Course of the War

II. Causes of World War II

A. Peace movements


2. Disarmament move-ments

-3. Kellog-Briand Pact

Basic concepts:

Japan became the firstmodern industrial nationin the Far East. How-ever, her lack of rawmaterials and her desireto imitate the imperial-ism of the West led herinto World War II.Hitler began with thegoal of correcting themistakes of the WorldWar T peace, but appeasement encouraged him togo further.

Total war

-168-

Chart of A

Aggressor

USSR

Italy

Germany

Japan

Map Exercis

On an outliname and co

1. Axis2. Max3. Alli4. Neut

Locate and

1. Atlanti2. North S3. Baltic4. Mediter5. Black S

Complete t

A r

Aggressor

Japan

Italy

Germany

CONCEPTS/OBJECTIVES

Basic concepts:

Japan became the firstmodern industrial nationin the Far East. How-ever, her lack of rawmaterials and her desireto imitate the imperial-ism of the West led herinto World War II.Hitler began with thegoal of correcting themistakes of the WorldWar I peace, but appeasewent encouraged him togo farther.

Total war

-168-

339-iACTIVITIES

Chart of Aggression:

Aggressor Nation Acts of Aggression

USSR

Italy

Germany

Japan

Mt2 Exercises:

On an outline map of the world, locatename and color:

1. Axis powers2. Maximum area of Axis control3. Allied powers4. Neutral nations

Locate and name on a map of Europe:

1. Atlantic Ocean 6.

2. North Sea 2.3. Baltic Sea 8.4. Mediterranean Sea 9.

5. Black Sea 10.

Caspian SeaAdriatic SeaGibraltarCreteMalta

Complete the following chart:

Aggression by the Dictatorslill,3--r=eWoTrel liar II

Aggressor Victims. Dates

Japan

Italy

Germany

I

1

READINGS

(L) The Road to War. W.Millis.

(L) America. Goes to War.Tonsill.

Heritage o1 America.Chapter 547

(C) Problems in WorldHistoY57N37 30. ScottForesman.

(L) Our World Throu h theligs. Chap er .

Prentice-Hall (Causes oW.W. II)

**European Issues in the20th Century. No. 9.

(L) American History Illus-trated. February, 1967.The Outstanding Soldier

of the A.E.F."

(a)

Basic Text: Chapters38, 39.

(L) United States History.ZE7a5-17rs 25, 26.Scott-Foresman.

(C)

(C)

**American Foreign PolicNo= Scott - Foresman.

Panorama of the Past.Vol. II, Ch. 9Houghton-Mifflin.

(C) Western Europe. Ch. 10.Scholastic.

A. V. MATERIALS

Films:

mWorld War II: Background andCauses" Coronet


"The Second World War: Triumphof Axis" 940.53(1)

"Allied Victory" 940.53(2)

"The Rise of Adolf Hitler"McGraw-Hill

'Twisted Cross" Indiann.

"Rise and Fall of Na5t ue-_dany"Indiana U

"Chamberlain at Munich"Indiana U

"Crisis at Munich" Indiana U

"From Kaiser to Fuehrer"

"Stalin" McGraw-Hill

"The Week That Shook the World"Indiana U

"Guilty or Not: The NurembergTrials" RKO

-169-

V. MATERIALS TEACHER'S NOTES

II: Background andCoronet

d World War: Preludet" EBF

d World War: Triumph940.53(1)

tory" 940.53(2)

of Adolf Hitler"McGraw-Hill

ross" Indiana U

all of Nazi Germany"Indiana U

in at Munich"Indiana U

Munich" Indiana U

er to Fuehrer"

McGraw-Hill

That Shook the World"Indiana U

Not: The NurembergPSO

-169-



4. Lucarno Treaty



a. Injusties inVersaillesTreaty

b. Appeasementpolicy

c. U.S. isolationfrom Worldolitical

Affairs

d. Adolf Hitler

Appeasement

Aggression

Neutrality

Propaganda

Racism

Dictator

Air power

Atomic age

Diplomacy

Isolationism

Totalitarianism

-170-

Descworlshipaggr

Drawfoll

1

2

3.

4.

Nap, A

Locata map

1.2.3.4.5.6.7.8.9.10.

You rRussi-

1.

2.

;EPTS/OBJECTIVES

ement

sion

lity

anda

Jor

wer

acy

,ionism

arianism

-170-

154*

ACTIVITIES

Describe the attempts by the rest of theworld to halt aggression by the dictator-ships before World War II. Why didaggression continue?

Draw a cartoon illustrating one of thefollowing ideas:

1. The rise of dictators threatenedthe Good Neighbor Policy.

2. The British and the French didlittle to halt German aggressionin the 1930's.

3. Dunkirk stands for courage.

4. Science goes to wax.

Ea. Activity:

Locate and name these major battles ona map of Europe and North Africa:

1. Evacuation of Dunkirk (1940)2. Air attack on Britain (1940-44)3. Battle of El Alemein (1942)4. Invasion of North Africa (1942)5. Battle of Stalingrad (1942)6. Invasion of Ita'y (1942)7. Battles of Moscow and Leningrad8. Invasion of France9. Battle of Berlin (1945)

10. Battle of Crete

You read how dictatorships arose inRussia, Germany, Italy, and Japan.

1. Can you find any pattern which heldtrue in all four countries?

2, In what countries in the worldtoday do these conditions exist?

(C) The Human Adventure. Record:Par-677-7Harcourt -Brace

(C) Readings in World His-tory. Stavrianos . Film:"Hitler's Plan for Con-quest"; "Mussolini's "You Are There"Plans for Conquest"; "TheTanaka Memorial"; "The "December 7, 1941"Coming of World War II".

The Surrender of Corregidor

"I Can Hear it Now"

A Treasury of GreatReporting. Snyder "D-Day, June, 1944"

While You Were Gone.Simon and. Schuster

Days of Tnfamy. Holt.

War for the World. Yale.

Brave Men. Holt.

A Soldier's Story. Holt.

Crusade in Europe.Doubleday.

Hiroshima. Knopf.

American Herit e.June, 1 6

August, 1957April, 1952August, 1962.

"The Liberation of Paris"

"V-J Day"

"Victory in Europe" McGraw-I

-1 r71

nture.urt-Trace

rid His-os.for Con-

lini'suest"; "The1"; "Thed War II".

Greatyder

Gone.ster

Holt.

rld. Yale.

lt.

or'. Holt.

ope.

opf.

age.

7

Record:

"I Can Hear it Now

Film:

"You Are There"

"December 7, 1941"

"The Surrender of Corregidor"

"D-Day, June, 1944"

"The Liberation of Paris"

"V-J Day"

"Victory in Europe" McGraw-Hil"

-171-

R'0 N TE

AO!



2. Immediate causes

a. Russo-GermanTreatyAugust, 1939

b. German Attackon PolandSeptember, 1939

Mutual security

Understand that some-times nations and peoplewill go to extremesduring times of hardshipand insecurity.

To see how dictatorshiparose after World War Iand how their aggressivmoves threatened worldpeace.

To understand why thedictators were notstopped in theiraggressive moves.

To trace the develop-ment of U.S. policytoward the aggressiveactions of the dictator

To examine the combina-tion of circumstancesthat led to our entryinto the war.

To realize the far-reaching effects of thewar.

-172-

The Axisnot" nawar to .

they laanswers

Bow dothe Axi

GeograpWorld Wgeograptics asresourchelp tostateme

a.

b.

It is of"What micomposit

1. IB

2. Iu

3. I

CONCEPTS OBJECTIVES

es

an

39

ack

1939

Mutual security

Understand that some-times nations and peoplwill go to extremesduring times of hardshiand insecurity.

To see how dictatorshiparose after World War Iand how their aggressivmoves threatened worldpeace.

To understand why thedictators were notstopped in theiraggressive moves.

To trace the develop-ment of U.S. policytoward the aggressiveactions of the dictator

To examine the combina-tion of circumstancesthat led to our entryinto the war.

To realize the far -reaching effects of thewar.

-172-

ACTIVITIES

The Axis Powers claimed that as "have-not" nations, they had to resort towar to secure the natural resourcesthey lacked. How would you haveanswered this argument?

How do you account for the successes ofthe Axis in the early days of the war?

Geography played an important part inWorld War II. How do-the facts ofgeography, including such characteris-tics as location, climate, naturalresources, area, and surface featureshelp to explain each of the followingstatements?

a. Why did Great Britain find itdifficult to help Poland?

b. Why was Germany unable to in-vade the British Isles?

It is often interesting to think about"What might have happened." Write acomposition using one of these ideas:

1. If Germany had invaded GreatBritain after Dunkirk....

2. If the atom bomb had not beenused .0..

3. If Hitler had not invadedRussia.,..

sl0

r

IEADINGS A. V. MATERIALS MACHER S NOTES

-173-

UNIT IV: CAUSES OP WAR


To understand that thecauses of a major his-torical event are verycomplex.

To realize that theis part of world histo


To develop skills offact finding, analysisand interpretation.

To understand that sacrfice is often requiredin order to provide ourbasic security. Thisshould be understood anappreciated.

.7)4$141

CONCEPTS/OBJECTIVES

To understand that thecauses of a major his-torical event are verycomplex.

To realize that the U.S.is part of world histo


To develop skills offact finding, analysis,and interpretation.

To understand that sacrfice is often requiredin order to provide ourbasic security. Thisshould be understood anappreciated.

-1 74- -

ACTIVITIES1

Problem:

Compare and contrast Germany's motives formarching in 1914 with Israel's in 1967.Compare and cont-ast the general publicreaction in the U.S. at the time of eachevent. Give reasons for the apparent in-consistency in our attitude.

Report:

Try to justify the German acts ofaggression prior to World War II. Makereferences to Versailles Treaty, economicneeds, colonial injustices, revengemotive, "unfinished business" theme,territorial needs, race theories,Communist threat, super-nationalism.

Prepare a report, including maps andcharts, on the subject of Soviet con--tributions to victory in World War II.

Compare the eight points of the AtlanticCharter with the Fourteen Points ofWilson's program for a peaceful world.

Interview adults who may recall someof the important events of the timeswith respect to the circumstances underwhich they became aware of them and theimpression they made.

Have a committee report on the background,character, training for leadership, andwartime role of:

Churchill FDRStalin HitlerChiang Kai-shek Mussolini


-175-144

UNIT IV: CAUSES OF WAR'

CONTENT

C. U.S. entry

1. Neutrality - factfiction?


a. Economic-culturties

b. Propaganda

c. Axis aggression

2. Immediate causes

a. "Help short ofWar"

b. Pearl Harbor

CONCEPTS/OBJECTIVES

-176-

Re

Tsiortornat

Pro

AtsenworTogthe

Trytospepreganissu

Justpriorefemob iAllition


-176-

Report:

Try to justify Japanese acts of aggres-sion in the 1930's. Make specificreferences to economic needs, terri-torial desires, population pressures,national pride.

Problem:

At this point the dictatorthips repre-sented the most powerful forces in theworld: Japan, Germany, and the USSR.Together they were unbeatable. How didthe Allies emerge victorious?

Try to justify American policies priorto World War II regarding Japan. Makespecific references to U.S. economicpressures, political pressures, propa-ganda, U.S. missions to China, moralissues, traditional U.S. policies.

Justify U.S. policy toward Germanyprior to World War II. Make specificreferences to stopping totalitarianism,mobilization or world opinion, aid toAllies, "armed neutrality," tradi-tional policies.

I

I

1

1

1


(0) **Ideas in Conflict.No. 10. Scott-Foresman.

(C) **Vie oints USA.p. erican Book Co

(L) **United States Histo .

Teach s Resource ook.Ch. 25, "The AmericaFirst Movement" Scott-Foresman

(C) lEpressions of America.Vor7717-77ee 3.Harcourt-Brace.

(C) A Sense of the Past.No777 Facrillar-77.

(L) "Did Roosevelt Start theWar?" Harper's. June,1950. S.E. Morrison.

American Heritage

"Juneau..."

"World War II.." August,1937.

"Blimps in..." February,1959.

"Marine Corps in..."February, 1959.

"Seige of Wake Island"June, 1959.

"Pearl Harbor: WhoBlundered?" Feb., 1962.

"God, Please Get Us Outof This" April, 1966.

"The Fall of Corregidor"August, 1966.

"Six Miniii8.4'that Changedthe World" Feb., 1963.

For additional films on .U.S.participation in the war, seefilm catalog of U.S. Air Force,Army, and Navy.

"Churchill - Man of the Century"

Film:

"Pearl Harbor" McGraw-Hill

"Victory at Sea" EBF

"World War II" (Prologue USA)EBF

"Chester Nimitz Story" AirForce

"December 7, 1941" McGraw-Hill

"Hirohito" McGraw-Hill

"Prelude to War" Illinois U

-177-

A. V. MATERIALS TELCHER'S NOTES

For additional films on U.S.participation in the war, seefilm catalog of U.S. Air Force,Army, and Navy.

