Introduction By 2025, 80% of our students will graduate ...

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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

! 80% of our students will graduate from high school college or career ready ! 90% of students will graduate on time ! 100% of our students who graduate college or career ready will enroll in a

post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the United States History & Geography curriculum framework.

Designed with the teacher in mind, this curriculum framework has a focus on integrating literacy skills and strategies with content standards. This document presents a framework for organizing instruction around the Tennessee State Standards for United States History & Geography so that every student is able to meet or exceed their age specific requirements for college and career readiness. The standards define what is expected for this subject at this grade level and this framework provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments and high quality instruction are at the heart of this curriculum framework. Educators should use this guide and the standards as a road map for daily instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

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How to Use the United States History & Geography Curriculum Framework Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, it is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies. Students must employ essential literacy strategies that explicitly demonstrate the application of reading, writing, and thinking strategies to support learning in social studies.

The integration of literacy and social studies is critical for student success. This curriculum map is designed to help teachers make effective decisions about what Social Studies content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language. (2) Reading, writing, and speaking grounded in evidence from text, both literary and

informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

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The TNCore Literacy Standards The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

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Content Area Literacy Achieve The Core for Social Studies: http://achievethecore.org/dashboard/300/search/1/1/9/10/11/12/page/737/history-social-studies-lessons-list-pg

Teachers can access sample lessons for use in high school Social Studies classrooms.

Close Reading Teaching History.Org section on Close Reading Lessons in Social Studies: http://teachinghistory.org/teaching-materials/teaching-guides/25690

Teachers can learn more about how to lead their Social Studies students in a close read.

Text Dependent Questioning TNCore Text Dependent Question in Social Studies: http://tncore.org/literacy_in_social_studies/instructional_resources/text_dependent_questions.aspx

Teachers can use the resources to craft their own text-dependent questions based in Social Studies.

Document Based Questioning The Gilder Lehrman Institute of American History: https://www.gilderlehrman.org/

Teachers can register on this site for free and have full access to their bank of primary source documents and document based questions created for them.

Important Details

• Each framework is divided into the units as set forth by the state. The full state document can be found at this site: http://www.tn.gov/assets/entities/education/attachments/std_ss_us_history_geography.pdf

• On the opening page of each unit there is a suggested time frame for instruction on the unit.

• Each unit consists of several sections: State Standards, Big Ideas, Guiding Questions, Vocabulary, Suggested Activities, Resources, Additional Supporting Texts and Documents and Assessment.

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• The Assessment section contains a document based assessment. This could be used in a variety of ways and the text pieces used could be accessed to open the unit, revisited for close reading and instruction and then referred to again for the assessment. This type of assessment will be delivered early in the second semester as part of the student's EOC state assessment.

• If hyperlinks in this document are not active due to digital translation issues the user should copy and paste the link into the address bar of a web browser to access the material.

• This document is to be used with the McGraw-Hill textbook United States History & Geography - Modern Times. There are notations in the Instructional Activities & Resources section for specific pages and materials that are part of the textbook. Educators must request and receive an access code from the district Instructional Advisor for full access to the online pieces. Educators are also encouraged to explore the online resource package for other materials not mentioned in this document. Abbreviated codes in Instructional Activities & Resources section match the coding in the Teacher Edition of the text.

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CURRICULUM'FRAMEWORK'SOCIAL'STUDIES'

United'States'History'&'Geography'!

Shelby County Schools 1 of 6!

THE RISE OF INDUSTRIAL AMERICA – 1877-1914 (3 weeks)

STATE STANDARDS US.1 Explain patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets and trade, the growth of major urban areas, and describe the geographic considerations that led to the location of specialized industries such as textiles, automobiles and steel. US.2 Summarize the major developments in Tennessee during the Reconstruction era, including the Constitutional Convention of 1870, the yellow fever epidemic of 1878 and the election of African Americans to the General Assembly. US.3 Explain the impact of the Hayes-Tilden Presidential election of 1876 and the end of Reconstruction on African Americans, including Jim Crow laws, lynching, disenfranchisement methods, efforts of Pap Singleton and the Exodusters. US.4 Analyze the causes and consequences of Gilded Age politics and economics, including the rise of political machines, major scandals, civil service reform, and the economic difference between farmers, wage earners and industrial capitalists. US.5 Analyze the controversy that arose over the currency system in the late 1800’s, including the impact of gold and silver strikes in the West, the contrasting views of farmers and industrialists, the Sherman Silver Purchase Act of 1890, the Gold Crisis during the Cleveland administration and an analysis of William Jennings Bryan’s Cross of Gold speech. US.6 Describe the changes in American life that resulted from the inventions and innovations of business leaders and entrepreneurs of the period. US.7 Analyze the movement of people from rural to urban areas as a result of industrialization. US.8 Evaluate multiple sources of information presented in diverse formats and media as in the political cartoons of Thomas Nast and others during the Gilded Age. US.9 Describe the difference between “old” and “new” immigrants and analyze the assimilation process and consequences for the “new” immigrants and their impact on American society, including ethnic clusters, competition for jobs, rise of nativism, the work of Jane Addams, the documentation of living conditions by Jacob Riis, Chinese Exclusion Acts and the Gentlemen’s Agreement. BIG IDEAS

The advent of the Industrial Revolution in the United States forever transformed our country in social, economic and governmental manners.

Relevance: Before the Industrial Revolution most Americans were employed on farms or in a single trade for life. The change brought about has given rise to many businesses and innovations and that allow us today to have more social mobility, greater access to personal wealth, a variety of career options and more leisure time.

TNSS: US.1, US.4, US.5, US.6, US.7

The industrial, agricultural, and economic growth of this era can be attributed to the utilization of natural resources and the recognition of the benefits of climate changes around the US.

Relevance: Much of the industrialization of America occurred in the Northeast region of the United States. This was due to the fact that there was a much larger percentage of citizens living in those areas, and so the industry had the workforce as well as the customer base to grow. As the US expanded westward with the growth of the railroad, agriculture and ranching became the main industry of the area. Ranching was mainly practiced in the lower mid-west due to the mass amounts of cattle brought up from Mexico, whereas the climate and land of northern mid-west lent itself perfectly to the cultivation of crops. The growth and sustainability of these regions depended upon the existence of the nature resources as well as climate consistency both of which become issues for future generations.

TNSS: US.1

As a result of being part of the Confederacy during the Civil War Tennessee had to complete a re-entry process as part of the Reconstruction Era to become a state with full standing again.

Relevance: The state of Tennessee was the last state to secede from the Union, and the first to reenter. Tennessee passed a law three years before the ratification of the 15th amendment giving African-Americans suffrage. Tennessee was also one of the first states to have African American elected officials working with the existing officials to create a new state constitution. Though it seemed as though the state was working to support African-American growth, Tennessee is credited with passing the first of many ‘Jim Crow Laws’, prohibiting interracial marriages and discriminated in public areas. These actions were a clear indication that reconstruction was coming to an end, and that the US was entering the era of ‘Jim Crow’.

TNSS: US.2




The end of Reconstruction led to an era dominated by ‘Jim Crow’ laws that dashed initial hopes and ideas of freedom for former slaves that the end of the Civil War and emancipation brought about. Relevance: Though many of the key political and social advancements during Reconstruction were aimed towards helping freed African Americans, the era of “Jim Crow” shaped the US socially, economically, and politically against African-Americans, particularly in the South, for the next one hundred years. The continual segregation and mistreatment of African-Americans slowly but directly leads to the Civil Rights Movement of the 1960s. It is also a continual trend discussed throughout the course.

TNSS: US.3

The Gilded Age was the era of rapid economic growth due to mass industrialization and urbanization of the North East, while technological advances in agriculture created massive growth in the West and South. The rapid industrial change made it much more difficult for the economic, political, and social aspects of American life to catch up, resulting in mass amount of corruption.

Relevance: Due to the speed at which US industry grew, federal and local government hadn’t yet figured out how to keep the powerful business out of government. The Gilded Age also led to a small percentage of ultra wealthy business owners to create monopolies and trusts. Andrew Carnegie and John Rockefeller are two of the most infamous robber barons. Their creation of monopolies increased the wag gap, while also prohibiting other adventure capitalists from entering the market.

TNSS: US.4, US.5, US.8

Many of the inventions that came out of this time period propelled the US into further industrial and economic growth, and with the industrial growth more people were left rural areas for employment in the growing urban areas.

Relevance: Despite the corruption of the gilded age, the rise of inventions such as the ability to generate and disperse electricity, the expansion of railroad, light bulb, and telephone all helped to propelled American economic growth. Farmers could now grow and sell more crops due to the expansion of railroads and farming tools such as plows. These factors were beneficial to the farm owner, but with the new technologies fewer farmhands were needed, which resulted in a migration of citizens from rural areas to urban. However, railroad expansion also helped to grow the steel and oil industry in turn created more jobs.

TNSS: US.6, US.7

Along with the economic changes of the industrial area there was also massive population shifts due to the fact that more immigrants were originating from Eastern Europe, Southern Europe, and Asia. This fact was coupled with the large numbers of rural citizens moving to urban areas.

Relevance: Immigration continues to be a hotbed topic to this day, and this Era of American history clearly showed the complexities of the evolution of immigration in America. With the US becoming more industrialized, more immigrants were settling in cities rather than in rural areas or out west due to the availability of jobs. This was one of the main issues behind the nativist ideals because many felt as though the new immigrants were coming in and take “real” American jobs. Many nativists reacted by creating and initiating labor unions.

TNSS: US.7, US.9

GUIDING QUESTIONS

How did the Industrial Revolution affect rural life and urban life in America?

What actions did the federal government take in order to facilitate the rise of industry? What measures did they have to take in order to rein it in?

What caused the immigration shifts in Europe and how did those population shifts affect America?

How did many native born Americans react towards the new onslaught of immigrants, and how can this be compared to modern day issues of immigration?

How did the end of Reconstruction change the laws and daily practices of the nation, particularly those in Tennessee?

Why was the Gilded Age filled with so much political and economic corruption?




VOCABULARY

gross national product

resources

laissez-faire

practiced

entrepreneurs

integrated

immigrant

ethnic

nativism

evolution

philanthropy

time zones

land grants

investor

distribution

corporation

economies of scale

incentive

skyscraper

tenement

settlement house

greenbacks

consumer

monopoly

trust

holding company

deflation

lockout

trigger

political machine

party boss

publish

currency

industrial union

restraint

arbitration

injunction

closed shop

constitute

graft

individualism

Social Darwinism

Americanization

cooperatives

SUGGESTED ACTIVITIES

1. Textbook p.90-91 - Step Into the Time & Step Into the Place, Primary Source & DBQ p.90 CCSS RH.9-10.3, RH.10-11.3, Map & Timeline p.90-91, V p.90, V p.91.

2. Construct a matrix describing life in America before the Civil War, during the Reconstruction period and after Reconstruction for the following groups: males, females, African-Americans, whites, immigrants. Ideas for comparison may include: ability to vote, freedom at birth, safeguards under the law, ability to hold office, ability to advance economically.

3. Analyze written text and data from graphs about the changing demographics of America and use the information to explain the growth of cities during this time period. Textbook p.92-93, 114-121, Map p.93, Step Into the Place & Step Into the Time p. 112-113, DBQ p. 112 CCSS RH.9-10.7, RH.11-12.7, V p. 112, V p.113, http://www.geog.nau.edu/courses/alew/gsp220/text/chapters/ch7.html, http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3838

4. Analyze the growth of the steel industry in Pennsylvania by examining the process by which it is made and the resources required to manufacture it. Textbook p.101-102, V p.102, W p.102, http://explorepahistory.com/story.php?storyId=1-9-15, http://www.library.pitt.edu/voicesacrosstime/LessonPlans/documents/SteelUnit.pdf (The suggested activity is page 4, Day 3, and the song lyrics can be found at the end of page 7.)

5. Analyze political cartoons drawn by Thomas Nast to chart the evolution of Northern attitudes towards freedman during Reconstruction. Compare Nast's cartoons to others of the day from different regions and note both subtle and obvious differences. Make connections between the interpretation and understanding of Reconstruction era and modern day political cartoons. Thomas Nast Political Cartoon analysis (For any items listed in the complete framework from the Stanford History Education Group (SHEG) you must complete a one time, free registration for full access to all of their collection.) - http://sheg.stanford.edu/thomas-nast, http://cartoons.osu.edu/digital_albums/thomasnast/keller_web.htm , http://www.pbs.org/wgbh/amex/reconstruction/nast/sf_nast.html , https://www.dropbox.com/s/vl942diqe90upb4/The Vampire That Hangs Over NC.jpg?dl=0 .

