In Flanders Fields

In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up your quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

———————— John MacCrae

What does this poem imply about the meaning of sacrifice by fallen soldiers?

You may choose to do either outline notes from my format OR the questions over chapter 30. These will be due on Monday.

So, you can do

the notes

OR

the questions.

Not both.

They are below this post.

Make sure you include dates, names, and significance.

I. The War at Home
A. The Role of Idealism—what is Wilson’s dream?
B. The Fourteen Points overview
1. What are the three main points of the 14 Points? (Look them all up)
C. The role of advertising and propaganda
D. Free Speech in Wartime
E. How do we put the economy on a war footing?
1. Council of National Defense
2. Shipbuilding, especially
3. National War Labor Board
a. Effect of “Work or fight”
4. Response of unions to the war effort
5. Why were there strikes?
F. Effect of the war effort on minority employment and population distribution
1. Backlash
G. Effect of war effort on women
H. Herbert Hoover and the Food Administration
I. How do we pay for it all?
J. Racial and ethnic tensions

II. The Military History of the War
A. How It All Began—and whose fault was it?
B. Instituting the draft
C. Training
D. Major Battles in which American troops participate
E. Effect of Russian withdrawal
F. Pershing and Sergeant York
G. German surrender

III. Winning the Peace
A. Wilson goes to Paris
B. Paris Conference
C. League of Nations—why?
1. Article X—what was it and why the controversy?
D. Details of the Treaty of Versailles
E. Henry Cabot Lodge- what role does he play and why?
1. Lodge Reservations
F.  Wilson’s collapse
G. What happens to the Treaty in the US—and why is this ironic?
H. Effects of the Treaty of Versailles
1. in Europe
2. in US politics
3. in international relations

Chapter 30 Questions
APUSH Scoopmire

1. What did Wilson mean by “overt acts” by Germany? What finally pushed the US into the war?
2. What economic factors mitigated against the US joining the war?
3. Upon what idealistic moral foundation did Wilson establish the case for going to war? How did the Fourteen Points reflect his ideals?
4. What is the relationship between wartime propaganda and wartime limits on free speech? What happened to Eugene Debs?
5. How did the need to increase wartime economic production increase the federal government’s power and interference in the economy? What federal agencies were established to increase economic production and to help pay for the war? (see pp. 700 and 704)
6. How were workers’ concerns and needs impacted by the crisis of war? How did labor conflict escalate racial tensions, and why?
7. How did the war impact the women’s movement? What did the passage of the Sheppard-Towner Act in 1921 signify about attitudes toward women?
8. Why was conscription necessary—and controversial, especially considering the US’s late entry into the war? How long did it take to get troops into Europe after the US declared war?
9. In what battles did the American Expeditionary force play a major role? Where were these battles? Ultimately, what were the most important American contributions to the war?
10. Why was Wilson undercut as a negotiator at the Paris Conference? What role did partisan politics in America play? How did his dream of a League of Nations actually weaken his effectiveness in negotiations?
11. Explain what impact the war had on imperialism.
12. Create a chart depicting what France, Italy, and Japan received from the negotiations.
13. How did the treatment of Germany in the negotiations undercut the hopes for a lasting peace?
14. What were the main criticisms of the potential League of Nations? Who were the “irreconcilables?”
15. What price did Wilson pay over the controversial Treaty of Paris?
16. What did Lodge do to try to kill the League of Nations? What paradoxical response did Wilson then have?
17. Why was the election of 1920 called a “solemn referendum?” What was the actual and symbolic result?
18. What were the long-term consequences of the failure of the Treaty of Versailles?

Chapter 29 Outline format

Due Wednesday-Thursday. Feb 3-4, 2010

Make sure you actually go back and answer the questions included here. Explain WHY items are significant, or what impact they had.