"Churchill - Man of the Century"

Film:

"Pearl Harbor" McGraw-Hill

"Victory at Sea" EBF

"World War II" (Prologue USA)EBF

"Chester Nimitz Story" AirForce

"December 7, 1941" McGraw-Hill

"Hirohito" McGraw-Hill

"Prelude to War" Illinois U

-177-- 43#



c. Security

D. Issues involved

E. Course of the War

III. Causes of View Nam con-flict

A. Attempts to preservepeace

1. U. N.

2. Regional mutualsecurity arrange-ments

3. Deterrent militaryforce

-178-

Write anthe folloit mightwho took

1. Theseean

2. Thebyberres

3. TheseebySta

Map Activi

allocate and

1. Axis

2. Allie

a.b.c.

3. Geogr

a.b.c.d.e.f.

4. Colortrol

OEPTS/OBJECTIVES ACTIVITIES

-178-

Write an eyewitness account of one ofthe following events of World War II asit might have been written by someonewho took part in it:

1. The attack on Pearl Harbor (asseen by a Japanese flyer or byan American antiaircraft gunner.)

2. The retreat from Dprkirk (as seenby a German flyer or by a mem-ber of the crew of a Britishrescue boat).

3. The bombing of Hiroshima (asseen by a Japanese civilian orby the pilot of the UnitedStates plane).

Locate and name on the map of the Pacific:

1. Axis power - Japan

2. Allied powers

a. U.S. d. Chinab. Australia e. USSRc. New Zealand f. Canada

3. Geographia areas:

a. New Guineab. Netherlands Indiesc. Philippine Islandsd. Hawaiie. Alaskaf. Aleutian Islands

. Color the extent of Japanese con-trol by 1942.


American Heritage

"A Coastwatcher's Diary"February, 1966.

"I've Served My Time in Hell"February, 1966

"The First Flag-Raising onIwo Jima" June, 1964.

"A Few Men in Soldier Suits"August, 1957.

(L) American Histaa Illus-tra tee

"The P-40" June, 1967

"How One Flying TigerDied" June, 1967

"George Patten - A Per-sonality Profile" July,1966.

( p) United States History"Men in3-717Fory" p. 661

(C) United States History.

Teachers Resource Book."Naval Airpower in thePacific in WW II" No. 2EScott-Foresman


"Battle of Midway"February, 1963.

"A Pew Men..." Aug.,1957

(L) American History Illus-trated Jan.-Feb7"S."Appraisal of DouglasMcArthur"

"MacArthur Profile"

Films:

"The Second World War: Triof the Airs"

"The Second World War: Alli!eVictory"

"World at War" Illinoi

"Battle of Britain" Indi

"Rise of Nationalism in S.E.Asia" Illinoi

"Fall of China"

"Mao Tse-tung" Illinoi

-179-


on

its"

nue-

067

rer

Per-July,

12=p. 661

Book.theNo. 26

g.,1952

68

,las

't

Films:

"The Second World War:of the Airs"

"The Second World War:Victory"

"World at War"

"Battle of Britain"

TriumphsEBF

AlliedEBF

Illinois U

Indiana U

"Rise of Nationalism in S.E.Asia" Illinois U

"Fall of China"

"Mao Tse-tung"

-179-

Illinois U

ti



B. Outbreak of war

1. Power vacuum

2. AggressiveCommunism

3. UN failings

4. A desire for self-determination

C. U. S. entry

1. Lessons learnedfrom World War II

2. Treaty commitments

Encourage spreadrOg, of free choice

Aggression

Treaty commitment

Free choice

Containment

Escalation

Appeasement

Pacifism

Deterrent

Prelogfersolaccmee

Us.foil

123

Whatthen

Compat tI7prese

CONCEPTS/OBJECTIVESACTIVITIES

3. Locate, name, and date the follow-ing major battles:

a. Attack on Pearl Harbor (1941)

b. Battle of Midway (1942)

e. Battle of Coral Sea (1942)

d. Battle of Guadalcanal (1942)

e. Battle of Phillipines (1944)

f. Battle of Iwo Jima andOkinawa (1944)

g. Allied advances in Pacifictheater.

ggression

reaty commitment

ree choice

ontainment

Escalation

Appeasement

Pacifism

Deterrent-180-

Prepare a chart listing in chrono-logical order the Inter-.A.merivan con-

ferences dealing with "hemispheresolidarity" and the importantaccomplishments of each of these

meetings.

Using library reasearch, find the

following:

1. Motives of Japan in World War II

2. The plight of the Nisei

3. The immediate train of eventsthat followed. Pearl Harbor

4. Goals of U.S. diplomatic movestoward Japan before PearlHarbor

5. Why was the Japanese attack onPearl Harbor so successful?

What steps did the U.S. take to streng-then i_er national defenses?

Compare: Attitudes, public and private,at the start of World War II and atpresent in the VietNam conflict.

591-J


(L) American History Illus-trated. November, 7.767.

"Blooding the 83rdIDivision in Normandy"


111

(C) Panorama of the Past.Vol. II, MaT7.-Mlapter10. Houghton-Mifflin.

Angel of Dienbienphu.

The Ugly American.

The Green Berets.

Outpost of Freedom. McGra1.

(4181-


Q181-

UNIT IV: CAUSES OF WARCONTENT CONCEPTS/OBJECTIVE S

D. Issues involved

E. Public reaction

F. Course of the war

G. Position on U.S. rolein Viet Nam taken bynations in S.E. Asia,W. Pacific generally.

Since World War II theU.S. has fought Commun-ism by standing firm anhelping those who seekhelp. Some of ourpolicies have produceddisagreement at home anabroad.

Objectives: To under-stand that as therichest and most power-ful nation on earth, thU.S. had no choice butto accept the responsi-bilities of world leadeship.

To appreciate theimmediacy of the yJrld-wide challenge ofCommunism.

To understand the statepolicy of "containment"

To develop facility inthe use and understand-ing of maps.

To improve skills ofresearch and communica-tion.

Compprioelem

Contin Wcivi1967.of t

Repor.

Why tcriti

Why 1-the t

Examito setookbers

Contr.with

GatheSouthyour cisues

Gatherment'sSouth

Exam:l.npickina re,

CEPTS/OBJECTIVES

e World War II thehas fought Commun-

by standing firm aning those who seek. Some of ourcies have producedreement at home an

ad.

ctives: To under-d that as theest and most power-nation on earth, thhad no choice butccept the responsi-ties of world leade

ppreciate thediacy of the world-challenge of

derstand the statecy of "containment"

evelop facility inuse and understand-of maps.

Improve skills ofarch and communica-.

-182-

30ACTIVITIES

Compare: U. S. actions to oppose dictatorsprior to World War II with traditionalelements of American foreign policy.

Contrast the role of the U.S. civilianin World War II with that of the Israelicivilian during the Egypt-Israeli War of1967. How might this affect the attitudeof the civilians?

Reports:

Why the Battle of the Atlantic was acritical phase of the war.

Why 1942 is recognized as the "turn cf-the tide" in World War II.

Examine the SEATO agreement with a viewto seeing what commitments the U.S.took on with regard to the other mem-bers of the pact.

Contrast U.S. action in Southeast Asiawith U.S. action prior to World War II.

Gather evidence to justify U.S. aid tipSouth. Vietnam. (Department of State,your congressman, American Legion, backisues of Newsweek, U.S. News, Time, etc.)

Gather evidence to repudiate our govern-ment's current policy with regard toSouth Vietnam.

Examine U.N. Charter with a view towardpicking provisions designed to stopaggression

READINGS

Newsbook No. 4 - VietNam:The War. National Ob-TgYver.

(L) The World of Communism.TilWEEFn.

(L) Two lims of Life.Ebenstein.

(C) A Sense of the Past.

(C) **Viewpoints, USA.American Book MT: p. 320

(C) * *American. Foreign PolioNo. 3. Scott-Poresman.

(L) Current issues of

U.S. News and WorldTeForT---

Time

Newsweek,.

The New Republic.

The National Observer.

Vietnam Information.

Notes. Supt. of Document

A. V. Mt.TERIALS

L183-



To understand thatevents in one part ofthe world affect otherparts.

To appreciate thatmajor events usuallyhave complex origins.

"Domino theory"

Democratic Peoples Re-public

Subversion

Appeasement

"Hawk"

"Dove"

Have studewar with W

Research

What is thof presentVietnam co

U.S.USSRFranceGreat B

Read and g

Trace the hto the prestion to reschanges inCommunist

Trace, sleetCommunistareas contrUSSR, Red Cattempts at

Report: Whaaspects ofsuch as antiism, flag-b

=TS/OBJECTIVES ACTIVITIES

erstand thats in one part ofrld affect other

reciate thatevents usuallyomplex origins.

theory"

atic Peoples Re-

ston

ement

-184-

Have students contrast the Vietnamwar with World War II.

Research Topic:

What is the official government viewof present U.S. policies in theVietnam conflict?

U.S.USSRFranceGreat Britain

AustraliaPhilippinesIndonesiaPoland

Read and give a report on Ho Chi Minh.

Trace the history of Vietnam from 1935to the present, paying specific atten-tion to resources, strategic importance,changes in control, beginnings ofCommunist aggression.

Trace, sketching briefly, the history ofCommunist aggressions since 1939. Listareas controlled or annexed outright byUSSR, Red China. Indicate areas whereattempts at gaining control failed.

Report: What are the bases for differentaspects of anti-Viet Nam war activitiessuch as anti-draft, anti-war, isolation-ism, flag-burning, etc.

SO-


-185-

UNIT IV: CAUSES OF WARCONTENT CONCEPTS/OBJEC


-186-

Report:

Using lessons learned from World War I,World War II, and Viet Nam, defend thePacifist's contention that Americashould, in the present and future, andshould have in the past, shun all reli-ance on wars as a means of settlinginternational disputes.

Report on Communist methods of achiev-ing control in under-developed nations.Write specifically, using concise, shortparagraphs on:

Popular uprisingsGuerrila warfareMilitary threatsEconomic pressuresPropaganda

m

On a world map indicate how the U.S. isseeking to contain Communist aggression.

On a map of South Vietnam locate areas ofrecent intense military activity, areas ofimportance in terms of agriculture andindustry.

Essay:

"Turning the other cheek" is hardly awise motto in the field of foreign rela-tions.

DINGS A. V. MATERIALS TEACHER'S NOTES

-187-



lg.ports:

Get the vigarding threspect to

Class wri4

"Wars dmerely

"What iwar demo

"What icard bu

Reports:

The Chang'

An intervieserved in V

His viewsU.S. effo

Conditionthere.

ReactionViet Nam

What he sused by Vvillages.

Report on C

-188-

CONCEPTS/ OBJECTIVES ACTIVITIES

-188-

Reports:

Get the views of your Congressmen re-garding the present U.S. position withrespect to Viet Nam.

Class written comment on:

"Wars do not solve problems; theymerely create new ones."

"What is your reaction to anti-war demonstrations?

"What is your reaction to draft-card burning?

Reports:

The changing technology of war.

An interview with a serviceman whoserved in Viet Nam:

His views on the rightness of theU.S. effort there.

Conditions under which he livedthere.

Reaction of the people of SouthViet Nam to troops.

What he saw personally of methodsused by Viet Cong to terrorizevillages.

Report on Communist terrorist activities.

34i


-189- 3G,

LABOR IN AMERICAN SeOC IEt

UNIT V

MIT V: LABOR IN AMERICAN SOCIETY

CONTENT CONCEPTS /OBJEOTIVES

. Workers in Early America

A. The role of the inden-tured servant era

B. Early crafts attempt toorganize.

C. An emerging factorysystem

D. Because of grievance,workers began toorganize

II. Workingmen in the Era ofJackson GairiThenTf=

A. Demand free publicschools

B. Demand fourteen-hour,day

To show the struggle ofAmerican workers toimprove their workingconditions to better theirsociety generally.

ACTIVITIES

Laborers were not onlymembers of unions butalso members of thecommunity at large.

Studying the role oflabor in society alsoinvolves a study ofAmerica itself.

Trade unions

Commonwealth vs. Hunt

Lowell Mills

Universal manhoodsuffrage

Understandings to bedeveloped:

American workers seldomestablished their own'political parties.

-192-

I


(C) Iman, and Koch. Labor inAmerican Society:-176t7-17EFFEERE.

Palling, Henry. AmericanLabor.

Lunis, Edwin. ColonialCraftsmen and the Be-ginnings draFFIVEdustry.

(0) Mendelbaum. The SocialSetting of IEZTerance.

(C) Basic Text: p. 494-496.

(0) Impressions of America.Vol. I by Brown.Part 3 - Sec. 2.Part 4 - Sec. 2, 3.

O. Handlin. Tmmigration aEa Factor in AmericanHistory.

(C) Maldon Jones. AmericanImmigration.. Universityof Chicago.

S-

0-inheritance" mp U of

"Bargaining Collectively"

"The Rise of Organized LaboliMcGraw-Hill

"Americans All" McGraw

"Tmmigration in American Hismp Co

"New Systems of Business Orgzation and the Flood of Tmmition" 338.7 CFS (H.S.L)

-193-


"Inheritance" mp U of Ill.

