Filipino prisoners of war, 1899. Library of Congress.
Homework: Assignment #508
"The British John Bull and the American Uncle Sam bear The White Man's Burden (Apologies to Rudyard Kipling), taking the coloured peoples of the world to civilisation" in Judge magazine, 1 April 1899. Wikimedia.
Background on Spanish-American War:
Poetry analysis: “White Man’s Burden”:
Homework: Assignment #507
Brainstorm: In what ways might industrialization have contributed to U.S. empire-building abroad?
The U.S. State Department published record of U.S. involvement abroad showing 103 interventions between the years 1798 and 1895. Consider the follow sampling of record from 1852-1894 and identify any patterns you see.
Next, consider the following two quotes from the period immediately afterward. Answer the discussion questions that follow.
Selection A: Sen. Henry Cabot Lodge (Republican, Massachusetts), “The Business World vs. the Politicians” (1895):
In the interests of our commerce . . . we should build the Nicaragua canal, and for the protection of that canal and for the sake of our commercial supremacy in the Pacific we should control the Hawaiian islands and maintain our influence in Samoa . . . and when the Nicaraguan canal is built, the island of Cuba . . . will become a necessity. . . . The great nations are rapidly absorbing for their future expansion and their present defense all the waste places of the earth. It is a movement which makes for civilization and the advancement of the race. As one of the great nations of the world the United States must not fall out of the line of march.
Selection B: The Washington Post editorial on the eve of the Spanish-American War (1898):
A new consciousness seems to have come upon us--the consciousness of strength--and with it a new appetite, the yearning to show our strength. . . . Ambition, interest, land hunger, pride, the mere joy of fighting, whatever it may be, we are animated by a new sensation. We are face to face with a strange destiny. The taste of Empire is in the mouth of the people even as the taste of blood in the jungle. . . .
Homework: Assignment #506.
Strikes in the news:
Early U.S. labor activism:
Homework: Assignment #505
Introductory activity: inequality in the United States
Homework: Assignment #504
Growth of industry:
"Gospel of Wealth"
Research and evaluate an industrialist
Homework: Assignment #503
Promontory Point, Utah. 10 May 1869. Wikimedia.
Clip from Ken Burns
Homework: Assignment #502
In this short video below, Professor Eric Foner explains Reconstruction's legacy and points to one specific example.
Industry and empire
To kick off our new unit, we will break up the class into four investigation groups. Our goal in this exercise is to solidify what we already know and frame some productive questions for the unit ahead.
First, your group will investigate a key term that relates to our next unit (two groups will look at imperialism and another two groups will look at industrialization). Your team is free to use any tools you would like to help address the three following sets of questions:
Next, combine your team with the other team that looked at the same theme. Compare your responses and listen carefully for differences in your approaches. When a difference appears, make a note of it and think about how it can be turned into a question for further inquiry.
Finally, the two combined groups will share out to the class.
Unit 5 goals:
By the end of this unit, you will understand:
You will also have developed skills in areas including:
Homework: Assignment #501
Two important skills practiced by historians are an ability to (a) closely read texts and (b) make sense of new information within the context of existing knowledge. Our task today will help you develop these skills.
For this activity, you may use Foner and your Course Reader but may not consult any other sources or use your computer.
Interpret. Work in small teams of 3-4 students. First, read each of the 8 cards provided to your group to identify what is being said. Then, if possible, jot down any information you might be able to determine on the card about the author or title of the document.
Categorize. Using knowledge drawn from Foner and our previous class discussions, categorize the 8 cards provided: which cards were drawn from the period of Presidential Reconstruction (1865-1866)? Which from the initial phase of Congressional Reconstruction (Late 1866-1870)?
Discuss. Beginning in your small groups, consider the following questions:
Check for understanding #409
Read the Thirteenth Amendment
The full text of the amendment is below. It is short, so we will read it together aloud:
Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.
Congress shall have power to enforce this article by appropriate legislation.
Watch selection from The Thirteenth (2016)
Today we’re going to look at the Thirteenth Amendment from a forward-looking context. Next class we’ll have an opportunity to look at the period a little more closely.
Link to Netflix (beginning to 1:30:00 remaining).
While you are listening, practice note-taking strategies by: