Politics and Government - Homework - Due - Fri, Oct 31

Complete the questions I handed out in class. Support your answers wit evidence and define any unfamiliar words.

Democratizing Twentieth Century America - Body Paragraph Sample

Politics and Government - Homework - Due - Mon, Oct 27

1 - Read Dahl pgs 73 - 89

2 - Answer the following questions. Support your answers with evidence from the text.

a) Discuss the James Wilson quotes regarding the electoral college:

"This subject has greatly divided the House, and will also divide the people out of doors. It is in truth the most difficult of all on which we have to decide."

"The convention, sir, were perplexed with no part of this plan, so much as with the mode of choosing the president of the United States."

Analyze as a primary source. What does Wilson want people to know, think, and believe? What does it say about the time period? How does this connect back to the essential question?

b) Why did the Framers go with the Electoral College?

c) Why were some Framers concerned about the Senate selecting the president in case of an tie in the electoral college?

d) Analyze and interpret the following quote from Alexander Hamilton in Federalist #68:

"The immediate election should be made by men most capable of analyzing the qualities adapted to the station, and acting under circumstances favorable to deliberation, and to a judicious combination of all the reasons and inducements which were proper to govern their choice" (76).

e) Why was the Twelfth Amendment passed?

f) How many times has someone won the popular vote and lost the electoral vote?

g) Discuss the election of 1876.

h) Discuss the evolution in the way states choose their electors.

i) Discuss two disadvantages of the winner-take-all system.

h) Discuss James Madison and James Wilson's views on representation. Consider the following quotes:

" Can we forget for whom we are forming a government? Is it for men or imaginary beings called States?'

"Experience suggests [that] the states were divided into interests not by their difference in size, but by other circumstances."

i) Are there "legitimate rights and interests that need to be protected for people in small states? What are they? Why do you think Dahl uses the word "legitimate?"

j) What suggestions does Dahl make regarding a change in the Electoral College?

k) What happened regarding the Electoral College in 1989?

l) How many Senate votes does it take to pass a Constitutional amendment?

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

Essential Question: Why then? Why did the Women's Suffrage Movement get underway when it did?
 
5 pages typed, double spaced, 12 pt font.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 "Women Workers and Woman Suffrage"
d) Women's Suffrage Packet
e) Business of Being a Woman 
f) PBS American Experience - Triangle Fire
g) other selected class links and documents and film clips and class notes  

Rubric (seven categories)

Rubric for Essay

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 institutions 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  2-3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 1 of the four causes of the Women's Suffrage Movement and several institutions 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 institutions involved.

ORGANIZATION

4 - Writer creates a well-organized essay.  Arguments and analysis are sequenced logically to support the claim.

Writer makes effective use of transitions to link all parts of the essay.

3 - Writer creates an organized essay.  Arguments and analysis are sequenced logically to support the claim.

Writer uses transitions to link all parts of the essay

2 - Writer creates a somewhat organized essay.  Arguments and analysis are not always sequenced logically to support the claim.  Writer attempts to use transitions to link parts of the essay.

1 - Writer provides very little to no organization.  Writer does not use transitions to link any parts of the essay. 

CLAIM AND CONTEXT 

4 - Writer’s claim provides a precise, nuanced interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.

   - The introduction engages the reader and persuasively lays foundation for a passionate argument.  It identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.

   - The conclusion continues and strengthens the claim.  It highlights significance, expands insight and makes recommendations for future action.  

3 - Writer’s claim provides a precise, interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.

   - The introduction identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.

   - The conclusion continues and strengthens the claim.  It mentions significance and makes recommendations for future action. 

2 - Writer’s claim provides a general interpretation of the sources OR a lack of clarity detracts from the claim.

   - The introduction identifies topic of the essay and provides superficial contextual information that gives readers a partial understanding of the sources. 

   - The conclusion summarizes arguments and restates the claim. 

1 - Writers claim only states a fact about the sources and offers no interpretation.

   - The essay lacks a clear introduction.

   - The essay lacks a coherent conclusion. 