496. "Bargaining Collectively" mp tf

ca. "The Rise of Organized Labor"

"Americans All" McGraw fs

lion a"Immigration in American Historymp Corone

"New Systems of Business Organi -.zation and the Flood of Immigra-tion" 338.7 CPS (H.S.)can

slty-193-

UNIT V: LABOR IN AMERICAN SOCIETY


C. The fightyagainstbanks i

D. A working man's party

III. Rise of Nation-wide LaborUnions

A. Goals

B. Knights of Labor

1. Principles

2. Reaction to andaccomplishments

3. Reasons for declineand failure

Outbreaks of violencemade the public unsympa-thetic with labor or-ganizations.

The only general nationalabor organization ofunions formed in thenineteenth century4thatwas to survive was theAmerican Federation ofLabor.

Ideas to be Emphasized:

Post Civil War factoryworking conditions wereusually very bad.

Workingmen rarely advo-cated basic economic orpolitical changes.

Rise of the common man.

Strike

Boycott

Lockout-194-

Reae

Areintestudreed

1For

Debatthe i1920'StateAfter

ReadAmerisummaand yDedhValiseAugus

Whatin esin thwaysit eas

Problehad on

How digrants


utbreaks of violenceade the public unsympa-thetic with labor or-ganizations.

The only general nationslabor organization ofunions formed in theineteenth centuryNthatas to survive was theAmerican Federation ofLabor.

Ideas to be Emphasized:

Post Civil War factoryworking conditions wereusually very bad.

Workingmen rarely advo-cated basic economic orpolitical changes.

Rise of the commcn man.

Strike

Boycott

Lockout-194-

1

Research Problem:

Are some races or nationalities moreintelligent than others? Refer to casestudies made from United States Armyrecords.

For a Committee:

Debate the proposition, Resolved: Thatthe immigration restrictions of the1920's were a misfortune for the UnitedStates. Slosson, The. Great Crusade andAfter, p. 296 ff. PaUlkner, AmericanPolitical and Social History. p. 840 ff.

Read the following two selections fromAmerican Heritage and prepare a briefsummary including new ideas you gainedand your own comments: "Tragedy atDedham," October, 1958; "Sacco andVanzetti - the Unfinished Debate,"August, 1959.

What problems might immigrants encounterin establishing a life for themselvesin the U.S. during this era? In whatways might_Tresent-day immigrants findit easier? More difficult?

Problem: What effects have depressionshad on labor organizations?

How did some employers encourage immi-grants to come to the United States?

17


(C) Rise of the American1=eor77-761. II. 1968.

Readings: "The WageEarner in a ChangingWorld" pp. 219-.224

Kennedy, J.F. A Nationof Immigrants.

Travers°, Edmund.Tmmigration: A. Study inAmerican Values.

(0) **Fedor and Allen.Viewpoints, USA. pp.178-192 (IE7Tpp. 212-214 (Labor)American Book Company

Wittke, Carl. We WhoBuilt America.

The United States: Thehistory oblic.7ofstader and o ers.Prentice-Hall, Chapter19, Section 4.

Handlin, Oscar. The 2.2.-rooted.

(0) Higham, John. Strangersin the Land 1860-1925.

(C) Degler, Carl. Out ofPast.

376

"New Americans" mp McGraw-H

"It Takes Everybody to BuildThis Land" 1619-1860

"The Labor Movement: Beginnand Growth" mp Co

Filmstrip:

"New Systems of Business Or-ganization and the Flood ofImmigration" 338.7 CFS (H.

"Changes in American Life" 181920 fs

"Samuel Gompers, Man of Laborfs AFL-CIO

"With These Hands"Int. Garment Workers

Transparency:

"Growth of Union Membership inU.S." No. 56 of U.S. HistoryTransparency Set (H.S.

-195-


ricanI . 968.

e Wageging

9-224

A Nation

a.Study in

len.Pp.

abor)ompany

We Who

es: Theublic.

or ers.Chapter

The 1.12-

Strangers

Out of Our

"New Americans" mp McGraw-Hill

"It Takes Everybody to BuildThis Land" 1619-1860 mp

"The Labor Movement: Beginningsand Growth" mp Corane

Filmstrip:

"New Systems of Business Or-ganization and the Flood ofImmigration" 338.7 CFS (H.S.)

"Changes in American Life" 1865-1920 fs SVE

"Samuel Gompers, Man of Labor"fs AFL-CIO

"With These Hands" mpInt. Garment Workers

Transparency!

"Growth of Union Membership inU.S." No. 56 of U.S. HistoryTransparency Set (H.S.)

-195-

t

377


DiONTENCE13 CONCEPTS/OBJECTIVES

C. Immigration's role in Blacklistthe labor movement

D. American. Federation ofLabor

1. Comparison withother early laborunions

2. Organizing andearly trails

3. AFL and politics

4. Reasons for itssuccess

E. Congress of IndustrialOrganization

378

Sabotage

1. Eliminate job comatition

2. Gear wages and befits to his risincosts of living.

Haymarket riot

Anarchy

Injunction

To understand how thegrowth of industriali-zation in the U.S.affected the lives ofthe people.

To understand thatlabor, when it organ-izes, gains strength.

National origin

-196-

TY

CONCEPTS/OBJECTIVES

Blacklist

Sabotage

. Eliminate job competition

. Gear wages and ben-fits to his risingcosts of living.

Haymarket riot

Anarchy

Injunction

To understand how thegrowth of industriali-zation in the U.S.affected the lives ofthe people.

To understand that/labor, when it organ-izes, gains strength.

'National origin

-196-

ACTIVITIES 1Why was the AFL more successful than theKnights of L-abor?

What was the attitude of Samuel Gomperstoward labor unions and party politics?State your reasons for agreeing or dis-agreeing with him on this point.

Listlag:

Name as many hypes of workers as you canin Mankato that belong to AFL.

Report:

Membership differential between AFL andCIO types of workers.

Prepare brief biographical sketches on:Terence Powderly, Samuel Gompers, EugeneDebs, John L. Lewis, William Green,

IGeorge Meany, Walter Reuther, JamesHoffa.

Why has immigration appeared to be athreat to labor organization?

What has been Labor's reaction to theadmission of Hungarian refugees andEuropean displaced persons to the UnitedStates?

ELD INGS A. V. MATERIALS TEA. NOTES

-197-

38-



1. How industrialunions differed

2. John L. Lewis -its leaders

3. Sit-down strike

4. Consolidate; withthe AFL

. The Labor Movement'sStruggle for Recow rtion -1890's

A. The Old Order changes

B. Strikes and violence

O. Gains achieved by labororganizations

Literacy test

Exclusion

Quota

Craft union

Understand that neitherbusiness nor labor mayuse its organized powerin restraint of trade,nor imperil the healthor safety of a nation.

Vertical union

Horizontal union

Big labor

To show that the govern,ment and the generalpublic were largely insympathy with manage-ment at this time.

-198-

%1ETY


Literacy test

Exclusion

Quota

Craft union

Understand that neitherbusiness nor labor mayuse its organized powerin restraint of trade,nor imperil the healthor safety of a nation.

Vertical union

Horizontal union

Big labor

To show that the govern-ment and the generalpublic were largely in

r sympathy with manage-ment at this time.

-198-

For an encyclopedia for young childrenwrite an article entitled, "The Historyof the AFL in the Nineteenth Century4f.Include a discussion of (a) its leader-ship, (b) its membership, (c) obstaclesit faced, (d) its successes, and (e) itsfailures.

Select from ten famous immigrants to theUnited States. Make a chart showing(a) when each came, (b) where from, and(c) his or her specific contributions toAmerican life.

Investigate and report on the latest de-velopments in immigration legislation.

Discuss:

Why was public opinion opposed to or-ganized labor?

Compare the power of labor unions at theturn of the century with their power to-day.

List the gains made by organized laborunder the New Deal.

Ware N. J. The LaborMovement in TM nr1.737. ed

A. V. MAMMALS

-199-



1. 1880'0 to World WarII

2. Since World War II

V. The New Deal and Labor

A. Rights the Americanlaboring nan had

B. Rights the laboring manhad in Nazi Germanyduring this period

VI. Federal Regulation ofLabor Unions

A. Basic labor laws

B. The radical movement inlabor

Codes of fair laborpractices

Section 7-A of the NIRA

Minimum wage law

NLRB-200-

Child

(a)

(b)

(c)

(a)

(e)

Makec'utlAct,the

Have

Havespe

IETY


Codes of fair laborpractices

Section 7-A of the NIRA

Minimum wage law

NLRB-200-

Child Labor in the United States

(a) Briefly describe the social illsconnected with child labor duringthe 1800's.

(b) What were the first states to passchild labor laws? When were theypassed? What were their majorprovisions?

(c) Why, between 1870 and 1910, didchild labor become an even greaterproblem than ever before? Whatgroups led the crusade againstchild labor during the sameperiod?

(d) Describe the work of the NationalChild Labor Committee.

(e) Why, between 1916 .and 1938, wereall federal attempts to legislateagainst child labor eventuallydeclared unconstitutional? Whatprovision in the. Fair Labor Stan-dards Act of 1938 finally curbedchild labor?

Make a three-column chart in which yououtline the provisions of (a) the WagnerAct, (b) the Taft-Hartley Act, and (c)the Landrum-Griffin Act.

Have a labor leader speak to the class.

Have a representative of managementspeak to the class.

RRADINGS A. V. MATERIALS

Bernstein, Irving. TheNew Deal Collective 3aY--7313----policx. Univ. ofalifornia.

De/ter, Milton, andEdward Young. Labor andthe New Deal. of is.

(L) Rise and Fall of theITIMEN577=7-11117gr.

(C) Capitalism and OtherEconomic Systems. McGraHil .

Lens, Sidney. WorkinMen: The Story of a or.

(C) Problems in Americannisto.u. Scott-Foresman.

(C) Debs, Eu ene: Socialist.p. 105. oliticaLeadership in America.

(C) **Litwack, Leon. TheAmerican Labor Movement.Prentice=Hall.

(C) Florence Peterson.American Labor UnionsMat They Are in-F5.7They WEE.k.

Wolf, Leon. Lockout:Story-of Homeaggagtrikeof 1892.

Kreps, Juanita. Auto-nation and Employment.

-201-

ike

A. V . MATERIALS

-201-

TEACHER' S NOTES

01



VII. Contemporary Labor I The new concept ofProblems collective bargaining

A. Automation and unem-ployment

B. Collective bargainingand government arbitra-tion

C. Leadership

"0

Right to work laws

Sit-down strike

Industrial union

Cooling off period

Employment Act of 1946

Fringe benefits

Compulsory arbitration

Technological unemploy-ment

Profit sharing plan

Guaranteed-annual wage

-202-

Proble

What wwent A

Why isinterymany o

Resolv

Thatcompelputesnation

Afterand pelaborand (b25 ye

uesti

1. Doto

2. Dishcountrstwo

3. DosegaplseWh

CONCEPTS/OBJECTIVES AOTIVITihS

e new concept ofllective bargaining

ght to work laws

t-down strike

dustrial union

oling off period

ployment Act of 1946

Inge benefits

mpulsory arbitration

chnological unemploy-nt

of it sharing plan

mranteed-annual wage

-202-

Problem:

What was the significance of the Etploy-ment Act of 1946?

Why is the government more likely toIntervene in a railroad strike than inmany other kinds of strikes?

Resolved:

That unions and management should becompelled to accept arbitration in dis-putes which affect the welfare of thanation.

After studying the current newspapersand periodicals, report on the extentlabor problems today are (a) similar toand (b) different from labor problems25 years ago.

Questions to Discuss:

1. Do you feel that labor unions aretoo strong or too weak at present?Give reasons for your answer.

2. Distinguish between (a) the closedshop and the open shop, (b) acompany union and a nationalunion, (c) a craft and an indus-trial union, (d) a jurisdictionalstrike and a strike for betterworking conditions.

3. Do you feel that in most cases asettlement reached by free bar-gaining between employers and em-ployees is more desirable than asettlement enforced by government?Why?

PEADTSGS A. V. 4ATERTAI

Jacobs, Paul. The State "Our Union" mp Unitof the Unions: -217S, Electrical WorkersMaorToday.

"Labor: Men, Jobs, andHame, G.E. Industry- nation" fs New YoWide; Collective Bargain-Aut.: 71.507771. Aenace?

(0) Supreme Couri in AmericLife (problem 2) TheCourt 'and the Wage-rirne

(0) Else of the. American-Nation. 7317777=9l'teadingsr- "The 0hangingWorld of the Wage Earner'PP. 642-697.,

390 -203-

A. V. 4ATERTAI3

"Our Union" mp UnitedElectrical Workers

"Labor: Men, Jobs, and Auto-mation" fs New York Times

-203-

TEAOHE4!S NOTES

391



VIII. The Expanding Role of the Corrupt leadersGovernment in TEF-riirorMovement

IX. Great Strikes of the 20thei=rz

A. Types of laborers

1. Miners

Featherbedding

-204-

4. all

Pr

(a,

(b,

(c

(d)

In Leboread Ccertairtion gi

Debate

Resolverestric

Interviwhat thcontempcommunithe natthe ext

Debate

Resolvumeatthe Pal'

List th-columnparFAleeaoh.

