Democratizing Twentieth America Sample Introduction

The preamble to the United States Constitution proclaims to protect the rights and liberties of “we the people”, but for over a hundred years “we” was very narrowly defined.  Since the nation’s inception, women reformers have attempted to correct this injustice.  Some of these reformers were abolitionists who sought to end slavery.  Others were educated upper middle class women who questioned their roles in a nascent urban, industrial society.  Many were immigrant women who came to the United States in search of opportunity, yet they found themselves toiling in factories.  And finally there were socialist women whose radical notion of democracy made them wary partners with reformers who still believed in the United States constitution.  Ultimately, the Industrial Revolution would push these reformers to coalesce around the issue of women’s suffrage.  The Women’s Suffrage Movement got underway when it did because of the social, economic, and political changes sparked by industrialization and increases in educational opportunities for women. 

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Democratizing Essay Rubric and Instructions - Repost

Democratizing Twentieth Century America - Response Essay - Due Mon, Nov 5

Democratizing America Unit 1 – Democracy and Equality for Women: Why Then? Why did the endeavor for this reform get underway when it did?

Response Essay - Due Monday, November 5

In this unit we will study the Industrial Revolution as a context for understanding how and why women got the right to vote when they did. In this essay, you will discuss the Women's Suffrage Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historic context by discussing the rise of socialism, Progressivism, and WWI.

Essential Question: Why then? Why did the Women's Suffrage Movement get underway when it did? (90%)

5 pages typed, double spaced, 12 pt font.

Reflection questions (10%):

What gains were won?  What gains were sought but not won?  If the reform was only partially achieved, what limited its attainment? 

1 page typed, double spaced, 12 pt font.

In this essay you must include evidence obtained from the following sources:

a) Howard Zinn - "The Socialist Challenge" and "War is the Health of the State"
b) Kerber, De Hart - "Industrializing America"
c) Who Built America? - "Radicals and Reformers in the Progressive Era" pgs 213-229 "Woman Suffrage", "Factory Reform and the Conditions of Labor", "The Garment Industry and Working Women's Activism", "Socialist, Marxists and Anarchists" and pgs 286-292 **(this book is only available in class and you must use class workshop time to take your notes)
d) Women's Suffrage Packet
e) Industrializing America  
f) PBS American Experience - Triangle Shirtwaist 
g) other selected class links and documents and film clips
Rubric (seven categories)

HISTORICAL CONTENT

16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses at least 3 of the four causes of the Women's Suffrage Movement and several individuals and/or people involved.

12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses at least 3 of the four causes of the Women's Suffrage Movement and several individuals and/or people involved.

8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discuss at least 2 of the four causes of the Women's Suffrage Movement and several individuals and/or people involved.

4 - Demonstrates little or no understanding of the historical time period and/or the cause and effect relationships between significant events; inaccurately discusses the Women's Suffrage Movement and/or several individuals involved.


INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS

4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-E above.

3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-E; evaluates claim against some counterclaims.

2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-E.

1 - Provides some information, details, and/or evidence related to claim but does not state a claim.


USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.

3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.

2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.

1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.


OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS


4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay.

3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay.

2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay.

1 - Uses relevant style and tone sporadically; attends to the norms of a social studies essay in specific sentences or specific portions of the essay.


PROVISION OF RELEVANT CONCLUDING STATEMENT

4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action

3 - Provides a concluding statement that follows from and supports all of the major claims of the argument

2 - Provides a concluding statement that follows from and supports several of the major claims of the argument

1 - Provides a concluding statement that is somewhat relevant to the argument presented


ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE

4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.

3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.

2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.

1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).


DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING

4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.

3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.

2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.

1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.

