Martin House Museum

Description

"The Fulton Historical Society is located in this Civil War era home donated to the City by Leonard and Maxine Martin. The Society has taken over the operation of the home as a repository of information and materials relevant to the history of the City of Fulton and its inhabitants. In addition, the Society wishes to preserve the heritage of the community and provide educational opportunities for the purpose of increasing and enriching public knowledge."

Anthony Pellegrino's Classroom Simulations: Begin with Paris

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Photo, Paris. Eiffel Tower, 1909-1919, LOC
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Costumes Not Required

In February 2011 two colleagues (Christopher Dean Lee and Alex de Erizans) and I completed a manuscript and presented excerpts from the paper at a social studies educator’s conference in Orlando, FL. Both the paper and the presentation were the results of successful experiences we had simulating historical events in our classrooms. We found these efforts fostered students' historical empathy and issues-analysis and decision-making skills, all necessary to the experience of “doing” history. While I admire those teachers who take simulations to the level of character reenactment—dressing the part of Napoleon to depict the Battle of Waterloo, for example—what we did here was a bit tamer, and more importantly, student-centered. For our exercise, we chose the 1919 Paris Peace Conference as the simulated historical event on which to focus. Our purpose was to provide opportunities for students to engage in deliberative exchanges based on the 20th-century event that set in motion so many truly global changes.

For this lesson, we attempted to bring some of the designs of Model UN into a history classroom.

An experience beyond traditional classroom discussion, deliberation requires generation of consensus through an investigative process. Classroom simulations employing deliberation are not new in social studies pedagogy. For over two decades organizations such as Model UN have provided opportunities for students to experience deliberation focused on contemporary global issues and challenges. These experiences, however, have largely been extracurricular and not part of the day-to-day learning environment. For this lesson, we attempted to bring some of the designs of Model UN into a history classroom.

Creating the Lesson

As preparation for the lesson, we designed various “position papers” which spelled out the proclivities and concerns of the representatives from each of the delegations at the conference including the Big Four: France, Britain, Italy, and the United States. These documents were developed using various primary and secondary sources including Margaret MacMillan’s book, Paris 1919: Six Months That Changed the World. We were fortunate that one of our colleagues, Alex, is a German historian who employed his vast knowledge and various sources to craft these documents. Websites such as Firstworldwar.com and the World War I Document Archive's post-1918 documents section provide examples of the sources we used.

We chose delegations based on region in an effort to provide students the realistic situation of grappling with regional challenges as well as mutual needs.

To begin, the teacher establishes delegate groups and distributes the position papers. Flexibility allows that the teacher may dictate some group dynamics. For example, the teacher may decide to assign a specific delegate group to each student or allow students to advocate for all groups within their delegation. Students might, therefore, receive all of the position papers from his or her delegation or receive only the one position paper of his or her group or nation. We chose delegations based on region in an effort to provide students the realistic situation of grappling with regional challenges as well as mutual needs. For example, Poles, Czechs, and Slovaks represented Northern Europe while the Turks, Arabs, and Jews represented the Middle East. Overall, four regions and the Big Four became our five delegations. For homework, students read their position papers and develop targeted questions designed to better understand their delegation’s stance.

In the subsequent class meeting the groups, representing the various delegations, are formed and tasked with reviewing the questions written for homework and developing a consensus statement (based on the position papers and various electronic and other sources available from the teacher) to be presented to the Big Four. Members of the Big Four delegation then deliberate in an effort to consider the demands of the delegates as well as their own constituents at home.

Authentic assessments are done via follow-up documents, which address the decisions of the Big Four in terms of delegations’ demands and actual outcomes of the conference. These assessments take the form of letters to the editors of home nation newspapers and detailed letters to the Big Four praising or raising concerns for the decisions made in Paris. The Big Four delegates write their own letters to home newspapers outlining the decisions they made and the reasons why these decisions are in the best interest of their constituents.

Upon completion, students will have a realistic sense of deliberating in the complex environment of 1919. Moreover, the revelations of the actual decisions made by the Big Four will likely provide memorable fodder for discussion as you move forward in 20th century history.

Expanding this Teaching Method

Our efforts in developing this simulation lesson have us excited about the possibility to find other historical events that may work with these activities. Thus far we have considered the Congress of Vienna, the Peace at Augsburg, the Continental Congress meetings, and even the Camp David Accords. As with any teaching strategy, we realize that many history teachers have successfully engaged students in activities akin to this. In an effort to amalgamate ideas, strategies, and resources, we have created a website designed to house historical simulation activities. If you are interested in employing historical simulation activities in your classroom, or if you have developed a simulation activity based on historical events, feel free to visit our nascent website, where you can find some details about the Paris simulation as well as contact information to submit your own historical simulation lesson activity.

For more information

Ready to gather primary sources to create your own position papers? We've reviewed more than 200 websites on World War I, many of them archives of primary sources.

Brown University has a few suggestions for using roleplaying in the classroom. While the Paris Peace Conference is more appropriate for high school students, you can roleplay with younger students, as well—check out Teaching in Action entry "Historical Context and Roleplaying" for ideas.

Patents as Primary Sources

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Photo, Isaac Singer's 1854 Patent Model...
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Ever tried teaching with technology? No, we don't mean Twitter, Facebook, iPods, cutting-edge interactive whiteboards, or even video and DVD players.

We mean patents.

The U.S. Patents and Trademark Office and Google Patents stockpile millions of patents, dating from 1790 to the present. In a July 2010 Organization for American Historians article, Chemical Heritage Foundation fellow Cai Guise-Richardson suggests ways to mine these historical document collections for classroom use.

Maybe you're studying Eli Whitney's cotton gin. What did the original patent look like? Can students decipher what the device does and how it works from the diagrams alone, or is it unclear? What sort of language does Whitney use to describe his invention, and how does he think it will help society?

Ask your students to think about the technology they encounter every day. Do laptops, MP3 players, cars, phones, household appliances—even toys—ever stop changing? No—there's always a new model or a different brand to buy. Inventions in the past developed in the same way. Try a Google Patent search for "cotton gin" to discover just how many variations and improvements on Whitney's invention eager inventors have developed since 1794, when Whitney first patented his design.

Try an advanced search using a word and a date. In 1901, were there any patents containing the word "genetics?" Probably not. What about in 1954, the year after scientists Watson, Crick, and Franklin discovered the structure of DNA? How about in 1990?

Think of other terms that might show up frequently in patents in different time periods. Is "bomb shelter" more frequent after World War II? How were radioactive substances used before they were proved dangerous? Consider this 1925 patent suggesting that rendering food and water radioactive will help prevent disease and preserve freshness. Do students think we're using any inventions today that we'll wish we hadn't in the future? What sorts of words and phrases do they think would show up frequently in patents today?

Pick a phrase or an invention and start exploring! Refer to Guise-Richardson's article for more suggestions if you have difficulty searching or run dry of ideas.

American Experience: We Shall Remain

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In April 2009, the award-winning PBS series, American Experience launches an immersive look at the Native American experience with the five-episode series We Shall Remain.

Watch the series trailer and film clips to get an idea of content and concept. Actor Benjamin Bratt narrates this documentary that explores how Native peoples valiantly resisted expulsion from their lands and fought the extinction of their culture. The chronological range is impressive—from the Wampanoags of New England in the 1600s who used their alliance with the English to weaken rival tribes, to the bold new leaders of the 1970s who harnessed the momentum of the Civil Rights Movement to forge a pan-Indian identity. We Shall Remain represents a collaboration between Native and non-Native filmmakers and involves Native advisers and scholars at all levels of the project.

A teacher's guide is forthcoming in April and promises to offer techniques to integrate Native American history into the school curricula—including film-specific questions for analysis and comprehension, discussion questions, and classroom activities.