)CIETY


ith Corrupt leaders

Featherbedding

4. How did each of the following im-prove the position of organizedlabor?

(a) The Clayton Antitrust Act

(b) The National Recovery Adminis-tration

(c) The Fair Labor Standards Act

(d) The Wagner Act

In Labor in America by F. R. Dulles,rea7177Eipter-277-Mbor Faces an Un-certain Future." Sum up the justifica-tion given for this chapter heading.

Debate

Resolved, that labor's power should berestricted.

Interview two or three persons, askingwhat they consider the most pressingcontemporary problems of (a) their localcommunity or city, (b) their state, (c)the nation, and (d) the world. Report onthe extent they agree.

Debate:

Resolved, that the United States govern-ment was justified in intervening inthe Pullman Strike.

List the weapons used by labor in onecolumn and those used by management ir.1 aparallel column. Give the meanings cfeach.

READINGS A.- V. MAT or

Ideas in Conflict.5575S-7.- Scott-Foresman.

"The Labor Movement:Role of the FederalGovernment" -CurrentHistory.--June,.1965.

(0) Billington, R.The Making of AmericanDemocracy. Ito . 2.

Bailey, T. The AmericanSpirit (Little Steel vs.CIO)

Meyers, M. Sources ofthe American Republic.Vol. -' 2

394

Filmstrip:

"Labor Problems and New Areasof Industry" 331 CFS (H.S.)

"Labor in the News - 1949"331.88 FS (H.S.)

-205-

A. V. MAT at- TEAMER'S NOTES

Filmstrip:

"Labor Problems and New Areasof Industry" 331 CFS (H.S.)

"Labor in the News - 1949"331.88 FS (H.S.)

205 395

F


CONTENT CONCEPTS/OBJECT=

2. Transportation

3. Industrial

4. Services

B. Periods of strife

1. Early 1900's

2. Post World War I

3. New Deal period

4. Post World War II

5. 1950's and 190

Little steel formula

IDraw a "bethe coeditand after

Examine cfor some 1progress.cause of tof each siside and (went.

Automation

1. In whathe la

2. What h.-manageproble

3. What iAutomawhy waeful is

SOCIETY


II

Little steel formula

-206-

Draw a "before and after" cartoon showingthe condition or position of workers beforeand after labor unions were organized.

Examine current newspapers or magazinesfor some labor-management dispute now inprogress. Report to the class on (a) thecause of the dispute, (b) the contentionsof each side, (c) the methods used by eachside and (d) the efforts toward settle-ment.

Automatfon:

1. In what ways does automation affectthe labor force?

2. What has been the reaction of (a)management and (b) labor to thisproblem?

3. What is the Office of Manpower,Automation, and Training? When andwhy was it organized? How success-ful is it?


rent magazines

wspapers

mphlets

-207-

TEE NEGRO IN AMERICA

(during the past century)

Optional Theme

399

THE NEGRO IN AMERICA (durint5 the past century)

CONTENT CONCEPTS/OBJECTIVES A

I. The Nero's Status in theLost Civil War Era

A. Enfranchisement

B. A program for Negrobetterment by B. T.Washington

C. Process of Discrimina-tion

II. Toward Full Equality:Since 1900

A. Voices of protest

1. Roots of discon-tent

2. Back to Africamovement

Separate but equalsegregation - Jim Crow

To show that even thousthe bonds of slaverywere removed, freedomand equality for Negroewas far away.

Discrimination

The Negro's self image

To show that winningnew rights came slowlyand painfully.

To show that progresswas being made but notfast enough to satisfythe racial leaders.

To appreciate the con-tributions of allpeople who make up ournation.

To evaluate the racialproblem in respect toour local community,

710_

Problems: (FrCu

1. Negro lead2. Origins of3. The Chicag4. The Harlem5, Class struG. Politics7. The Little8. Extending9. The black10. Breaking t

sports, enareas of p

Study the DeclWrite on the bphrases that mlem of minorit-

Have a cowmittrajor barriershave been thus

Contrast and cthe Negro inof minorities

List and studyleast ten Negr

Appoint a commSupreme CourtTopeka Beard of

e past century)

CONCEPTS/OBJECTIVES ACTIVITTEs

Separate but equalsegregation - Jim Crow

Pro

1.2.

To show that even thaug 34.:

the' bonds of slavery5.were removed, freedom6.and equality for Negroe

was far away. 8.9.10.

Discrimination

The :Aegro's self image

To show that winningnew rights came slowlyand painfully.

To show that progresswas being made but notfast enough to satisfythe racial leaders.

To appreciate the con-tributions of allpeople who make up ournation.

To evaluate the racialproblem in respect toour local community,

-210-

blella (From 'the Negro in America byCuban. Table oTCFTEFTEs)

Negro leadershipOrigins of the NAACPThe Chicago race riotThe Harlem renaissanceClass structure in the negro communityPolitics and the NegroThe Little Rock school crisisExtending the right to voteThe black MuslimsBreaking the racial barrier insports, entertainment, and otherareas of public life

Study the Declaration of Independence.Write on the board any statements orphrases that may be related to the prob-lem of minorities.

Have a committee list and explain themajor barriers to Negro equality whichhave been thus far overcome.

Contrast and compare the treatment ofthe Negro in America with the treatmentof minorities in Nazi Germany or USSR.

List and study the contributions of atleast ten Negro leaders.

Appoint a committee to study the famousSupreme Court decision - Brown vs. TheTopeka Board of Education.


(C) Wade, Richard. The(L) Negro in AmericZ7rife.

Basic Text: pp. 803-808.

Rise of the AmericanNation. -1. II., 1968.7M7EF to Negro Rights"readings, pp. 194-197.

Current, DeConde, Dante.U. S. History. p. 426and 731.

(L) Mankind, the Magazine ofTropular .

Vol. 1, o. 8. "TheFirst American Fight forCivil Rights" p. 8.

(L) Durham. The NegroCowboys.

(L) Petry. Harriet Taman:Conductor onground

(C) Cuban, Larry. The Negro,in America.

(C) Viewpoints, USA. p. 330.

(C) Ideas in Conflict.733-37T-and 11. Scott-Foresman.

(C) Ziggler, Benjamin. De-segregation and theSupreme Court. Amherst.

Recording:

"The Glory of Negro History"Folkways

Films:

"The History of the AmericanNegro" fs McGraw-Hill

"Free at Last"

"New Mood"

"Confronted"

"The Messenger from VioletDrive"

"The. Negro and the AmericanPromise"

MP Net Film ServiceIhdiana'IP Audio-VisualCenter

"Walk in My Shoes" Parts I andII MP McGraw-Hill


ad. TheericiH-rife.

pp. 803-

American)1. II., 1968.Tegro Rights"1:). 194-197.

)Conde, Dante.1E7. p. 426

a Magazine of

8. "The_caLL Fight for;s" p. 8.

le Negro

'riet Tdbman:mtheUlaJF-J6FIC

. The Negro

USA. p. 330

111. Scott-

mjamin. De-1 and the7.rt. Merst.

Recording:

"The Glory of Negro History"Folkways

Films:

The History of the AmericanNegro" fs McGraw-Hill

"Free at Last"

"New Mood"

"Confronted"

"The Messenger from VioletDrive"

AndPromise"

MP Net Film Service

Center

the American

"Walk in My Shoes" Parts I andII MP McGraw-Hill

-211.-

THE NEGRO IN AMERICA


3. Hard times and theNegro

4. Organizing forprogress

B. The rising tide

1. The Negro and WorldWar I and itsaftermath

2. The Negro in WorldWax II and the postwar challenge

3. The false lure ofCommunism

4. Ending of segrega-tion in the publicschools

5. Negro contributionsin American culturainstitutions

*of

To show the progressmade in the 2221 twodecades and contemplatethe position of theNegro in America in thenext two decades.

White backlash

Ghettos

Second class citizen

Defacto segregation

-212-

Make a map or charbution of poStates in 1860 an

Have a guest sparights worker tel

MInasktyGroups

1. What is the NUrban League?founded? WhaWhat kind offace? How 5U

2. Were the acmeduring World'Negroes enter

3. Explora the rsignificancethe North bet

4. Investigate tcultural contmembers of mi1900 and 1940

While reading, noAmerican reactionlaws and accountsider also the pInational and culthe attitudes oftoward world affiand (2) between D

3t

Zsa1


To show the progressmade in the past twodecades and contemplatethe position of theNegro in America in thenext two decades.

White backlash

Ghettos

Second class citizen

Defacto segregation

-212-

Make a map or chart showing the distri-bution of Negro population in the UnitedStates in 1860 and 1960.

Have a guest speaker who is a civilrights worker tell of his experiences.

Minority Groups in American His=

1. What is the NAACP? The NationalUrban League? When were theyfounded? What were their aims?What kind of opposition did theyface? How successful were they?

2. Were the armed forces integratedduring World War I? How manyNegroes entered the services?

3. Explore the reasons for and thesignificance of Negro migration tothe North between 1900 and 1940.

4. Investigate the scientific andcultural contributions made bymembers of minority groups between1900 and 1940.

While reading, note any mention ofAmerican reaction to new immigrationlaws and account for such reaction. Con-sider also the probable influence ofnational and cultural backgrounds onthe attitudes of various ethnic groupstoward world affairs (1) before 1917,and (2) between 1917 and 1940.

_1

e


Filler, Louis. WendellPhillips on htCivil RightsDeli PlalifiglIETUo.

(C) Essien-Udom. BlackNationalism. Deli Pub-lishing Co.

(C) Heath (Amherst Series)The Negro Struggle forMiriaii7F-in the

Struggle

Century

(L) Mathews. Booker T.Washin ton: Educator an

ter-racial Interpreter Record:

Strange , Career of Jim "We Shall Overcome"Crow. Glenn woodward.Galaxie Books, OxfordPress.

(0) The Supreme Court inAmerican Lif77Problem

Scott-Foresman.13: Segregation.

Film:

"Sit-In" Parts I andIImp McGraw-Hill

Killian and Grigg.Racial Crisis in America.re7HOgE55-77=7177Prentice Hall.

-213-

1-fi /a


Film:

"Sit-Ir" Parts I and IImp McGraW-Hill

Record:

"We Shall Overcome"

-213-4107

THE NEGRO 1N AMERICA


III. The 42E12 in ContemporaryAmerica

A. The Civil Rights move-ment

1. Nonviolence

-. Demonstrations

The Kennedy prograr

0. Negro radicalism;black nationolism

L. he Negro's faith inAmerica

E. The Civil Rights Actof 1964

F, Politics and the Negro

Marches and riots

To become informed con-cerning importantdomestic issues is theresponsibility of eachcitizen.

To understand thatemotions frequently hava greater influence onour actions than reason

To understand the rela-tionship between minoriproblems and_ the Declartion of Independence.

Make a study

Study the Watt

Question:

What steps sho-L,down the barriother inequalitand whites?

11:12.2..rj= Grc

Y 1, What impocases hay,'Supreme

2. Review anmade andgroups ecivil ri,7

3. Whst c.

groups :LIc.2;y? WhF,

social,face?

4. WILat re c41.=


o become informed con-erning importantomestic issues is theesponsibility of eachitizen.

o understand thatmotions frequently havgreater influence on

ur actions than reason

o understand the rela-ionship between minorirobleras and the DeclarIon of Independence.

Make a study of Negroes in Congress.

Study the Watts Riot.

alItLaa:What steps should be taken to breakdown the barriers of segregation andother inequalities between Negroesand whites?

y

nialsEiza Grou s in American12132E1Y

1. at important civil rightscases have been decided by theSupreme Court since 1954?

2. Review and evaluate effortsmade and means used by minoritygroups since 1950 to securecivil rights.

3. What are the princi-oal minoritygroups in the United States to-day? What problemseconomic,social, and political--does eachface?

4. W-a,.Jt recPnt federal and stat-l= y.alion protects civil

?

#49

1

1

1

1

READINGS

King, M.L. The StrideToward Freedom. Harper.

Minoritz and Pre'udiceera.-

mental lirit) Heath

(C) King, M.L, Wh WeCan't Wait. Gr)

(C) New Dimensions SeriesYeah."The Negro Struggle forEquality in the Oth

:.tl'_A.1.T..YY

Rise of he American7aion. -771. 1768.

Readings: "The Negroand the Nation's SocialRevolution" pp. 700-707

410

A. II, MATERIALS

Film

"History of the Negro inAmerica Series"

1619-1860: "Out of Slavery"

1861-1877: "Civil War andReconstruction"

1877-Today: "FreedomMovement"

nip McGraw-Hill

-215-

A. 11. MATERIALS Nk.)TES

Films:

"History of the Negro inAmerica Series"

1619-1860: "Out of Slaver r'

1861-1877: "Civil War andReconstruction"

1877-Today: "FreedomMovement'

mp McGraw-Hill

411-15-

Ammammmmmm.

:",

,-71; S,.

.

-

c'

Imo

Imo ow

fie ME

ME

ON I'ENT A. V . MATERIALS TEACHER.' S NO TEE

46'

BiBLIOGRAPHY

415

Code

BIBLiOGRI=

A. BOOKS

1. Senior HiEL School

Title

973.9 Allen, F. L. The Lig Change: America Transforms HerseA15b York: Harper and Row, Publishers, 1952.

973.9 Allen, Frederick L. Since Yesterday. 1929-1939. New /Al5

Cur'', Text -Look Library

973.91Bai

327.73B15

342.73re

973.8Be

921Tha

Curr. Text-book Lib.

Abrams, Richard. The Issue of Federal Eezulation in theChicago: Rand-McNally Company, 1963.

Bailey, T.A. Woodrow Wilson - The Great Betrayal. ChicBooks, 1945.

Bailey, Thomas. A Diplomatic History of the American P_New York: Appleton-Century Croft, 77ic., 1955.

Beard, Charles A. An Economic Interpretation of the ConNew York: Macmillan Book Company, 1941.

Beer, Thomas. The Mauve Decade: American Life at theCentury. Vintage. 1926.

Bingham, June. U Thant: The Search for Peace. New YozInc., 1966.

Book, Arthur. History of Our 'World. New York: Hough:to

973.9 Brogan, Denis W. Era of F.D.R.: A Chronicle of the Net..B75 War. Yale University Press, 1950.

-221-

4.16

BIBLIOGRAPHY

A. BOOKS

1. Senior Higls School

Title

lie Big Change: America Transformsr and Row, Publishers, 1952.

k L. Since Yesterday. 1929-1939.

The Issue of Federal Regulationd- McNally Company, 1963.

Herself. 1900-1950. New

New York: Harper, 1940.

the Progressive Era.

oodrow Wilson - The Great Betrayal. Chicago: Quadrangle

A Diplomatic History of the American People. 5th Ed.:gpleton-Century Croft, "Tric., 1757

A. An Economic Interpretation of the Constitution of the U.S.66'F 1941.

The Mauve Decade: American Life at the End of the Nineteenthntage. 157.

U Thant: The Search for Peace. New York: Alfred A. Knopf,

History of Our World. New York: Houghton-Mifflin, 1967.

. Era of F.D.R.: A Chronicle of the New Deal and Global

aiversity Press, 1950.

-221--

417

973.8 Buck, Paul H. The Road to Reunion 1865-1900. Boston:Bu Company, 1937.

973.8 Buck, Solon J. The Agrarian Crusade. New York: Yale .1_

B85 1921.

920 Carr, Albert. Men of Power. A Book of Dictators. NewC23 1956.

973 Commager, Henry S. Documents of American History. 7thCom Appleton-Century-Crofts, Inc., 1963

973 Commager, Henry S. and Allan Nevins. The Heritaze of AmC73 Little, Brown and Company, 1949

943.087 Connell, Brian. A Watcher on the Rhine. An A2praisal oC76 New York: Morrow, 1957.

Curr. Text- Cotner, Robert C., et.al., eds. Readings in American Hibook Lib. Boston: Houghton-Mifflin Company, 1964.

Cramer, K.C. The Causes of War: The American Revolutionand World 4717-17-71TriTiew, IlliEas: Scott-Foresman

973CraP

973 Cuban, Larry. The Negro in America. Glenview, Ill.: ScCub Company, 1964.P

973 Degler, Carl N. Out of Our Past: The Forces That Shaped.Deg New York: Harper and Row, Publishers, Inc., 1959.

943Dil

Dill, Marshall. German : A Modern History. Ann Arbor,Michigan Press, 1 1.

335.3 Donlon, Roger H. Outpost of Freedom. New York: McGraw-Don 1965.

972.9 Draper, Theodore. Castro's Revolution. Myths and RealitDra Frederick A. Praeger, Inc., 1962.

-222-

Road to Reunion 1865-1900. Boston: Little, Brown and

he Agrarian Crusade. New York: Yale University Press,

n of Power. A Book of Dictators. New York: Viking Press,

Documents of American History. 7th Ed. New York:ry-Crofts, Inc., 1963

. and Allan Nevins. The Heritage of America. Boston:and Company, 1949

A Watcher on the Rhine. An Appraisal of Germany Today.row, 1957.

.1 et.al., eds. Readings in American History. Vol. 2.Lton-Mifflin Company, 1964.

Causes of War: The American Revolution, the Civil WarI. Glenview, IlfIEFis: Scott-Foresman and Company, 1965.

le Negro in America. Glenview, Ill.: Scott-Foresman and

Out of Our Past: The Forces That Shaped Modern America.-per and Row, Publishers, Inc., 7759.

German : A Modern History. Ann Arbor, Mich.: U ofs, 161.

Outpost of Freedom. New York: McGraw-Hill Book Company.

Castro's Revolution. Myths and Realities. New York:Praeger, Inc., 1962.

-222-

0/9

i

r2.!.. - -7 " , . A.:. 3.. : .

0 ' 3 ;

Dui

325Han

9/4.544B43

329Hic

320.1His

973.91

973Hol

973.9H84

028H97

973JamP

973.8Jos

32'7.231,Lor,

,%aoter R. Am.trica' Rise 17o L:Tad Pow!.. 1-1.3,:lHarper and Raw, FIADlishers, 19.55.

liandlin9 Oscar. ImmisraLiag as a Factor in Amer: HisCliffs, N.T. : Prentic.:e-Hall, 1959.

Hery, john. Hiroshima. New York: Alfred A. Knopf9 l9-

Hicks, John ?. Po ulist Revolt: A History of the Farmerthe It2lLL.1. Lincoln: University of-Egbraska 1

Hiham, John. St-ran era in the Land, 1860-1925. New YonPublishEs.', 1 63.

Hof .t.idtcr, :Richard. The Ize of Reform: From Bryan to F.1,

Holhrook, ":wart B. Age of the Moguls. New York: DouIJ1953.

How1and9 E Theodore Roosevelt and His Times. New hUnivery Press, 1921.

Rhert M- Great Books of the Western World. (STand 1%j.

J-Imes, Leonard F, The eme Court in. Alnrion Life.1964.

Josephson, M9t7hew, The Robber Barons. New York: Haro-World, Inc.,

Cl.gorge F. Oernos FreE,:s9

0-90

A.- 0. r:

,.,

.R. America's Rise ,it.;p -WVrad N'ew York:, Row, Pilaishers, 195.

r. Igmiza21.71.2a as a Factor in Ameri3an Histaa. Englewood-Prentir.7.:e-Ha2.l, 1959.

. Hiroshima. New York: Alfred A. Knopf, 194.6.

. Po ulist Revolt: A Histo of the Farmer's Alliance and.'s tIREFTE: University of-ffaraska Prei7717771.

Strangers in the7 1963.

Land, 1860-1925. New York: Atheneum

Lchard. The Ige of Reform: From 13a2,.:a to F.D.R. New York:all, 1963.

wart H. los of the Luala. New York: Doubleday and Company,

Did. Theodore Roosevelt and. His Times. New Haven: YalePress, 1921.

-ert N Great Books of the Western Woth (Synoptican). Simoner9 1955:-1d. F. The 2221212. Court In Ameriou Life. Scott-Foresman,

-,thew. The Robber Bwrons, New York: H.1.(.3olart, Br1/2!:.;e, ,aad

39 1962.

F. AlneTi2F41-21121-2E2TY. 19,90-1 riniveryPres, 1975'e)..

421.

KrJ.

521KEL.

N- N:a.A. D

Kipling 7,c:l1ected Jr ofDouYieday) Page9 7765aay, 7.7.91;

Pic Lede.rer Willism J, and :T.gene Burdeck. The ilLEIL Ameri

991Le

331Lit

940.4L88

907BD ZP

973Man

Le'_4.3h1..nxg, William E. The Perils of Prosperlz9.1.niversity of Chicago Press TO

Ti-1;wack9 Iecn9 Ed.Mo., 1962.

The Ampri-- Mcvemenr.;, New c.

Day of Infaml., New .Y:ork Holt, Rine::

Lyons9 Presidenal Power in tile New Deal

Seymour J. The Social Sett-122E of Ini:cleran,SottFcresman and. Company, I:74.

921 n-c7news, Basil. Booker T, WashinE17212W27 Harvard University Press, 1948.

Educator and In

Curr. Text- M.-y, Ernest R. Com.:.ng of War 191:7. Chicagobook nib. 1963.

Curr, Text- Merrill, E. 11,9 Ed. Responses to Economic Colle.book Lib. of the 1912L, Boston TCO Heath 2. ME5-,iny,

973MayP

Meyer s9 M. Sources of the American Efpublicl Vol. 192.Soott-Foresman and Compny, 1961.--TVol0 T. only in

Nora1J, H, 49yae, Ed. Am-...rian

LL

:Ln H=1.1:pEr:

7,,rs= of Ri.)Aztrd :(1ziLng, ci.arenPge,

J, and Eugene B1.-Ardeck, The all Ameri,Lan. Norton, 195,

rg, William E. The Perils of Prosperi,1-ity of Chioago PF7gs,1:773

son, Ed. The Amerian Lator -rovemenr.. New Y:ork "Pn-n,;v-F,.L1,

Day of ILI:Lav/. New York : Hol1 ehx d Wins-70n, 19,71

Presidential Power in the New Deal. 30on: D.C. Heath, 19E4,

Seymour J. The Soo±al Set14 of inolerance. Glenview, Ill,scresman and. Company, 1714-.

sil3 Booker T, Washington: Educator and Inter-Racial Intel:2E2:0r,,1 -University Press) 1948.

=t R. CordriE of War, 1912.. Chicago Rand-McNally and. Company,

H., Ed. Responses to Economic Colle. The Gret Dfp.rssion2221.s, Boston: .C, Heath 7E7 ME5157ny; 15;117:7

Sources of the American apublic, Vol, 192, Glenview) Ill,;Poresman and Comp:i.ny, 19610 (.1/010 I only in lAbrary)

Ed. SOC;L-;;11,71

[

I

/

id

97Tf4 L.

35,4Ov.

331 .88Pc

E, r.

1'tJJ Ari_Si., \w orc:;

Nevi.ae, A:L:L. ot' Poiit.i'-&:L Crtioci. Tew i:tk

errzT, 3.rry A, and. .Bonaro OverEr;reet,New W.W, Norron arid 0o0, Jn. ,198

Pe1ling ienry. American. Labor0 Obi.ce.go: Un.:i:sn.uE:LJy of

Peter.:., PLC.L'Ec..eO American Labor Unions Wh.r They A.i2n Ed New orkr arp

Pe-r,; Ann, Har:'iet ibmari Conductor an the Und.erroun1YT9p Crv:1i iTGrr, Tex Platt) Nathaniel and J'1, Druinniond. Our World thebook L±h, Yc:k Prentice-Hall, mc,, 1962.

973 Powe.]13 Daniel0 Ideas in Conflict0 New :ork ScottPorPowP

973.9 Pra'; .Flecher0 Wr Lor the World, New Haven Yie tJr.P83

973 Rttr, Fiye0 Retoriu. in Americ ,ckoniij. DemocyRat the New_Deil. ui.encTLew, Iii, Sc.otFcresuin nd Com;P

920 .Reii,.cI'eid PreL Diseenters0 New ork,: Th,om .

Rei

Fi .E:dk M.0 2 :t;±. prji, Bo'' J.flp-.t1l -) 0

H:'w H.-Jt' :'b H)j.J.

Ru

24

F

Sp_tf 1

CepliaLy of Cartoon. New

i2f,y A, and. Bonar.'o Overstreet. :Know 00TIOWN, Norton. and. Co0, In., 1958:-

-7. American. Labor. Chicago Universiw of Chicago PrcsF, 1960.

AmericanYork :f7-71,7Y5 per

Harriet Tubman:

Labor Unions: Wh.a. 21ex: Are and Howaty Work.anaRow, Publishgrs, 196.

Conductor on the unaEILI2Eal Railroad. Thomas Z.

iel and M, Drunmond, Our World 211.roarah the Ages.mtice-Hall, Inc., 1967.

3rd Ed, New

1. Ideas In. Conflict, New Scott-Foresman and Company,

War for the World, New Haven Y:nie tIniversIty .Press, 1950,

Reform in America: Jacksonian Demoftra.3y, Pros.EtE.fiytmi.1:-UnEviewl 111,7 Scott-Foresm.,in. Company, 196;4,

71, Great Disenters. New York:

A.:1 _TI ' on19r90-

Hall

O!,

Crowell 1959.,

T + I Ri,k we7.

425

973Rol Dell P.,..J:t.,LI.E.h.ing C crap. F,Jny , 1977-Rcilins AlfT:et. P., -Tv., Ed. Wooarow Wilson tti. New Aaer.i.,

Curr, Text-book Lib.

973.8Sol

921Tho

973Sha

943.086Sh

Fie

973.9Slo

94-.085Sny

Sp

973Siva

Rosa, H. The Cold War!and ConiFiay,-Z63.

Saiontos, Theodore. oFaLuer Moverents in the South, 18.-.11..L.jrlversity of Nebrazka PnT777-T715.

