LYCEE ROCHAMBEAU

                                    Beth Emmerling

                                    Twentieth-Century World History Part One

                                    Premiere OIB

                                    School Year 2004-2005

Week One African American Gains and Losses

Homework:

- Articles written by Ida B. Wells (“on lynching”) (Idabarticlebio)

- - Andrew Carnegie’s “Gospel of Wealth” http://www.fordham.edu/halsall/mod/1889carnegie.html

- “The Robber Barons” excerpts from Matthew Joshephson’s book (robberbaron)

- “Robber Barons or Captains of Industry” assignment

In-class:

-         Civil War Constitutional violations? Emancipation, curtailing civil liberties, Wartime presidency – so that a thread can show Constitutional violations throughout WWI, II, up to and including current violations)

-         Reconstruction – African American Rights- congressional, economic and social

-         Domestic Terrorism: Sources: http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm (one vote less), http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm (KKK), http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm (KKKVisit),  http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm (Worse Than Slavery)

-         Railroad game assignment

-         13^th, 14^th, 15^th amendments, sources:

Week Two  – Industrialization

Homework:

 - “Immortal Tale of Dorothy’s Kansas parodies,” “An Economic Approach to the Wonderful Wizard” (handouts)

-  http://www.boondocksnet.com/gallery/nast711021.html, http://www.boondocksnet.com/gallery/nast711111.html, http://www.boondocksnet.com/gallery/nast760701.html

- selections from Plunkett of Tammany Hall “Honest Graft and Dishonest Graft,” “A Parting Word on the future of the Democratic party,” “The Curse of Civil Service

Reform.”

- “Development of the Railroad Monopoly” Essay (handout) (worddoc)

In-class:

-         reading quiz

-         discuss readings

-         Political Bosses (Tammany Hall) and the import of political cartoons

-         http://www.pbs.org/wnet/newyork/laic/episode3/topic6/e3_t6_s2-tn-sd1.html (Tammany cartoons)http://www.boondocksnet.com/gallery/nast711021.html, http://www.boondocksnet.com/gallery/nast711111.html, http://www.boondocksnet.com/gallery/nast760701.html, http://www.boondocksnet.com/gallery/nast92.html

-         Railroads

-         Populism (farmers) – connect with current rhetoric on populism

-         Robber baron or Captain of Industry

-         Conspicuous Consumption

-         Primary documents – include pics of mansions in Newport, Rhode Island and political cartoons of era

Week Three  - Industrialization

Homework:

-two chapters to be read of Riis’ How The Other Half Lives http://www.yale.edu/amstud/inforev/riis/title.html

- analysis/reaction paper to Riis (Analysis of Jacob Riis)

- on-line tenement tour http://www.tenement.org/Virtual_Tour/index_virtual.html - visit all of it, including listening to audio.

- http://www.newportmansions.org/page3519.cfm (click on mansions) writing assessment (why the phrase “gilded?” What did this mean? Why did people show this? How did this display of wealth from the “nouveau riche” depart from the traditions of “old money?”)

In-class

- reading quiz

- “populism”

- Railroad Game

Week Four  – Immigration and the “new workforce”/LABOR

Homework

-study for test

“Sacco and Venzetti” article from After The Fact

-         http://www.ilr.cornell.edu/trianglefire/ - website on Triangle Fire

In-class:

-         reading quiz

-         Consider Immigration – what impact did industrialization have on immigration?

-         Analyze patterns of immigration

-         Review Immigration legislation (handout)

-         Describe efforts to restrict immigration and the impact of Nativism on new immigrants.