The film website includes additional resources and a bibliography of books and digital resources tied to each episode.

Local PBS stations, libraries, and educational institutions also plan events related to We Shall Remain, and an Event Calendar lists what, when, and where.

Rise of the Automobile

Question

How did the rise of the automobile affect U.S. economics, culture, and society?

Textbook Excerpt

Textbooks assemble three main narratives in automobile history: Henry Ford and the Ford Motor Company, the rise of modern industry, and the rise of leisure culture.

Source Excerpt

In primary sources, the automobile stands at the center of shifts in American definitions of work and the "good life."

Historian Excerpt

The textbook portrait misses the critical economic, social, and cultural importance of the automobile age, and the complexity of the automobile's development and impact on American life.

Abstract

The car is something that all students recognize and, in all likelihood, use every day. Considering the many aspects of the automobile and auto use can spur them to think about the fundamental changes that accompanied America's entry into the 20th century and our continued development today. Explore three main textbook narratives and other ways of examining the complex history of automobiles in America.

Innovation and Technology in the 19th Century

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Genius of Electricity, statue by Evelyn Beatrice Longman
Question

How did innovation and technology change life in the 19th century?

Answer

There were two technological innovations that profoundly changed daily life in the 19th century. They were both “motive powers”: steam and electricity. According to some, the development and application of steam engines and electricity to various tasks such as transportation and the telegraph, affected human life by increasing and multiplying the mechanical power of human or animal strength or the power of simple tools.

Those who lived through these technological changes, felt them to be much more than technological innovations. To them, these technologies seemed to erase the primeval boundaries of human experience, and to usher in a kind of Millennial era, a New Age, in which humankind had definitively broken its chains and was able, as it became proverbial to say, to “annihilate time and space.” Even the most important inventions of the 19th century that were not simply applications of steam or electrical power, such as the recording technologies of the photograph and the phonograph, contributed to this because they made the past available to the present and the present to the future.
The 1850 song, “Uncle Sam’s Farm,” written by Jesse Hutchinson, Jr., of the Hutchinson Family Singers, captured this sense that a unique historical rupture had occurred as a result of scientific and social progress:

Our fathers gave us liberty, but little did they dream
The grand results that pour along this mighty age of steam;
For our mountains, lakes and rivers are all a blaze of fire,
And we send our news by lightning on the telegraphic wires.

Apart from the technological inventions themselves, daily life in the 19th century was profoundly changed by the innovation of reorganizing work as a mechanical process, with humans as part of that process. This meant, in part, dividing up the work involved in manufacturing so that each single workman performed only one stage in the manufacturing process, which was previously broken into sequential parts. Before, individual workers typically guided the entire process of manufacturing from start to finish.

This change in work was the division or specialization of labor, and this “rationalization” (as it was conceived to be) of the manufacturing process occurred in many industries before and even quite apart from the introduction of new and more powerful machines into the process. This was an essential element of the industrialization that advanced throughout the 19th century. It made possible the mass production of goods, but it also required the tight reorganization of workers into a “workforce” that could be orchestrated in various ways in order to increase manufacturing efficiency. Individuals experienced this reorganization as conflict: From the viewpoint of individual workers, it was felt as bringing good and bad changes to their daily lives.

On the one hand, it threatened the integrity of the family because people were drawn away from home to work in factories and in dense urban areas. It threatened their individual autonomy because they were no longer masters of the work of their hands, but rather more like cogs in a large machine performing a limited set of functions, and not responsible for the whole.

On the other hand, it made it possible for more and more people to enjoy goods that only the wealthy would have been able to afford in earlier times or goods that had never been available to anyone no matter how wealthy. The rationalization of the manufacturing process broadened their experiences through varied work, travel, and education that would have been impossible before.

For more information

J. D. Bernal, Science and Industry in the Nineteenth Century. Bloomington: Indiana University Press, 1970. First edition published 1953.

Thomas Parke Hughes, American Genesis: A History of the American Genius for Invention. New York: Penguin Books, 1989.