Tholf.sd. Y:,7.nne4y_2:ew Hotzhtcn-ZITTI71.d6a, 775t

TesEa, e with Fccub Gca41Rapids, Hichigan, most; ounor High l'ftrariegrade libraries. Classroom pictures for this title in HighLibrary.)

Seidler, Murray B. Norman Thomas, Respectable Rebel. 2nd Ed.Uldversity Press, 1961.

Shannon, David, Ed. The Great Depression. Englewood Cliffs9 N,Hall, 1960.

Containaw,nt and it Oriti0 Chi-ago,

Shirer, William L. Rise and Fall of the Third Reich: A Historalaa. New York: Simon and Schuster, Inc., 1960.

Sinclair, Upton. The 22Elt. New York: Signet, 1906.

Slosson, Preston. The Great Crusade and. After. 1914-1928. NeMacmillan Book CompaE57-1930.

Snyder, Louis L. Weimar Re ublic. A. History of Germany from EPrinceton, N.,L orstrand, 1766.

Spnier, John. American Foreign PollIz Since World. filar 119 2uNew Yok Fredri7RLnaeger,

Str-a'r, Isidore, et.al, itElne Ameri,-ar Do,?,uments. New Y:ork:end. World, 1961.

Ed. Woodrow Wilson. ind t.t.L New ATIJri(-4, New aorlmpany, 19757

-=.1 Containment and its Critics. Chlago Rand, 1T.I1 .Ji1.y

Farmer Movements in the Sa.J.tn, 212... Lincoln:n=75'4 .res.----Jig,n.

t. c=n-72h71ou7.:s17nr:CLonz,- a,.-=::Y.,/n ,-----.

. Llsitsy L. T:r i6 o ilial r(. ......, .........-- -...-..... ,,...,

......ro e with Focub cn.2f..L. 1...LLeler Goapar4, f.r.:,..d:-77PouriaIn moSt7junior High libraries .n-. aIl

Classroom pictures for this title in High School Textook

'Norman Thomas, Respectable Rebel. 2nd Ed. Syracuse: Syracuse1961.

The Great Depression. Englewood Cliffs, N.J.: Prenice-

Rise and Fall of the Third Reich: A History of Nazi LIE-EZTend Schuster, Inc., 17)60.

_e ainale. New York: Signet, 1906.

he Great 0_.usade and After. 19141928. New York:7MP 9 1930

-imar Republic. A History of Germany from Ebert mo Fitler.---TNorstrand, 1766.

can Foreign polla Since World War 11, 2nd Rev. a=E. Praeger, ino., 1965.

:L. Living American. DOOUDIent;b0 New .York: HarcourtJ-Bracp,

-226-

S :Lt., 0:e LI.

F i ST; e 9 otia, GrakfF-1, Wr=it.h. Upking,

750:1 :t":1:arirP.ToCompah;y. 3 -

:Sweringen., :Rodger. Tne 'World. of Commani2m.: weby Ame7:-.7i..7:,fil-7.7.T2h-Tchoo.'--MTerlte

,Jompany,

940,5 Taylor, Edmond. Fall of the apasties, Garden City,Day Company, Inc., 1960 .

975 Todd, Lewis P. and Curli, M. Rise of the American Nation,Tod Harcourt, Brace, and World, 1787Curr, Text- Traver 9 Edmund 9 Ed. Inaml.LE2Ikn: A ati_jy.d in Americanbook Library D. C. Heath, 1964.

9400 3 Tuchman 9 Barbara W, The Guns of August. New York: Macm.

Tui

80M."

3C,7.5 0 9

C.,2r.lnTan, Barbara W . The Proud Tower. New York: Maomill

.13,;Jrra W. The Zfaamerlivan alLzaas, New York:

MLly 9 Arldn'!W o C ,A The Inside Story. klOrl:W 9 1)6-c-

Edwin 0 0,-)Iar.,=ra 0177

!To

Cra±tsen. A:

1-3.b.m.T.f,

..1

.2-

S.

P=ith. Upkin.g, 198,

yeal-,4 or Con;:A.enc.s. 1-11 ClevelarLd 3 01962.

_geT. T4e Vorld of Co!.:mmuns A:n,eiwer2.i.;..) :i;he 100 uestion,.4ee:171-717ift-.7M75-57-0F7Eenti..27-717a 777r 7707aght

Fall of the Dynasties. Garden City, N.Y.: Doubleday and

and Curli, M. Rise of the American Nation, Vol. 2. New York:.ace, and World, 1968.

Ed, iron : A St alz in American Values. Boston:1964.

a W. The. Guns of August. New York: Macmillan Company, 1962.

, W. The ?mud Tower. New York: Macmillan Company, 1966,

W. The Zimmerman 221.fi. New York: .b,cmillan Compsny, A966.

CIA, t The Inside Story. Morvoy, 1362.

Co.ricxrdia.a. C:raftsm.en !_;irn=h".177g2q-7.1+Th 4t.7,1ru tth. 0 :t. A i 0 Nt.,w

zh,2-17

2. rinoded. BockE,(The books listed in this se7717)17,i.r,,, not 1.;oThese titles are menldoned in the body of thitextbooks or classroom reference works which ilre Lotmentionod for reference only.)

Agar, Here:rt. The Price of Power, Ameria Sine j.

of Chigo p, I7Almond9 Ciabriel A. American People and 172E21n.

A. Praeger.) Ic" 77m.

Anrson.9 Engene. rocn Issues in the 20th CenLlry.Pinehat, and Ninston.

Ben H. Ln -5he Midst of Plenty:, Tne 222L,::eacch

_ New .;

. y 9 . s

1B ± 7 3 3 aacm,is A. The Ame:ican SDirii1 ited Staterz:.on-t.eJmroraries. ?cis. ,L.:nd.---7Ea7--

Bass, H,J..) Ed, AneTic.a.'s Entry _Into World. WarMagE71777-77s777 -PZ= MF-77 -77377'

Eerie) Adolph A. l!':_e 20th aa172EyEra,ce and. Worlds

Bernstein, -Irving. The New Deal Collective BtnCalif.: riniversiy oT-7817-6YEIT7PF7T77 Lg5o.

Billington, Ray A., et,.a10 The Makin of American DenYork t Holt Rinehart and-7Ins on.

Bradley, C.0N, A Soldier's flora. New York Popuinr '

-228-

tA0

-.

2. nhccded. BookF-.7.in this se7717E---i.r .1-;o

-e mentioned in the body of thi -ind mayassroom reference works which 11--ive not !':een (:oded or mi<7 he.eference only.)

The Price of Power. Ameria Sine Chi ago Universiv

A. Americ3n 22221..e. and 221Foreign E2112z. New York Frederik777--

Issues in the 20th CennEy. New York: Holt,rminston.

Lr. he Pl.d.s't of Plentzi :The Poor in Ameria. Boeton.:OM.11! 9....E.M*1.NjraerH777771.7Far771W457ne Amerian SDirit Uhitea States llioryas Seen. Lir27171s, 77d Boston.: 5777-7Te-4th, 7.71Z8.

Azerioa's EntrzEpto 'World War 12 S*`"..,.-tm:4;2.rines Sentimen15, ci:T/--477-e7617

Ite 20th Century apri,r1d..

zig. The New Deal Collective.versit7561770=1:727

A., et.al. The Makin of Ameriosn Democr2a, Vol. 2 NewRinehart ancrirEns.,on.

A Soldier's Story. New York. Pop.11,r Librry,

-228--

!J41

P,A. 51nd 1. LfLA .Wr:]t i96

Leon H. 5nd. Hawd B. n:Edp.e. :Co.r!kz

BOughton-Mlfflin Compsiu., 195 .

Chidsley, Donald B. The Dt1y. au Sank the Lasit:Loi,,4.. New Y.ork: Univera:/11DIJN.i,c4hing and DleUTDut;ing Corpor:ation, f77.

Clough, Shepq.rd B. The Economic Develo ment of W4,trn CivilLzation. NewYork: McGraw-HilIYoZny,

Cochran, Thomas C. and Wayne Andrews, Ed. A Concise 101.2ten.:2Ez of AmericanEL.E.1214, New York: Charles Scribner's 76n7.7172.

Committee for Economic Development. Study Materials for Economic Educationin Schools. New York City: Praeger.

Council for Advancement of Secondary Education. Business Enterprise in theAmerican. Economy. New York: McGraw-Hill Book Company.

Council for Advancement of Secondary Education. Ca italism and Other EconomicSystems. (Economic Literacy Series) New York: c raw-= =Company.

Coyle, David C. Breakthrou h to the Great Society: Automation, Affluence,Aualachia. Dobbs erry, 577.: O ITtions, Inc., 1965.

Davis, Wallace. The New Deal Interpretation. New York: Macmillan Company.

Dawson Christopher, Understandi_u, Europe. New York: Doubleday and. Company,Incorporated.

Berber, Milton and Yc mg, Edward. Labor and the New Deal. Madison, Wis.:University of Wisconsin Press, .1:757:-

Drper9 Theodore. :Roots o. American. Communism. New York: Compass Book, 196!;,

Ebenstein, Wilit9m. Two Waif_ of life. New York 11:?Irpe:p and Row, Pliblish,1964.

Eieen, Sydney Felle. The :Tim.L,n kiven17uxe. -7C10 .New )or1Jr00.917t) :a-e9 i. Ig(J,rid9 19E/4.

F41,: Dell,

Fedor and Alle. Tj.S.A, New Yorl:u Ana:t:n Boo'Y: Company.

Fie, Herbert, China TnEll, Princeton, N.J, Prin3eton University Pres&,195.

Fenton, Edwin.eEs a wi s°

Filler, LOIAE0

Thira7Two Problems in World E.19.Ez: Souv.e RealIE.EL and-717nview, 11777--7cott-Ta7sman and Company,

Phillips on Civil lara.12.0 Dell,

Gavian, Ruth W, and W.A. Hamm, United States ILLItsu. Boston D.C. Heath,1960.

6illett, Robert f, 4222asement in the q.930EJ: 114.a:Did Diplomacy Fail?New ork re,at _Lssu7e77n-Fies, ScHaTaaac S5-61.7g7rvices, 677

in-v...er, Ray. Ag:1 of Excess. 72he U.S. from IL2I:1914, New York: MacmillanCompany, 19t:.,

ldsohmidt, 'AT=ater, Ed. ThE, States and. AfrL;a. New York: Franklin_ - _ -A. Praeger, :n.

rri -:lehvy F. and john A. ?,:t'out. Advente cf. 7LE- American 222212. 2nd Ed,Chilgo: Rand-McNally and Compan771777---

Constanot,. American Cities in the Growth of_the Nation, New YorkHalper and

-2.P.) Editor. AmerLyan.I.E22Eialism in 1898. Boston D.C. Heath.

Halborn, Hugo. A,21,/ of Modern Germanz. Vols, 1-3. New Yorkl Alfred.A. Knopf,

Handlin, Oscar, The EtE221;e1. Boston: Little, Brown and Company, 1951.

Harlow, Ralph V. and Harmon M. Noyes, EI2Ez of Ameria. NewYork: Holt,Rinehart, Winston, 1961.

Hasseltine, William B. Third. Movements in the United States, Lexing-_ton, Kentaok7: Anvil Press--19-620

-230- 3

Heilbronr, R.L. The Worldly Philosopher. New YoTk: Simon and SorlIster,Inc.

Hofstader and others. The United States: Lie flist= of a Republic. 2nd Ea.New York: Prentice-mall,

Iman, R.W. and T.W. Koch. Labor in American Societa Glenview, III.:Scott Foresman and CompaETTI5750

Jacobs, Paul. The State of the Union: U.S. Labor Today. New York:Atheneum. PubrigheTs7,1773 .

James, Leonard F. American Foreign Policy. Glenview, Ill.: Scott Foresmanand Company.

Jones, Maldwyn A. American Immigration. Chicago: University of ChicagoPress, 1960.

Kefauver, Estes. Crime in America. New York: Doubleday and Company Inc.

Killian and Grigg. Racial Crisis in America: Leadership in Conflict.Prentice-Hall.

Learner and Thomson. American Capitalism an. introduction. New York: McGraw-Hill Book Company.

Lenica, J. and Alfred Sauvy. Population Explosion. New York: Dell PublishingCompany.

Lens, Sidny. WorkinE Men: The Stoly of Labor. New York: G.P. Putnam'sSons, 1960.

Levenstein, Aaron. IA:y People Work. Changing, Incentives in a Troubled World.New York: Crowe=ollier and Macmillan, Inc.

Lowitt, Richard, 2221zSyracuse, N.Y.: Syr

e W. Norris; T)atji'51&r9akinof a. Proacuse U17.-31Arersity res s , .

Lukocs, John. A New Histoiy of the Cold. War. 3rd Ed.Peter Smith, PaElishers.

-231-

ressive. l861=1212.

Magnolia, Mass.:

4,

Terpr-or q 1 1 7:1'

.1....y 9 .0D.r.

.g:.,J1.1L-.1-m. in Wilson . Prw, T.

Wili1E of Ch2,EEt ormr R.:,1:orm: in. AlmericA.0

ubr_onto harper an DW9 P . . ishers) Inn.

