Discovering History
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing

Unit 6: Progressive Promise and Disillusion (1890s-1939)


#601: Progressivism: ​What is Progressivism?

  • View Crash Course U.S. History #27 (embedded to right).
  • Read Foner 559-65 (The Politics of Progressivism).
Materials needed for class:
  • Neither Foner nor your Course Reader will be needed for tomorrow's class. However, please bring a charged laptop.

#602 Progressivism: ​The Jungle

Read:
  • Selection from Upton Sinclair, The Jungle in the Course Reader (pages 85-86).
Materials needed for class:
  • Please bring your Course Reader and a charged laptop to class.

#603 Progressivism: Women's Suffrage and its Opponents

Assignment:
  • Read Foner 558-59 (“The New Feminism” and “The Birth-Control Movement”).
  • View “Crash Course U.S. History #31: Women’s Suffrage” (13 minutes). Embedded to right.
Materials needed for class:
  • Please bring a charged laptop to class.

#604 Bridge: U.S. Interventions in Latin America

Read:
  • Foner 575-580 (The chapter introduction and "An Era of Intervention").
  • Read one of the following:
    • Haiti (PDF)
    • ​Panama (1903) (PDF)
    • Nicaragua (1909-12) (PDF)
    • Mexico (1914-16) (PDF)
Materials needed for class:
  • A charged laptop.

#605 WWI: Entering the Great War

Read:
  • Foner 580-86, 587-91 “America and the Great War” and “The War at Home”)
Consider:
  • Why did the United States enter World War I?
  • What connections can you find between progressive policies before World War I and the actions taken by the government during the war both at home and abroad?
  • What were the goals and methods of the Committee on Public Information during World War I?
Materials needed for class:
  • Foner
  • Charged laptop.
Picture

#606 WWI: War at Home

Read: 
  • Randolph Bourne, “The State,” 1918 (Google Doc)
  • Eugene V. Debs, "Speech to the Jury before Sentencing under the Espionage Act" (1918) in Foner, 588.
Consider:
  • “War is the health of the State.” This refrain appears several times in Bourne’s essay. What does he mean by this statement?
  • According to Bourne, how do conditions of war alter the behavior of citizens within a democratic society?
  • Why does Debs relate the history of wartime dissent?
​Materials needed for class:
  • Foner.
  • Charged laptop.
  • Optional: You may also consider printing out a copy of Bourne for easier annotation.

#607 WWI: The Wilsonian Moment

Read: 
  • Read Foner 599-606 ("1919").
  • "President Woodrow Wilson's 14 Points," January 1918 in the Course Reader, 99-103.
Consider:
  • Identify the goals of those pressing for global change in 1919, and of those who opposed them.
  • Describe how the ending and immediate aftermath of World War I sowed the seeds of future twentieth-century conflicts.
Materials needed for class:
  • Foner.
  • Course Reader.
  • Charged laptop.
Picture

#608 Great Depression: From Prosperity to Ruin

Read:
  • Foner 631-37 (“The Great Depression")
  • View “Crash Course U.S. History #33: The Great Depression” (14 minutes). Embedded to right.
Consider:
  • Identify the key causes of the Great Depression.
  • What principles guided President Hoover's response to the Great Depression, and how did this restrict his ability to help the American people?
Materials needed for class:
  • ​A charged laptop.

#609 Great Depression: The New Deal

Read:
  • View The New Deal: Crash Course US History #34 (15 minutes)
  • ​Read and annotate Herbert Hoover, “Roosevelt’s New Deal Would Destroy America” (1932) in the Course Reader (107-110).
  • Read and annotate Franklin Roosevelt, “Fireside Chat” (1934) in Foner, 656.
Consider:
  • Compare and contrast Hoover's and Roosevelt's visions of liberty.
Materials needed for class:
  • A charged laptop.
  • Foner.
  • Course Reader.

#610 The Authoritarian Alternative: Communism

Homework: 
  • ​Read the following selection from Tignor et al, Worlds Together, Worlds Apart (W.W. Norton, 2008), pages 826-30 (PDF).
  • Take the quiz. After you have completed reading, please press the button below to take a short reading comprehension quiz on Canvas. This open-book quiz consists of five questions and is timed at five minutes. It may be retaken but should be completed individually.
Take Quiz (Canvas)
Materials needed for class:
  • Printed or digital copy of the Tignor reading.
  • A charged laptop
Picture
Soviet poster featuring Marx, Engels, Lenin, and Stalin.

#611 The Authoritarian Alternative: Fascism

Homework:
  • Read the following selection from Tignor et al, Worlds Together, Worlds Apart (W.W. Norton, 2008), pages 830-37. (Please skip the primary source selection on page 832).
  • Respond. Some historians and political thinkers have argued that the Soviet Union was fundamentally similar to the fascist regimes in Germany, Italy, and Japan. In zero-draft form, respond to this argument in paragraph form by drawing on evidence from the reading. Use the button below to submit.​
Submit Zero-Draft Reflection (Canvas)
Materials needed for class:
  • Printed or digital copy of the Tignor reading.
  • A charged laptop
Picture
Japanese propaganda celebrating the Anti-Comintern Pact of 1936.
Powered by Create your own unique website with customizable templates.
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing