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. 

POLITICS BAKE SALE

I FORGOT TO REMIND YOU ALL--BAKE SALE TOMORROW DURING HIGH SCHOOL AND MIDDLE SCHOOL LUNCH TO RAISE MONEY FOR TRIP!

PLEASE BRING IN ITEMS TO SELL!!!!

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!!!!

National Convention Center Permission Slip

Below is a list of people who have handed me money for the trip. If you do not see your name on the list you need to bring in the money by TOMORROW. This is serious, folks, the trip is approaching quickly and more than half of you still owe all $30.

Christian R
Emily C
April T
Ben V
Lina G
D
Dmitry R
Grace K
Camille C
CheyenneL
Sophia A
Dylan P
Patricia T
James M
 

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.