Period 7 Packet – Part 1
PROGRESSIVE REFORMS HOMEWORK
As you read Chapter 21 of The Enduring Vision, complete the chart below with details for each of the reforms listed and
explanation of the reform goals met by that government action/decision.
Political Reforms
Description of Details and Reform Goals
Direct primaries
Initiative, referendum, and recall 17th Amendment (1913)
19th Amendment (1920)
Municipal reforms, including
city managers and mayor-council
governments
Economic Reforms
Northern Securities case (1904)
Description of Details and Reform Goals
Hepburn Act (1906)
Mann-Elkins Act (1910)
Standard Oil Company v. U.S.
(1911)
16th Amendment (1913)
4
Economic Reforms
Underwood-Simmons Tariff
(1913)
Description of Details and Reform Goals
Federal Reserve Act (1913)
Clayton Anti-Trust Act (1914)
Federal Trade Commission Act
(1914)
Labor Reforms
Muller v. Oregon (1908)
Description of Details and Reform Goals
Keating-Owen Act (1916)
Consumer Safety Reforms
Meat Inspection Act (1906)
Food & Drug Act (1906)
Description of Details and Reform Goals
Social Behavior Reforms
Mann Act (1910)
Description of Details and Reform Goals
Narcotics Act (1914)
18th Amendment (1919)
Conservation Reform
Description of Details and Reform Goals
National Reclamation Act (1902) 5
Period 7 - American Imperialism: Identify and explain the connection of the following terms.
1. Alfred T. Mahan/The Influence of Sea Power upon History /Jingoists
2. Samoan Islands/Hawaii/Queen Liliuokalani
3. Cuba/William Randolph Hearst/Joseph Pulitzer/yellow journalism/U.S.S. Maine
4. Spanish-American War/George Dewey/Manila Bay/San Juan Hill/Rough Rider
5. Leonard Wood/Teller Amendment/Platt Amendment/Guantanamo Bay
6. The Philippines/Emilio Aguinaldo/Philippine Government Act
7. John Hay/China/Open Door policy/Boxer Rebellion
8. Panama Canal/Columbia/Philippe Bunau-Varilla/Roosevelt Corollary
9. Russo-Japanese War/Portsmouth Peace Conference/"yellow peril"/Great White Fleet
10. Mexican Revolution/Pancho Villa
1. How and why did America emerge as an imperial power by 1901? Consider both expansionist motives and examples of
territorial acquisition.
2. How did America handle its relations with Asia and Latin America in the first two decades of the 1900s?Cite at least three
examples of policies pursued by Roosevelt, Taft, and or Wilson. Who had the best approach and why?
The Great War
1. What happened in the summer of 1914?
2. Identify the sides in World War I and list the nations on each side.
3. What was the initial US reaction?
4. Why was it difficult for the US to be Neutral?
Psychological/Ethnic Ties
Economic Ties
To Allies:
To Allies:
To Central Powers:
How did the Allies try to influence US trade?
How did the Central Powers try to influence US
Trade?
U- Boats
Define:
Lusitania:
Sussex:
To Central Powers:
5. Why were most Americans anti-German?
6. Election of 1916
Democrats
Republicans
Candidate
Platform
And the Winner is
_.
2
7. Fill in the Timeline below.
1917
Jan
April
May
The Rest
8. How did the Russian Revolution affect the US’s decision to enter the war?
Propaganda, Public Opinion and Civil Liberties
It was very important during World War I to get the people of the United States firmly behind the Allied
war effort and against the Central Powers. The US government used several different techniques to
ensure that their citizens stayed in line.
9.
A. Use of Propaganda
B. Espionage Act of 1917 and Sedition Act of 1918
10. What was it like to be a woman during this era? A minority?
11. What happened to the Progressive Ideal during the War?
Mobilization & Finance
A good deal of work was necessary to make the US ready to go to war. The nation had to prepare
economically and build up its depleted and outdated military equipment supplies (when had the US last
been involved in a major war?). Most important perhaps, the US had to create a wartime army.
12.
Industry
Problems for Preparation
Solutions and Programs
3
Economy &
Feeding the
Soldiers
Creating
Soldiers
Fighting the War
13.
The US was only involved in the actual fighting for a little over a year, but they arrived at
a crucial point in the war. What happened in 1918 that threatened the French forces?
14. Where, besides France, did the Americans fight?
A.
B.
C.
D.
15. What happened on November 11, 1918 at 11 am?
The Peace Process & the Fourteen Points
16. What were the fourteen points? When were they written?
17. List the specific points mentioned in your text:
4
18. Who were the “Big Four”?
19. What were the issues discussed at the Versailles Peace Conference?
20. What were the provisions of the Final Treaty?
Allied Powers
Central Powers
21. When did Germany sign the Treaty of Versailles? How did they feel about
the Treaty?
22.
Public Opinion
US Reaction to the Treaty
How did Wilson try to sell the
Treaty?
The Senate
The Lodge Reservations
What happened to Wilson?
22. How many times did the Treaty of Versailles come before the US Senate?
What was the result?
why did that happen?
24. How did the US’s Refusal to join the League of Nations affect the course of
history?
5
African-American Reformers in Conflict: Booker T. Washington vs. W.E.B. DuBois
1.
a.
Political problems:
b.
Economic problems:
c.
Social problems:
2.
What did Booker T. Washington mean when we said, “Cast down your bucket where you are”?
3.
Which civil rights leader, Booker T. Washington or W.E.B. DuBois, do you associate each of the following ideas?
4.
Briefly describe the political, economic, & social position of African-Americans in the 1890s.
a.
Demand for immediate enforcement of the Reconstruction Amendments
b.
Urged accommodation with whites, not agitation
c.
A gradual approach to civil rights
d.
Emphasized training for manual labor
e.
Found Jim Crow laws totally unacceptable
f.
Counseled blacks to try to solve their problems by leaving the area they knew best
g.
Opposed black membership in labor unions and strikes
h.
Urged blacks to strive for the top in education and jobs
i.
Said blacks must pull themselves up by their own efforts
j.
Urged protest in order to achieve black equality
In your opinion, which leader, Booker T. Washington or W.E.B. DuBois, would have been more successful in achieving civil rights
for African-Americans in the early 1900s? Explain.
26
The Great Debate
Place the phrases in the appropriate portion of the Venn diagram. Then
write three phrases of your own in the diagram.
Booker T.
Washington
W.E.B.
DuBois
Born a slave
Critic of lynching
Born in 1868
Author of Up From
Slavery (1901)
Born in 1856
Author of The Souls
of Black Folk
(1903)
Born free
Died in Ghana in
1963
Editor of The Crisis
Died in Alabama in
1915
Consultant to Teddy
Roosevelt
“Talented Tenth”
“The Great
Accomodator”
Civil rights leader
Advocated
professional
education
Pan-Africanism
Founder of Tuskegee
Institute
Founder of NAACP
Founder of the
Niagara Movement
Advocated industrial
education
Both
Ph.D. from Harvard
Wanted blacks to
have a better way of
life
A History of the Women’s Suffrage Movement
In July 1848 Elizabeth Cady Stanton and Lucretia Mott organized the first women's rights convention in
Seneca Falls, NY, and launched the woman suffrage movement. Many of the attendees to the convention
were also abolitionists whose goals included universal suffrage. In 1870 this goal was partially realized
when the 15th amendment to the Constitution, granting black men the right to vote, was ratified.
In the year following the ratification of the 15th amendment, a voting rights petition sent to the Senate
and House of Representatives requested that suffrage rights be extended to women and that women be
granted the privilege of being heard on the floor of Congress. It was signed by Susan B. Anthony,
Elizabeth Cady Stanton, and other suffragists. Well known in the United States suffrage movement,
Anthony and Stanton organized the National Woman Suffrage Association (NWSA) in 1869.
The ideological and strategic differences that grew among suffrage leaders during and immediately after
the Civil War formally split the women's movement into two rival associations. Stanton and Anthony,
after accusing abolitionist and Republican supporters of emphasizing black civil rights at the expense of
women's rights, formed the National Woman Suffrage Association (NWSA) in May of 1869. The
American Woman Suffrage Association (AWSA), founded 6 months later by Lucy Stone, Julia Ward
Howe, and Thomas Wentworth Higginson, protested the confrontational tactics of the NWSA and tied
itself closely to the Republican Party while concentrating solely on securing the vote for women state by
state. In 1890 the two suffrage organizations merged into the National American Woman Suffrage
Association (NAWSA). Stanton became its president, Anthony became its vice president, and Stone
became chairman of the executive committee.
In 1919, one year before women gained the right to vote with the adoption of the 19th amendment, the
NAWSA reorganized into the League of Women Voters.
The tactics of the suffragists went beyond petitions and memorials to Congress. Testing another strategy,
Susan B. Anthony registered and voted in the 1872 election in Rochester, NY. As planned, she was
arrested for "knowingly, wrongfully and unlawfully vot[ing] for a representative to the Congress of the
United States," convicted by the State of New York, and fined $100, which she insisted she would never
pay a penny of. On January 12, 1874, Anthony petitioned the Congress of the United States requesting
"that the fine imposed upon your petitioner be remitted, as an expression of the sense of this high tribunal
that her conviction was unjust."
Wealthy white women were not the only supporters of woman suffrage. Frederick Douglass, a former
slave and leader of the abolition movement, was also an advocate. He attended the Seneca Falls
Convention in 1848, and in an editorial published that year in The North Star, wrote, ". . . in respect to
political rights, . . . there can be no reason in the world for denying to woman the elective franchise, . . ."
By 1877, when he was U.S. marshal for the District of Columbia, Douglass's family was also involved in
the movement. His son, Frederick Douglass, Jr., and daughter, Mrs. Nathan Sprague, and son-in-law,
Nathan Sprague, all signed this petition to the U.S. Congress for woman suffrage ". . . to prohibit the
several States from Disfranchising United States Citizens on account of Sex."
In addition, a growing number of black women actively supported woman's suffrage during this period.
Prominent African American suffragists included Ida B. Wells-Barnett of Chicago, famous as a leading
crusader against lynching; Mary Church Terrell, educator and first president of the National Association
of Colored Women (NACW); and Adella Hunt Logan, Tuskegee Institute faculty member, who insisted
in articles in The Crisis, that if white women needed the vote to protect their rights, then black women -victims of racism as well as sexism -- needed the ballot even more.
By 1916 almost all of the major suffrage organizations were united behind the goal of a constitutional
amendment. When New York adopted woman suffrage in 1917 and President Woodrow Wilson changed
his position to support an amendment in 1918, the political balance began to shift in favor of the vote for
women. There was still strong opposition to enfranchising women, however, as illustrated by this petition
from the Women Voters Anti-Suffrage Party of New York at the beginning of U. S. involvement in
World War I.
Early in 1919, the House of Representatives passed the 19th amendment by a vote of 304 to 90, and the
Senate approved it 56 to 25. Illinois, Wisconsin, and Michigan were the first states to ratify it. On August
18, 1920, it appeared that Tennessee had ratified the amendment--the result of a change of vote by 24
year-old legislator Harry Burn at the insistence of his elderly mother--but those against the amendment
managed to delay official ratification. Anti-suffrage legislators fled the state to avoid a quorum and their
associates held massive anti-suffrage rallies and attempted to convince pro-suffrage legislators to oppose
ratification. However, Tennessee reaffirmed its vote and delivered the crucial 36th ratification necessary
for final adoption.
Some states were slow with their endorsement even after the amendment became a part of the supreme
law of the land. Maryland, for example, did not ratify the amendment until 1941, and did not transmit the
ratification document to the State Department until 1958.
Questions
1. What was the purpose of the Seneca Falls Convention?
2. Why did suffragettes split into two rival organizations (NWSA and AWSA)?
3. How did these organizations change over time?
4. What tactics did the suffragettes use to try to gain the right to vote?
5. How did women finally get the right to vote?
ROOSEVELT BECOMES A PROGRESSIVE LEADER QUESTIONS
1) Complete the following chart:
Area
What Roosevelt Did
Business
Policy-Making
Strike Mediation
Trusts
Transportation
Health
Conservation
1) What did Roosevelt mean by a “square deal”?
2) What group did Roosevelt want the government to control more effectively? Why?
3) What two results did Roosevelt believe equal opportunity would provide?
4) Assume the role of either a big businessman or a working class citizen. Write a response to Roosevelt’s speech. Your response
should include whether or not you are in favor of the square deal and why. It should also include any changes or suggestions for
improvement you believe are important. This should be at least a paragraph long!
Name
Change-Over-Time Chart: American Reform Movements
Antebellum Reform
(1820-1850)
Populists
(1890s)
Progressive
s (18901920)
Social Reform
Political Reform
(right to vote, decrease
in corruption, etc.)
Business Reform &
Regulation
Economic Reform
(new polices, new
banks, new taxes,
demands for new
currency)
Discussion questions:
1. Which reform movement had the greatest impact on American history? Explain.
2.
Which trend (social, political, business, or economic reform) experienced the greatest change from 1820 to 1920? Explain
24
Name ____________________________________________
Date ________
Period _____
PRIMARY DOCUMENTS: IMMIGRATION
Directions: Read the excerpts from documents about Immigration and answer the following questions. Some questions will require you to
think beyond the text of the document to other material we have covered. Please answer on a separate sheet of paper.
Violence Against the Chinese – P.S. Dorney (1871)
1) Did the Chinese live in integrated neighborhoods with native born Americans?