Matheson) Ian. Paths of Glory. Vantage Press)

May. Frcm Iagfirialism to Isolationism) 1898-1 19. New Perspectives inAmeTIMI Serres,177771757d ole.

Millis, Walter. The Road to War: America 1914-191. New York: HowardPertig) :nc.) 1935.

Moore) 77!, Tale C:,leen :Repets, New "York: Crown .P.M1L,4her) Inc.) 1965.

L1.37-1 D, Promo in tne General Welfare: clovernment and the 1_,2221,10

_I oresm-,,m &FE-Company,

7.uey) :avid S., and. ArT;hu.n S. Link, Our Americn 21c. Boston::linn and Com.cany, 196-3.

Foetke-n) Th Monroe Doe.vrine. Columbus, C.: Charles E, Merrill Pub-UFhing Comp-ny.

Ernc:et. :::ra7re Men. New York: Groseet and Mixilop.

TLE- Anatomy., 91 lz2:iiSM. New Yorks AnTvi-Dela.uation Lee o.f

.4.2r:.7 E. can American Democrac Survive Cold War? New York:Dcul.leday and Compahy) Inc.) 1 63.

Roehm) Wecley A- ihe Status Revolution and theExsails MovementD.C, .4h: .

Romula) Co Mother Ameri'%,1.: A LivinelliDemcr,A_y_.

Rozwene) Edwin Problems in American Civiliziez, LSerIes) 9 Vo13)Boston: D.C.

Rozewen:?.) Edwin C. Roosevelt and the BoEfton: MC, Heathand Comp-)n:y) 19SO.

. ." F )r `:

Sel-n, David. ,D.kgenr:-,,A91,- Rebel libor:Y.:2th.r.:T, Lee 'ind gh,'-ph,ixd Company, 1 66.

Sin:lair, Andrew. Era, of Exc,ess; A Sorial Histaaof th,t ProhibitionMovement. New YEZ7k: Colophan Books.

Slichter, Sumner H. Er.onomic Growth in the United States: J.t HitsEy,Problems, and 2E2E2221,1 NTITTEik: Fig.Fmilln Company.

Snyder, L.L. steal. Panorama of the Past. Vol. 2 Readings in WorldHistory. New York: 75)7TEton-1777=7

Snyder, L.L. and R.B. Morris. A Treasury of Great Reporting. New York;Simon ,ind Schuster, Inc.

Snyder, Louis L. Western Euro22: An Introduction to the Histoa, Geography,Cultures, and. Political and Economi=5,17E7T=Frations of externE uE222. Sc=astic, 17E6.

Steffens, Lincoln. The Shame of the Cities. New York: Hill and Wang

Tansill, Charles C. America Goes to War. Magnolia, Mass.: Peter. Smith,P t4.blisYaer.

Taylor, Overton F. A History of Economic Thought. New York:Book (;omp;ny, 1960.

Tunle-y, Roul. Fids, Crime, :Lad ChaicK A World Report on Deiir1922E'y.New rk: niPutaisng Company.

Tunnard, Chii;,topher and H.B. Reed. American Sl-yline: The Gtowt-h and Formof 01)r Citi and Town= . New York FentoT 'Rooks,

Vex ,St;Feg, Claxenc.e L. The People: Their NewH-,Tper Row, P.,41-,11.E.neT,T7bi.

vow; 4,nr*. (TL H 0(M-Lry- Oxfor

z A S r (.)!

30.9NorP

309,123G53

tA,151

Wall Street Journal Editors. New Millionnaires and How atyFortunes. New York: Macfaa7Fn Bartell Books.

Ware, Louise. Jacob H. Riis: Police Reporter, Reformer, Usefde rtNew York: MgETadn Baell Books.

Ware, Norman J. The Labor Movement in the United States 1860-1Study in Democracy. New York: NW" ToTk House,-Thc.

Warne, C.E., Ed. Industry-Wide Collective Bargaining: PromiseBoston: Raytheon EducatiOriCompany.

Wedgewood, C.V. A Sense of the Past. New York: Macmillan Coy:

Weingast, David. This is Communism. New York: Oxford Book,

Wilson, Mitchell. American Science and Invention. New York:Schuster.

Woodward, Glenn. Strange Career of Jim Crow. Galaxie Books, C

Ziegler, Benjamin. Desegregation and the Supreme Court. ArcherBoston: D.C. Heath.

The Communist Party of the U.S. of America; What It Is, How ItMridEook for Americans. Washington, D.C.: U.S. Government Pr:

1956.

Economic ForcesGallman, R.North, D.Parker, W.Davis, L.McDougall, DSmolensky, EBabian, H.

3. Series

in American History - SeriesDeveloping the American ColoniesDecisions that Faced thew Nation.Commerce, Cotton andInTtern Expansion7)ViTHOf Indust= :Tf.__Tre,

. World Power and New Problems

. Adjustments to Dep4_'essirioand WarProblems of Prosperity and Leaderfla

Goals for Americans: Report on the President's Commission on17;171-7ar77-1514THace7R717- Tric. , 19757-

-234-

. Editors. New Millionnaires and How They Made Theirark: riacfadden7.7=TSTORs.

Db H. Riis: Police Reporter, Reformer, Useful Citizen.adden77artell Books.

_le Labor Movement in the United States 1860-1895.. New York: Ne-TAT7Fik House,1767

l'ndust- -Wide Collective Bargaining: Promise or Menace?on ucafiERCompany.

Sense of the Past. New York: Macmillan Company.

his is Communism. New York: Oxford Book, 1961.

American Science and Invention. New York: Simon and

;tran e Career of Jim Crow. Galaxie Books, Oxford Press.

Desegregation and the Supreme Court. Amherst Series.eath.

7 of the U.S. of America; What It Is, How It Works. Aans. Washington, D.C.: U.S. Government Printing ()trice,

3. Series

American History - Seriesvela in, the American Colonies

that 1767777Fie New NationCotton and 767t=..zaa_211.

of Industrial Th7=riseorld Power and New Problemsalustleats to Depre77317and Waroblems of II2saiiTTarTECLeadersha

Report on the President's Commission on National Goals.Tace7=1,

-254-

cisionsmmerce

Problems in American History (Series) Scott-Foresman

973 Cramer, K.C. The Causes of War.

973 Cuban, Larry. agro in America.

973 James, L.F. Supreme Court in. American Life.

Cra

Cub

Jam

973 Mandelbaum, S.J.Man

Social SettialE of Intolerance.

973 Rottner, Faye. Reform in America.Rot

American Heritage

August, 1937June, 1955February, 1957August, 1957February, 1958December, 1958February, 1959

June, 1959October, 1959June, 1960December, 1960April, 1961February, 1962

June, 1962February, 1963June, 1963August, 1963February, 1963April, 1964

B. MAGAZINES

"World War II...""A Liner, 71-Boat and History""The Needloss War With Spain'"A Few Menlin Soldier Suits""Funston C$nquers Aguenaldo""Where Ignorant Armies Clashed by Night""Blimps in ..""Marine Cops in...""Seige of rake Island""The War tc End War"The Enemi s of Empire"The Sham Iattle of Manila""The Wasted. Mission""How We Gol Guatanama""Pearl Hark or: Who Blundered?""Black jacl's Mexican Goose Chase""Six Minutes That Changed the World""Bloody Belleau Wood"The Man "(Alio Invented Panama"

"The Great White Fleet"When Gent:emen Prepared for War"

235-

American Herrt2E2

June, 1964June, 1965February, 1966October, 1965February, 1966April, 1966

(,7,ontinued)

The First Flag-Raising on Iwo Jima""A Yank in the BEF""A Coastwatcher's Diary"'Still Quiet on the Western Front""I've Served My Time in Hell""God, Please Get Us Out of This""The Fall of Corregidor"

American Hist2.2. Illustrated

July, 1966May, 1966

June, 1966August, 1966November, 1966November, 1966February, 1967April, 1967June, 1967

October, 1967November, 1967December, 1967January, 198January, 1968Jan.-Feb., 1968

February, 1968April, 1968May, 1968

Current History

January., 1960April, 1963November, 196eJune, 1965

"George Patton - A Personality Profile""The Second Battle of the Marne""A Company Commander's Story of the Battle""What Happened to the Maine?""The Molly Maguires""The Battle of Tientsin""Hiram Johnson of California"The Outstanding Soldier of the AEF"

"President Wilson and the Russians""The P-rp""How One Flying Tiger Died""Thomas Nast, Pioneering Cartoonist""Blooding the 83rd Division in Normandy""Theodore Roosevelt: Conservationist""The Capture of Peking""Coolidge and the Teapot Dome Hess""Appraisal of Douglas MacArthur""MacArthur Profile""Carry Nation - Saloons' Nemesis""Fiasco at San Juan"The Human Side of J. P. Morgan"

"West Germany as a World Power""European Common Market""West Europe""The Labor Movemen-r;> Role o{ the Feder:-al Government"

-236-

4

Mankin_ Vol. 1, No. 8 'The First American. Fight for C..1.vil

Harp2.1Lt June, 195u Morrison, S,E. "Did Roosevelt Start

Social Education. April, 1958. Special Issue on USSR.

C. RECORDS

Jane Addams of Hull House. NASSP

Captains of Industry

The Glory of Negro History

118 I Can. Hear It Now

251 Life History of the U.S. (Record 9 - 1901-1917)

356 New York Times: Draft, Lindbergh, British Support U.S., JapEnvoys, Day of Infamy, Surrender. (Booklet accompanies recor

440 We Shall Overcome (Booklet accompanies record)

D. FILMS

1. School-owned

Civil War: Background IS61.1eS. 16 min. b/w

1360 Civil. War: First Two Years. 16 min. b/w

1361 Civil War: 1863-1865. 16 min. b/w

:1.289 Germany: Key to Europe. 21 min. b/w

1340 Germany Today. 22 min. color

/1+19 Inventions in America's Growth II. (1850-1910) ..L1 min.

3P Meaning of the indu.ptrial Revolution, 10 Mill. blim

'Tne First Amrican Fight for CS.vil Rights'

Morrison, S,E. "Did Roosevelt Start the War?

Dril, 1958. Special Issue on USSR.

C. RECORDS

NASSP

istory

J.S, (Record 9 - 1901-1917)

ft, Lindbergh, British Support U.S., Japanese Peacey, Surrender. (Booklet accompanies record)

Booklet accompanies record)

D. FILMS

1. School-owned

nd issues. 16 min. b/w

16 min. b/w

16 min. b/w

_zope. 21 min. b/w

lin. color.

a's Growth II. (1850-1910) 11 min. 3o2 or

A-V

A-V

A-V

A -'1

A -V

RevollJtion. 10 min. b/w .A V

/.4g./

E212 Title

1011 Productivity: The Key to America's Economic Growth" 20 min.

1 63 The Second World War: Allied Victory. 28 min. b/w

1362 The Second World War: Triumph of the Axis. 25 min. b/w

2. Edu-Cultural Center

5046 Civil Rights Movement, Historic Roots. 16 min bw

5483 Competition and Big Business. 22 min.

5112 Growth of Big Business in America, 1865-1900. 16 min. b/w

0113 immigration. in American. History 11 min. bw

5476 Life in the 30's: Part I 26 min. b/w

5477 Life in the 30's: Part II 26 min. b/w

5317 Roosevelt, Franklin D. Part I: The New Deal 26 min. b/w

5428 The Second World War: Prelude to Conflict 28 min, b/w

5277 Harry Trum.an: Part I 26 min. b/w

278 Harry Trumuan: Part II 26 min. b/w

5307 Woodrow Wilson: The Spokesman for Tomorrow 27 min. b/w

5308 World War I: The Background 14 min. b/w

0277 World War I: Building the Peace 11 min. b/w

5312 World War II: Background and Causes 16 min. b/w

Title Libr.L.ry

Key to America's Economic Growth" 20 min. Color AT

Allied Victory. 28 min. b/w

Triumph of the Axis. 25 min. b/w A-V

Edu-Cultural Center

nt, Historic Roots. 16 min bw E-C

, Business. 22 min. E-C

_ess in America, 1865-1900. 16 min. b/w E-C

rican History 11 min. bw E-C

Part I 26 min. b/w E-C

Part II 26 min. b/w E-C

D. Part I: The New Deal 26 min. b/w E-C

Prelude to Conflict 28 min. b/w E-C

I 26 min. b/w E-C

II 26 min. b/w E-C

ae Spokesman for Tomorrow 27 min. b/w E-C

Background 14 min. b/w E-C

:ling the Peace 11 min. b/w E-C

xgrouncl and Causes 16 min. b/w E-0

///

3. Available for Rental

Admiral Dewey's Victory at Manila. You Are There Series. 27 min. b/w(McGraw-Hill)

Aftermath of World War II: Prologue to the Cold War. 25 min. b/w(McGraw-Hill) U of Ill. or U of Minn.

The Age of Specialization. (McGraw-Hill) 13 min. b/w U of Minn.

America the Beautiful EBF-NBC

American Farmer. 29 min. Color. Ford. Free.

