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APUSH: “Safe for Democracy” – The U.S. and WWI, 1916-1920
Weber 217
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Activator Congratulations on finishing first semester!
You have accomplished a whole lot and have so much to be proud of. The new semester is a completely fresh start. 1. Reflecting on how you did first semester, what are you happiest about and what are you not so happy about? 2. What is your goal for this semester? 3. What specifics things can you do to accomplish this goal? Remember to turn in your DBQ on the Progressives today.
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Agenda Activator, agenda, and objective (10 minutes)
“Safe for Democracy” WWII overview (45-60 minutes) I. An Era of Intervention Comprehension check (5 minutes) II. America and the Great War III. The War At Home IV. 1919 V. Forging a New International Order Exit ticket and homework
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Objective AP Topic #18: “The Emergence of America as a World Power”
American imperialism: political and economic expansion War in Europe and American neutrality The First World War at home and abroad Treaty of Versailles Society and economy in the postwar years
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Focus Questions What was the role of the Committee on Public Information (CPI) during the war and what admen (advertisers) were able to gain from the CPI? What were some wartime examples of coercive patriotism and how did it operate? In what ways did the U.S. intervene in world affairs, aside from WWI, in the first two decades of the 20th century? What were the major arguments made by W.E.B. DuBois in furthering civil rights in America? What were the major causes of the Red Scare?
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“Safe for Democracy” This chapter begins with Wilson’s concept of moral foreign policy of “liberal internationalism.” Wilson promised to bring the Progressive agenda to the world but fell short. This forced Americans once again to debate the true extend of liberty. The era of intervention refers to the foreign policy of Theodore Roosevelt and William Howard Taft. Wilson was originally neutral going into WWI but when pushed into war his 14 points outlined his vision that this war should make the world “safe for democracy.” At home, the war was sold to the public via the Committee on Public Information (CPI). War also made some try to create racial boundaries and define who was “American.” Race was studies through eugenics which fueled the anti-immigrant sentiment of the era. Anti-German hysteria was high and German immigrants were forced to prove their loyalty. African Americans were asked to work in the defense industries and serve in the army but faced continued discrimination and violence. In 1919 there was a world-wide revolutionary upsurge. Labor unions were attacked during the Red Scare as dangerous and part of a communist conspiracy. Wilson’s dreams for peace were shattered as the US Senate refused to ratify the Treaty of Versailles.
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I. An era of intervention
Theodore Roosevelt and Roosevelt Corollary Panama U.S.-backed separation of Panama from Colombia U.S. acquisition of Panama Canal Zone Construction of Panama Canal Dominican Republic Cuba William Howard Taft and Dollar Diplomacy Nicaragua Honduras
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U.S. Global Investments and Investments in Latin America
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Panama
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I. An era of intervention (cont’d)
Woodrow Wilson and “moral imperialism” Haiti Dominican Republic Mexico Mexican Revolution under leadership of Francisco Madero Assassination of Madero and outbreak of Civil War Wilson dispatch of troops, skirmishes with Pancho Villa
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U.S. Interventions in Latin America 1898-1920
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Theodore Roosevelt: Speak Softly but Carry a Big Stick
Big Stick Diplomacy (below). Corollary to the Monroe Doctrine establishing U.S. intervention and international police power (right).
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Moral Diplomacy The U.S. should be the conscience of the world.
Spread democracy. Promote peace.
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Comprehension Check Write a brief summary in your own words.
Write 3-5 questions that this brought up that you hope to find answers to in the reading.
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II. America and the Great War
Outbreak of European war Assassination of Archduke Franz Ferdinand Allied Powers (Britain, France, Russia, Japan) versus Central Powers (Germany, Austria-Hungary, Ottoman Empire) Protracted, bloody stalemate Implications of European war Undermining of faith in human progress and reason Indication of power of nationalism in modern world
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II. America and the Great War (cont’d)
American Response Mixed sentiments Sympathy for Allied Powers British roots Association of Britain with democracy, Germany with tyranny Opposition to Allied Powers, and/or U.S. involvement German, Irish, Russian (anti-czarist) roots Antiwar feminists, pacifists, social reformers
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Ch. 19, Image 6 The liner Lusitania, pictured on a “peace” postcard. Its sinking by a German submarine in 1915 strengthened those who wished to see the United States enter the European war. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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Ch. 19, Image 7 A 1916 Wilson campaign truck (a new development in political campaigning), promising peace, prosperity, and preparedness. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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II. America and the Great War (cont’d)
American Response The road to American involvement Initial declaration of neutrality British and German blockades American business ties to Britain Sinking of Lusitania “Preparedness” policy German suspension of submarine warfare against neutrals Reelection of Wilson; “He Kept Us Out of War” German resumption of open submarine warfare Zimmerman Note First Russian Revolution (Menshevik); overthrow of czar American declaration of war against Germany
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II. America and the Great War (cont’d)
From American to Armistice Second Russian Revolution (Bolshevik) Vladimir Lenin’s break with Allies Withdrawal of Russia from war Wilson’s Fourteen Points Defeat of German advance; Allied counteroffensive German surrender
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Comprehension Check Write a summary in your own words.
Write 3-5 questions you have that you hope to answer when reading the chapter.
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III. The war at home Perceived prospects for fulfillment of Progressive vision Economic rationalization Spirit of national unity and purpose Social justice
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III. The war at home (cont’d)
Expansion of federal powers Military conscription Economic intervention Areas War production (War Industries Board) National transportation (Railroad Administration) Coal and oil (Fuel Administration) Farming and food preparation (Food Administration) Labor relations (National War Labor Board) Varied degrees of intervention Coordination of overall war production (WIB) Control of some sectors (coal, oil, labor relations)
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III. The war at home (cont’d)
Expansion of federal powers Economic intervention Partnership between business and government Guaranteed profit Suspension of anti-trust Labor-management-government cooperation Uninterrupted production Federal mediation Labor’s right to organize Improved wages and working conditions Raising of revenue Corporate and income tax increases Liberty bonds
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III. The war at home (cont’d)
Propaganda war Widespread opposition to American entry Industrial Workers of the World Socialist party Committee on Public Information; George Creel Modes of propaganda Pamhlets Posters Advertisements Motion pictures Four-Minute speeches Themes Social cooperation Expanded democracy and freedom Demonization of Germans
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Ch. 19, Image 11 A vivid example of the anti-German propaganda produced by the federal government to encourage prowar sentiment during World War I. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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III. The war at home (cont’d)
Revitalization of Progressive causes Women’s suffrage Optimism that wartime patriotism will gain women the vote Insistence that women should enjoy “democracy” at home National Women’s party Alice Paul Support from Wilson Postwar ratification of Nineteenth Amendment
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Ch. 19, Image 13 Women during World War I: women’s suffrage demonstrators in front of the White House. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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III. The war at home (cont’d)
Revitalization of Progressive causes Prohibition Sources of support Employers Urban reformers Women Anti-immigration Protestants Anti-Germans Progress Passage of state laws Postwar ratification of Eighteenth Amendment
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III. The war at home (cont’d)
Repression of dissent Instruments Federal government Espionage Act Sedition Act State governments Vigilante organizations Themes Definition of “patriotism” as support for government, war, economic status quo Definition of “un-Americanism” as labor radicalism, opposition to war
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Ch. 19, Image 16 Civilians apprehended in a 1918 “slacker raid.” In a three-day drive in New York City, government agents stopped and questioned 61,000 men. About 1,500 were arrested for failing to carry draft cards. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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III. The war at home (cont’d)
Repression of dissent Means Criminalization of dissent; conviction of Eugene V. Debs Investigations of suspected dissidents Mass arrests Public harassment and intimidation Suppression of labor protest Terror Minimal reaction from Progressives
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III. The war at home (cont’d)
The “race problem” Progressive-era conceptualization Ethnic groups as “races” Inbred “racial” characteristics Racial diversity as threat to American civilization Progressive solutions Mainstream “Americanization” Eugenics Insistence by some on respect for other cultures
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III. The war at home (cont’d)
The “race problem” Wartime Americanization Government-sponsored Pressure on immigrants to demonstrate patriotism Suppression of German-American culture Heightened interest in immigration restriction, eugenics Ambiguous status of groups neither black nor white Mexicans in Southwest Puerto Ricans Asian Americans
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Ch. 19, Image 17 The Lion’s Club of Trenton, New Jersey, displayed this billboard in 1922, urging native-born Americans to help immigrants assimilate. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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Ch. 19, Image 18 Graduates of the Ford English School at the conclusion of their 1916 graduation ceremony. Dressed in their traditional national costumes, they disembarked from an immigrant ship into a giant melting pot. After teachers stirred the pot with ladles, the Ford workers emerged in American clothing, carrying American flags. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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Ch. 19, Image 19 A 1919 Americanization pageant in Milwaukee, in which immigrants encounter Abraham Lincoln and the Statue of Liberty. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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III. The war at home (cont’d)
Status and response of African-Americans Progressive era Barriers to political rights, employment opportunity, consumer economy Progressives’ indifference or aversion to black freedom Activists Intellectuals Presidents
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Ch. 19, Image 20 A cartoon from the St. Louis Post-Dispatch, April 17, 1906, commenting on the lynching of three black men in Springfield, Missouri. The shadow cast by the Statue of Liberty forms a gallows on the ground. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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III. The war at home (cont’d)
Status and response of African-Americans Progressive era W. E. B. Du Bois and revival of black protest Du Bois background The Souls of Black Folk Challenge to Booker T. Washington accommodationism “Talented tenth” Niagara movement National Association for the Advancement of Colored People
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Ch. 19, Image 21 W. E. B. Du Bois, founder of the NAACP and editor of its magazine, The Crisis, in his New York office. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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III. The War at Home (cont’d)
Status and response of African-Americans World War I era Optimism that wartime patriotism would gain blacks equal rights “Close ranks” Minimal gains Great migration Scale and direction Motivations and aspirations Disappointing realities Anti-black violence, North and South New spirit of militancy Silent Protest Parade Garveyism
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Ch. 19, Image 22 A black veteran watches his regiment parade in New York City after the end of the war. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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Ch. 19, Image 23 The silent parade down Fifth Avenue, July 28, 1917, in which 10,000 black marchers protested the East St. Louis race riot. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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Comprehension Check Write a summary in your own words.