6. Using a structured academic controversy format examine constitutional amendments, a Black Code, a personal account of a former slave, and other documents to consider the question: “Were African-Americans free after Reconstruction?” - Reconstruction structured academic controversy - http://sheg.stanford.edu/reconstruction

7. Read and analyze populist speeches of the day and cite evidence from them to explain how and why the movement gained such broad appeal and powerful influence. Textbook p.131-132, V p.131 CCSS RH.9-10.7, RH.11-12.7, RH.9-10.8, RH.11-12.8, Populism and the Election of 1896 – http://sheg.stanford.edu/populism-election-1896 .

8. Examine a variety of Jacob Riis’s photographs and read his descriptions of subjects to explore the context of his work and consider issues relating to the trustworthiness of this depiction of urban life. Read excerpts from his book, How The Other Half Lives, and construct profiles of various urban dwellers that may include males, females, different ethnicities, citizens by birth, newer citizens - both foreigners and native born but new citizens, wealthy and less affluent. Create short presentations to share with the class or posters and allow a gallery walk. Textbook p. 118-121, C p.120 CCSS RH.9-10.2, 11-12.2, Jacob Riis – http://sheg.stanford.edu/jacob-riis .

9. Explore the social and economic factors that fueled the wave of Chinese immigrants as well as the factors that eventually led to their exclusion using documents, political cartoons, an anti-Chinese labor speech and an immigrant’s autobiography. Textbook p.116, Chinese Immigration and Exclusion – http://sheg.stanford.edu/chinese-immigration-exclusion .

10. Research the causes, symptoms and transmission of Yellow Fever and the effect it had on Tennessee. Analyze artwork created in that time to gain a stronger understanding of the fear produced by the virus. Textbook p.120 Tennessee Connection, http://www.tennessee.gov/tsla/exhibits/disasters/epidemics.htm




RESOURCES

1. “The Gospel of Wealth”, by Andrew Carnegie, excerpts: http://www.fordham.edu/halsall/mod/1889carnegie.asp 2. Grover Cleveland’s Speech in Favor of Repeal of Sherman Silver Purchase Act of 1890 - 3. http://www.let.rug.nl/usa/documents/1876-1900/grover-cleveland-message-on-the-repeal-of-the-sherman-silver-purchase-act-august-8-

1893.php 4. Great Migration Map - https://www.centerstage.org/portals/23/images/Great-Migration.jpg 5. Yellow Fever - http://www.tennessee.gov/tsla/exhibits/disasters/epidemics.htm 6. African-American effects on legislation in Tennessee - http://www.tn.gov/tsla/exhibits/blackhistory/jimcrow.htm 7. African-American Members of the Tennessee General Assembly -1873 – 2013

http://www.tennessee.gov/tsla/exhibits/blackhistory/pdfs/TNGenAssemBlack.pdf 8. History of wages - http://outrunchange.com/2012/06/14/typical-wages-in-1860-through-1890/ 9. Article on current minimum wage - http://www.businessweek.com/articles/2014-02-13/making-the-economic-case-for-more-than-the-

minimum-wage 10. Article on United Auto Workers vote in Chattanooga - 11. http://online.wsj.com/news/articles/SB10001424052702304434104579382541226307368?mg=reno64-

wsj&url=http%3A%2F%2Fonline.wsj.com%2Farticle%2FSB10001424052702304434104579382541226307368.html 12. A wide array of primary sources - interviews, documents, photos - on the Rise of Industrial America -

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/index.html 13. Tennessee and Reconstruction - http://www.tncivilwar.org/research_resources/reconstruction

PRIMARY SOURCES TO READ Excerpts from the "Cross of Gold" speech, William Jennings Bryan https://books.google.com/books?id=RkQOAAAAYAAJ&dq=speeches%20william%20jennings%20bryan&pg=PA238#v=onepage&q=speeches%20william%20jennings%20bryan&f=false Excerpts from Twenty Years at Hull House, Jane Addams https://www.gutenberg.org/cache/epub/1325/pg1325.html Excerpts from The Gospel of Wealth, Andrew Carnegie http://www.gutenberg.org/ebooks/1325?msg=welcome_stranger ASSESSMENT Read and review the following pieces of text and images and then address the task below: Excerpted lyrics from the song Don't Leave The Farm Boys, written by Clara F. Berry, 1871 Come boys, I have something to tell you, Come near, I would whisper it low, You're thinking of leaving the homestead, Don't be in a hurry to go. The city has many attractions, But think of the vices and sins, When once in the vortex of fashion, How soon the course downward begins. The great busy west has inducements, And so has the business mart, But wealth is not made in a day, boys, Don't be in a hurry to start. The bankers and brokers are wealthy,




They take in their thousand or so, And think of the frauds and deceptions, Don't be in a hurry to go. The farm is the safest and surest, The orchards are loaded today, You're free as the air of the mountains, And monarch of all you survey. Best stay on the farm a while longer, Though profits come in rather slow, Remember you've nothing to risk boy, Don't be in a hurry to go. !!!Excerpts from an interview with Miss Nettie Spencer about life growing up in rural Oregon in the 1870s:

. . . All of our shoes were made by a man who came around every so often and took our foot measurements with broomstraws, which he broke off and tagged for the foot length of each member of the family. The width didn't make any difference and you could wear either shoe on either foot; for a long time, too, for the shoes wore well. Mother carded her own wool and washed it with soap she made herself. She even made her own lye from wood ashes, and when she got the cloth finished she made her own dye. Black was made from burnt logs and brown from the bulls of black walnuts. I think she got her green from copper, and peach leaves made the yellow. The red dye was made from leaves she bought. The dresses were very full and lasted entirely too long. . . . One of the things I remember most as a little girl were the bundle peddlers who came around. They had bundles made up and you bought them as they were for a set price. I remember that some sold for as high as $150. In these bundles were all sorts of wonderful things that you didn't get in the country very often; fancy shawls and printed goods; silks and such other luxuries. It was a great day when the family bought a bundle.

Our food was pretty plain most of the time and we didn't have any salads like they do now. The menu for a fine dinner would be: Chicken stew with dumplings, mashed potatoes, peach preserves, biscuits, and hominy. We raised carrots for the stock but we never thought of eating them. . . . We didn't have any jars to put up preserves in, like they do now, but we used earthen crocks instead. The fruit to be preserved was boiled with brown sugar -- we never saw white sugar and when we did we used it as candy -- and then put in the jars which were covered with cloth that was then coated with beeswax.

Most of our medicine was homemade too . . . There wasn't much social life on the farm and I didn't pay any attention to it until I was older and moved into Salem and Corvallis. The churches didn't have any young peoples . . . organizations and they were dead serious with everything. Sermons lasted for hours and you could smell the hell fire in them. We never had church suppers or the like until way past my time. The only social thing about the church was the camp meetings. That was where most of the courting was done. When a boy would get old enough for a wife the father would let him use the horse and buggy for a trip to the camp meeting to get him a wife. . . .

Most of these people came to church on foot over the muddy roads. The ones who came by wagon used a hay-rack, and mother and father sat in a chair at the front while the children were churned about in the straw strewn in the wagon bed. . . .

Source: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/rural/life.html !!!Excerpt from an interview of Abe Ginsburg, a Russian-Jewish immigrant, on a New York neighborhood in the late 1800s - The Ginsbergs used to own a candy store at 169th Street and Grant Avenue which is two blocks east and downhill from the Grand Concourse. 169th Street is a sort of secondary business section to such main shopping streets as 170th and 167th Streets, where the subway stations are. The street had only the essential stores, such as grocery, fruit, meat, two hardware stores, two delicatessens, two bakeries and on this corner there were two candy stores, one of which was "Ginsy's". Ginsy's was the hangout for the unemployed, the number runners and for the gambling men who used to come around after work to pick up a game. Late at night when business was slow Ginsy himself would sit down for a game of pinochle with some of his customers and one of the boys would stand behind the counter to take care of any legitimate trade. For a




long time the Tauckamuck Democratic Club was able to give this neighborhood some patronage mostly through its connection with Eddie Flynn, Bronx Political Boss, who had an 'in' with the Post Office. Then the talk about jobs was optimistic. All you had to do was to get one of the Block Captains to introduce you to somebody who would introduce you or get you an interview with a certain notorious politician in the Bronx, whose name I don't care to mention. Each introduction cost you five dollars a handshake. All negotiations were carried on in or around Ginsy's corner candy store, where the block captains, or peanut politicians as they were called, hung around to keep in touch with the people and get up a game of cards now and then. Two of the number runners had their posts in Ginsy's and many times if they thought the cop on the beat had orders to pick them up or if they spied the precinct detectives headed their way, you could see them duck into the phone booth and gulp down the paper slips. Ginsy's also kept a pin ball machine which drew the nickels and attention of everybody at one time or another. Small betting was carried on at the side. Ginsy's was the gossip exchange. You could find out the color of your neighbor's underwear in Ginsy's. Source: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/city/ginsberg.html !!!Display or project the photo of the Solvay Process Works in Syracuse, New York, at this location: https://www.dropbox.com/s/i772yex87gtdo05/Solvay Process Works, Syracuse NY.tif?dl=0 Source: http://www.loc.gov/pictures/collection/det/item/det1994007647/PP/ Citing evidence from the sources above and using your own knowledge on this time period compose an essay that describes the differences between rural and urban life during this time period in American History and explains advantages and disadvantages each setting had for residents.




THE PROGRESSIVE ERA - 1890-1920 (4 weeks)

STATE STANDARDS US.10 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel. US.11 Using textual evidence compare and contrast the ideas and philosophies of Booker T. Washington and W.E.B. Dubois. US.12 Explain the characteristics and impact of the Granger Movement and Populism, including the problems between farmers and the railroads, the call for banking reform, support for a graduated income tax and regulation of public utilities. US.13 Describe the rise of trusts and monopolies, their subsequent impact on consumers and workers and the government’s response, including the Sherman Anti-Trust Act of 1890. US.14 Describe working conditions in industries, including the use of labor by women and children. US.15 Analyze the rise of the labor movement, including its leaders, major tactics and the response of management and the government. US.16 Citing textual evidence as appropriate, explain the significant roles played by muckrakers and progressive idealists, including Robert La Follette, Theodore Roosevelt, Ida Tarbell, Lincoln Steffens and Upton Sinclair. US.17 Analyze the goals and achievements of the Progressive movement.

US.18 Describe the movement to achieve suffrage for women, including its leaders, the activities of suffragettes, the passage of the 19th

Amendment, and the role of Tennessee in the suffrage effort. US.19 Analyze the significant progressive achievements during the administration of Theodore Roosevelt including the Square Deal, “trust-busting,” the passage of the Pure Food and Drug Act, the Meat Inspection Act and support for conservation. US.20 Analyze the significant progressive achievements during the administration of Woodrow Wilson, including his New Freedom, the Underwood Tariff, the Federal Reserve Act and the Clayton Anti-Trust Act. US.21 Analyze the impact of the Great Migration of African-Americans that began in the early 1900s from the rural south to the industrial regions of the northeast and midwest. BIG IDEAS

During the immense growth of the Industrial Era many agencies within the federal government based decisions of economic aid for those in poverty on Social Darwinism, but relied on the different aspects of the Social Gospel movement to pick up those pieces. These decisions were created by a reliance on big business to drive portions of the American economy.

Relevance: The rapid urbanization of the late 1800s and early 1900s had overwhelmed the infrastructure of American cities and many Americans were seeking an explanation and solution for the growing number of poor and homeless. Many used Herbert Spencer’s adaptation of Charles Darwin’s theory of evolution known as Social Darwinism as an explanation for how and why people held a particular job or socioeconomic status. It was also the justification needed to keep welfare in the private sector and not the responsibility of the federal government. The Social Gospel Movement was the Protestant reaction to the growing urbanized poor and held the belief that through the teaching of Christian values those poor could learn how to work hard and change their socioeconomic status.

TNSS: US.10, US.14

Early African-American civil rights leaders such as Booker T. Washington and W.E.B. DuBois all spoke and argued against discrimination but had different solutions in mind and varying methods to achieve their aims.

Relevance: The political leaders during the Progressive Era did not stress the issue of African-American civil rights, and yet there were still influential leaders who lent their voice to fight against discrimination. Booker T. Washington argued the importance of those within the African- American community learning a vocational trade to one day achieve economic stability in order to end racism, while also accepting a separation of the races until that end is achieved. Marcus Garvey also believed in a separation of the races, but in a much more extreme fashion. He called for all “blacks or Negros’ to return to Africa in order to build its supremacy the same way the white man had built up Europe. W.E.B. Dubois stressed integration and the importance of a college education and political activism to bring about the downfall of racism.

