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Powerful Men and Inspiring Women
Lower Grammar
Plan to take some extra time to review Unit 4, and any of Year 3 that you so desire. Be prepared to help your
student compile his work into a portfolio if you wish to do so.
Upper Grammar
‰‰ Allow extra time to review and prepare for an exam, should you desire to give one.
‰‰ Only about half of the biography about W.E.B. Du Bois is assigned this week. The other half will be assigned
for summer reading.
Dialectic
‰‰ Students should reserve some time to review Units 3 and 4 of this year-plan if you plan to give them a final
cumulative evaluation. Students who are studying Unit 4 for the first time should prepare to take a unit exam.
‰‰ Any book covering a topic such as the Spanish-American War may contain material of a disturbing nature. In
Voices from the Past: Spanish-American War, pay particular attention to p. 11, 18, 21-23.
‰‰ The Importance of Being Earnest has a reference to “making love” on p. 29, although this is the Victorian
way of saying “sweet nothings.” You will also find some irreligious humor on p. 66-67.
‰‰ Remind your student to study for his literary terminology quiz. Words can be found in weeks 28, 29, and 31.
Rhetoric
Week 36: The Balkan Problem & American Imperialism
‰‰ If you wish to assign the Unit 4 Literature Exam, or the Final Exam, from Evaluations 3, we recommend that
your student review the material for it throughout Week 36, so you can administer the exam at the end of
that week.
‰‰ The main focus of Week 36 in literature is the Aesthetic Movement. An Ideal Husband is an example of English Aestheticism and contains some interesting parallels to A Doll’s House. Optionally, you may also choose
to watch the Sydney Opera’s production of Patience (by Gilbert and Sullivan). Patience has the advantages of
allowing your student to experience a dramatic work from the golden age of opera, and it satirizes the Aesthetic Movement. If you do choose to watch Patience, we encourage you to preview it. There are no objectionable
scenes, but the lead female character, Patience, does have a low neckline.
Teacher
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Teacher’s Notes
Glance Into Next Week …
Read p. 156 of Kids on Strike! ahead of time as it refers to a gruesome scalping. Page 158 of this same book mentions sexual harassment; pages 165 and 166 have descriptions of violence and casualties.
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The Balkan Problem & American Imperialism
History: Core
☐☐ George Washington
Carver, by Tonya
Bolden (JUV BIO)
☐☐ The Story of George
Washington Carver,
by Eva Moore
☐☐ Voices from the Past:
Spanish-American War,
by Kathlyn and Martin
Gay
☐☐ Bully for You, Teddy Roosevelt! by Jean Fritz, p. 5390 (top) (Week 2 of 2)
☐☐ An Age of Extremes,
by Joy Hakim, chapters 18, 19, and 29
☐☐ This Country of Ours
(Yesterday’s Classics version), by H.E. Marshall,
chapter XCVI
☐☐ Our Island Story (Yesterday’s Classics version), by H.E. Marshall,
chapter CX
☐☐ The Age of Nationalism and
Reform, 1850-1890, by Norman Rich (940) chapter 8
☐☐ The Victorian Internet, by
Tom Standage (384) chapter 12
Suggested Read-Aloud
☐☐ Kids on Strike! by Susan Campbell Bartoletti, chapter 7
☐☐ In the Days of Queen Victoria, by Eva March Tappan, chapter XVI
Government Elective
☐☐ The Nutcracker,
adapted by Daniel
Walden (JUV FICTION)
Beginning Level
☐☐ An Ideal Husband (Dover
Thrift Edition) by Oscar
Wilde
☐☐ Readings in Poetics
☐☐ Optional Video: Patience
(NR) starring Anthony
Warlow
☐☐ Pinocchio, retold
by Tania Zamorsky
(JUV FICTION)
☐☐ The Importance of Being
Earnest, by Oscar Wilde
(822)
Continuing Level
All of the above, plus:
☐☐ Optional: Wilde in Literary
Criticism on the Loom
Arts/Activities
☐☐ Monet and the Impres☐☐ The Vintage Guide to
sionists for Kids, by Carol
Classical Music, by Jan
Sabbeth (J 759) p. 124-130
Swafford, p. 318 (start at
☐☐ The Gift of Music, by Jane
“Tchaikovsky”)-324 (stop at
Stuart Smith and Betty
Richard Strauss”)
Carlson, chapter 21
☐☐ Art: A World History, by Elke
Linda Buchholz, et al., p.
386-389
Church History
Worldview
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☐☐ The Gilded Age: A History
in Documents, by Janette
Greenwood (973) chapters 910
☐☐ Imperialism: A History in
Documents, by Bonnie Smith
(325) p. 119-127
Presidents Book and/or Internet Links (See Year 3 History page of the Tapestry website)
☐☐ Read about William McKinley’s first term, paying close attention to accounts of Theodore Roosevelt, who would become McKinley’s vice president and then President when McKinley was assassinated early in his second term.
Literature
History: In-Depth
Reading Assignments
Primary Resources
Church History
Church History
☐☐ Trial and Triumph, by ☐☐ Charles Spurgeon: The
Richard M. Hannula,
Prince of Preachers,
chapter 41
by Christian Timothy
George, chapters 8-10
(Week 3 of 3)
Church History Elective
☐☐ The Forgotten Spurgeon, by
Iain Murray, chapters 6-8
(Week 3 of 3)
☐☐ Optional: The Forgotten
Spurgeon, by Iain Murray,
chapters 9-10
Philosophy Elective
Lower Grammar
Upper Grammar
Dialectic
4
Rhetoric
The Balkan Problem & American Imperialism 36
Alternate or Extra Resources
☐☐ The Spanish-American
War, by Kerry A. Graves
(J 973)
☐☐ W.E.B. Du Bois (American Lives), by Jennifer
Gillis, p. 3-17
☐☐ Uncle Sam’s Little Wars,
by John P. Langellier
☐☐ The British Empire
and Queen Victoria in
World History, by Catherine Bernard, p. 91-97
(top), 104-107 (middle)
☐☐ Crossing the Seas:
Americans Form an
Empire 1890-1899, by
Eric Schwartz, chapters
4-6 (Week 2 of 2)
☐☐ The Spanish-American
War, by Georgene Poulakidas
Textbooks
☐☐ The Nutcracker Ballet,
by Vladimir Vagin
(JUV FICTION)
☐☐ Van Gogh (DK Eyewit- ☐☐ Music: An Appreciation
ness), by Bruce Bernard
(Sixth Brief Edition) by
Roger Kamien, p. 260-262
☐☐ The Story of Painting,
by Sister Wendy Beckett
(759) p. 582-587
Enrichment
Worldview
☐☐ Pasta, Fried Rice, and
Matzoh Balls, by Loretta Frances Ichord,
chapter 8
☐☐ In the Garden with Van
Gogh, by Julie Merberg
and Suzanne Bober
Lower Grammar
Upper Grammar
Dialectic
5
Rhetoric
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Arts/Activities
Literature
History: Supplement
☐☐ The Spanish-American
War, by Mary Collins
(J 973)
☐☐ Western Civilization
(Combined Volume, Sixth
Edition) by Jackson J.
Spielvogel, p. 673 (start at
“The National State”)-679
Reading Assignments
☐☐ The Story of the World,
☐☐ Heritage of Freedom,
Volume 4, by Susan Wise
by Lowman, ThompBauer, chapters 15 and 17
son, and Grussendorf,
☐☐ The Spanish-American
p. 430-440
War, by Roger Hernández
The Balkan Problem & American Imperialism 36
Before beginning your discussion, please read the History Background Information.
Teacher’s Notes
Du Bois played a prominent part in the creation of the NAACP (National Association for the Advancement of
Colored People) and became the association’s director of research and editor of its magazine, The Crisis. In this role
he wielded an unequaled influence among middle-class blacks and progressive whites as the propagandist for the
black protest from 1910 until 1934.
Later, Du Bois left the NAACP and returned to the faculty at Atlanta University, working there from 1944 to 1948.
He became increasingly dissatisfied with the slow progress of race relations in the United States. He came to regard
communism as the solution to the problems of Blacks. In 1961, Bu Bois joined the Communist Party and moved to
Ghana.
History: Dialectic Discussion Outline
This week’s discussion covers several topics from: Cuban agitation for Independence, the troubles in Cuba and
McKinley’s response, and Theodore Roosevelt’s career and participation in the Spanish-American War. The last part
of the discussion will focus on America’s formation of an empire.
1. Provide your student with a brief overview of the life of President William McKinley.
‰‰ McKinley joined the Union army at the age of eighteen in 1861. He fought in the Battle of Antietam, where he
was recognized for his valor and was promoted. By the end of the war, he became a battlefield brevet major.
His experience in the Civil War both qualified him to lead America as commander in chief during the SpanishAmerican War and sobered him as to the consequences of war.
‰‰ After the war, McKinley became a lawyer and practiced law until 1877, when he was elected to the U.S. House
of Representatives. He served there until 1883 and again from 1885-1891.
‰‰ As a congressman, he believed strongly in protectionism and supported the highest tariff the country had ever
seen. He was not re-elected because of his support of this tariff.
‰‰ After he failed to win reelection, he ran for governor of Ohio, and he became governor in 1892.
‰‰ In 1896, he was nominated by the Republican Party to run for President. During the campaign, he upheld the
gold standard, in opposition to William Jennings Bryan, who supported “free silver.”
3. Ask your student, “How did the Cuban War of Independence cause animosity between the U.S. and Spain?”
‰‰ Many U.S. citizens were angry over the brutality of the Spanish toward the Cubans. Along with causing the
deaths of 200,000 during the revolts, the Spanish sent thousands of Cubans to prison camps, where many died
either from hunger or illness. Spanish General Weyler was called “the Butcher” because of his cruelty.
‰‰ Americans largely believed that Spain was responsible for the sinking of the U.S.S. Maine, a warship.
4. Ask your student why the United States finally went to war against Spain.
‰‰ Although President Grover Cleveland had proclaimed American neutrality in the conflict between Spain and
Cuba, when McKinley became President, public opinion strongly favored intervention. Several events that followed McKinley’s election made it almost certain that the U.S. would declare war.