EVIDENCE, ANALYSIS, AND COUNTER-CLAIM 

4 - Writer develops claim thoughtfully and persuasively using numerous relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.

   - Writer cities specific textual evidence to support analysis of primary and secondary         sources.

   - Writer includes statistical data as part of the evidence to bolster claims and/or devalue counterclaims

   - Writer provides insightful, thorough analysis of the evidence to support the claim, using the following critical reading strategies:

Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.

Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.

Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.      

3 - Writer develops claim using sufficient relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.

    - Writer cities textual evidence to support analysis of primary and secondary sources.

    - Writer includes statistical data as part of the evidence to support claims and/or devalue counterclaims

    - Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:

Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.

Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.

Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.                              

2 - Writer develops claim using some relevant evidence from the texts, including direct quotations that support the claim.

     

     - Writer provides a basic explanation of how the evidence supports the claim. 

1 - Writer uses irrelevant or insufficient textual evidence to support analysis of text. 

   - Writer’s analysis of the evidence does not support the claim. 

STYLE AND CONVENTIONS  

4 - Writer uses a range of precise and varied vocabulary to elaborate or clarify ideas. 

   - Demonstrates command of the conventions of capitalization, punctuation (extends to     hyphenation), and spelling consistently throughout the text.   - Mechanical and grammatical errors are rare or nonexistent.

   - Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.  

3 - Writer uses a range of vocabulary to elaborate or clarify ideas. 

   - There are few mechanical or grammatical errors.

   - Writer follows accepted conventions for formatting text citations and adheres to MLA standards.

2 - Writer uses basic vocabulary to elaborate or clarify ideas

   - There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.       

   - Writer attempts to follow accepted conventions for text citations and works cited page.

1 - Abundant mechanical and grammatical errors interfere with the reader’s ability to understand the essay.

   - In text citations and works cited page are missing from the essay

Politics and Government - Homework - Due Thursday, Oct 23

Read Dahl 62 - 76

Answer the following questions. Be sure to provide evidence from the text to support your answers.

1 - What is the difference between a presidential system and a parliamentary system?

2 - Why does Dahl suggest the Federalist Papers where propaganda?

3 - Discuss Hamilton's views on the presidency.

4 - What is "separation of powers?"

5 - Discuss the following quote:

"What [the Framers] adopt actually states that: 'Each state shall appoint, in such a manner as the legislature thereof may direct, a number of electors, equal to the whole number of Senators and representatives to which the State may be entitled in Congress.' Whatever the Framers intend by these words, the offer a huge opportunity for the democratic phase of the American revolution to democratize the presidency."

Why does the phrase "in such a manner as the legislature thereof may direct," offer a chance to democratize the presidency?

6 - How did the Constitutional Convention react to the proposal that the president be popularly elected?

7 - How was president originally selected under the Virginia Plan?

8 - How did Jackson, and later, Lincoln, Cleveland, Roosevelt, Wilson, and FDR transform the presidency? Define: mandate

9 - Why does Dalh refer to the democratization of the presidency as "pseudo-democratization."

10 - How did the British constitutional system change/evolve post-U.S. Constitutional Convention?

11 - What is the difference between a monarch, president, and prime minister?

Democratizing Twentieth Century - Homework - Due Wed, Oct 22

Read each of the following links and take notes. I think we know what notes should include by now. If not, smh.

Wilson - A Portrait - America at War 

Wilson - A Portrait in Women's Suffrage 

Democratizing Twentieth Century America - For Tomorrow - Oct, 21

We will be working on the essay this week. On day one, we will process, synthesize, and organize our notes.  Please make sure you bring all of your handouts with you to class.

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 "Women Workers and Woman Suffrage"
d) Business of Being a Woman 
e) PBS American Experience - Triangle Fire 
f) Emma Goldman speeches/essays 
g) other selected class links and documents (including primary sources--speeches etc.) and film clips and class notes  

Here is the essay rubric


Also, finish reading and primary source analysis for Wilson's speech on suffrage.