TNSS: US.11




The growth of the railroad facilitated economic growth in both urban and rural areas, but with economic growth also came corruption without any regulations to stop it. As a result, the Progressive Era gives rise to the Granger movement in rural areas and unions in urban areas,

Relevance: The growth of railroads is one of the key factors to the industrial and economic growth of the United States in the early 1900s, but with it came massive amounts of corruption. Agriculture was the primary industry in the west, and the relationship between farmers and the railroads was imbalanced as railroads held most of the power. Many of the railroads and grain elevators were controlled by a select few effectively creating a monopoly and farmers were charged egregious amounts to handle and ship their goods. The Granger Movement was a coalition of farmers who provided political pressure to help break the hold of monopolies over food producers. In urban areas many other industries wielded similar power over average working class citizens who had very little power or say over their working conditions and pay. To combat this inequity many workers formed unions in order to have the power to strike and collectively bargain with business owners. It also gave rise to individuals like Samuel Gompers and Eugene Debs.


During this time of political and social change there was a shift in the balance of power with less being held politicians and business owners and more being held by average citizens and muckrakers.

Relevance: After reading Upton Sinclair’s novel “The Jungle” and conducting research of his own, Theodore Roosevelt worked to pass the Meat Inspection Act and the Pure Food and Drug Act to protect Americans, Ida Tarbell exposed the monopolistic corruption of John Rockefeller’s Standard Oil company and Muckrakers wrote about the injustices of American life, bringing these issues to the forefront of politics and exposing business practices that endangered citizens. In addition to this shift in power there were also several pieces of legislation, which created procedures forcing politicians to be held more accountable to their constituents such as recall, referendum and initiative elections.


The women’s suffrage movement was another change fought for and achieved by the end of the Progressive movement.

Relevance: The fight for the passage of the 19th amendment was long and arduous, but the dedicated women of the National American Woman Suffrage Association (NAWSA) were successful in achieving a woman’s right to vote in 1920. Tennessee was instrumental in ratifying the 19th amendment with the help of Henry Burn and Anne Dallas Dudley. Tennessee’s vote in favor of the 19th amendment was the final vote needed in order for ratification thus gaining Tennessee the nickname of “The Perfect 36”.

TNSS: US.18

Theodore Roosevelt and Woodrow Wilson are considered Progressive presidents due to the fact that many of the political and social successes of the Progressive Era happened during their terms in office.

Relevance: Roosevelt ran his presidency under the ideals of the Square Deal, claiming that all Americans should be equal and fair. He planned to achieve his square deal by first addressing the issues of business monopolies and trusts. He became known as 'the Trustbuster' because of his focus on creating fairness in the workplace. He was also the first president to focus on conservationism, realizing that the earth’s natural resources are finite and must be conserved for future generations. During the 1912 election Wilson ran for against both Roosevelt and William H. Taft rolling out his ‘New Freedom’ platform and promising to attack what he called the ‘Triple Wall of Privilege’. He worked to pass the Underwood Tariff, which reduced tariff rates, while also creating banking reforms under the Federal Reserve Act. In keeping with Roosevelt’s trust-busting initiative, Wilson passed the Clayton Anti-Trust Act preventing the formation of illegal trusts.

TNSS: US.19, US.20

Many African-Americans chose to leave the Jim Crow south. They migrated west or north seeking better economic and educational opportunities in addition to greater freedom and safety. Relevance: The Great Migration increased black populations in rural and urban areas in the far west, midwest and northeast and decreased the population of blacks in the rural south. African-Americans moved in large numbers to industrial cities like Chicago, Detroit, Philadelphia and New York City. They also left rural areas for southern cities like Memphis, Nashville and Atlanta. Because many of these people had limited skills and low incomes they were forced to live in less desirable areas and faced many challenges.

TNSS: US.21




GUIDING QUESTIONS

How did Social Darwinism and the Social Gospel movement affect the Progressive Era socially and politically?

How did the messages of Booker T. Washington, W.E.B. Dubois and Marcus Garvey compare and contrast with each other?

What political changes were made in order to begin to shift the balance of power to average American citizens?

How did Progressive changes accomplish this shift in power?

In what ways did the Progressive movement affect women and children?

How did muckrakers affect the Progressive Era?

What factors or actions would allow Theodore Roosevelt and Woodrow Wilson to be classified as Progressive presidents?

VOCABULARY

individualism

Social Darwinism

evolution

philanthropy

graduated income tax

segregation

integration

poll tax

discrimination

Jim Crow Laws

lynch

muckracker

direct primary

initiative

legislation

referendum

recall

suffrage

advocate

prohibition

arbitration

regulate

environmental

insubordination

income tax

unfair trade practices

unconstitutional

progressive


1. Create a Venn diagram comparing and contrasting the ideas of Social Darwinism and Social Gospel and write a brief reflective paragraph to explain which is a better approach to government and economics. Textbook p.123-125, C p.123, Primary Source p.123, Image & Question p.125 CCSS RH.9-10.4, 11-12.4, Biography p.125 - Billy Sunday, C p.125.

2. Read primary sources written by reformers, minorities and immigrants to investigate American attitudes during the Progressive Era. Textbook p.124-125, 162-167, C p.163, Image & Question p.163 CCSS RH.9-10.3, RH.11-12.3, p.165 Tennessee Connection- Harry Burn, C p.165, Primary Source & DBQ p.166 CCSS.RH.9-10.1, RH.11-12.1, Progressive Social Reformers - http://sheg.stanford.edu/upload/Lessons/Unit 8_Progressivism/Progressive Social Reformers SAC Lesson Plan.pdf ,

3. Read excerpts from Booker T. Washington’s Atlanta Compromise speech and W.E.B. Dubois’ Niagara Movement Speech comparing and contrasting the tone of each, the language used and the probable outcomes of each plan. http://historymatters.gmu.edu/d/39/ & http://teachingamericanhistory.org/library/document/niagara-movement-speech/

4. Interpret, compare and evaluate primary sources from the early 20th century to consider how photojournalism exposed desperate social conditions and political corruption on many different levels. Textbook p.163, C p.163, T p.163, Life as a Muckraker - http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Life_As_Muckraker.pdf .

5. Read newspaper articles of the era newspaper and identify the key phrases that demonstrate each newspaper’s position on the Pullman Strike. Textbook p.107-108, The Pullman Strike - http://sheg.stanford.edu/pullman-strike .

6. Analyze the ideas and actions of both Samuel Gompers and Eugene V. Debs with regard to the early labor movement. Compare and contrast their actions and results. Which was more effective and why? Textbook p.108, p.177, p.168, p.191, http://www.gompers.umd.edu/, http://www.pbs.org/wgbh/amex/wilson/peopleevents/p_debs.html .

7. Read different sources describing what happened at the Haymarket Square Riot in Chicago. Evaluate the nature of the anarchist's beliefs and compare and contrast them with those of the police, business leaders and government. Explain if you believe Albert Parsons was a danger to society and explain why. Choose the group you agree the most with and explain why. Textbook p.107, Tennessee Connection p.107, The Haymarket Affair - http://sheg.stanford.edu/albert-parsons .

8. Explore the broad context of the Women’s Suffrage movement reading the words of leaders of the day including Frederick Douglas, Sojourner Truth and Elizabeth Cady Stanton. Consider the idea of whether any citizens should have the right to vote restricted, the age at when someone should be able to vote and any other considerations and comparing those situations to the Women's Suffrage movement construct an argument of why and how it should be remedied. Textbook p.165, Map p.165, C p.165, Women’s Suffrage - http://sheg.stanford.edu/woman-suffrage

9. Create a persuasive flyer that is for or against Women’s Suffrage flyer. Conduct a gallery walk and let students vote on the most effective flyer and explain why.

10. Create a bubble map of Wilson’s 'New Freedom' programs explaining the purpose of each and what is actually accomplished.




11. Discuss the relationship between the 16th Amendment to the Underwood Tariff act. Explain how was one necessary before the other could exist. Textbook p.177.

12. Calculate the number of African-Americans that moved north during the Great Migration using census data and charts. Textbook p.190, p.224, p.226, Map p.226, https://www.census.gov/dataviz/visualizations/020/

RESOURCES 1. Chicago’s Black Metropolis – http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/53black/53black.htm 2. New York City Race Riots of 1900 – http://www.loc.gov/rr/news/topics/nyriot.html 3. http://people.hofstra.edu/alan_j_singer/294 Course Pack/x10. Civil Rights/112a.pdf 4. http://www.history.com/topics/black-history/great-migration 5. NPR interview about the Great Migration – http://www.npr.org/templates/story/story.php?storyId=129827444

PRIMARY SOURCES TO READ Excerpts from 'Atlanta Exposition' speech by Booker T. Washington - !http://historymatters.gmu.edu/d/39/

The 'Niagara Movement' speech by W.E.B. DuBois - http://teachingamericanhistory.org/library/document/niagara-movement-speech/

Excerpts from The Souls of Black Folk by W.E.B. Dubois - !http://history.hanover.edu/courses/excerpts/111dub.html

'New Nationalism' speech by Theodore Roosevelt -!http://teachingamericanhistory.org/library/document/new-nationalism-speech/

Excerpts from The Jungle by Upton Sinclair -!http://teachingamericanhistory.org/library/document/new-nationalism-speech/

PRIMARY SOURCES TO CONSIDER Excerpts from The Gospel of Wealth, Andrew Carnegie - http://www.gutenberg.org/ebooks/1325?msg=welcome_stranger

The Political Economist and the Tramp -!http://caho-test.cc.columbia.edu/dbq/11021.html

The History of Standard Oil by Ida Tarbell -!http://www.pagetutor.com/standard/

The Shame of the Cities by Lincoln Steffens -!http://historymatters.gmu.edu/d/5732/

ASSESSMENT Read the following passages and address the task below:

Excerpts from the Platform of the Progressive Party, August 7, 1912:

Declaration of Principles of the Progressive Party

The conscience of the people, in a time of grave national problems, has called into being a new party, born of the Nation's awakened sense of justice. We of the Progressive Party here dedicate ourselves to the fulfillment of the duty laid upon us by our fathers to maintain that government of the people, by the people and for the people whose foundation they laid.

We hold with Thomas Jefferson and Abraham Lincoln that the people are the masters of their Constitution, to fulfill its purposes and to safeguard it from those who, by perversion of its intent, would convert it into an instrument of injustice. In accordance with the needs of each generation the people must use their sovereign powers to establish and maintain equal opportunity and industrial justice, to secure which this Government was founded and without which no republic can endure.

This country belongs to the people who inhabit it. Its resources, its business, its institutions and its laws should be utilized, maintained or altered in whatever manner will best promote the general interest.

It is time to set the public welfare in the first place.




The Old Parties

Political parties exist to secure responsible government and to execute the will of the people.

From these great tasks both of the old parties have turned aside. Instead of instruments to promote the general welfare, they have become the tools of corrupt interests which use them impartially to serve their selfish purposes. Behind the ostensible government sits enthroned an invisible government, owing no allegiance and acknowledging no responsibility to the people.

To destroy this invisible government, to dissolve the unholy alliance between corrupt business and corrupt politics is the first task of the statesmanship of the day.

The deliberate betrayal of its trust by the Republican Party, and the fatal incapacity of the Democratic Party to deal with the new issues of the new time, have compelled the people to forge a new instrument of government through which to give effect to their will in laws and institutions.

Unhampered by tradition, uncorrupted by power, undismayed by the magnitude of the task, the new party offers itself as the instrument of the people to sweep away old abuses, to build a new and nobler commonwealth. ...

Social and Industrial Strength

The supreme duty of the Nation is the conservation of human resources through an enlightened measure of social and industrial justice. We pledge ourselves to work unceasingly in State and Nation for:--

Effective legislation looking to the prevention of industrial accidents, occupational diseases, overwork, involuntary unemployment, and other injurious effects incident to modern industry;

The fixing of minimum safety and health standards for the various occupations, and the exercise of the public authority of State and Nation, including the Federal control over inter-State commerce and the taxing power, to maintain such standards;

The prohibition of child labor;

Minimum wage standards for working women, to provide a living scale in all industrial occupations;

The prohibition of night work for women and the establishment of an eight hour day for women and young persons;

One day's rest in seven for all wage-workers;

The abolition of the convict contract labor system; substituting a system of prison production for governmental consumption only; and the application of prisoners' earnings to the support of their dependent families;

Publicity as to wages, hours and conditions and labor; full reports upon industrial accidents and diseases, and the opening to public inspection of all tallies, weights, measures and check systems on labor products;

Standards of compensation for death by industrial accident and injury and trade diseases which will transfer the burden of lost earnings from the families of working people to the industry, and thus to the community;

The protection of home life against the hazards of sickness, irregular employment and old age through the adoption of a system of social insurance adapted to American use;

The development of the creative labor power of America by lifting the last load of illiteracy from American youth and establishing continuation schools for industrial education under public control and encouraging agricultural education and demonstration in rural schools;

The establishment of industrial research laboratories to put the methods and discoveries of science at the service of American producers.