Jack Larkin, The Reshaping of Everyday Life: 1790-1840. New York: Harper Perennial, 1989. First edition published 1988.

Walter Licht, Industrializing America: The Nineteenth Century. Baltimore: Johns Hopkins University Press, 1995.

Carroll Pursell, The Machine in America: A Social History of Technology. Baltimore: Johns Hopkins University Press, 1995.

A History of Fundamentalism

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Oilman and evangelist financier Lyman Stewart
Question

Where can I find a history of fundamentalism in the U.S.—when it started and how it changed over the course of time?

Answer

Fundamentalism, in the narrowest meaning of the term, was a movement that began in the late 19th- and early 20th-century within American Protestant circles to defend the "fundamentals of belief" against the corrosive effects of liberalism that had grown within the ranks of Protestantism itself. Liberalism, manifested in critical approaches to the Bible that relied on purely natural assumptions, or that framed Christianity as a purely natural or human phenomenon that could be explained scientifically, presented a challenge to traditional belief.

A multi-volume group of essays edited by Reuben Torrey, and published in 1910 under the title, The Fundamentals, was financed and distributed by Presbyterian laymen Lyman and Milton Stewart and was an attempt to arrest the drift of Protestant belief. Its influence was large and was the source of the labeling of conservatives as "fundamentalists."

Useful for looking at this history of fundamentalism are George Marsden's Fundamentalism and American Culture: The Shaping of Twentieth-Century Evangelicalism, 1870-1925 (New York: Oxford, 1980), Bruce B. Lawrence, Defenders of God: The Fundamentalist Revolt against the Modern Age (San Francisco: Harper & Row, 1989), David Beale, In Pursuit of Purity: American Fundamentalism Since 1850 (Greenville: Unusual Publications, 1986), and Mark A. Noll, A History of Christianity in the United States and Canada (Grand Rapids: Eerdmans, 1992).

Lately, the meaning of the word "fundamentalism" has expanded. This has happened in the press, in academia, and in ordinary language. It appears to be expanding to include any unquestioned adherence to fundamental principles or beliefs, and is often used in a pejorative sense. Nowadays we hear about not only Protestant evangelical fundamentalists, but Catholic fundamentalists, Mormon fundamentalists, Islamic fundamentalists, Hindu fundamentalists, Buddhist fundamentalists, and even atheist or secular or Darwinian fundamentalists.

Scholars of religion have perhaps indirectly contributed to this expansion of the term, as they have tried to look for similarities in ways of being religious that are common in various systems of belief. Between 1991 and 1995, religion scholars Martin Marty and Scott Appleby published a 5-volume collection of essays as part of "The Fundamentalism Project" at the University of Chicago, which is an example of this approach. Appleby is co-author of Strong Religion (2003), also from the University of Chicago Press that attempts to give a common explanatory framework for understanding anti-modern and anti-secular religious movements around the world.

For more information

Beale, David In Pursuit of Purity: American Fundamentalism Since 1850 (Greenville: Unusual Publications, 1986).

Lawrence, Bruce B. Defenders of God: The Fundamentalist Revolt against the Modern Age (San Francisco: Harper & Row, 1989).

Left, Right, and Center:Teaching about Conservatism>
Marsden, George Fundamentalism and American Culture: The Shaping of Twentieth-Century Evangelicalism, 1870-1925 (New York: Oxford, 1980).

Marty, Martin and Scott Appleby, eds., Fundamentalisms and Society: Reclaiming the Sciences, the Family, and Education (Chicago: University of Chicago, 1993)

Mark A. Noll, A History of Christianity in the United States and Canada (Grand Rapids: Eerdmans, 1992).

Tips to Trappers

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Julius Rosenwald
Question

What was the Sears Roebuck publication, Tips to Trappers? Were there other ways in which Sears Roebuck and its rival Montgomery Ward tried to win over farmers?

