Period 7 Packet – Part 1

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PROGRESSIVE REFORMS HOMEWORK

As you read Chapter 21 of The Enduring Vision, complete the chart below with details for each of the reforms listed and explanation of the reform goals met by that government action/decision.

Political Reforms Description of Details and Reform Goals Direct primaries  

Initiative, referendum, and recall  

17th Amendment (1913)  

19th Amendment (1920)  

Municipal reforms, including city managers and mayor-council governments

 

Economic Reforms Description of Details and Reform Goals Northern Securities case (1904)  

Hepburn Act (1906)  

Mann-Elkins Act (1910)  

Standard Oil Company v. U.S. (1911)

 

16th Amendment (1913)  

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Economic Reforms Description of Details and Reform Goals Underwood-Simmons Tariff (1913)

 

Federal Reserve Act (1913)  

Clayton Anti-Trust Act (1914)  

Federal Trade Commission Act (1914)

 

Labor Reforms Description of Details and Reform Goals Muller v. Oregon (1908)  

Keating-Owen Act (1916)  

Consumer Safety Reforms Description of Details and Reform Goals Meat Inspection Act (1906)  

Food & Drug Act (1906)  

Social Behavior Reforms Description of Details and Reform Goals Mann Act (1910)  

Narcotics Act (1914)  

18th Amendment (1919)  

Conservation Reform Description of Details and Reform Goals National Reclamation Act (1902)  

Period 7 - American Imperialism: Identify and explain the connection of the following terms.1. Alfred T. Mahan/The Influence of Sea Power upon History /Jingoists

2. Samoan Islands/Hawaii/Queen Liliuokalani

3. Cuba/William Randolph Hearst/Joseph Pulitzer/yellow journalism/U.S.S. Maine

4. Spanish-American War/George Dewey/Manila Bay/San Juan Hill/Rough Rider

5. Leonard Wood/Teller Amendment/Platt Amendment/Guantanamo Bay

6. The Philippines/Emilio Aguinaldo/Philippine Government Act

7. John Hay/China/Open Door policy/Boxer Rebellion

8. Panama Canal/Columbia/Philippe Bunau-Varilla/Roosevelt Corollary

9. Russo-Japanese War/Portsmouth Peace Conference/"yellow peril"/Great White Fleet

10. Mexican Revolution/Pancho Villa

1. How and why did America emerge as an imperial power by 1901? Consider both expansionist motives and examples of territorial acquisition.

2. How did America handle its relations with Asia and Latin America in the first two decades of the 1900s?Cite at least three examples of policies pursued by Roosevelt, Taft, and or Wilson. Who had the best approach and why?

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The Great War

1. What happened in the summer of 1914?

2. Identify the sides in World War I and list the nations on each side.

3. What was the initial US reaction?

6. Election of 1916Democrats Republicans

Candidate Platform

And the Winner is _.

5. Why were most Americans anti-German?

U- BoatsDefine:

Lusitania:

Sussex:

Economic Ties How did the Allies try to influence US trade? To Allies:

How did the Central Powers try to influence US Trade? To Central Powers:

Psychological/Ethnic Ties

To Allies:

To Central Powers:

4. Why was it difficult for the US to be Neutral?

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7. Fill in the Timeline below.1917

Jan April May The Rest

8. How did the Russian Revolution affect the US’s decision to enter the war?

Propaganda, Public Opinion and Civil Liberties It was very important during World War I to get the people of the United States firmly behind the Allied

war effort and against the Central Powers. The US government used several different techniques to ensure that their citizens stayed in line. 9. A. Use of Propaganda

B. Espionage Act of 1917 and Sedition Act of 1918

10. What was it like to be a woman during this era? A minority?

11. What happened to the Progressive Ideal during the War?

Mobilization & Finance A good deal of work was necessary to make the US ready to go to war. The nation had to prepare economically and build up its depleted and outdated military equipment supplies (when had the US last been involved in a major war?). Most important perhaps, the US had to create a wartime army. 12. Problems for Preparation Solutions and Programs Industry

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Economy & Feeding the Soldiers

Creating Soldiers

Fighting the War 13. The US was only involved in the actual fighting for a little over a year, but they arrived ata crucial point in the war. What happened in 1918 that threatened the French forces?