We favor the organization of the workers, men and women as a means of protecting their interests and of promoting their progress.

Business

We believe that true popular government, justice and prosperity go hand in hand, and so believing, it is our purpose to secure that large measure of general prosperity which is the fruit of legitimate and honest business, fostered by equal justice and by sound progressive laws.

We demand that the test of true prosperity shall be the benefits conferred thereby on all the citizens not confined to individuals or classes and that the test of corporate efficiency shall be the ability better to serve the public; that those who profit by control of business affairs shall justify that profit and that control by sharing with the public the fruits thereof. ...




Equal Suffrage

The Progressive Party, believing that no people can justly claim to be a true democracy which denies political rights on account of sex, pledges itself to the task of securing equal suffrage to men and women alike. ...

Health

We favor the union of all the existing agencies of the Federal Government dealing with the public health into a single National health service without discrimination against or for any one set of therapeutic methods, school of medicine, or school of healing with such additional powers as may be necessary to enable it to perform efficiently such duties in the protection of the public from preventable diseases as may be properly undertaken by the Federal authorities; including the executing of existing laws regarding pure food; quarantine and cognate subjects; the promotion of appropriate action for the improvement of vital statistics and the extension of the registration area of such statistics and co-operation with the health activities of the various States and cities of the Nation. ...

Peace and National Defense

Progressive Party deplores the survival in our civilization of the barbaric system of warfare among nations with its enormous waste of resources even in time of peace, and the consequent impoverishment of the life of the toiling masses. We pledge the party to use its best endeavors to substitutes judicial and other peaceful means of settling international differences. ...

The Immigrant

Through the establishment of industrial standards we propose to secure to the able-bodied immigrant and to his native fellow workers a larger share of American opportunity.

We denounce the fatal policy of indifference and neglect which has left our enormous immigrant population to become the prey of chance and cupidity.

We favor governmental action to encourage the distribution of immigrants away from the congested cities, to rigidly supervise all private agencies dealing with them and to promote their assimilation, education and advancement.

Citing evidence from the text above and using your own knowledge compose an essay that selects three separate bold items from the Progressive Party Platform of 1912 and explains what the Progressive Era was able to accomplish in that area. For each item selected, also write about if it was completely fixed by the Progressives or if it is still an issue in America today using examples of why it was or was not fixed by Progressive actions.




AMERICAN IMPERIALSM (2 weeks)

STATE STANDARDS

US.22 Assess the causes of American imperialism in the late 19th

and early 20th

centuries, including the desire for raw materials and new markets, yellow journalism, and the desire to spread American democratic and moral ideals. US.23 Evaluate the arguments of interventionists and non-interventionists of the period, including Alfred T. Mahan, Senator Albert Beveridge, Mark Twain and Theodore Roosevelt. US.24 Describe the consequences of American imperialist actions of the period. US.25 Draw evidence from informational texts to compare and contrast Theodore Roosevelt’s 'Big Stick' diplomacy, William Taft’s 'Dollar Diplomacy' and Woodrow Wilson’s 'Moral Diplomacy'. BIG IDEAS

As America was growing and becoming an industrialized nation international trade, economic influence and political control became major objectives of the government despite the fact that many debated over the justifications, necessity and morality of such actions.

Relevance: Though America quickly caught up to European industrialism it was still behind them imperialist conquests. In order to catch up and exert American dominance around the world the government put much of its focus and attention on expanding political and economic control beyond our borders. Theodore Roosevelt justified expansion with the ideals of Social Darwinism and the importance of spreading Christianity and democracy around the world while others such as Mark Twain argued that the United States had no business enacting its rule on other nations or lands.

TNSS: US.22, US.23

America acquired and controlled many new lands during this period of imperialism and each happened under different circumstances.

Relevance: Hawaii was taken over due to its military and economic benefits and despite its existing government. The Panama Canal was similar in its economic benefits, but also the desire to control and protect the canal with a military presence under the Roosevelt Corollary. The Philippines, Guam and the Virgin Islands of the Caribbean were acquired after victory over the Spanish in the Spanish-American War and Cuba became a close business partner as Spain was forced to give up many of its colonial holdings.

TNSS: US.24

The evolution of American imperialism and foreign policy, specifically during the Progressive Era, was created and influenced by the differing belief systems of Theodore Roosevelt, William H. Taft and Woodrow Wilson.

Relevance: Each of the Progressive presidents had their own notion of how international diplomacy should be handled. Roosevelt’s ‘Big Stick' diplomacy, centered around his promise to protect Latin America from European influence with military incursions if necessary. Taft followed his idea of ‘Dollar Diplomacy’ where instead of sending troops to ensure control and influence of a foreign territory he would send money. Wilson’s ‘Moral Diplomacy’ was vastly different from those of Roosevelt and Taft because he focused on preserving and protecting democracy around the world and believed that both American financial and military resources should be utilized to achieve this goal.

TNSS: US.25

GUIDING QUESTIONS

What were the causes and effects of American imperialism during the Progressive Era?

What were the arguments for and against American imperialism?

How did the United States acquire different territories during the Progressive Era?

What were the differing views of foreign diplomacy held by Roosevelt, Taft and Wilson?




VOCABULARY

imperialism

protectorates

expansion

Pan-American

conference

yellow journalism

intervene

autonomy

jingoism

volunteer

sphere of influence

open door policy

access

tension

guerilla

dollar diplomacy

front

export

tariff

diplomacy


1. Textbook p.140-141 Step Into the Time & Step Into the Place, Primary Source & DBQ p.140 CCSS RH.9-10.9, RH.11-12.9, Map & Timeline p.140-141, C p.140, V p.141

2. Read and analyze excerpts of speeches given by Roosevelt, Taft and Wilson determining the basis of their foreign policy. Are any of their ideals justifiable? Do they correspond with the American ideal of freedom as you consider documents like the Declaration of Independence or the Constitution? How do they agree or conflict with our country's policies and practices today? Could similar attitudes be justified for use today? Textbook p. 154-156, Image and Question p.154 CCSS RH.9-10.2, RH.11-12.2, V p.155, Primary Source p.155 CCSS RH.9-10.3, RH.11-12.3, https://www.dropbox.com/s/6wvjtxa573l6o2k/US Diplomacy Roosevelt to Wilson.pdf?dl=0 , https://www.dropbox.com/s/zl273wnne4gz82j/Presidential Diplomacy.pdf?dl=0 .