I. Was Wilson an idealist or a realist, and what effect did his mindset have upon his presidency?
—A. What was Wilson’s background?
——1. Birthplace/culture
——2. Academics
——3. Religious
——4. Personality
——5. Race- was he a progressive in this area?
—B. The Election of 1912
——1. How did disarray in the Republican Party aid Wilson? Explain fully.
——2. Outline the “New Freedom” program.
——3. Contrast with the “New Nationalism.”
———a. Croly’s influence
——4. What does “Minority” president mean?
——5. What was surprising about Wilson’s victory?

II. What impact did progressivism have economically?
—A. The “Triple Wall of Privilege:” what does that mean?
—B Tariffs and Taxes
——1. What happens to tariff levels?
——2. What takes their place for revenue?
——3. What impact does this have on the economy?
—C. Was there really a banking “system?”
——1. Explain Pujo and the “Money monster.”
——2. Outline the Democratic plan.
——3. Federal Reserve Act, Board, and Notes: what do they do and how do they work?
——(What did the Fed do in the last few weeks and why?)
——4. Why is control of the currency supply important?
—D. Why were trusts and monopolies viewed as dangerous by consumers and workers?
——1. What does the FTC do?
———a. Why could it only investigate interstate commerce?
———(See the Constitution, Article I, sec. VIII)
——2. Why was the Sherman Act not enough?
——3. The “Magna Carta for Labor”- what was its impact?
—E. Worker’s Protection and benefits increase—but at a price?
——1. Fed Farm Loan Act
——2. La Follette Seamen’s Act: pros and cons
——3. Where did the “eight-hour day” come from?
——4. What about black workers?

III. Progressivism and Foreign Policy
—A. The death of “dollar diplomacy”
——1. Panama Canal fairness
——2. Resolving the status of the Philippines
——3. Turning the Caribbean into an “American lake”
—B. The limits of anti-imperialist idealism
——1. Haiti
——2. Dominican Republic
——3. Problems with Japan
———a. California laws
———b. Chinese railroads
——4. Mexico
———a. Huerta and Carranza
———b. Tampico
———c. Pancho Villa- the Frito Bandito in New Mexico
———d. Pershing goes on a Taco Bell run?
———e. Who helps us out of this mess?
—C. Outbreak of WWI and its early impact on the US
——1. Neutrality- how real was it?
——2. Were Americans businessmen “Merchants of Death?”
——3. Submarines make neutrality costly:
———a. Lusitania
———b. Sussex and the pledge
——4. Impact on the election of 1916: Did he “Keep Us Out of War?”

Work in the coal breakers is exceedingly hard and dangerous. Crouched over the chutes, the boys sit hour after hour, picking out the pieces of slate and other refuse from the coal as it rushes past to the washers. From the cramped position they have to assume, most of them become more or less deformed and bent-backed like old men. When a boy has been working for some time and begins to get round-shouldered, his fellows say that “He’s got his boy to carry round wherever he goes.”

The coal is hard, and accidents to the hands, such as cut, broken, or crushed fingers, are common among the boys. Sometimes there is a worse accident: a terrified shriek is heard, and a boy is mangled and torn in the machinery, or disappears in the chute to be picked out later smothered and dead. Clouds of dust fill the breakers and are inhaled by the boys, laying the foundations for asthma and miners’ consumption.

I once stood in a breaker for half an hour and tried to do the work a twelve-year-old boy was doing day after day, for ten hours at a stretch, for sixty cents a day. The gloom of the breaker appalled me. Outside the sun shone brightly, the air was pellucid [clear], and the birds sang in chorus with the trees and the rivers. Within the breaker there was blackness, clouds of deadly dust enfolded everything, the harsh, grinding roar of the machinery and the ceaseless rushing of coal through the chutes filled the ears. I tried to pick out the pieces of slate from the hurrying stream of coal, often missing them; my hands were bruised and cut in a few minutes; I was covered from head to foot with coal dust, and for many hours afterwards I was expectorating some of the small particles of anthracite I had swallowed.

I could not do that work and live, but there were boys of ten and twelve years of age doing it for fifty and sixty cents a day. Some of them had never been inside of a school; few of them could read a child’s primer. True, some of them attended the night schools, but after working ten hours in the breaker the educational results from attending school were practically nil. “We goes fer a good time, an‘ we keeps de guys wot’s dere hoppin’ all de time,” said little Owen Jones, whose work I had been trying to do. . . .

As I stood in that breaker I thought of the reply of the small boy to Robert Owen. Visiting an English coal mine one day, Owen asked a twelve-year-old lad if he knew God. The boy stared vacantly at his questioner: “God?” he said, “God? No, I don’t. He must work in some other mine.” It was hard to realize amid the danger and din and blackness of that Pennsylvania breaker that such a thing as belief in a great All-good God existed.

From the breakers the boys graduate to the mine depths, where they become door tenders, switch boys, or mule drivers. Here, far below the surface, work is still more dangerous. At fourteen or fifteen the boys assume the same risks as the men, and are surrounded by the same perils. Nor is it in Pennsylvania only that these conditions exist. In the bituminous mines of West Virginia, boys of nine or ten are frequently employed. I met one little fellow ten years old in Mt. Carbon, W. Va., last year, who was employed as a “trap boy.” Think of what it means to be a trap boy at ten years of age. It means tosit alone in a dark mine passage hour after hour, with no human soul near; to see no living creature except the mules as they pass with their loads, or a rat or two seeking to share one’s meal; to stand in water or mud that covers the ankles, chilled to the marrow by the cold draughts that rush in when you open the trap door for the mules to pass through; to work for fourteen hours—waiting—opening and shutting a door—then waiting again for sixty cents; to reach the surface when all is wrapped in the mantle of night, and to fall to the earth exhausted and have to be carried away to the nearest “shack” to be revived before it is possible to walk to the farther shack called “home.”

Boys twelve years of age may be legally employed in the mines of West Virginia, by day or by night, and for as many hours as the employers care to make them toil or their bodies will stand the strain. Where the disregard of child life is such that this may be done openly and with legal sanction, it is easy to believe what miners have again and again told me—that there are hundreds of little boys of nine and ten years of age employed in the coal mines of this state.

Source: John Spargo, The Bitter Cry of Children (New York: Macmillan, 1906), 163–165.

Speak softly, and carry a BIIIIIGGGGGGGG STICK! Who said that?

Chapter 28 Outline

Make sure you organize the details under these headings and subheadings. Put information in your own word– copying from the internet is plagiarism.

I. What were some of the societal ills that required intervention at the turn of the century?
—–A. economic injustice– monopolies and trusts
———-1. sweatshops and the Triangle fire
—–B. political corruption and undemocratic practices
———-1. graft 2. political machines
—–C. social injustice
II. Progressive Reforms

—–A. Progressives—a movement, not a party
———-1. Muckrakers (explain each one, his/her writings, and their targets)
———-2. goals
—–B. Political Progressivism
———-1. LaFollette
———-2. Charles Evans Hughes
———-3. initiative and referendum
———-4. Recall
———-5. secret (Australian) ballot
———-6. 17th Amendment
—–C. Morality and Progressivism
———-1. WCTU
———-2. Prohibition
—–D. Business and Progressivism
———-1. arbitration- coal strike
———-2. trust-busting (Northern Securities case)
———-3. railroads- Elkins and Hepburn
———-4. Worker protection (Muller v. Oregon, etc.)
———-5. Consumer protection (explain all important laws)
———-6. Environment (explain all laws)– Gifford Pinchot, Conservationism versus environmentalism

III. Comparison of Progressivism under Roosevelt versus that of Taft
—–A. Roosevelt and the Panic
—–B. Who was the greatest trustbuster?
—–C. dollar diplomacy
—–D. tariffs
—–E. Split in the Republican Party

UNITED STATES PUBLIC LAW 103-150

Here’s the State Department’s modern explanation: http://www.state.gov/r/pa/ho/time/gp/17661.htm

A timeline of events regarding the annexation of Hawai’i: http://www.opihi.com/sovereignty/timeline.htm

103d Congress Joint Resolution 19

Nov. 23, 1993

President Clinton signs the apology resolution in the presence of the Hawai'ian congrressional delegation

Here is the actual (excerpt) apology from the US House of Representatives:

….Whereas, it is proper and timely for the Congress on the occasion of the impending one hundredth anniversary of the event, to acknowledge the historic significance of the illegal overthrow of the Kingdom of Hawaii, to express its deep regret to the Native Hawaiian people, and to support the reconciliation efforts of the State of Hawaii and the United Church of Christ with Native Hawaiians;

Now, therefore, be it

Resolved by the Senate and House of Representatives of the United States of America in Congress assembled,

SECTION 1. ACKNOWLEDGMENT AND APOLOGY.