Write 3-5 questions you have that you hope to answer when reading the chapter.
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IV. 1919 Upheaval around world Inspirations and manifestations
Russian Revolution Spread of communist-led governments General strikes Peasant movements Anti-colonial campaigns Underlying aspirations Socialism “Industrial democracy” National self-determination
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IV. 1919 (cont’d) Upheaval around world Labor upheaval in America
Counter-mobilization Allied intervention in Soviet Union Limits of Wilson’s internationalism Receding of postwar radicalism around world Labor upheaval in America Breadth and magnitude Spirit and themes Appropriation of wartime rhetoric of freedom and democracy Social and ideological diversity
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IV. 1919 (cont’d) Labor upheaval in America Leading instances
Seattle general strike Boston police strike Coal strike Steel Strike Anti-union mobilization Employers Government Private organizations Defeats of postwar strikes
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Ch. 19, Image 24 An advertisement placed by a steel company in a Pittsburgh newspaper announces, in several languages, that the steel strike of 1919 "has failed." The use of the figure of Uncle Sam illustrates how the companies clothed their anti-union stance in the language of patriotism. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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IV. 1919 (cont’d) Labor upheaval in America Red Scare Methods Outcomes
Federal raids on officers of labor and radical organizations; Palmer Raids Arrests Deportations Secret Files Outcomes Devastation of labor and radical organizations Broad outrage over abuse of civil liberties
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Ch. 19, Image 25 Local police with literature seized from a Communist Party office in Cambridge, Massachusetts, November 1919. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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Comprehension Check Write a summary in your own words.
Write 3-5 questions you have that you hope to answer when reading the chapter.
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V. Forging of postwar international order
Wilson’s performance abroad Rapturous reception in Paris Hardheaded diplomacy at Versailles Treaty of Versailles Wilsonian elements League of Nations New sovereign nations in Europe Harsher elements French occupation of Saar basin and Rhineland Restrictions on German military Crippling reparations for Germany
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Ch. 19, Image 26 Part of the crowd that greeted President Wilson in November 1918 when he traveled to Paris to take part in the peace conference. An electric sign proclaims “Long Live Wilson.” Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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V. Forging of postwar international order (cont’d)
Treaty of Versailles Limits of national sovereignty Denial of independence for French and British colonies League of Nations “mandates” for former Ottoman lands Reallotment of former German colonies Seeds of instability for twentieth-century world Wilsonian internationalism in postwar America Short term setbacks League of Nations debate Wilson’s stroke, incapacity Senate rejection of Versailles treaty Eclipse of Progressivism; “return to normalcy”
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Ch. 19, Image 27 Interrupting the Ceremony, a 1918 cartoon from the Chicago Tribune, depicts Senate opponents of the Versailles Treaty arriving just in time to prevent the United States from becoming permanently ensnared in “foreign entanglements” through the League of Nations. Give Me Liberty!: An American History, 2nd Edition Copyright © W.W. Norton & Company
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V. Forging of postwar international order (cont’d)
Wilsonian internationalism in postwar America Long-term legacy for American foreign policy Blend of idealism and power politics Appeals to democracy, open markets, global mission Impulse for military intervention abroad
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Exit ticket and homework
How useful do you find the overviews of the chapter? If it was completely up to you, how would you design the 5 hours of instruction so that we comprehensively cover one chapter per week? Tues (2 hours); Thurs (2 hours); Fri (1 hour) Homework Read Ch. 19 for the test on Thursday.
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