Politics and Government Homework - Due Thurdsay, Oct 25

1 - Define the following words. List part of speech and use each in a sentence. (* no sentence required)

unscrupulous
indelible
encumbered
etiolating: to make pale; to deprive of natural vigor, make feeble
intrepid
megalomania
in posse*: in potential but not in actuality.
in esse*: actually existing
cohere
remuneration
locution
arbiter
ambivalence
venery*: sexual indulgence
peripatetic
bemuse
at par
platonic*
parricide*: the act of murdering one's father (patricide), mother (matricide) or other close relative, but usually not children (infanticide).
the act of murdering a person (such as the ruler of one's country) who stands in a relationship resembling that of a father
a person who commits such an act
mortify
apostate
vexing dexterity
amoral
concomitant
votary
phalanx*
usurp
approbation
machination
pseudonym
candor
epitaph
candor
obstinate
ardent
nimbus*
adroit
chrub
pagan
belligerent
jingo
prescience
antipathy
unilateral
felicity
querulous

2 - Make sure you've read chapter 3 in Vidal!!!!

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Democratizing Twentieth Century America Homework - Due Monday, October 22

1)  Construct an outline for your essay in a format that works best for you.

Please include the following:

- list claims and supporting reasons 

- clearly show connections to Essential Question: Why then?  Why did the endeavor for this reform get underway when it did?

- clearly show connections to at least two: industrialization,  WWI, immigration, increases in women's education

- summarize key events and explain how they connect to your claims/reasons 

- provide evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events, primary and secondary sources; evidence is from ALL of the required sources.

- outline should be neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence


2)  If you are having trouble with claims and reasons:

 Sample Thesis:


Claim - The Industrial Revolution provoked the social, economic and cultural changes that incentivized the Women's Suffrage Movement.

Reasons:

- The increased need for labor during the Industrial Revolution helped pull into the public sphere, where they increased their impact on politics as part of the labor movement.

- The Industrial Revolution prompted a surge in socialism. Socialist organizations provided suffragists with organizational support.

- Women exploited  assumptions about femininity  and gender to advocate for reform during the Progressive Era. 


Sample Thesis:

Claim - The Women's Suffrage Movement got underway when it did largely because of increased educational opportunities for women during the late nineteenth and early twentieth centuries. 


Sample Thesis:

Claim - World War I created a political, economic and cultural climate that made voting rights for women attainable.


3) Read and take notes on this excerpt about the Treaty of Versailles:

TREATY OF VERSAILLES

Viewing Germany as the chief instigator of the conflict, the European Allied Powers decided to impose particularly stringent treaty obligations upon the defeated Germany. The Treaty of Versailles, presented for German leaders to sign on May 7, 1919, forced Germany to concede territories to Belgium (Eupen-Malmédy), Czechoslovakia (the Hultschin district), and Poland (Poznan [German: Posen], West Prussia and Upper Silesia). The Germans returned Alsace and Lorraine, annexed in 1871 after the Franco-Prussian War, to France. All German overseas colonies became League of Nation Mandates, and the city of Danzig (today: Gdansk), with its large ethnically German population, became a Free City. The treaty demanded demilitarization and occupation of the Rhineland, and special status for the Saarland under French control. Plebiscites were to determine the future of areas in northern Schleswig on the Danish-German frontier and parts of Upper Silesia on the border with Poland.

Perhaps the most humiliating portion of the treaty for defeated Germany was Article 231, commonly known as the "War Guilt Clause," which forced the German nation to accept complete responsibility for initiating World War I. As such Germany was liable for all material damages, and France's premier Georges Clemenceau particularly insisted on imposing enormous reparation payments. Aware that Germany would probably not be able to pay such a towering debt, Clemenceau and the French nevertheless greatly feared rapid German recovery and the initiation of a new war against France. Hence, the French sought in the postwar treaty to limit Germany's potential to regain its economic superiority and to rearm. The German army was to be limited to 100,000 men, and conscription proscribed; the treaty restricted the Navy to vessels under 100,000 tons, with a ban on the acquisition or maintenance of a submarine fleet.

Moreover, Germany was forbidden to maintain an air force. Finally, Germany was required to conduct war crimes proceedings against the Kaiser and other leaders for waging aggressive war. The subsequent Leipzig Trials, without the Kaiser or other significant national leaders in the dock, resulted largely in acquittals and were widely perceived as a sham, even in Germany.

The newly formed German democratic government saw the Versailles Treaty as a “dictated peace” (Diktat). Although France, which had suffered more materially than the other parties in the “Big Four,” had insisted upon harsh terms, the peace treaty did not ultimately help to settle the international disputes which had initiated World War I. On the contrary, it tended to hinder inter-European cooperation and make more fractious the underlying issues which had caused the war in the first place. The dreadful sacrifices of war and tremendous loss of life, suffered on all sides, weighed heavily not only upon the losers of the conflict, but also upon those combatants on the winning side, like Italy, whose postwar spoils seemed incommensurate with the terrible price each nation had paid in blood and material goods.

For the populations of the defeated powers -- Germany, Austria, Hungary, and Bulgaria -- the respective peace treaties appeared an unfair punishment, and their governments, whether democratic as in Germany or Austria, or authoritarian, in the case of Hungary and Bulgaria, quickly resorted to violating the military and financial terms of the accords. Efforts to revise and defy the more burdensome provisions of the peace became a key element in their respective foreign policies and proved a destabilizing factor in international politics.

The war guilt clause, its incumbent reparation payments, and the limitations on the German military were particularly onerous in the minds of most Germans, and revision of the Versailles Treaty represented one of the platforms that gave radical right wing parties in Germany, including Hitler's Nazi Party, such credibility to mainstream voters in the 1920s and early 1930s. Promises to rearm, to reclaim German territory, particularly in the East, to remilitarize the Rhineland, and to regain prominence again among the European and world powers after such a humiliating defeat and peace, stoked ultranationalist sentiment and helped average voters to overlook the more radical tenets of Nazi ideology.

The burdensome reparations, coupled with a general inflationary period in Europe in the 1920s, caused spiraling hyperinflation of the German Reichsmark by 1923. This hyperinflationary period combined with the effects of the Great Depression (beginning in 1929) seriously to undermine the stability of the German economy, wiping out the personal savings of the middle class and spurring massive unemployment. Such economic chaos did much to increase social unrest, destabilizing the fragile Weimar Republic.

Finally, the efforts of the Western European powers to marginalize Germany through the Versailles Treaty undermined and isolated German democratic leaders. Particularly deleterious in connection with the harsh provisions of Versailles was the rampant conviction among many in the general population that Germany had been “stabbed in the back” by the “November criminals” -- those who had helped to form the new Weimar government and broker the peace which Germans had so desperately wanted, but which ended so disastrously in Versailles. Many Germans forgot that they had applauded the fall of the Kaiser, had initially welcomed parliamentary democratic reform, and had rejoiced at the armistice. They recalled only that the German Left -- Socialists, Communists and Jews, in common imagination -- had surrendered German honor to an ignominious peace when no foreign armies had even set foot on German soil.

This Dolchstosslegende (stab-in-the-back legend) helped further to discredit German socialist and liberal circles who felt most committed to maintain Germany's fragile democratic experiment. The difficulties imposed by social and economic unrest in the wake of World War I and its onerous peace terms worked in tandem to undermine pluralistic democratic solutions in Weimar Germany and to increase public longing for more authoritarian direction, a kind of leadership which German voters ultimately and unfortunately found in Adolf Hitler and his National Socialist Party.

Politics and Government Homework - Due Mon Oct 22

1 - Finish reading chap 3 in Vidal and take notes.  Notes will be graded on a 4 pt scale.  In addition, write a paragraph or two that summarizes the central ideas of the text.  How is this impacting your ideas regarding your claim for your essay?

2 - An Electoral College tie and what it would mean
Summarize and discuss central ideas in a paragraph or two.  How does this connect to what you've read in Dahl and Vidal?  Select quotes to support your claims.

Politics and Government - Trip

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Democratizing Twentieth Century America Homework - Due Mon, Oct 15

1) Finish reading "War is the Health of the State" and take notes.  Notes will be graded on a 4 pt scale. 

2) What does Zinn suggest about women's attitudes regarding the war? Explain. 

3) Read the following link and take notes:

I'm No Lady; I'm a Member of Congress

Politics and Government Homework - Due Monday, Oct 15

Did the Constitution's Framers intend to create a revolutionary and democratic government? 

1)  Read the following essay and take notes.  Notes will be graded on a 4 pt scale.

The Anti-federalists: The Other Founders of the American Tradition? 
(You will need to click where it says read full essay)

2)  Read chapter 3 in Dahl and take notes.  Also, in a paragraph or two, explain how the structure and nature of the U. S.'s government differs from those of other democracies.   Does Dahl seem to suggest that one model is better?  Explain.  Include quotes from the text to support your answer.

3) Finish reading the excerpt from How Democratic is the Constitution by Gordon Wood and take notes.  Notes will be graded on a 4 pt scale.  

4) DUE TUESDAY -- Read pgs 43-53 in Vidal and take notes.  Your notes should track the important characters and events, and make connections to the Essential Question.  Moreover you should consider:

-comparison of Britain and the United States
-Franklin's prediction
-roots of the American Party System
-differing opinions about government
-property and democracy

Democratizing Twentieth Century Homework - Due Thurs, Oct 11

1.  List the 4 root causes of the Women's Suffrage Movement

2.  Select a total of six quotes that connect to any of the causes.

3.  Analyze and interpret each quote.  Explain the connection and try to create/develop a claim.  We will be working on the essays next week, but you will not receive any support if you do not do any of this pre-work.



 

Politics and Government Homework - Due Thurs, Oct 11

1 - Define the following. For each, list part of speech and write sentences. Words with asterisks do not require sentences. Several words are already defined, but you must still write sentences. A few of these may be repeats so you may write your own definition, provided you're certain of its meaning. You must still use in a sentence.

exuberant: (adj) killed with or characterized by a lively energy and excitement

*brood: (n) a number of young produced or hatched at one time; a family of offspring or young.

*brood: (v) to sit upon (eggs) to hatch, as a bird; incubate.
electorate

brood: (v) to think or worry persistently or moodily about; ponder: He brooded the problem.

*fin de siecle: "end of the century"

*Anglophone: (adj/n) the English speaking world, person, group pr locality

emolument: (n) salary, wages and benefits paid for employment or an office held.

subsist: (v) to continue in existence

nemesis: (n) a source of harm or ruin

ramshackle

feudalism

venality: (n) susceptible to bribery or corruption

dour

dissimilitude: (n) not similar

abhorrent: (adj) detestable, loathsome, inspiring disgust

fret: (v) to feel or express worry, annoyance, discontent, or the like

*lapidary: (n) a cutter, polisher, or engraver of precious stones usually other than diamonds

*Arcadia: A region of ancient Greece in the Peloponnesus. Its inhabitants, relatively isolated from the rest of the known civilized world, proverbially lived a simple, pastoral life

stratagem: (n) a plan or strategy used to trick an enemy

decimate: (v) kill, destroy, or remove a large percentage of

comprise

unfurling

succumb

arduous

nullify

cession

candid

*littoral: (adj) of or pertaining to the shore of a lake, sea, or ocean.

common-law

equipage

ostentatious

*panegyric: (n) a public speech or published text in praise of someone or something.

gape

*eponymous: (adj) of, relating to, or being the person or thing for whom or which something is named

euphoria

incessant

serene

apropos

averse

*antediluvian: (adj) "before the deluge" – is the period referred to in the Bible between the Creation of the Earth and the Deluge (flood)

Politics and Government Homework - Due Tuesday, Oct 9

A) Read Dahl 27-39.  Answer the following questions.

1 - Which states were last to vote for the Bill of Rights?  When did they ratify?

2 - In addition to the Bill of Rights, which amendments have helped to democratize America?  How?

3 - Who created the Republican (Democratic-Republican) Party?

4 - Why are political parties inevitable?  Explain.  Are they desirable?  Explain.

5 - Discuss this quote: "We can be sure that a country wholly without competitive parties is a country without democracy."

6 - Why does Dahl think the Electoral College is undemocratic?

7 - List the major milestones of Madison's career.

8 - Discuss the evolution of Madison's views regarding suffrage (the right to vote).  You are expected to mention Federalist #10, and pages 35-37.

9 - Why does Dahl think the outcome of the Constitutional Convention would have been different had it been held in 1820?

10 - In general, what is your sense of Dahl's beliefs about the intentions of the Framers? 

B) Read Vidal chapter 2, and take notes.  Notes will be checked and graded on a 4 pt scale. Be prepared to discuss with a partner tomorrow.


4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Adams, Jefferson, Franklin, King George III, Paine
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



3 - shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Adams, Jefferson, Franklin, King George III, Paine
- discusses key/important events
- demonstrates understanding of most of the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



2 - shows connections
- discusses several but not all of the following: Adams, Jefferson, Franklin, King George III, Paine
- demonstrates understanding two or less of the text's central ideas
- little evidence/quotes to support your claims/arguments; little or no numeric data; little mention of major events or people
- notes are sloppy and unorganized; no headings to distinguish general ideas; doesn't contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence


1 - http://www.youtube.com/watch?v=lj3iNxZ8Dww

Democratizing Twentieth Century America Homework - Due Tues, Oct 9

Unit 1 - Democracy and Equality for Women: Why Then? Why did the endeavor for this reform get underway when it did?


1) Finish reading Battle for Suffrage packet, take notes and annotate.  Your notes will be checked for credit. You are expected to analyze and interpret Woodrow Wilson's speech about women's suffrage.  What are the text's central ideas?  How could you quote it to meet the primary source requirements for your essay? 

2) Read and take notes: Again, you are expected to analyze and interpret this as a primary source document.  What are the text's central ideas?  Who is the intended audience?  In what ways is Wilson attempting to persuade his audience or multiple audiences?   How could you quote this document to meet the primary source requirements for your essay?   



Woodrow Wilson's Fourteen Points Speech (January 8, 1918)
"It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow nor or at any other time the objects it has in view.

We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secure once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The program of the world's peace, therefore, is our program; and that program, the only possible program, as we see it, is this:

I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view.

II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants.

III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance.

IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety.

V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined.

VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy.

VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired.

VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all.

IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality.

X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development.

XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into.

XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees.

XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant.

XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.

In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be intimate partners of all the governments and peoples associated together against the Imperialists. We cannot be separated in interest or divided in purpose. We stand together until the end. For such arrangements and covenants we are willing to fight and to continue to fight until they are achieved; but only because we wish the right to prevail and desire a just and stable peace such as can be secured only by removing the chief provocations to war, which this program does remove. We have no jealousy of German greatness, and there is nothing in this program that impairs it. We grudge her no achievement or distinction of learning or of pacific enterprise such as have made her record very bright and very enviable. We do not wish to injure her or to block in any way her legitimate influence or power. We do not wish to fight her either with arms or with hostile arrangements of trade if she is willing to associate herself with us and the other peace- loving nations of the world in covenants of justice and law and fair dealing. We wish her only to accept a place of equality among the peoples of the world, -- the new world in which we now live, -- instead of a place of mastery.

Neither do we presume to suggest to her any alteration or modification of her institutions. But it is necessary, we must frankly say, and necessary as a preliminary to any intelligent dealings with her on our part, that we should know whom her spokesmen speak for when they speak to us, whether for the Reichstag majority or for the military party and the men whose creed is imperial domination.

We have spoken now, surely, in terms too concrete to admit of any further doubt or question. An evident principle runs through the whole program I have outlined. It is the principle of justice to all peoples and nationalities, and their right to live on equal terms of liberty and safety with one another, whether they be strong or weak.