14. Where, besides France, did the Americans fight?A.

B.

C.

D.

15. What happened on November 11, 1918 at 11 am?

The Peace Process & the Fourteen Points 16. What were the fourteen points? When were they written?

17. List the specific points mentioned in your text:

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18. Who were the “Big Four”?

19. What were the issues discussed at the Versailles Peace Conference?

20. What were the provisions of the Final Treaty? Allied Powers Central Powers

   

21. When did Germany sign the Treaty of Versailles? How did they feel about the Treaty?

22. How many times did the Treaty of Versailles come before the US Senate? What was the result? why did that happen?

24. How did the US’s Refusal to join the League of Nations affect the course of history?

US Reaction to the Treaty

How did Wilson try to sell the Treaty?

What happened to Wilson?

Public Opinion The Senate

The Lodge Reservations

22.

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African-American Reformers in Conflict: Booker T. Washington vs. W.E.B. DuBois

1. Briefly describe the political, economic, & social position of African-Americans in the 1890s.

a. Political problems:

b. Economic problems:

c. Social problems:

2. What did Booker T. Washington mean when we said, “Cast down your bucket where you are”?

3. Which civil rights leader, Booker T. Washington or W.E.B. DuBois, do you associate each of the following ideas?

a. Demand for immediate enforcement of the Reconstruction Amendments

b. Urged accommodation with whites, not agitation

c. A gradual approach to civil rights

d. Emphasized training for manual labor

e. Found Jim Crow laws totally unacceptable

f. Counseled blacks to try to solve their problems by leaving the area they knew best

g. Opposed black membership in labor unions and strikes

h. Urged blacks to strive for the top in education and jobs

i. Said blacks must pull themselves up by their own efforts

j. Urged protest in order to achieve black equality

4. In your opinion, which leader, Booker T. Washington or W.E.B. DuBois, would have been more successful in achieving civil rights for African-Americans in the early 1900s? Explain.

A History of the Women’s Suffrage Movement

In July 1848 Elizabeth Cady Stanton and Lucretia Mott organized the first women's rights convention in

Seneca Falls, NY, and launched the woman suffrage movement. Many of the attendees to the convention

were also abolitionists whose goals included universal suffrage. In 1870 this goal was partially realized

when the 15th amendment to the Constitution, granting black men the right to vote, was ratified.

In the year following the ratification of the 15th amendment, a voting rights petition sent to the Senate

and House of Representatives requested that suffrage rights be extended to women and that women be

granted the privilege of being heard on the floor of Congress. It was signed by Susan B. Anthony,

Elizabeth Cady Stanton, and other suffragists. Well known in the United States suffrage movement,

Anthony and Stanton organized the National Woman Suffrage Association (NWSA) in 1869.

The ideological and strategic differences that grew among suffrage leaders during and immediately after

the Civil War formally split the women's movement into two rival associations. Stanton and Anthony,

after accusing abolitionist and Republican supporters of emphasizing black civil rights at the expense of

women's rights, formed the National Woman Suffrage Association (NWSA) in May of 1869. The

American Woman Suffrage Association (AWSA), founded 6 months later by Lucy Stone, Julia Ward

Howe, and Thomas Wentworth Higginson, protested the confrontational tactics of the NWSA and tied

itself closely to the Republican Party while concentrating solely on securing the vote for women state by

state. In 1890 the two suffrage organizations merged into the National American Woman Suffrage

Association (NAWSA). Stanton became its president, Anthony became its vice president, and Stone

became chairman of the executive committee.

In 1919, one year before women gained the right to vote with the adoption of the 19th amendment, the

NAWSA reorganized into the League of Women Voters.

The tactics of the suffragists went beyond petitions and memorials to Congress. Testing another strategy,

Susan B. Anthony registered and voted in the 1872 election in Rochester, NY. As planned, she was

arrested for "knowingly, wrongfully and unlawfully vot[ing] for a representative to the Congress of the

United States," convicted by the State of New York, and fined $100, which she insisted she would never

pay a penny of. On January 12, 1874, Anthony petitioned the Congress of the United States requesting

"that the fine imposed upon your petitioner be remitted, as an expression of the sense of this high tribunal

that her conviction was unjust."

Wealthy white women were not the only supporters of woman suffrage. Frederick Douglass, a former

slave and leader of the abolition movement, was also an advocate. He attended the Seneca Falls

Convention in 1848, and in an editorial published that year in The North Star, wrote, ". . . in respect to

political rights, . . . there can be no reason in the world for denying to woman the elective franchise, . . ."

By 1877, when he was U.S. marshal for the District of Columbia, Douglass's family was also involved in

the movement. His son, Frederick Douglass, Jr., and daughter, Mrs. Nathan Sprague, and son-in-law,

Nathan Sprague, all signed this petition to the U.S. Congress for woman suffrage ". . . to prohibit the

several States from Disfranchising United States Citizens on account of Sex."

In addition, a growing number of black women actively supported woman's suffrage during this period.

Prominent African American suffragists included Ida B. Wells-Barnett of Chicago, famous as a leading

crusader against lynching; Mary Church Terrell, educator and first president of the National Association

of Colored Women (NACW); and Adella Hunt Logan, Tuskegee Institute faculty member, who insisted

in articles in The Crisis, that if white women needed the vote to protect their rights, then black women --

victims of racism as well as sexism -- needed the ballot even more.

By 1916 almost all of the major suffrage organizations were united behind the goal of a constitutional

amendment. When New York adopted woman suffrage in 1917 and President Woodrow Wilson changed

his position to support an amendment in 1918, the political balance began to shift in favor of the vote for

women. There was still strong opposition to enfranchising women, however, as illustrated by this petition

from the Women Voters Anti-Suffrage Party of New York at the beginning of U. S. involvement in

World War I.

Early in 1919, the House of Representatives passed the 19th amendment by a vote of 304 to 90, and the

Senate approved it 56 to 25. Illinois, Wisconsin, and Michigan were the first states to ratify it. On August

18, 1920, it appeared that Tennessee had ratified the amendment--the result of a change of vote by 24

year-old legislator Harry Burn at the insistence of his elderly mother--but those against the amendment

managed to delay official ratification. Anti-suffrage legislators fled the state to avoid a quorum and their

associates held massive anti-suffrage rallies and attempted to convince pro-suffrage legislators to oppose

ratification. However, Tennessee reaffirmed its vote and delivered the crucial 36th ratification necessary

for final adoption.

Some states were slow with their endorsement even after the amendment became a part of the supreme

law of the land. Maryland, for example, did not ratify the amendment until 1941, and did not transmit the

ratification document to the State Department until 1958.

Questions

1. What was the purpose of the Seneca Falls Convention?

2. Why did suffragettes split into two rival organizations (NWSA and AWSA)?

3. How did these organizations change over time?

4. What tactics did the suffragettes use to try to gain the right to vote?

5. How did women finally get the right to vote?

ROOSEVELT BECOMES A PROGRESSIVE LEADER QUESTIONS 1) Complete the following chart:

Area What Roosevelt Did

Business

Policy-Making

Strike Mediation

Trusts

Transportation

Health

Conservation

1) What did Roosevelt mean by a “square deal”?

2) What group did Roosevelt want the government to control more effectively? Why?

3) What two results did Roosevelt believe equal opportunity would provide?

4) Assume the role of either a big businessman or a working class citizen. Write a response to Roosevelt’s speech. Your responseshould include whether or not you are in favor of the square deal and why. It should also include any changes or suggestions forimprovement you believe are important. This should be at least a paragraph long!

Name ____________________________________________ Date ________ Period _____

PRIMARY DOCUMENTS: IMMIGRATION Directions: Read the excerpts from documents about Immigration and answer the following questions. Some questions will require you to think beyond the text of the document to other material we have covered. Please answer on a separate sheet of paper.

Violence Against the Chinese – P.S. Dorney (1871) 1) Did the Chinese live in integrated neighborhoods with native born Americans?

2) Do you think that the police were simply following orders when they attacked the Chinese community in Los Angeles? Explain.

3) Do you think that the police have allowed civilians like Bob Thompson to be involved in raids on Chinese community? Explain.

