Download Unit Test (March 15/16)

Academic U.S. & Virginia History
Mr. Briscoe/Mr. Null
Name: ______________________________
Third Quarter
UNIT OVERVIEW: PROGRESSIVISM & IMPERIALISM
America’s growing industrial might led to the emergence of two major developments around 1900 - progressive reform and
imperialist expansion. Theodore Roosevelt was the first American president to actively bring about progressive reforms
that addressed the needs of working class Americans and that helped to curb the immense political and economic power of
corporate trusts and monopolies. Presidents Taft and Wilson carried forward the progressive tradition until America’s entry
into World War I in 1917 forced a shift in priorities. Major reforms brought changes to such areas as business regulation,
consumer safety, conservation, women’s suffrage, and prohibition. While the country was preoccupied with domestic
reforms, the closing of the Western frontier and the European scramble for new colonies in Asia and Africa in the late
1800s convinced American leaders to look beyond the country’s borders for new political and economic opportunities. The
Spanish-American War of 1898 was the most dramatic evidence of America’s new, assertive role in world affairs; a role
that Theodore Roosevelt later promoted through his famous corollary to the Monroe Doctrine and the building of the
Panama Canal. From 1917 to 1918, the U.S. government focused exclusively on mobilizing the country to help the Allies
win the “Great War” against Germany and her allies. President Wilson’s Fourteen Points and his direct involvement in the
drafting of the Treaty of Versailles marked America’s official emergence as a Great Power in world affairs.
Essential Questions
 How and why did the United States government help to bring about progressive reform from 1901 to 1920?
 How and why did the United States emerge as a Great Power by 1919?
Schedule of Activities/Assignments (subject to change)
W Feb 22 (A)
TH Feb 23 (B)
Introduction to the Unit; Progressivism (Part I); Reformer Readings
F Feb 24 (A)
M Feb 27 (B)
Reformer Readings Discussion; Progressivism (Part II); Video Focus: TR
DUE: Completed responses for Reformer Readings packet (distributed 2-17/21),
includes Sinclair, Addams, Riis, and Wells excerpts
T Feb 28 (A)
W Feb 29 (B)
American Imperialism; American Geography Review
DUE: American Imperialism Maps/Chart (by end of class)
TH Mar 1 (A)
F Mar 2 (B)
Progressivism (Part III); Introduction to Progressive Era Panel
READ: The Americans, Ch. 17, “The Progressive Era”
VOCABULARY: progressive movement, Prohibition, muckrakers, Robert M. LaFollette, Seventeenth
Amendment, Susan B. Anthony, suffrage, NAWSA, Upton Sinclair’s The Jungle, Theodore Roosevelt,
Square Deal, Meat Inspection Act, Pure Food & Drug Act, conservation, NAACP, William H. Taft, Bull
Moose Party, Woodrow Wilson, Clayton Anti-Trust Act, Federal Trade Commission (FTC), Federal
Reserve System, Nineteenth Amendment
SHORT ANSWERS (prepare written answers for the start of class):
1. What were the four major goals of the progressive reformers? Describe examples associated with
each goal (section 1)
2. What role did women play in the reform movement? (section 2)
3. How did Theodore Roosevelt promote reform during his presidency? Offer at least three examples.
(section 3)
4. What were three major reforms of Woodrow Wilson’s “New Freedom” program? (section 5)
M Mar 5 (A)
T Mar 6 (B)
American Imperialism (Part I); Progressive Era Panel Work Session
READ: The Americans, Ch. 18, “America Claims an Empire”
VOCABULARY: Queen Liliuokalani, imperialism, Alfred T. Mahan, “Seward’s Ice Box”, Pearl Harbor,
Sanford Dole, José Martí, yellow journalism, U.S.S. Maine, Spanish-American War, George Dewey,
Rough Riders, Platt Amendment, protectorate, Emilio Aguinaldo, John Hay, Open Door notes, Boxer
Rebellion, Panama Canal, Roosevelt Corollary, dollar diplomacy, “Pancho” Villa
page 2
W Mar 7 (A)
TH Mar 8 (B)
American Imperialism (Part II); Progressive Era Panel
DUE: Panel Materials (assigned March 1/2)
F Mar 9 (A)
M Mar 12 (B)
Quiz: Ch. 17 & U.S. Geography; America & the Great War (Part I)
T Mar 13 (A)
W Mar 14 (B)
America & the Great War (Part II); Unit Review
READ: The Americans, Ch. 19, “The First World War”
VOCABULARY: nationalism, militarism, Allies, Central Powers, trench warfare, Lusitania,
Zimmermann Note, Selective Service Act, AEF, armistice, War Industries Board, propaganda,
Espionage & Sedition Acts, Great Migration, Schenck v. United States, Fourteen Points, League of
Nations, Treaty of Versailles, Henry Cabot Lodge
SHORT ANSWERS (prepare written answers for the start of class):
1. Why did the United States become involved in World War I by 1917 despite a policy of neutrality
early in the war? (section 1)
2. How did Americans help to win World War I both at home and overseas? Offer at least three
examples. (sections 2 & 3)
3. Why did the U.S. Senate fail to ratify the Treaty of Versailles? Do you agree with the stand taken by
the Senate or President Wilson’s views in the debate over the treaty’s ratification? (section 4)
TH Mar 15 (A)
F Mar 16 (B)
Unit Test: Progressivism & Imperialism
DUE: Binder Check
Quiz (March 9/12)
The quiz on March 9/12 will include 20 questions on Ch. 17 content and American geography. The focus of geography
questions will be on identifying states of the union and major geographic features. Please review your regional maps from
earlier in the year and the review guide (provided in class February 28/29). The quiz constitutes 5% of the overall third
quarter grade.
Unit Test (March 15/16)
The unit test study guide will be available by Friday/Monday, March 9/12. Students are expected to study for the unit test
in advance of the in-class review session on March 13/14. The unit test constitutes 15% of the third quarter grade. The
second and last binder check of the quarter will take place on the day of the test.
End of Third Quarter
All make-up work, including tests and homework assignments, needs to be completed no later than Friday, March 30 in
order to earn credit for third quarter. Exceptions will only be made in the case of extended absence due to long-term illness
or family emergencies.