The American Empire
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UNIT 4 | EARLY MODERN: GLOBAL INTERACTIONS UNIT 7 THE AMERICAN EMPIRE POLITICAL MR. PRESIDENT WHAT EQUALITY WILL YOU DO FOR WOMAN SUFFRAGE VOTES VOTES 1 UNIT 7 THE AMERICAN EMPIRE POLITICAL MR. PRESIDENT WHAT EQUALITY WILL YOU DO FOR WOMANS UFFRAGE UNIT 47 | EARLYTHE AMERICAN MODERN: EMPIRE GLOBAL INTERACTIONS VOTES VOTES UNIT 7 | OVERVIEW, UNIT OBJECTIVES, ESSENTIAL QUESTIONS This unit stretches from the end of the Gilded Age through the end of World War II. During this period, the United States felt the highs and lows of industrial capitalism, gained an empire, and played a significant role in stemming the tide of global fascism. It began the era as a rising global power and ended it as one of two left standing in the aftermath of history’s most costly war. In the lessons that follow we will track these larger processes while maintaining a focus on how all of this played out in the varied experiences of actual Americans. TIMELINE: 1890 - 1945 INSTRUCTIONAL HOURS: 18 UNIT OBJECTIVES • Analyze the ways in which Americans’ views on the role of government change UNITduring OBJECTIVES the period 1890-1945. • Analyze the impact of individuals and their actions on the successes and failures • ofAnalyze the Progressive the ways in Era. which Americans’ views on the role of government • Examine the lasting inequalities and unequal distribution of progress in America duringchange the during period. the period 1890-1945. • Analyze the impact of individuals and their actions on the successes and ESSENTIALfailures of the QUESTIONS Progressive Era. • In what ways did the period between 1890 and 1945 shape the political, • Examinesocial, and the culturallasting inequalitiesidentity of theand United States? unequal distribution of progress in • How did the relationship between Americans and their government shift Americaduring the during period? the period. 2 UNIT 7 THE AMERICAN EMPIRE POLITICAL MR. PRESIDENT WHAT EQUALITY WILL YOU DO FOR UNIT 7 | THE AMERICAN EMPIRE WOMAN SUFFRAGE VOTES VOTES UNIT 7 | CONTENT 1 LESSON 7.1 | THE PROGRESSIVE ERA 99 Read | Reemergence of the KKK 3 Opening | EQ Notebook – Lesson 1 103 Read | Who Killed Black Wall Street? 5 Read | The Progressive Movement 111 Watch | Crash Course US History #33 – 9 Watch | The Progressive Era – The Great Depression Crash Course US History #27 114 Read | The Great Depression Overview 12 Read | The Not-So-Progressive Era 119 Activity | Dust Bowl Primary Sources 17 Read | Booker T. Washington vs. W.E.B. Du Bois 127 Watch | Crash Course US History #34 – 21 Read | Journalism and the Problems The New Deal of the Progressive Era 131 Read | Impact of New Deal 28 Watch | Crash Course US History #29 – 138 Closing | EQ Notebook Progressive Presidents 31 Read | Efforts to Reform 140 LESSON 7.3 | WORLD WAR II AND THE BIRTH 35 Watch | Crash Course US History #28 – OF A NEW ORDER American Imperialism 143 Opening | EQ Notebook – Lesson 3 38 Watch | Crash Course US History #30 – 145 Watch | Crash Course US History #35 – America in World War I World War II Part 1 42 Activity | Propaganda in World War I 148 Activity | World War 2 in Documents 50 Read | “Whose War” by John Reed 156 Activity | Compare and Contrast: 55 Watch | Women’s Suffrage Female World War II Pilots 58 Read | Answering Objections to Women’s Suffrage & The Tuskegee Airmen 63 Closing | EQ Notebook 165 Read | “The Death of Captain Waskow” by Ernie Pyle 65 LESSON 7.2 | BOOM, BUST, & RECOVERY 169 Watch | Crash Course US History #36 – 68 Opening | EQ Notebook – Lesson 2 World War II Part 2 70 Watch | Crash Course US History #32 – 173 Activity | World War II Propaganda The Roaring 20s 179 Read | How American Industry Won World War II 74 Read | Selection from “The New Era” – 185 Read | Japanese Internment Culture of Consumption and Escape 190 Closing | EQ Notebook 82 Activity | The “New Woman” in the “New Era” 89 Read | Harlem Renaissance 93 Read | Marcus Garvey, “The Negro Moses” 3 LESSONUNIT 7 | 7.1 THE | AMERICANTHE PROGRESSIVE EMPIRE ERA LESSON 7.1.0 | OVERVIEW | The Progressive Era Coming out of the Gilded Age, the United States was primed to assume its place as a world power. Through the rapid expansion of industrial capitalism, the United States saw unprecedented levels of production and wealth, at least among a select few. However, this success was not without its problems. These problems created the upswell of reformers that came to forge a new era in United States History, a Progressive Era. This unit seeks to guide students through the varied responses to Gilded Age changes in America. From the “trust busting” and “muckraking” to World War I and Women’s Suffrage, this era saw the United States attempt to come to terms with the costs of economic and imperial expansion. ESSENTIAL QUESTIONS • In what ways did the period between 1890 and 1945 shape the political, social, and cultural identity of the United States? • How did the relationship between Americans and their government shift during the period? 