The Congress -

(1) on the occasion of the 100th anniversary of the illegal overthrow of the Kingdom of Hawaii on January 17, 1893, acknowledges the historical significance of this event which resulted in the suppression of the inherent sovereignty of the Native Hawaiian people;

(2) recognizes and commends efforts of reconciliation initiated by the State of Hawaii and the United Church of Christ with Native Hawaiians;

(3) apologizes to Native Hawaiians on behalf of the people of the United States for the overthrow of the Kingdom of Hawaii on January 17, 1893 with the participation of agents and citizens of the United States, and the deprivation of the rights of Native Hawaiians to self-determination;

(4) expresses its commitment to acknowledge the ramifications of the overthrow of the Kingdom of Hawaii, in order to provide a proper foundation for reconciliation between the United States and the Native Hawaiian people; and

(5) urges the President of the United States to also acknowledge the ramifications of the overthrow of the Kingdom of Hawaii and to support reconciliation efforts between the United States and the Native Hawaiian people.

SEC. 2. DEFINITIONS.

As used in this Joint Resolution, the term “Native Hawaiians” means any individual who is a descendent of the aboriginal people who, prior to 1778, occupied and exercised sovereignty in the area that now constitutes the State of Hawaii.

SEC. 3. DISCLAIMER.

Nothing in this Joint Resolution is intended to serve as a settlement of any claims against the United States.

Approved November 23, 1993

______________________________
LEGISLATIVE HISTORY – S.J. Res. 19:

SENATE REPORTS: No. 103-125 (Select Comm. on Indian Affairs)
CONGRESSIONAL RECORD, Vol. 139 (1993):

The White Man’s Burden
Rudyard Kipling, 1899
This famous poem, written by Britain’s imperial poet, was a response to the American take over of the Phillipines after the Spanish-American War.

Take up the White Man’s burden–
Send forth the best ye breed–
Go bind your sons to exile
To serve your captives’ need;
To wait in heavy harness,
On fluttered folk and wild–
Your new-caught, sullen peoples,
Half-devil and half-child.

Take up the White Man’s burden–
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another’s profit,
And work another’s gain.

Take up the White Man’s burden–
The savage wars of peace–
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.

Take up the White Man’s burden–
No tawdry rule of kings,
But toil of serf and sweeper–
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.

Take up the White Man’s burden–
And reap his old reward:
The blame of those ye better,
The hate of those ye guard–
The cry of hosts ye humour
(Ah, slowly!) toward the light:–
“Why brought he us from bondage,
Our loved Egyptian night?”

Take up the White Man’s burden–
Ye dare not stoop to less–
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.

Take up the White Man’s burden–
Have done with childish days–
The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!

Why Talk of the White Man’s Burden?
By Bruce Grit, The Colored American (D.C.) (Feb. 25, 1899).

This poem was written in response to Kipling’s and published in a major African American newspaper.

Why talk of the white man’s burden;
What burdens hath he borne
That have not been shared by the black man
From the day creation dawned?

Why talk of the white man’s burden,
Why boast of the white man’s power
When the black man’s load is heavier,
And increasing every hour?

Why taunt us with our weakness,
Why boast of your brutal strength;
Know ye not that the children of meekness
Shall inherit the earth — at length?

“Take up the white man’s burden!”
What burdens doth he bear,
That have not been borne with courage
By brave men everywhere?

Then why the white man’s burden?
What more doth he bear than we –
The victims of his power and greed
From the great lakes to the sea?

This poem was published without a title. It is provided here from the first line.