-         Review conspicuous consumption

-         Analyze the influence of Social Darwinism on American business and political thought, social policies (widening gap between wealthy and poor)

-         Laissez-faire and Social Darwinism

-         consider how immigrants gave tammany hall politicians and company owners the power. Was their any other way possible for this relationship to have been more equitable? (This notion could be considered as a homework question)

-          

Week Five – Gilded Age/ Labor

Homework:

-         America In The Twentieth Century chapter 2

-         March Church Terrell (“address to colored women”)http://gos.sbc.edu/t/terrellmary.html

-         http://memory.loc.gov/learn/features/timeline/riseind/work/estes.html (interview with workers)

-         http://memory.loc.gov/learn/features/timeline/riseind/work/work.html (more interviews) pick three

-         Introduction and “Masculinities” from The Trials of Masculinity by Angus McLaren

-         Disorderly Conduct: Visions of Gender in Victorian America Carroll Smith-Rosenberg, “Hearing Women’s Words,”

-         TR’s “A Strenous Life” http://www.bartleby.com/58/1.html

-         assign phillippine annexation debate roles

In-class:

-         Unit Test: Industrialization, Immigration, Tammany Hall, including primary document and reading materials to be included. One Hour.

-         Introduction to Labor – the reasons why labor unions were needed; why they threatened owners, what was done to stop them; were they ever effective?

-         Outline major unions

-         Compare and contrast business organizations

-         Investigate methods and policies of business leader

-         Consider Labor movements and their effect on corporate power 1870-1915

-         Compare and contrast major labor movements goals and accomplishments

-         Evaluate the effectiveness of labor movements

-         “lecture called “The Labor Union Movement”

Week Six Progressivism

Homework:

- America In The Twentieth Century chapter 2

- - piece about Buffalo Soldiers and TR (http://www.army.mil/cmh-pg/documents/spanam/bssjh/shbrt-bssjh.htm)

http://www.boondocksnet.com//ai/index.html - great website for this and the debate

In-class:

- Reading Quiz

- Understand Progressivism as a result of laissez-faire and reformers actions

- Analyze Victorian notions of gender

- Discuss the creation of “high culture”

- Triangle Shirtwaist Fire – impact on government and public

- categorize main goals of Progressivism

- Evaluate leadership of movement

- Evaluate impact on local, state, and national levels

- Compare and contrast Populism with Progressivism

- Consider intellectual developments: educational development, importance of social sciences, literary and artistic schools of thought

- Election of 1892

Break October 22 – November 1

Week Seven – Progressivism and Theodore Roosevelt

Homework:

- America In The Twentieth Century Chapter 3

- political war cartoons  http://www.boondocksnet.com/cartoons/mcc228.html, http://www.boondocksnet.com/cartoons/mcc232.html, http://www.boondocksnet.com/gallery/cartoons/1898/971214nyh_amrr980100.html, http://www.boondocksnet.com/gallery/cartoons/1898/980626nyhcws.html, http://www.boondocksnet.com/gallery/cartoons/1898/98d_nyhcws.html,

http://www.nypl.org/research/chss/epo/spanexhib/IMAGE-drawing_of_star_in_east.html (cartoon of US and War)

- “Introduction to Fighting For American Manhood: How Gender Politics Provoked The Spanish American and Philippine-American Wars by Kristin L. Hoganson.

In-class:

-         reading quiz

-         “A Splendid Little War”

-         the role of media in creating presidential images

-         gender shifts (women allowed to work in “domestic” spheres – i.e. on behalf of children, and a new idealism for a rugged man, black “club” women,

-         Trust-busting (chart all major trusts) (Anti-trust legislation, Sherman anti-trust act)

-         Foreign Policy

-         “Bully pulpit”

-         the “Square deal

Week Eight –   Imperialism  - Philippine Debate

Homework:

-         http://www.edchange.org/multicultural/speeches/theodore_roosevelt_duties.html, -http://www.theodore-roosevelt.com/trstrengthdecency.html

-         additional Roosevelt handout

-         http://www.pbs.org/fmc/interviews/muncy.htm

-         http://www.kino-eye.com/yp/whyiwrote.html

         http://www.pagebypagebooks.com/Charlotte_Perkins_Gilman/The_Yellow_Wallpaper/The_Yellow_Wallpaper_p1.html

-         “The Politics of Respectability” from Righteous Discontent Evelyn Brooks Higginbotham.