‰‰ Newspaper accounts became increasingly sensational, with pictures of starving women and children who
were held in Spanish prison camps in Cuba. Sometimes they exaggerated the details and included biased
information against Spain.
‰‰ Perhaps the most significant of these reports was of the explosion of the U.S.S. Maine on February 15, 1898.
This battleship had been sent to Havana by McKinley to protect American citizens there from the rioting
in Havana. When the American public read of the explosion, they blamed the Spanish and cried for war.
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2. Ask your student, “How and why did Cubans work towards independence from Spain?”
‰‰ The Cubans were in danger daily from the fighting or risk of being set to prison camps by the Spanish. Many fled
or were exiled to the United States, usually relocating to Florida so they could maintain proximity to the rebel
efforts. From there, they worked for Cuban independence, leading attacks and transporting men and arms back
to Cuba for rebel purposes.
‰‰ In 1850, Narciso López led a failed invasion into Cuba in order to bring it into the U.S. as an additional slave
holding state.
‰‰ In 1868, the Ten Years’ War began in Cuba, and fight against Spain began in earnest.
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Teacher’s Notes
The Balkan Problem & American Imperialism
‰‰ President McKinley was not in favor of going to war. After the Maine incident and further attempts at diplomacy, President McKinley reluctantly decided to go to war.
‰‰ U.S. officials also claimed that Spain violated the Monroe Doctrine, a precept issued by President James
Monroe, which essentially stated that any European expansion or activity near American soil would be considered a threat to American peace and safety.
‰‰ In April of 1898, President McKinley approved of Congress’s resolution to order Spain to leave Cuba. Shortly
thereafter, American soldiers were sent to Cuba and the Spanish-American War began.
6. Ask your student, “How long did the Spanish-American War last? What was the extent of the fighting?”
‰‰ The U.S. declared war in April of 1898, with the armistice being signed in August. The war lasted about four
months.
‰‰ On July 1, the Battle of San Juan Hill (the only major land battle) took place, resulting in an American and Cuban victory against the Spanish.
‰‰ At the naval battle at Santiago Bay, all of the Spanish fleet that was in Cuba was destroyed.
‰‰ Soon after these defeats, the Spanish surrendered.
7. Talk to your student about the Platt Amendment and its repercussions for the future.
After the peace treaty at the end of the Spanish-American War, Congress passed the Platt Amendment. This was
an act that reserved the right for the United States to send troops to or intervene in Cuba in order to maintain its
government. Cuba reluctantly agreed to its terms.
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8. This week students read in Bully for You, Teddy Roosevelt! by Jean Fritz about Roosevelt’s rising career. Ask, “What
did Roosevelt’s position at the Civil Service Commission and as city police commissioner teach him?”
‰‰ While serving at the Civil Service Commission, Roosevelt learned that there was much corruption to be found in
the government and that he had a “nose” for smelling it out. He made many political enemies during this time,
but they were not able to hinder his career.
‰‰ As the police commissioner, he learned how to use his influence and personality to bring about reform within the
police department. He threw himself into his job, even going so far as to patrol the streets at night in a long, dark
overcoat so that he could watch for police corruption at the lowest levels.
9. Ask, “Why did Roosevelt believe that war was coming? How did he think the United States should be prepared?”
‰‰ Like many Americans, Roosevelt was uneasy about the Spanish presence in the Western Hemisphere. Not only
were the Spanish practices in Cuba offensive, but the principles of the Monroe Doctrine suggested that the United
States should intervene in this European activity in the Western Hemisphere.
‰‰ Roosevelt believed that in order to keep the peace, the United States should be ready for war.
‰‰ An important part of preparation for war, Roosevelt believed, was building a strong navy.
10. Ask your student, “What did Roosevelt believe about the power of the United States on the world’s stage?”
Roosevelt believed that the United States should be the world’s superpower. He thought that the United States should
be proactive and even aggressive in pursuit of a foreign empire. He therefore supported the annexation of Hawaii and
wanted America to free the Philippines in addition to seeing Cuba freed from Spain.
11. Ask, “Why did Roosevelt personally join the war effort?”
‰‰ Roosevelt had always had boyhood dreams of the glory of war. He saw war as the ultimate test of manhood,
patriotism, and strength.
‰‰ He had never understood why his father had not participated in the Civil War. He wanted to be able to tell his
children that he had bravely fought against enemies of the United States.
‰‰ When war was declared against Spain, Roosevelt felt it was his duty and honor to participate for his country. He
felt strongly the justice of America’s position to intervene.
12. Ask, “What was the high point of the war for Roosevelt?”
‰‰ Roosevelt was given permission to raise a voluntary cavalry regiment, primarily made up of Texans. He and his
men became known as Roosevelt’s Rough Riders.
‰‰ They became famous at the Battle of San Juan Hill. In this battle, Roosevelt was given command of the regiment,
and his men captured an important Spanish stronghold.
‰‰ Roosevelt called this day the greatest day of his life.
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