4) The violence described is shocking; unfortunately, this was not the only instance of such violence. Why do you suppose that thegovernment and law enforcement allowed such things to take place?

Gentlemen’s Agreement – U.S. Department of Commerce and Labor (1907) 5) Who had the authority to deny entry to the U.S. to potential immigrants?

6) What specific threat did the potential immigrant have to embody in order to be denied entry?

7) To what three areas (two countries, one U.S. territory) were Japanese immigrants coming prior to sneaking into the U.S.?

8) As explained in the document, not all immigration from Japan was restricted. Under what conditions could a potential immigrant fromJapan gain admission? Do you think that this was fair/reasonable?

19th and 20th Century Immigration Data – U.S. Bureau of the Census (1820-1940) Read the italicized introduction carefully before trying to answer these. 9) What twenty-year period saw the biggest influx of immigrants to the U.S.? (hint: you will have to add up each successive pair ofdecades…or at least do some deductive reasoning)

10) In what two years was the percentage of foreign born people living in the U.S. the highest?

11) During what twenty-year period were the most immigrants coming from South-Eastern Europe?

12) The lighter shaded countries on the map would be allowed the fewest number of immigrants based on the quota system established in1924. This is due to the choice of the year 1890 as the baseline for establishing the immigration quota. The choice of this year was not anaccident nor coincidental. How did the choice of that year (rather than 1910, for example) serve to dramatically limit immigration to theU.S.? What region would be more limited, North-Western or South-Eastern Europe?

Reflective Questions 13) Do you think that Americans were more fearful of immigrants from Asia or Europe?

14) What economic, political, and social concerns drove attempts to limit immigration between the end of the Civil War and 1924?

15) How were the fears and motivations of Americans in the 19th and early 20th centuries similar to those expressed by people opposed toimmigration today? How similar are their responses?

Primary Source Documents – American Imperialism Directions: Read the primary source documents and answer the following questions. The Rough Riders in Action – Theodore Roosevelt (1899)

1. What was the only sound TR ever heard his men cheer in battle? Why do you suppose that was?

2. What about TR’s leadership at San Juan Hill during the Spanish-American War made him a popular candidate for VP? Hawaii under Annexation – Sanford Dole (1900)

3. Dole freely acknowledges that most Hawaiians did not want to be annexed. Think back to what we have already covered…Why were they annexed?

4. For what reasons does Dole say that many Hawaiians did not want to be annexed?

5. What does Sanford Dole believe will be the outcome of the unification of “little Hawaii” with “great America”? Some Anti-Imperialist Sentiments – The Anti-Imperialist League (1900)

6. What two presidents does the Anti-Imperialist League imply would be disappointed with American Imperialism? On what philosophical ideas do they base that assertion?

7. What does the Anti-Imperialist League say about the troops in the Philippine-American War?

8. What two documents does the Anti-Imperialist League say have been betrayed because of what the US was doing in the Philippines? Why?

9. During the period of American Imperialism many politicians and citizens argued that anyone who not supportive of the US Foreign Policy was undermining the nation. The belief was basically, “if you aren’t with, you are against us..”. What does the Anti-Imperialist League say about these ideas? Do you agree.

10. Do you think the Anti-Imperialist Leagues’ comparison of slavery and imperial in the final paragraph is accurate? Explain? State of the Union Address – William H. Taft (1912)

11. What does Taft say has been the American goal for countries like Honduras and Nicaragua?

12. Why do you think Taft argues that maintenance of the Monroe Doctrine in the Panama Canal Zone and Caribbean is more important than anywhere else?

13. Explain what Taft says is the second benefit of American investment in Central America.

14. Why does Taft say American Marines had to be sent into Nicaragua?

15. In the final paragraphs, why does Taft argue for increased American involvement abroad?

1 - Cover Period 72 - Progressive Packet Info3 - a_history_of_the_women3 - washington-dubois_venn_diagram (1)4 - College Admissions Activity4 - Primary Source Documents Immigration4 - Roosevelt Progressive Leader Reading5 - Imperialism WWI Packet Info6 - Primary Source Documents Imperialism7 - wilson_v_lodge_chartBlank PageBlank PageBlank Page