Politics and Government Homewrok - Due - Monday, Oct 20

1 - Read Dahl pgs 46 - 62
2 - Answer the following questions:

a) Why do second chambers exist according to Dahl?
b) What is "virtual representation?"
c) Discuss the way representation worked in 19th century Prussia.
d) Discuss Dahl's comparison of Alaska, California, and Nevada. Why does he make this comparison? What is his argument?
e) Which countries exceed the U.S. in degree of unequal representation?
f) Discuss the following question raised by Dahl: Is there a principal of general applicability that justifies an entitlement to extra representation for some individuals or groups? What is Dahl's response to this question?  **You must provide direct evidence with analysis and interpretation.
g) What protections have been established to protect minorities from majorities?
h) How has equal representation in the Senate protected the most privileged minorities? What was the Southern veto?
i) What is the difference between a plurality and a majority?
j) What is the "first-past-the-post" system?
k) Why are third parties rarely represented in such a system?
l) Explain the difference between first-past-the-post and proportional representation.
m) Explain how the "double ballot" system works. How does it compensate for the defects of single member districts.
n) Why was the 1993 nomination for the head of the DOJ Civil Rights Division controversial?
o) What is Duverger's Law?
p) Identify: proportional, majoritarian

Democratizng Twentieth Century Homework - Due - Monday Oct 20

**Please make sure you include the page numbers/title the assignment when you do your homework.

1 - Finish reading War is the Health of the State. Answer the following questions. Remember to include direct evidence from the text to support your answers.

a) Discuss the impact of the war on the IWW.
b) Discuss the impact of the war on post-war literature.
c) What were the Palmer Raids? How does Zinn use the Palmer Raids to support his overall argument about the war?
d) Discuss nationalism/xenophobia during the period after the war.
e) Based up what you read in this chapter, did WWI strengthen the state? Explain.

2 - Read and take notes: 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.

Democratizing Twentieth Century - Homework - Due Friday, Oct 17

Read the following and take notes. I think expectations for your notes should be clear at this point.

I'm No Lady I'm A Member of Congress.....

The Women's Rights Movement

Politics and Government - Homework - Due Thurs, Oct 16

1 - Finish reading the Federalist #10 and #51. Complete a primary source analysis for each.

2 - Read Dahl pgs 29-46 answer the following questions:

a) Who was responsible for creating the two party system?

b) What questions does Dahl raise about factions/parties?

c) Discuss, analyze, and interpret the following quote:

"Today we take for granted that political parties and party competition are essential to representative democracy: we can be pretty sure that a country wholly without political parties is a country without democracy."

Do you agree of disagree? Explain your answer.

d) Define: partisan politics

e) Which features of the Electoral College are undemocratic?

f) Discuss James Madison's credentials as a politician prior to the Constitutional Convention.

h) Discuss the evolution of James Madison's views regarding majoritarianism. Provide evidence from varied places in the text. Moreover, use Federalist #10 to help you form your answer.

i) Discuss James Madison's evolving views on universal suffrage.

j) How might the Constitution have been different if written in 1820 instead of 1787? Why? Provide evidence from the text.

k) Discuss, analyze, and interpret the following quote:

"The Framers were not philosophers searching for a description of an ideal system. Nor--and we may be forever grateful to them for this--were they philosopher kings entrusted with the power to rule."

What is a "philosopher king?" Why should we be grateful? Explain?

l) How does Dahl define "advanced democratic country?"

m) Take a look at Tables 1 and 2 on page 186-187.

n) What is the difference between a federal and a unitary system?

o) Which places have absorbed their chamber?

p) Which countries have maintained a strong bicameral legislature?

Democratizing Twentieth Century America - Homework - Due Wed, Oct 15

1 - Read Who Built America pgs 286-288. Annotate the text and take notes in your notebook. Your notes should summarize the text's central ideas, identify important people and events, list important numerical and statistical data, and make connections to the essential question.

2 - Read Zinn pgs 365-373. Take notes in your notebook.  Your notes should summarize the text's central ideas/Zinn's major arguments, identify important people and events, list important numerical and statistical data, and make connections to the essential question.

Remember to make connections to the EQ:

Why then? Why did the Women's Suffrage Movement get underway when it did?

- Industrialization
- Immigration
- Education
- WWI 

Democratizing Twentieth Century America - Homework - Due Friday, Oct 10

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.