American Road. Color. Ford

Bank Holiday Crisis of 1933. You Are There Series (McGraw-Hill) 27 min.b/w

Bargaining Collectively. TFC 11 min. b/w U of Minn.

Battle of Britain. (United World Films) Indiana University

Berlin Airlift. You Are There Series. 28 min.. b/w (McGraw-Hill)

U ov Minn.

Berlin: Outpost of Freedom. Alemann.

Berlin: Test for the West. (EBF) 19 min. b/w U of Minn.

Causes and Effects of World War I (Inter. Geog.)

The Challenge. 30 min. Color. Sterling. Free

Chamberlain at Munich. You are There Series. (McGraw-Hill) Indiana U or

U of Minn. 30 min. b/w

Cheste_ Nimitz Story. Air Force.

Churchill: Man of the 20th Century. (Used by World History, 1968)

The Cities and the Poor - I and II

-239-

Cities: The Rise of New Towns.

The Cold War: The Early Period (1946-1953) (McGraw-Hill) 18 min. b/w

Communism in the U.S. Red Myth Series No. 11. 29 min. b/w Indiana Uand U of Minn.

Confronted. (Used by American Studies 9, January, 1969) b/w Indiana U

The Control Revolution. (Indiana U) bw 29 min. Indiana U or U ofMinn.

Crime in the Cities. (EBF-NBC) 30 min. b/w U of Minn.

Crime in the Streets. Indiana U.

Crisis at Munich. 20th Century Series. (McGraw-Hill) 26 min. b/wIndiana U and U of Minn.

Cuba: The Missle Crisis. (McGraw - Hill) NBC News. 2 Parts, 52 min. b/w

December 7, 1941. You Are There Series (McGraw-Hill) 27 min. b/w U of Minn.

Dust Bowl. 26 min. b/w (McGraw-Hill) CBS News 20th Century Series.

East Germany: Land Beyond the Wall" (Carousel) CBS Reports, Parts 1,2.53 min. b/w U of Minn.

The Eisenhower Years. 21 min. b/w U of Minn.

Engine at the Door. 29 min. b/w (Indiana U) Indiana U and U of Minn.

Fall of China. 20th Century Series. (McGraw-Hill) 26 min. b/w Used byWorld History, 1968., U of Minn.

Federal Reserve System. (EBF) 20 min. b/w Indiana U and U of Minn.

(Used by S.S. 12 March, 1969)

Henry Ford. (McGraw-Hill) 26 min. b/w

Free at Last. 30 min. b/w (Indiana U) Indiana U and U of Minn.(Used by American Studies 9, Jan., 1969)

From Kaiser to Fueher. 20th Century Series (McGraw-Hill) 24 min. b/wU of Minn or U of Ill.

The Fur-Lined Foxhole. 30 min. b/w (Indiana U) Indiana U or U ofMinn.

Germany: A Family of the Industrial Ruhr. (McGraw-Hill) 16 min. b/w

Germany: Kaiser to Fuehrer.

Germany Today. MOT U of Indiana

The Golden Twenties. Parts 1 and 2. (McGraw-Hill) 67 min. b/w U ofMinn.

Growth of Farming in America. 16 min. Coronet.

Guilty or Not: The Nuremberg Trials. RK0

The Hard Way. (Indiana U) 60 min. b/w Indiana U or U of Minn.

Headlines of the Century TFC

Hirohito.

History of the Negro in America (Series)

1619-1860: Out of Slavery

1861-1877: Civil War and Reconstruction

1877-Today: Freedom Movement

History of U.S. Navy Series. U.S. Navy. Free.

How to Look at a City. (Indiana U.) 30 min. b/w Indiana U or U of Minn.

Imperialism and European Expansion. (Coronet) 15 min, U of Minn. or. P of

Ill.

-24 1 -

InheritanJe. 55 min. b/w U of In. U of Minn.

It Takes Everybody to Build This Land. 16 min. b/w U of Minn.

The Korea Story (United World)

The Labor Movement: Beginnings and Growth. (Coronet) 13 min. U of Minn.

The Land. (McGraw-Hill) 54 min. 2 parts b/w U of Minn., Indiana U.

Land of Promise. (AFL-CIO) 28 min. b/w U of Minn.

Life and Times of Teddy Roosevelt. 20th Century Series. (McGraw-Hill)26 min. b/w Northern Ill. U or U of Minn.

Lost Battalion You Are There Series. (McGraw-Hill) 30 min. b/w U of Minn.

The Man Who Changed the World. 10 min. Teaching Film Custodian.

Mao Tse-tung. (McGraw-Hill) 26 min. b/w U of al. or U of Minn.

Marked for Failure. (Indiana U) 60 min. b/w Indiana U or U of Minn.

Joseph McCarthy. (McGraw-Hill) 26 min. b/w

The Messenger from Violet Drive. Indiana U.

Mr. Europe and the Common Market. (CBS-Carousel) 50 min. b/w U of Minn.

NATO Antion for Defense. (UW) U of Ill.

The Negro and the American Promise.

New Americans (McGraw-Hill)

New Mood. (Indiana U) 30 min. b/w Indiana U and U of Minn.

Nightmare in. Red. Project 20 Series. (MnGraw-Hill) 58 min. b/wU of Ill. or U of Minn.

The 1930',,, Air Power (SerieE) Air Force.

-242-

Not So Long Ago. (NBC-McGraw-Hill) Project 20 Series. 54 min. b/wParts 1 and 2. Indiana U and Wisconsin State.

The Occupation of Japan. U of Indiana.

Our Union. (United Electrical Workers)

The Panama Canal. 28 min. b/w Association.

Pearl Harbor. Air Power Series. U of Ill.

Point of Order (McCarthy Hearings) (Continental)

Policing Germany. U of Ill.

Prelude to War. III. U.

Private Dream - Public Nightmare. 30 min. bw/ (Indiana U) U of Minn. orIndiana U.

The Revolution. in Europe's Role in the World. (Indiana U) NET 29 min. b/w

Indiana U or U of Minn.

Rise and Fall of Nazi Gelfflany. Indiana U

The Rise of Adolph Hitler. You. Are There Series. (McGraw-Hill) 27 min. b/wU of Minn.

Rise of Modern Industrial America. 30 min. (Norwood)

Rise of Nationalism in S.E. Asia. U of Ill.

Rise of Organized Labor (McGraw -Hill) 18 ;min. b/w U of Minn.Used by S.S. 12, 1968.

The Secret Message That Plunged U.S. into W.W.I (McGraw-Fill) You Are There

Series. 27 min. b/w U of Minn.

Sit-In Parts 1 and 2. NBC White Paper. 54 min. b/w (McGraw-Hill)

Smalltown, U.S.A. (EBF-NBC) 27 min. b/w U of Minn.

-243-

ST:alin, (McGraw-Hill) 26 min. b/w U of Minn.

Story of Iron and Steel.

Territorial Possessions of the U.S. (Int. Geog) 22 min. b/w U of Minn.

Three Cures for a Sick City (Indiana U) 30 min. b/w U of Minn.

The Tiger's Tail.

Trial at Nuremberg. (CBS-McGraw-Hill) 20th Century Series. 26 min. b/w

The Troubled Cities. Parts 1 and 2. (Indiana U) 60 min. b/w IndianaUniversity, U of Minn,

True Glory (BIS)

Twelve Nations Sign the North Atlantic Pact. (United World)

The '29 Boom and 30's Depression. (McGraw-Hill) 15 min. b/w U of Minn. orU of Ill.

Twisted Crobs. Project 20. (McGraw-Hill) 55 min. bw Indiana U or U ofMinn. (Used by World History, 1968)

The United Nations: Organization for Peace. 21 min. b/w U of al. orU of Minn. (Used by U.S. History and S.S. 12 in 1968)

U.S, Expansion Overseas. (1893-1917) (Coronet) 12 min, U of Minn.

Universal Machine. (Indiana U) 29 min. b/w Indiana U or U of Minn.

Universe of Numbers. (Indiana U) 29 min. b/w Indiana U or U of Minn,

Victory at Sea. (EBF-NBC) 84 min. b/w U of Minn.

Victory in Europe. (McGraw -Hill)

W41k in My Shoes. Parts I and II. (McGraw-Hill) 54 min. b/w 1:1 of Minn.

The Week That Shook the Wo:r.ad. 20th Century Series. (McGraw-H111) 25 min-

b/w U of Minn. or Ind. U. (Used by World History, 1968)

That is a Corporation? bw U of Ill.

That Is Business? 11 min. (Coronet) U of Minn.

What We Have

Why Korea? (TFC) 30 min. b/w U of Minn.

With These Hands (Int. Garment Workers)

The Women Get the Vote. (McGraw-Hill) 27 min. b/w U of Minn.

Woodrow Wilson. (Film Classics Exch.)

World at War. Illinois University.

World War I (EBP) 27 min. b/w U of Minn.

World War I: Documentary on the Role of the U S. (EBF) U of Ill.

World War II: Prologue, USA. (EB) 28 min. b/w U of Minn.

Yanks are Coming. TFC

You Are There (McGraw-Hill) U of Minn.

December 7, 1941

The Surrender of Corregidor

D-Day, June, 1944

The Liberation of Paris

V-J Day

Code

326 CFS

330(12) CFS

32 (18) CFS

335 CFS

973.9(10)CFS

920(17-18)SCFS

973.2(5) CFS

973.9(2 -3)SCFS

973.9(14.-15) SCFS

973.9(7)CFS

973,9(1S-19) SCFS

917.4(3) CFS

973.5(17)CFS

331.88 FS

331 CFS

E. FILMSTRIPS

The Abolitionists

American Capitalism: A Flexible and Dynamic System

The American Economic System

The Anatomy of Naziism

Atomic Age and the Challenge of Communism

Winston Churchill: The Man and the Century:

The Cradle of American Industry

Dwight D. Eisenhower. Parts I and II

F.D.R.: The Years That Changed the Nation. Parts I and I.

Great Depression. and the New Deal

The Great Depression: 1929-1939.

How incLA.stry Began (New England)

industry Changes America (1812-1900)

Labor in the News, 1949.

Labor Problems and New Areas of Industry (1865-1900)

330 FS Magic of Mass Production

330,9 FS The Marshall Plan (December, 1948) N,Y. Times

973.9(12) CFS Momentous Decade: The Fifties

333.7(2) FS More Wildlife Through Soil and Water Conservation

FILMSTRIPS

xible and Dynamic System

Libry

HS

HS

HS

L

e of Communism HS

and the Century: AV

astry F,HS

7S I and II AV

anged the Nation. Parts I and II AV

w Deal HS

-1939. AV

;land) HS

812-1900) HS

as of Industry (1865-1900)

1948) N,Y. Times

fties

and Water Conservation

-246-

HS

HS

HS

AV

HS

L,HS

738(2) CFS

975.9(5) CFS

608(10) CFS

609 CFS

338.7 CFS

917.4(6) CFS

353.3(2-3)SCFS

353(2-3)S-FS

Natural Rescur,;es and Industrial Development

New Freedom an World War. I

New Inventions and Industrial Developments

New Processes Aid Industrial Development

New Systems of Business Organization and the Flood of Immigratiol

Other New England Industries

Portrait of a cabinet Member; Stewart L. Udall, Sec. of the IntcParts 1 and 2

Portrait of a Freshman Congressman Parts 1 and 2

Problems of the Cities. New York Times. Filmstrip and record.

973.9(16- The Reckless Years: 1919-1920.17) SCFS

323.35(20) Special Report: Cities, U.S.A. Guidance AssociatesSCFS

973.9(20- The Age of Theodore Roosevelt22) SCFS

973.92(1-3) Harry S. Truman: han of Decision.SCFS

973.9(6) CFS An Uneasy Postwar Period.

353.03(15) Woodrow WilsonCFS

973.91(1-2) Woodrow Wilson: Idealism and American Democracy. Parts I and I

SCFS

341.1(1)

'5-'1.1(2)

The United. Nations: Economic and Social Council

The United Nations: UN at Work.

-247-

es and Industrial Development HS

World War I HS

and Industrial Developments HS

.id Industrial Development HS

Business Organization and the Flood of Tmmigration HS

nd Industries HS

abinet Member; Stewart L. Udall, Sec. of the Interior, AV

reshman Congressman Parts 1 and 2 AV

Cities. New York Times. Filmstrip and record. HS

ars: 1919-1920. AV

Cities, U.S.A. Guidance Associates AV

Bore Roosevelt AV

Man of Decision. AV

-ar Period ES

Idealim and American Democracy. Parts I and II AV

_ons: Economic and Social Council BS

:ons: UN at Work, ES

-247-

0

)de

3

--S

D

F. TRANSPARENCIES

(All transparencies from U. S. History Transparency Masters Set)

Decline of Agricultural Population and Urban Growth

Growth of Union Membership in the U.S.

Progressive Era: 1890-1915.

Causes of World War I, Causes of U.S. Entry, and Wilson's Fourteen Point;:

World War I: Europe Before and After

The Business Cycle

The New Deal

The UN

7 NATO

G. CHART

-first World War" Civic Ed. Suc. 1733 K St., N.W. Washington, D.C. 2006

-248-