Tag Archives: united states history

Historical Term: Bretton Woods

Bretton Woods: Town in New Hampshire, USA, where representatives of 28 nations attended a financial conference called by Pres. Roosevelt in July 1944 to organize a system of international monetary cooperation in order to prevent financial crashes like those in the interwar period which triggered the 1930s depression. It was agreed that participants would establish a World Bank to provide credit for countries that required finance for major projects. An International Monetary Fund (IMF was also set up for the purpose of operating cash reserves available to members facing balance of payments deficits).”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

United Nations

Now seems like a perfect time to post this reading on the United Nations and its accompanying vocabulary-building and comprehension worksheet. Every person on this planet would benefit, I not so humbly submit, to consider themselves members of the United Nations–all species on earth would similarly benefit, I think.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Bureaucracy

bureaucracy: (deriv. Fr., office + Gk., rule) Originally a semi-ironic term analogous to democracy or aristocracy, originating in 18th-century France for officials given titles of nobility. Under Napoleon (1804-1815) the country was run by units of centralized administration known as bureau. The term now describes the rule of a body of high officials or the caste of officials itself, usually with connotations of lack of initiative and too strict an adherence to rigid rules.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Term of Art: Bilateral Agreement

“Bilateral agreement: Agreement to which there are two parties as opposed to a multilateral agreement involving several parties.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Cotton Gin

Because it was one of those advances in the technology of human, and because it had enormous economic, political, and social consequences, this reading on the cotton gin and its accompanying vocabulary-building and comprehension worksheet are key parts of any “social studies” curriculum and integral to the United States history curriculum. This reading really serves as a beginning to the bigger historical and conceptual questions about technology, continuity, and change. Those conceptual questions about continuity and change, in my experience, turn up on high-stakes tests. 

For starters, where those questions of change and continuity are concerned, any study of the cotton gin must reckon with its role in expanding slavery in the United States.

Incidentally, students tend not to see a device like the cotton gin as “technology.” That young people who came of age with Cold War computing power in their pockets would labor under this misconception is unsurprising. I use every opportunity that presents itself to remind students that technology is “a manner of accomplishing a task especially using technical processes, methods, or knowledge.” Under that definition (from Merriam-Webster’s Collegiate Dictionary, 11th Edition), technical processes are a relative area of endeavor, and context dependent. For the very earliest humans, even a sharpened stone used as a knife is a technology used for accomplishing a task.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Cultural Literacy: William Jennings Bryan’s “Cross of Gold” Speech

Whatever you may think of his politics, there is little question that William Jennings Bryan was either a great orator or a skilled demagogue (or both). Whichever designation you prefer, this Cultural Literacy worksheet on the “Cross of Gold” speech he delivered at the 1896 Democratic National Convention supplies students of United States history with a short introduction to one of the most memorable political speeches in this nation’s history.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Brains Trust

Brains Trust: Nickname given to a group of economists and businessmen in the USA who acted as advisers to Pres. Roosevelt (1882-1945) in formulating the New Deal policy. The term has since been widely used to denote bodies of experts believed to have influence on government policy. In the UK the term ‘brains trust’ was extended to include groups of experts assembled to answer questions put to them by the public, especially the BBC’s wartime panel of experts who broadcast on the wireless.”

Excerpted from: Cook, Chris. Dictionary of Historical Terms. New York: Gramercy, 1998.

Upton Sinclair

It’s hard to imagine, especially for younger people (I’m old enough to remember Lyndon Johnson’s “War on Poverty”), that the United States once was a country that cared about the fate of its poorest citizens and sought to create something substantial and powerful enough to help them transcend their circumstances.

This reading on Upton Sinclair and its accompanying vocabulary-building and comprehension worksheet will go some distance toward helping students understand the nature and value of civic engagement to aid the most vulnerable citizens of our nation. If you’re interested in going further than this worksheet in an inquiry into Mr. Sinclair’s biography and activism, the fifth and final paragraph of the short reading in this post notes his near victory in the 1934 gubernatorial race in California. What it doesn’t mention is that Upton Sinclair’s candidacy in that race was part of his “End Poverty in California” (EPIC) campaign, which was an amplification of Roosevelt’s New Deal policies. There is a lot to understand here–particularly why such movement continue to fail when there are so many more poor people than rich in this nation.

Now go vote!

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Harry S. Truman

“Harry S. Truman: (1884-1972) Thirty-third president of the U.S. (1945-53). Unable to obtain a college education, Truman managed his father’s farm and clerked in a bank. He served in the armed forces during World War I, then started an unsuccessful business venture as a haberdasher. Through the office of Thomas J. Pendergast, the political boss of Kansas City and the surrounding region, he won a series of public offices: county judge, presiding judge of the court, U.S. Senator from Missouri. He had attended the Kansas City Law School of two years.

Having been elected vice president as Franklin D. Roosevelt’s running mate in 1944, Truman succeeded to the presidency when Roosevelt died on April 12, 1945. He made many momentous decisions toward the end of World War II, perhaps the most important of which was the use of the atomic bomb to end the war against Japan. He gave unwavering support to the United Nations and formulated the Truman Doctrine of aid to the free peoples of the world “resisting attempted subjugation by armed minorities or outside pressures.” He generally followed his predecessor’s policies in domestic matters.

In the 1948 election, Truman surprised most experts by defeating Thomas E. Dewey. In what he regarded as his own presidency, he gave U.S. aid to the UN with North Korea, assisted by Russia and China, invaded South Korea in 1950. (See KOREAN WAR.) To him must be credited the Marshall Plan (See GEORGE C. MARSHALL), designed to aid European rehabilitation and check Communist expansion. Refusing a third term, Truman returned to his home in Independence, Missouri, where he prepared his memoirs, published as Year of Decisions (1955) and Years of Trial and Hope (1956). He also wrote Mr. Citizen (1960; repr Harry Truman Speaks His Mind, 1975).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

President Richard M. Nixon

I offer this reading on President Richard M. Nixon and its attendant vocabulary-building and comprehension worksheet with the reminder that democratic processes dispensed with this criminal, bigoted president. I don’t know that those same democratic processes are as robust as they were in 1974, but they don’t look as though they are. I’d say let’s hope they are, but we need something less ephemeral than hope.

Get out and vote!

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.