1 LESSON 7.1 | THE PROGRESSIVE ERA LESSON 7.1.0 | OVERVIEW | Learning Outcomes, Vocabulary, & Outline LEARNING OUTCOMES • Identify areas of American society that came out of the Gilded Age in need of reform, such as: • Political corruption • Corporate abuses • Social dislocation of marginalized groups • Environmental degradation • Analyze political, economic, and social effects of Progressive Era reforms. • Describe efforts pursued by the government, journalists, and private reformers to address concerns of Progressive Era. • Evaluate the successes and failures of Progressive reforms in addressing the issues of the time for a variety of Americans. LESSON ESSENTIAL QUESTIONS • What were some of the issues Americans faced as they emerged from the Gilded Age, and in what ways did the Progressive Movement seek to address them? • In what ways can the Progressive Era be viewed as a success? A failure? LESSON OUTLINE 1 Opening | EQ Notebook - Lesson 1 8 Read | Efforts to Reform 2 Read | The Progressive Movement - PBS’s 9 Watch | Crash Course US History #28 – American Experience American Imperialism 3 Watch | The Progressive Era – 10 Watch | Crash Course US History #30 – Crash Course US History #27 America in World War I 4 Read | The Not-So-Progressive Era 11 Activity | Propaganda in World War I 5 Read | Booker T. Washington vs. W.E.B. Du Bois 12 Read | “Whose War” by John Reed 6 Read | Journalism and the Problems 13 Watch | Women’s Suffrage of the Progressive Era 14 Read | Answering Objections 7 Watch | Crash Course US History #29 – to Women’s Suffrage Progressive Presidents 15 Closing | EQ Notebook 2 LESSON 7.1 | THEPROGRESSIVE PROGRESSIVE ERA ERA LESSON 7.1.1 | OPENING | EQ Notebook PURPOSE Each unit and lesson of the Crash Course United the Essential Question with evidence they have States History Course (CCUSH) is guided by an gathered throughout the unit. This provides students essential question. The Essential Question Notebook an opportunity to track their learning and to prepare (EQ Notebook) is an informal writing resource for them for future activities. To help students focus on students to track their learning and understanding of the important ideas, this activity asks them to look a concept throughout a unit. Students will be given at the big ideas through the lens of the Essential an Essential Question at the beginning of the unit Question. At this point, students won’t have much and each lesson and asked to provide a response background to bring to bear on the issue just yet. This based on prior knowledge and speculation. Students early exercise helps to bring to the fore what they will then revisit the notebook in order to answer know coming into the unit. PROCESS During a speech in Milwaukee in 1912, former Example Opening Questions: In what ways President Theodore Roosevelt said: was life made hard by the expansion of Industrial Capitalism in the previous unit? “I am in this cause with my whole heart and What do you think the government’s role soul. I believe that the Progressive movement should be in curbing those hardships? What is making life a little easier for all our people; Americans do you think would be least likely a movement to try to take the burdens off the to be included in this success? They can do men and especially the women and children this in the context of the unit of study, or of this country. I am absorbed in the success relate it to their own lives. of that movement.” ATTACHMENT Ask students to think about this quotation • The EQ Unit 7 Notebook Worksheet as it relates to the ideas in the Unit 7 and Lesson 7.1 Essential Questions and record their responses in their EQ Notebook Worksheets. 3 CRASH COURSE | US HISTORY UNIT 7 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 7.1.1, then again in Lesson 7.1.15. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas. ESSENTIAL QUESTIONS 1. What were some of the issues Americans faced as they emerged from the Gilded Age, and in what ways did the Progressive Movement seek to address them? 2. In what ways can the Progressive Era be viewed as a success? A failure? LESSON 7.1.1. LESSON 7.1.15. HOW HAS YOUR THINKING CHANGED? 4 LESSON 7.1 | THEPROGRESSIVE PROGRESSIVE ERA ERA LESSON 7.1.2 | READ | The Progressive Movement —PBS American Experience PURPOSE This article introduces the main ideas of the Progressive Movement. PROCESS Have students read the article and instruct SOURCE them to pay particular attention to the various • PBS American Experience causes, methods of reform, and peoples of the Progressive Movement.