In-Class:

- Philippine Debate

Week Nine –Progressivism

Homework:

Twentieth Century World chapter 3

- http://www.dur.ac.uk/~dml0www/emancipn.html

 http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/sukloff.html

- http://www.fordham.edu/halsall/mod/lenin-staterev.html

- http://www.dur.ac.uk/~dml0www/abdicatn.html

- http://www.marxists.org/archive/trotsky/works/1930-hrr/ch09.htm (Volume One, Chapter 9)

In-class:

-         gender differences

-         what really progressed?

Unit Test on Gilded Age and Progressivism

Week Nine: The Russian Revolution

Homework:

- Twentieth Century World chapter 2

http://archive.ncsa.uiuc.edu/SDG/Experimental/soviet.exhibit/ad2kulak.html

http://www.barnsdle.demon.co.uk/russ/brovrw.html

http://www.geocities.com/CapitolHill/2419/lensta.html

http://www.ibiblio.org/expo/soviet.exhibit/intro1.html

http://www.ibiblio.org/expo/soviet.exhibit/gulag.html

In-class:

- Impact of Revolution on Western Europe and America in terms of social, economic, and political outcomes

Week ten: Russian Revolution

Homework:

- - America In The Twentieth Century chapter 3 through page 110

- http://www.pbs.org/greatwar/chapters/index.html (go through each chapter – this PBS website will give you a terrific understanding of the war with graphics and sidebars to enrich your understanding

http://www.authentichistory.com/images/ww1/ww1_gen/ww1_gen01.html (click on each picture/postcard)

http://www.redstone.army.mil/history/integrate/CHRON3.html - (helpful information about the role of U.S. racism in the war Part One and Two)

http://www.lib.byu.edu/~rdh/wwi/1914/wilhelm-wilson.html

http://www.lib.byu.edu/~rdh/wwi/1915/usneut.html

http://historymatters.gmu.edu/d/5326/

http://www.lib.byu.edu/~rdh/wwi/1915/strict.html

http://historymatters.gmu.edu/d/4969/

-         In-class

Week Eleven– World War One – American involvement and the Homefront

Homework:

http://www.english.emory.edu/LostPoets/Casualties.html

http://www.pbs.org/wgbh/peoplescentury/episodes/killingfields/description.html

http://www.authentichistory.com/images/ww1/cartoons/ww1politicalcartoons01.html (look at them all)

http://historymatters.gmu.edu/d/5332/

http://www.geocities.com/dianalaulainen/Women/shell.htm

http://www.bbc.co.uk/history/war/wwone/humanfaceofwar_gallery.shtml (visit each person)

http://www.fordham.edu/halsall/mod/1918wilson.html

http://www.fordham.edu/halsall/mod/1919versailles.html

In-class:

-         - Application of Manifest Destiny

-         Investigate the paths that led to World War I – trace the alliances that every European (Western AND Eastern) country had.

-         Review causes of the war in Europe

-         Great migration

-         Determine the reasons America entered the war

-         Wartime presidency, civil liberties containment, opposition to war

  -Evaluate the impact of the Great Migration to the north

-         Determine the effects of the war for women and African Americans

-         Impact of the Red Scare

-         Film Clip (Rosie the Riveter of First Shift)

-         Impact of War on Women and African Americans

Week Twelve – World War One

Homework:

-         Read Sections from the Scopes Trial

-         Assign the 1920s party

-         America In The Twentieth Century chapter 4

-         Chapter from Blues Queens

-         Disorderly Conduct, Smith-Rosenberg, “Woman as Androgyne”

-         https://www.angelfire.com/co/pscst/tech.html

-         https://www.angelfire.com/co/pscst/freud.html

-         http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html

In-class

-         Analyze Open Door policy in China

-         Expansion of Monroe Doctrine

-         reading quiz

-         Woodrow Wilson’s Fourteen Points of Light

-         Determine the reasons for the rejection of the Treaty of Versaille

-         Unit Test – World War One

Week Thirteen -  Traditionalism Vs. Modernism, The 1920s

Homework:

