EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
US.11 Using textual evidence, compare and contrast the ideas and philosophies of
Booker T. Washington and W.E.B. Dubois.
During the Civil War, Amendments (changes to our Constitution) were passed giving
Africa-Americans citizenship and black males the right to vote. Shortly after this,
Reconstruction took place, and during this period, segregation (Jim Crowe Laws)
began. Washington and DuBois were civil rights leaders who fought against the
strengthening Jim Crow laws, while promoting black citizenship.
Washington
Dubois
Gradualist
Integrationist
Born and lived in the South
Born and lived in the North
Born as a slave and later freed
First African-American to earn
a PhD from Harvard
Early civil rights leader
Demanded civil rights now
Supported social separation
campaigned for equal rights with
whites right off the bat
Founded Tuskegee Institute
stressed a traditional liberal arts
education
stressed education of
African-Americans (vocational
education) and self-improvement
Talented Tenth – challenged the top
tenth of
hard work to climb social ladder
blacks to raise the other 90%
accomodationist - (Atlanta Compromise)
advocated patience, training, and
wanted African-Americans to show founded Niagara Movement, later the
that they were worthy of equal rights NAACP.
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
focus on economic gains, learning skills
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.

Muckrakers – INVESTIGATIVE JOURNALISTS - Writers whose exposés of
corruption in business and government aroused public opinion and helped spur
Progressive-Era reforms. The muckrakers' influence reached its zenith between 1904
and 1908, when the exposés on patent-medicine fraud, meat processing, insurance
swindles, monopolies, political corruption, and racial violence led to criminal
indictments and reform legislation, which included the Pure Food and Drug Act, the
breakup of Standard Oil, the direct election of senators, investigations into the
insurance and finance industries, and the founding of the National Association for the
Advancement of Colored People.
Robert La Follette –
Progressive Governor of Wisconsin
Attacked political machines and railroad trusts
Theodore Roosevelt –
“trust-buster”
Pro-labor laws (decreased workweek, child labor restrictions, workplace safety rules)
Lincoln Steffens –
The Shame of the Cities (series of McClure’s articles exposing city corruption – led to
city commission being established)
Ida Tarbell –
History of the Standard Oil Company (attacked the Robber Baron John Rockefeller for
cruel and illegal business practices)
Upton Sinclair –
The Jungle
Originally about immigrants working in factory
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
Exposed the meatpacking industry
Spoiled meats, rat excrement, etc
Within one year: Pure Food and Drug Act & Meat Inspection Act
Jacob Riis –
How the Other Half Lives
Took pictures in New York’s tenement housing
Showed the world what was happening in New York’s slums
Began the use of flash photography
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.
Interventionist = Imperialist
Non-Interventionist = Anti-Imperialist
Mahan
“The Influence of Sea Power Upon History”
1. new markets overseas
2. take Hawaii
3. build large navy (Great White Fleet)
Beveridge
“March of the Flag”
Duty to extend civilization to the barbarian non-Christians. (While opeing up new
markets).
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
Twain
Changed position from pro Imperialism to anti-Imperialism
Wanted to see America help other countries become democracies, not just colonies of the
US
Roosevelt
“Walk softly but carry a big stick”
Very much an Imperialist
Had the Panama Canal built
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 Stick – we have a strong military and we will use it if necessary.
Dollar Diplomacy - we will strongly invest in your country and keep others out.
Moral Diplomacy – “Make the world safe for democracy.”
US.27 Justify with supporting detail from text, the reasons for American entry into World
War I, including the use of unrestricted submarine warfare by the Germans, the
Zimmerman Note, the defense of democracy, and economic motivations.
Unrestricted submarine warfare – German submarines would sink ALL enemy vessels.
Zimmermann Note – Germany’s attempt to involve Mexico in exchange for lands and
money.
Defense of democracy – Woodrow Wilson’s response to the unrestricted submarine
warfare – the US declaration of war.
Economic motivations – France and Britain owed the US a lot of money. They must win.
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
US.33 Using multiple sources and diverse formats, summarize the impact of the mass production
and widespread availability of automobiles on the American economy and society.
Henry Ford – assembly line - $5 hour – increased productivity – lower costs – more units sold
road construction
gas stations
Federal Highway Act of 1921
motels
diners
camping grounds
going to movies
going to ballgames
women’s independence
family vacations
Southern California
Florida
traffic jams
accidents
suburbs
licensure
Route 66
traffic signals
US.47 Write a narrative piece that includes multiple media components to describe the
toll of the Great Depression on the American people, including massive unemployment,
migration, and Hoovervilles.
unemployment
25% unemployment
banks closing
businesses closing
bread lines
soup kitchens
Bonus Army
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
hoboes
suicide rate
migration
Okies to California
farms repossessed
Dust Bowl
overcultivation
drought
winds
Dust Storms
“The Grapes of Wrath”
Hoovervilles
Shantytowns made of cardboard, wood pieces, paper, etc
Named after Herbert Hoover.
“A car in every garage, and a chicken in every pot.”
Laissez-faire president 1928-1932
US.51 Citing evidence from maps, photographs and primary source documents, analyze
the development of TVA on Tennessee’s rural geography economy, and culture, and
debate the issues of the Norris Dam and Dale Hollow Lake controversies.
TVA (Tennessee Valley Authority)
A New Deal program of Franklin Roosevelt
Series of dams along the Tennessee River and its tributaries
Designed to provide jobs in the very poor Tennessee Valley region.
Also provided:
cheap electricity
flood control
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
Controversies involved eminent domain: the right of the federal government to purchase
land from private citizens. In these cases, it forced thousands to move off of farms that
had belonged to families for generations. Graves had to be relocated, as well as entire
towns.
US.52 Cite textual evidence, determine the central meaning, and evaluate different points
of view by examining excerpts from the following texts: Herbert Hoover (“Rugged
Individualism”), Franklin Roosevelt (“First Inaugural Address”), and John Steinbeck
(The Grapes of Wrath).
Rugged Individualism
People should be more self-reliant.
Do not rely on the federal government for handouts.
Americans had always been able to handle problems on their own.
Roosevelt’s Address
“The only thing we have to fear, is fear itself.”
“We” the federal government must step in to at least ease the Great Depression.
The government must provide relief; it is too big of a problem for individuals to solve.
Grapes of Wrath
The Joads become Okies (heading to California) when their farm is taken by the bank.
They are fiercely independent, but through their travels to the west, and upon their
arrival, they begin to realize that government programs are necessary for SURVIVAL.
They make the switch in their beliefs while living the nightmare.
EXTENEDED RESPONSE REVIEW --- US HISTORY WITH SPURLOCK-HWS
US 69
Write an opinion piece evaluating the Manhattan project, including the
rationale for using the atomic bomb to end the war.
Pro
The US tested two types of atomic bombs.
This was payback for the attack on Pearl Harbor.
We avoided large losses of allied lives by not having a ground invasion of
mainland Japan.
Japanese had proved that through the use of kamikazes and bonsai raids, it
would be willing to do anything to defend its homeland.
Japan had prepared a massive civilian defense.
The atomic bombs were no worse than fire-bombing Japanese wooden
cities.
Using these bombs probably prevented other world wars.
The use intimidated the Soviet Union and stopped their aggression for a
while.
Cons
Massive civilian casualties resulted.
Radiation had long after-effects on public health.
The bombs were only three days apart. Little warning time in between.
Could have tried an economic blockade, along with conventional bombing.