Link to a site that simplifies language - check it out

If you cut and paste a chunk of text into this site, the words will be simplified. This is a great tool to help with challenging texts.

--Cope and Scott

rewordify.com 

Try it out with Zinn or Dahl
(download the Dahl before you cut and paste)

Democratizing Twentieth Century Homework - Due -TUESDAY, OCT 7

Please make sure that your group products are completed and ready to be submitted tomorrow. Each group will be expected to present its answers and facilitate a discussion. Everyone should contribute in some way, not stand in front of the room silently while one person in the group does the talking.

Task:

a)      Discuss the questions assigned to your group

b)      Based on your discussion, construct answers in writing. Your answers should provide at least two quotes as evidence. The evidence should be analyzed and consider what the text says directly, what it implies, how it relates to the overall argument about patriotism, and what it says about the time period, including some key events that may have influenced Goldman.

c)       Your final product should be neat, well written, and include the first and last names of group members

d)      Prepare yourselves to facilitate a brief class discussion about your questions. Think about a role each person can play. 

Politics and Government - Slides on Key/Related Clauses for Unit 1 - Did the Framers intend to create a revolutionary and democratic government?

Politics and Government - Homework - Due Mon, Oct 6

• read to page 29 in How Democratic is the American Constitution?

1 - Robert Dahl references and discusses several of the framers: James Madison, Thomas Jefferson, Alexander Hamilton, George Wilson, George Mason.  For each, provide one quote be used to support either a claim or a counter-claim regarding the essential question - Did the Constitution's framers intend to create a revolutionary and democratic government? 

2 - Why did the framers construct a federal system instead of a unitary system?

3 - Discuss Hamilton's view about equal representation in the Senate.

4 - Discuss the "elevated discussion" that took place between Gunning Bedford of Delaware and Rufus King of Massachusetts.   

5 - Select and discuss at least three "undemocratic" features of the Constitution.  Why does Dahl feel these features are undemocratic?  Do you agree or disagree?  Explain.

6 - Discuss the colonial period/Declaration of Independence and its impact on American attitudes about natural rights.

7 - Discuss differences between the Federalists and the Democratic-Republicans.

8 - How did the availability of land impact the evolution of the republic?

9 - In what ways did amendments help to make the Constitution more democratic?  

10.  Discuss Hamilton's views of a republic and his attitude about democracy.  

11.  Why does Dahl title his chapter "What the Framers Couldn't Know"?

12.  On page 11, Dahl says "We can be profoundly grateful for one crucial restriction, the Framers were limited to consider only a republican form of government".  Why should we be grateful? What alternatives did the Framers have?

13.  What was the Sedition Act and why did it pass?

14.  How were senators selected?   

Democratizing Twentieth Century America - Homework - Due Monday Oct 6

1) Copy into notebooks:

The Four Causes of WWI 
nationalism, militarism, secret alliances, imperialism 

nationalism: when an ethnic, religious or cultural group feels entitled to its own state.

militarism: when a country's economy and culture is based on the military.

secret alliances: agreements between two or more countries to support each other during war, unbeknownst to other nations.

imperialism: when a country dominates another economically, politically and culturally.

Two sides of WWI

Allies/Triple Entente (Britain, France, Russia, USA)
Central Powers/Triple Alliance (Germany, Ottoman Empire, Austria Hungary) 

2) Read/Take Notes:

Summary of Events
The Start of the War
World War I began on July 28, 1914, when Austria-Hungary declared war on Serbia. This seemingly small conflict between two countries spread rapidly: soon, Germany, Russia, Great Britain, and France were all drawn into the war, largely because they were involved in treaties that obligated them to defend certain other nations. Western and eastern fronts quickly opened along the borders of Germany and Austria-Hungary.

The Western and Eastern Fronts

The first month of combat consisted of bold attacks and rapid troop movements on both fronts. In the west, Germany attacked first Belgium and then France. In the east, Russia attacked both Germany and Austria-Hungary. In the south, Austria-Hungary attacked Serbia. Following the Battle of the Marne (September 5–9, 1914), the western front became entrenched in central France and remained that way for the rest of the war. The fronts in the east also gradually locked into place.