2) Do you think that the police were simply following orders when they attacked the Chinese community in Los Angeles? Explain.
3) Do you think that the police have allowed civilians like Bob Thompson to be involved in raids on Chinese community? Explain.
4) The violence described is shocking; unfortunately, this was not the only instance of such violence. Why do you suppose that the
government and law enforcement allowed such things to take place?
Gentlemen’s Agreement – U.S. Department of Commerce and Labor (1907)
5) Who had the authority to deny entry to the U.S. to potential immigrants?
6) What specific threat did the potential immigrant have to embody in order to be denied entry?
7) To what three areas (two countries, one U.S. territory) were Japanese immigrants coming prior to sneaking into the U.S.?
8) As explained in the document, not all immigration from Japan was restricted. Under what conditions could a potential immigrant from
Japan gain admission? Do you think that this was fair/reasonable?
19th and 20th Century Immigration Data – U.S. Bureau of the Census (1820-1940)
Read the italicized introduction carefully before trying to answer these.
9) What twenty-year period saw the biggest influx of immigrants to the U.S.? (hint: you will have to add up each successive pair of
decades…or at least do some deductive reasoning)
10) In what two years was the percentage of foreign born people living in the U.S. the highest?
11) During what twenty-year period were the most immigrants coming from South-Eastern Europe?
12) The lighter shaded countries on the map would be allowed the fewest number of immigrants based on the quota system established in
1924. This is due to the choice of the year 1890 as the baseline for establishing the immigration quota. The choice of this year was not an
accident nor coincidental. How did the choice of that year (rather than 1910, for example) serve to dramatically limit immigration to the
U.S.? What region would be more limited, North-Western or South-Eastern Europe?
Reflective Questions
13) Do you think that Americans were more fearful of immigrants from Asia or Europe?
14) What economic, political, and social concerns drove attempts to limit immigration between the end of the Civil War and 1924?
15) How were the fears and motivations of Americans in the 19th and early 20th centuries similar to those expressed by people opposed to
immigration today? How similar are their responses?
Primary Source Documents – American Imperialism
Directions: Read the primary source documents and answer the following questions.
The Rough Riders in Action – Theodore Roosevelt (1899)
1. What was the only sound TR ever heard his men cheer in battle? Why do you suppose that was?
2.
What about TR’s leadership at San Juan Hill during the Spanish-American War made him a popular candidate for VP?
Hawaii under Annexation – Sanford Dole (1900)
3. Dole freely acknowledges that most Hawaiians did not want to be annexed. Think back to what we have already
covered…Why were they annexed?
4.
For what reasons does Dole say that many Hawaiians did not want to be annexed?
5.
What does Sanford Dole believe will be the outcome of the unification of “little Hawaii” with “great America”?
Some Anti-Imperialist Sentiments – The Anti-Imperialist League (1900)
6. What two presidents does the Anti-Imperialist League imply would be disappointed with American Imperialism? On what
philosophical ideas do they base that assertion?
7.
What does the Anti-Imperialist League say about the troops in the Philippine-American War?
8.
What two documents does the Anti-Imperialist League say have been betrayed because of what the US was doing in the
Philippines? Why?
9.
During the period of American Imperialism many politicians and citizens argued that anyone who not supportive of the US
Foreign Policy was undermining the nation. The belief was basically, “if you aren’t with, you are against us..”. What does the
Anti-Imperialist League say about these ideas? Do you agree.
10. Do you think the Anti-Imperialist Leagues’ comparison of slavery and imperial in the final paragraph is accurate? Explain?
State of the Union Address – William H. Taft (1912)
11. What does Taft say has been the American goal for countries like Honduras and Nicaragua?
12. Why do you think Taft argues that maintenance of the Monroe Doctrine in the Panama Canal Zone and Caribbean is more
important than anywhere else?
13. Explain what Taft says is the second benefit of American investment in Central America.
14. Why does Taft say American Marines had to be sent into Nicaragua?
15. In the final paragraphs, why does Taft argue for increased American involvement abroad?
The League of Nations
President Wilson
Why is he giving this speech?
Sourcing
What do you predict he will say in
this speech?
Contextualization
What is going on at this time?
(same answer for both documents)
What is one word you would use to
describe the TONE of this speech?
Close Reading
Find a quote to support your
answer.
What is Wilson’s/Lodge’s strongest
argument for why the
U.S. should/ shouldn’t join the
League of Nations?
Corroboration
Why do you think Henry Cabot
Lodge won this fight? Use the
documents to support your answers.
Henry Cabot Lodge