-         Twentieth Century World chapter 4

-         http://odur.let.rug.nl/~usa/P/cc30/speeches/coolidge.htm

-         http://www.geocities.com/flapper_culture/

-         http://www.geocities.com/flapper_culture/jane.html

-         http://college.hmco.com/history/readerscomp/women/html/wh_018800_jazzandblues.htm

In-class:

-         Who were the traditionalists and what did they want? (gender, economics, foreign policy, politics, Biblical literalism)

-         Who were the modernists and what did they want? (change in clothes and hair styles for women, work for women, science, politics, music,

-         What were the areas where the divide was most clearly seen?

- Factors that allowed the 1920s to “roar” (economics, post-war, prohibition, jazz)

-         Understand the Scopes Trial and the inherent issues (science versus literal fundamentalism,

-         Analyze cultural conflicts (cars, gender, nativism vs. immigration)

-         Harlem Rennaisance

-         Literary movements

-         Cult of Celebrity

-         Gender differences between white and African American women (blues queens, domestic women versus working women)

-         Black nationalism

-         Internationalism versus isolationism

Week Fourteen – 1920s

Homework:

- America In The Twentieth Century chapter 5

In-class:

- The 1920s party

Week Fifteen – 1920s economy, The Stock Market Crash and the Great Depression

Homework:

-         “Letters to Eleanor Roosevelt” (handout)

-         Campaign Speeches for 1932 election assignments

-         Depression shopping list (handout)

-         “The Class of 1938” (handout)

-         “Dust Bowl Odyssey” (After The Fact)

-         America In The Twentieth Century chapter 6

In-class

-         reading quiz

-         Analyze economy of the 1920s that led to the Great Depression

-         Determine the impact of increasing availability of consumer goods

-         Evaluate the link between production, distribution, and consumption

-         Investigate the economic strategies of Harding and Coolidge administrations

-         Analyze Tea Pot Dome scandal

-         Understand the economic factors that led to the Stock Market Crash

-         Unit Test 1920s (multiple choice/essays/DBQ)

Week Sixteen – The Great Depression

Homework:

America In The Twentieth Century chapter 7

In-class

-         Political Cartoons (handout – Truman/New Deal) and Cartoon Analysis Sheet

-         Understand reasons for Great Depression

-         Describe the effects of the Great Depression

-         Evaluate Hoover’s response

-         Remember Shanty town

-         FDR – the first hundred days, court packing, evolution or revolution?

-         Compare Hoover and Roosevelt’s proposals for addressing the Great Depression

-         Analyze the first and second New Deals

-         Asses the impact of the New Deals on labor organizations

-         Evaluate the overall effectiveness of the New Deals

Week Seventeen – The Great Depression

Homework:

-         write an outline (diagram) of all European alliances prior to WWII

-         America In The Twentieth Century chapter 8

In-class:

- Unit Test Great Depression

Week Seventeen – The Path to World War II

Homework:

-“The Decision To Drop The Bomb” (After The Fact)

In-class:

-         Clarify alliances

-         Outline the events that started the war – up to and including America’s entry into war

-         Define reasons America stayed out of the war for as long as it did

 Week Eighteen – World War II and the Homefront

 Week Nineteen – World War II

Homework:

- Twentieth Century World chapter 5

In-class:

Unit Test

Week Twenty – Fascism

-         Examine and outline U.S. and Soviet relationship post-war from 1917 to 1945

-         Analyze containment policies – in Asia, Russia, and at home

-         Analyze American response to Soviet Aggression under the Truman administration

-         Examine American responses to crisis during the Eisenhower and Kennedy era

-         Evaluate the impact of McCarthyism on American society

-         World War II and Cold War Unit Test