The Ottoman Empire

Late in 1914, the Ottoman Empire was brought into the fray as well, after Germany tricked Russia into thinking that Turkey had attacked it. As a result, much of 1915 was dominated by Allied actions against the Ottomans in the Mediterranean. First, Britain and France launched a failed attack on the Dardanelles. This campaign was followed by the British invasion of the Gallipoli Peninsula. Britain also launched a separate campaign against the Turks in Mesopotamia. Although the British had some successes in Mesopotamia, the Gallipoli campaign and the attacks on the Dardanelles resulted in British defeats.

Trench Warfare

The middle part of the war, 1916 and 1917, was dominated by continued trench warfare in both the east and the west. Soldiers fought from dug-in positions, striking at each other with machine guns, heavy artillery, and chemical weapons. Though soldiers died by the millions in brutal conditions, neither side had any substantive success or gained any advantage.

The United States’ Entrance and Russia’s Exit

Despite the stalemate on both fronts in Europe, two important developments in the war occurred in 1917. In early April, the United States, angered by attacks upon its ships in the Atlantic, declared war on Germany. Then, in November, the Bolshevik Revolution prompted Russia to pull out of the war.

The End of the War and Armistice

Although both sides launched renewed offensives in 1918 in an all-or-nothing effort to win the war, both efforts failed. The fighting between exhausted, demoralized troops continued to plod along until the Germans lost a number of individual battles and very gradually began to fall back. A deadly outbreak of influenza, meanwhile, took heavy tolls on soldiers of both sides. Eventually, the governments of both Germany and Austria-Hungary began to lose control as both countries experienced multiple mutinies from within their military structures.

The war ended in the late fall of 1918, after the member countries of the Central Powers signed armistice agreements one by one. Germany was the last, signing its armistice on November 11, 1918. As a result of these agreements, Austria-Hungary was broken up into several smaller countries. Germany, under the Treaty of Versailles, was severely punished with hefty economic reparations, territorial losses, and strict limits on its rights to develop militarily.

Germany After the War

Many historians, in hindsight, believe that the Allies were excessive in their punishment of Germany and that the harsh Treaty of Versailles actually planted the seeds of World War II, rather than foster peace. The treaty’s declaration that Germany was entirely to blame for the war was a blatant untruth that humiliated the German people. Furthermore, the treaty imposed steep war reparations payments on Germany, meant to force the country to bear the financial burden of the war. Although Germany ended up paying only a small percentage of the reparations it was supposed to make, it was already stretched financially thin by the war, and the additional economic burden caused enormous resentment. Ultimately, extremist groups, such as the Nazi Party, were able to exploit this humiliation and resentment and take political control of the country in the decades following.


2 - Finish reading Emma Goldman essay. Answer the following questions. Use direct evidence from the text to support your answers. Your answers should demonstrate analysis and interpretation of the text, and you should be prepared to succinctly explain your answers during a class discussion. Create a primary source analysis for this document. (Due by Wednesday) 

a) Discuss Goldman's use of numerical and statistical data. How does the data she provides support her overall argument?

b) In what ways does Goldman suggest class struggle is global/international? Provide several varied examples. 

c) What evidence does Goldman provide to suggest that war is primarily rooted in the economic interest of elites? How does this relate to her overall argument about patriotism?

d) Some suggest that a nation best maintains peace through maintaining a strong military. In what ways does Goldman challenge this argument?

e) What does Goldman see as the real reason for the increase in militarization? 

f) Discuss Goldman's opinion of the impact of patriotism on the lives of soldiers. 

g) How have attitudes about sexuality evolved since the early 20th century?

h) Discuss the following quote from the text: "What a strange development of patriotism that turns a thinking being into a loyal machine!" How does it relate to Goldman's overall argument?

i) Who was Private William Buwalda? Why was he significant? 

j) How did militarization in Colorado impact the Labor Movement there? 

k) Discuss the draft vs the all volunteer army.

l) Based upon the text, how would you define the term "class solidarity?"