Wednesday 1-29-20 How did Americans respond to the economic, social, and political changes brought about a transition from a continental republic to a global empire? I can explain how participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world. I can explain how, in the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world. Agenda Homework 1. Review Readings 2. Test #10 Prep 3. Project Team Assignment 1. Review for Test #10 2. Work on Native American History (1-30) 3. Work on Project Team Assignment (2-3) Prompt 98 Read Doc 1 White Man’s Burden Take up the White Man’s burden— Send forth the best ye breed— Go send your sons to exile To serve your captives' need To wait in heavy harness On fluttered folk and wild— Your new-caught, sullen peoples, Half devil and half child Take up the White Man’s burden In patience to abide Take up the White Man’s burden— And reap his old reward: The blame of those ye better The hate of those ye guard— The cry of hosts ye humour (Ah slowly) to the light: "Why brought ye us from bondage, “Our loved Egyptian night?” Take up the White Man’s burden- Have done with childish days-
Transcript
Wednesday 1-29-20 How did Americans respond to the economic, social, and political changes brought about a transition from a continental republic to a global empire?
I can explain how participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
I can explain how, in the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world.
Agenda Homework1. Review Readings2. Test #10 Prep3. Project Team Assignment
1. Review for Test #102. Work on Native American History (1-30)3. Work on Project Team Assignment (2-3)
Prompt 98
Read Doc 1 White Man’s Burden
Take up the White Man’s burden—Send forth the best ye breed—Go send your sons to exileTo serve your captives' needTo wait in heavy harnessOn fluttered folk and wild—Your new-caught, sullen peoples,Half devil and half child
Take up the White Man’s burdenIn patience to abideTo veil the threat of terrorAnd check the show of pride;By open speech and simpleAn hundred times made plainTo seek another’s profitAnd work another’s gain
Take up the White Man’s burden—And reap his old reward:The blame of those ye betterThe hate of those ye guard—The cry of hosts ye humour(Ah slowly) to the light:"Why brought ye us from bondage,“Our loved Egyptian night?”
Take up the White Man’s burden-Have done with childish days-The lightly proffered laurel,The easy, ungrudged praise.Comes now, to search your manhoodThrough all the thankless years,Cold-edged with dear-bought wisdom,The judgment of your peers!
Source: Rudyard Kipling, “The White Man’s Burden: The United States & The Philippine Islands, 1899.”
1. According to the poem, what is the “White Man’s Burden?”
2. Imagine and record a brief reaction to reading this poem from the point of view of Theodore Roosevelt. Do the same for William Jennings Bryan.
3. What is the relationship between Doc 1 and Doc 2? Does Doc 2 corroborate, qualify, or contradict Doc 1?
Doc 2
APUSH Period Seven Claims
H. Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.