3. Given four scenarios, assume the role president and decide whether or not to use the United States military to intervene. Explain your reasoning for each situation. Textbook p.147, https://www.dropbox.com/s/njvackuadl310zl/If I were President scenarios.pdf?dl=0 .

4. Identify the causes, justifications and effects on the different territories which came under United States control during the Progressive Era. Which are still part of our country today? How are our relations with locations not part of our country today? Textbook p.144, Primary Source & DBQ p.144 CCSS RH.9-10.8, RH.11-12.8, Primary Source & DBQ p.144 CCSS RH.9-10.2, RH.11-12.2, p.149, p.150, Primary Source & DBQ p.150 CCSS RH.9-10.1, RH.11-12.1, RH.9-10.9, RH.11-12.9, p.154, https://www.dropbox.com/s/5r1aid2sbyl9qoz/American Imperialism.pdf?dl=0

5. Read various accounts of the explosion of the USS Maine and analyze how each uses evidence to support its claims deciding which account seems to be more believable. Explore the influence of 'yellow journalism' in the start of the Spanish-American War. Textbook p.147, Tennessee Connection p.147, http://sheg.stanford.edu/maine-explosion .

6. Analyze the American reasoning for entry into conflict with Spain and the fighting of the Spanish-American War. Explore the long term reasoning for why the United States invaded Cuba in 1898. Was the United States justified in its actions? Explain why or why not. Textbook p.147-148. http://sheg.stanford.edu/spanish-american-war .

7. In small groups, research the current conditions of Puerto Rico, Hawaii, Alaska, Guam, the United States Virgin Islands, the Northern Marianas Islands and American Samoa today and prepare data to explain statistics of each location on topics including physical location on the globe, distance from the United States mainland, total population, ethnic make up of the population, military presence in the location, citizenship status, the ability to vote, how they are governed, local economic situation, average income per person, average education levels, primary language spoken and other important factors. Research to determine if they consider themselves as Americans or something else. Is there a movement that wishes to separate the territory from the United States? Give a presentation to the class allowing class members to compare and contrast the situation for each location.

RESOURCES

1. http://www.biography.com/people/theodore-roosevelt-9463424 8. http://www.biography.com/people/william-howard-taft-9501184 9. http://www.biography.com/people/woodrow-wilson-9534272

PRIMARY SOURCES TO READ Excerpts from “The March of the Flag” speech - http://nationalhumanitiescenter.org/pds/gilded/empire/text5/beveridge.pdf

Mark Twain on Imperialism - http://www.historywiz.com/primarysources/marktwain-imperialism.htm

Anti-Imperialism Primary Sources - http://www.gilderlehrman.org/history-by-era/development-west/resources/imperialism-and-spanish-american-war




ASSESSMENT

Read the following passages and address the task below:

Excerpt from the 'March of the Flag' speech given by Indiana Senator Albert Beveridge to the Indiana Republican Meeting in Indianapolis, Indiana, September 16, 1898:

Fellow citizens, - It is a noble land that God has given us; a land that can feed and clothe the world; a land whose coastlines would enclose half the countries of Europe; a land set like a sentinel between the two imperial oceans of the globe, a greater England with a nobler destiny.

It is a mighty people that He has planted on this soil; a people sprung from the most masterful blood of history; a people perpetually revitalized by the virile, manproducing workingfolk of all the earth; a people imperial by virtue of their power, by right of their institutions, by authority of their Heaven-directed purposes-the propagandists and not the misers of liberty.

It is a glorious history our God has bestowed upon His chosen people; a history whose keynote was struck by [the] Liberty Bell; heroic with faith in our mission and our future; a history of statesmen who flung the boundaries of the Republic out into unexplored lands and savage wilderness; a history of soldiers who carried the flag across blazing deserts and through the ranks of hostile mountains, even to the gates of sunset; a history of a multiplying people who overran a continent in half a century; a history of prophets who saw the consequences of evils inherited from the past and of martyrs who died to save us from them; a history divinely logical, in the process of whose tremendous reasoning we find ourselves today.

Therefore, in this campaign, the question is larger than a party question. It is an American question. It is a world question. Shall the American people continue their march toward the commercial supremacy of the world? Shall free institutions broaden their blessed reign as the children of liberty wax in strength, until the empire of our principles is established over the hearts of all mankind?

Have we no mission to perform no duty to discharge to our fellow man? Has God endowed us with gifts beyond our deserts and marked us as the people of His peculiar favor, merely to rot in our own selfishness, as men and nations must, who take cowardice for their companion and self for their deity - as China has, as India has, as Egypt has?

Source: http://nationalhumanitiescenter.org/pds/gilded/empire/text5/beveridge.pdf

Excerpt from an article written by Mark Twain and published in the New York Herald on October 15, 1900:

I left these shores, at Vancouver, a red-hot imperialist. I wanted the American eagle to go screaming into the Pacific. It seemed tiresome and tame for it to content itself with he Rockies. Why not spread its wings over the Philippines, I asked myself? And I thought it would be a real good thing to do

I said to myself, here are a people who have suffered for three centuries. We can make them as free as ourselves, give them a government and country of their own, put a miniature of the American constitution afloat in the Pacific, start a brand new republic to take its place among the free nations of the world. It seemed to me a great task to which had addressed ourselves.

But I have thought some more, since then, and I have read carefully the treaty of Paris, and I have seen that we do not intend to free, but to subjugate the people of the Philippines. We have gone there to conquer, not to redeem. . .

It should, it seems to me, be our pleasure and duty to make those people free, and let them deal with their own domestic questions in their own way. And so I am an anti-imperialist. I am opposed to having the eagle put its talons on any other land.

Source: http://www.loc.gov/rr/hispanic/1898/twain.html Using your knowledge of history and citing evidence from both passages compose an essay that identifies both the positive and negative aspects of imperialism. Based on this evidence, explain your reasoning that Americans should have either rejected or embraced imperialism.

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