Unless this principle be made its foundation no part of the structure of international justice can stand. The people of the United States could act upon no other principle; and to the vindication of this principle they are ready to devote their lives, their honor, and everything they possess. The moral climax of this the culminating and final war for human liberty has come, and they are ready to put their own strength, their own highest purpose, their own integrity and devotion to the test."


rationale: 1. the fundamental reason or reasons serving to account for something.
2. a statement of reasons.


Source: http://wwi.lib.byu.edu/index.php/President_Wilson%27s_Fourteen_Points

Politics and Government Homework - Due Wednesday, Oct 3

In the back of your Constitution packet you will find excerpts from the Federalist Papers, No. 10 and No. 51.  Read and analyze each.  Evidence of your analysis will be checked tomorrow.  I except to see both annotations and notes in your notebook. Use the vocabulary list below to assist you.

DON'T FORGET WE HAVE A BAKE SALE TOMORROW!!!!!!

Faction-A small, organized, dissenting group within a larger one, esp. in politics

Contemplate - Look at thoughtfully

Vice-defect, vise, fault

Adversaries-One's opponent in a contest, conflict, or dispute

Specious-Superficially plausible, but actually wrong: "a specious argument"

Declamation-recitation

Unwarrantable- Not able to be authorized or sanctioned; unjustifiable: "an unwarrantable intrusion into personal matters"

Partiality- Unfair bias in favor of one thing or person compared with another; favoritism.

Obviated- Remove (a need or difficulty): "the Venetian blinds obviated the need for curtains"

Inducement- A thing that persuades or influences someone to do something: "no inducement to wait"

Expedient- (of an action) Convenient and practical, although possibly improper or immoral.

Provision- The action of providing or supplying something for use

Contrive- Create or bring about (an object or a situation) by deliberate use of skill and artifice.

Constituent- Being a part of a whole.

Agency- . action, power, or operation

Magistrate- A civil officer or lay judge who administers the law, esp. one who conducts a court that deals with minor offenses.

Commensurate- Corresponding in size or degree; in proportion

http://mrcopelandsclass.blogspot.com/2012/09/politics-and-government-response-essay.html

Democratizing Twentieth Century America - Homework Due, Wednesday, Oct 3

Read Zinn "War is the Health of the State" pages 359-365

Answer the following questions.  Support your answers with quotes from the text

Why did Sean Wadsworth propose a draft?

How/why do you think British military requirements changed over time?

How did industrialization impact the nature of war?

What was “no man’s land?”

Discuss the impact of media coverage.

Why did Wilson enter the war?

Discuss the William Jennings Bryant quote: “…opened the doors of all weaker countries to an invasion of American capital and enterprise.
How does this quote connect to the concept of imperialism?

Why did W. E. B. DuBois call the war a "Battle for Africa"?

Compare the Committee on Public Information, the Socialists, and the Alliance for Labor and Democracy's stances on the War.

http://mrcopelandsclass.blogspot.com/2012/09/democratizing-america-unit-1-democracy.html

Politics and Government Homework - Due Tues, Oct 2

Read Inventing a Nation pg 13-25

Take notes in notebook, or type and tape in notebook. Notes will be checked and graded on a 4 pt scale. Be prepared to discuss with a partner tomorrow.


4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Madison, Jefferson, Hamilton, Washington, Smith and Clinton
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



3 - shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Madison, Jefferson, Hamilton, Washington, Smith and Clinton
- demonstrates understanding of most of the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



2 - shows connections
- discusses several but not all of the following: Madison, Jefferson, Hamilton, Washington, Smith and Clinton
- demonstrates understanding two or less of the texts's central ideas
- little evidence/quotes to support your claims/arguments; little or no numeric data; little mention of major events or people
- notes are sloppy and unorganized; no headings to distinguish general ideas; doesn't contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence


1 - smh

BAKE SALE TOMORROW!!!