I. In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world.
Connections (Identifications) to consider from the readings:
A. Farewell Address – Open Door NotesB. Boxer Rebellion – Open Door Notes
C. William Rockhill – Alfred HippisleyD. Empress Dowager Cixi – Boxers
E. Queen Liliuokalani – Empress Dowager CixiF. Alfred T. Mahan – George Washington
G. Spanish-American War – HawaiiH. John Stevens – Sanford Dole
APUSH Chapter 26 The Great West and the Agricultural Revolution
IdentificationsFort Laramie Treaties, 1851/Fort Atkinson Treaties, 1853Sand Creek MassacreJ. M. ChivingtonWilliam J. FettermanGeorge Armstrong CusterTreaty of Fort Laramie, 1868Sitting BullBattle of Little Big HornNez PerceChief Joseph ApacheGeronimoHelen Hunt JacksonWounded KneeDawes Severalty ActCarlisle Indian SchoolComstock LodeWyoming Stock-Growers AssociationHomestead Act, 1862John Wesley PowellJoseph F. GliddenFrederick Jackson Turner“Safety valve” theoryThe Grange (Granger Laws)Greenback Labor partyJames B. WeaverFarmers’ AllianceThe PopulistsWilliam Hope HarveyPanic 1893Jacob S. CoxeyPullman StrikeEugene V. DebsWilliam McKinleyMarcus Alonzo HannaWilliam Jennings BryanCross of Gold SpeechElection of 1896Dingley Tariff BillGold Standard Act 0f 1900
Phrases and TermsExacerbatedEnmity“Great Sioux reservation”“Buffalo Soldiers”Fire-and-sword policySun DanceGhost Dance“Fifty-Niners”“beef barons”“Long Drive”Cattle KingdomHoax fraud100th Meridian“dry-farming”“sooners”“cash” cropsBonanza farmsIndustrial feudalismInjunction“gold bugs”Verbiage“fourth party system”
APUSH Chapter 27 The Path of Empire
Identifications
Joseph PulitzerWilliam Randolph HearstJosiah StrongAlfred Thayer MahanJames G. BlaineRichard OlneyQueen LiliuokalaniGeneral WeylerU.S.S. MaineWilliam McKinleyGrover ClevelandTeller AmendmentTheodore RooseveltGeorge DeweyEmilio AguinaldoLeonard WoodMark HannaThomas B. ReedAnti-Imperialist LeagueForaker Act, 1900Insular CasesWalter ReedPlatt AmendmentJohn Philip SousaElihu Root
Phrases and Terms
Market (economic term)“yellow press”LuridSocial DarwinismReciprocalIndemnityArbitrationJohn BullUncle Sam“splendid isolation”Great RapprochementScorched-earth policyinsurrectosjingocorpulentbellicoseidyllicculminationgout“Rough Riders”IncapacitatedDevil’s dilemma“ear to the ground”Wall Street“white man’s burden”Providence“splendid little war”
APUSH Period 6: 1865-1898
A. Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.
B. Large-scale industrial production — accompanied by massive technological change, expanding international communication networks, and pro-growth government policies — generated rapid economic development and business consolidation.
C. A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.
D. New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.
E. The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
F. International and internal migration increased urban populations and fostered the growth of a new urban culture.
G. Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.
H. The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.
I. New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age.
J. Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.
Reading Schedule for Turning Points / AP US History 2019-2020Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.
1/6/20 – M Zinn 11 “Robber Barons and Rebels” (About 43 pages!)1/7/20 – T American Pageant 558-572 (Ch 25)1/8/20 – W American Pageant 572-579 (Ch 25)
Immigration and Migration (Gilder Lehrman)1/9/20 – Th American Pageant 579-593 (Ch 25)1/10/20 – F The Rise of Industrial America, 1877-1900 (Gilder Lehrman)
The Gilded Age (Gilder Lehrman)
1/13/20 – M Entrepreneurs and Bankers: The Evolution of Corporate Empires (Gilder Lehrman)Financing the Transcontinental Railroad (Gilder Lehrman)
1/14/20 – T Labor Day: From Protest to Picnics (Gilder Lehrman)1/15/20 – W Review1/16/20 – Th APUSH Test #9 (23-25) Part 1 (MC, SI, A/B IDs, Connections)1/17/20 – F APUSH Test #9 (23-25) Part 2 (Quotes, Sources)
1/20/20 – M Holiday1/21/20 – T Teacher Workday1/22/20 – W American Pageant 594-612 (Ch 26)1/23/20 – Th American Pageant 612-625 (Ch 26)1/24/20 – F GL Reading: American Indians and the Transcontinental Railroad
GL Reading: Populism and Agrarian Discontent
1/27/20 – M American Pageant 626-640 (Ch 27)1/28/20 – T American Pageant 640-653 (Ch 27)1/29/20 – W GL Readings: The Open Door Policy and the Boxer War
CRF Reading: The Debate Over Hawaii and an American Overseas Empire
A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
B. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
C. Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
D. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
E. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
F. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.
Topic Two Claims
A. Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
B. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.
C. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
D. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
E. The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
F. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.
G. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.