Answer

Sears Roebuck, like its competitor Montgomery Ward, built its business as a mail-order company. Consequently, many of its customers were farmers or at least lived far away from big cities. The majority of Sears Roebuck customers also ordered out of the Montgomery Ward catalog.

In the early 1920s, many of Sears Roebuck's rural mail-order customers wrote to the company asking them to set up a way for trappers to sell their furs. Beginning in late 1925, Sears Roebuck & Company, through the Sears Raw Fur Marketing Services, began buying furs from independent, rural trappers. Trappers would mail packages of their prepared muskrat, mink, otter, raccoon, fox, badger, beaver, weasel, skunk, and opossum pelts to a Sears depot. At first there was only one in Chicago, but the company soon increased the number of depots around the country, including ones in Philadelphia, Dallas, Seattle, Memphis, Kansas City, Des Moines, Denver, and Minneapolis.

Sears would grade the pelts and either promptly send the trappers a check or give them credit toward purchases from its general merchandise catalog. If the trapper was unsatisfied with the value Sears gave him, he could return the check and the company would return the furs. The vast Sears catalog carried a line of Victor, Oneida, and Gibbs traps, scents, and pelt stretchers, as well as firearms, ammunition, decoys, and a wide selection of farm equipment and supplies.

In this way, Sears Roebuck became one of the largest fur buying companies in the country. The trappers generally found the company's fur grading to be accurate and the prices paid to be fair, especially for good, large skins. The company had found a way to help their rural customers by giving them a market for their furs that was as close as their mailboxes. Farmers trapped for sport and recreation, but also to control the wildlife population that threatened their crops.

Sears Roebuck mailed more than 7 million copies of an annual publication, Tips to Trappers, a magazine of about 30 pages in length, written and edited by "Johnny Muskrat" (a trapper, as well as a Sears spokesman) "and his trapper friends."

Tips to Trappers had articles and photographs showing the best ways to find and trap animals and prepare their pelts, as well as letters from readers, techniques from renowned trappers, information on state trapping seasons and limits, news on the fur market, and instructions on how to prepare and mail pelts to Sears. Included in each issue were shipping tags for mailing packages to a Sears raw fur depot.

Sears Roebuck also ran the National Fur Show in different cities around the country each year from 1929 to 1958. Pelts that had been submitted to Sears depots during the year were judged at the shows and cash awards (and even new cars) were given for the "best prepared" pelts, regardless of their ultimate value. This helped promote and teach the company's suppliers and clients about the best ways to handle pelts.

Johnny Muskrat also had a regular radio show during the 1920s and 1930s on Sears' own Chicago-based radio station WLS ("World's Largest Store"), and then elsewhere in the country through station affiliates. He and his occasional trapper guest would talk about how to set traps, dry pelts, and other techniques. Muskrat also discussed fur market conditions, tips on camping and hunting, and pioneer life in general, as well as reading letters from his listeners.

Radio station WLS was the voice of the Sears Roebuck Agricultural Foundation, which Sears began in 1924 as a means to increase its outreach to American farmers. The programming on WLS was a mix of music and entertainment (such as its annual sponsorship and broadcast of the "National Barn Dance") designed to appeal to a rural audience, as well as regular shows for farm listeners that were devoted to growing, harvesting, and selling crops.

The Sears Roebuck Agricultural Foundation offered advice and instruction by mail to farmers and their wives who wrote to the company. The Foundation also supported rural agricultural agents, farmers' markets, cooperative associations, 4-H and FFV chapters, agricultural demonstration projects, and scholarships to agricultural colleges.

Sears Roebuck and Company's second president, during the 1920s and 1930s, Julius Rosenwald, was a true philanthropist who viewed the Sears Roebuck Agricultural Foundation not just as a way to capture customers for Sears, but as a means to improve the lives of Americans living in rural communities. He was, for example, responsible for Sears' extensive support for Historically Black Colleges, especially in the South, and for the establishment of almost 5,000 schools for African American children in the region.

After 34 years in the fur buying business, Sears Roebuck decided in 1958 to focus on urban customers and retail stores, and so discontinued, among other things, the Sears Raw Fur Marketing Services and the publication of Tips to Trappers.

For more information
Bibliography

Sears Archives

Jerry R. Hancock, Jr. "Dixie Progress: Sears, Roebuck & Co. and How It Became an Icon in Southern Culture," M.A. Thesis, Georgia State University (2008): 50-60.

Johnny Muskrat, Trapping and Fur Farming. Chicago: Sears, Roebuck and Company, 1927.

Johnny Muskrat, Tips to Trappers. Chicago: Sears, Roebuck and Company, 1932-1958.

"Johnny Muskrat to Broadcast on Seven Stations," Pinedale (Wyoming) Roundup, December 26, 1929.
Scott Childers, Chicago's WLS Radio. Chicago: Arcadia Publishing, 2008.

Boris Emmet and John E. Jeuck, Catalogues and Counters: A History of Sears, Roebuck and Company. Chicago: University of Chicago Press, 1950.

Peter Max Ascoli, Julius Rosenwald: The Man Who Built Sears, Roebuck and Advanced the Cause of Black Education in the American South. Bloomington: Indiana University Press, 2006.

Gordon L. Weil, Sears, Roebuck, U. S. A.: The Great American Catalog Store and How It Grew. New York: Stein & Day, 1977.

James C. Worthy, Shaping an American Institution: Robert E. Wood and Sears, Roebuck. Urbana: University of Illinois Press, 1984.

Anne Koenen, Mail-Order Catalogs in the US, 1880-1930: How Sears Brought Modernization to American Farmers. Paderborn: Universitat Paderborn, 2001.

Frederick Asher, Richard Warren Sears, Icon of Inspiration: Fable and Fact about the Founder and Spiritual Genius of Sears, Roebuck & Company. New York: Vantage Press, 1997.

Cecil C. Hoge, The First Hundred Years Are the Toughest: What We Can Learn from the Century of Competition between Sears and Wards. Berkeley: Ten Speed Press, 1998.

Frank Brown Latham, 1872-1972: A Century of Serving Consumers: The Story of Montgomery Ward. Chicago: Montgomery Ward, 1972.

Thomas J. Schlereth, "Country Stores, County Fairs, and Mail-Order Catalogues: Consumption in Rural America," in Simon J. Bronner, ed., Consuming Visions: Accumulation and Display of Goods in America. New York: W. Norton & Company, 1987.

Doug Golden, When the Beaver Was King. West Conshohocken, PA: Infinity Publishing Company, 2006: 32-35.

Will Troyer, From Dawn to Dusk: Memoirs of an Amish/Mennonite Farm Boy. Coral Springs, FL: Llumina Press, 2003: 153-158.

America Abroad

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Battleship USS Connecticut, 1906
Question

Was America's shift away from a predominantly isolationist foreign policy stance a historical inevitability or did Theodore Roosevelt and his persuasive image as a leader push us into the modern age of global interaction?

Answer

Political, social, economic, and cultural forces were at work at the time, but Roosevelt's actions, undertaken consciously and intentionally, had important consequences as well.

American Isolationism?

The conventional wisdom that America was generally "isolationist" until the end of the 19th century has some severe limits. It is only true if it means that the United States was reluctant to become involved in European politics (as opposed to European business, manufacturing, and trade relationships, which the U.S. was not so reluctant to engage in, despite the imposition of protectionist tariffs).

The reluctance derived from the fact that European immigrants to America, from the very beginning, had often fled to escape Europe. For them, America was a place apart, free of the "entangling alliances" (Jefferson's phrase) of entrenched interests, monarchies, and religious restrictions. The idea was fortified by geography, with oceans separating the Old World and the New.

The problem with the idea of "American isolationism," however, comes when it is taken to imply that the policy of the U.S. during this time was "peace with each other and all the world" (as President Polk said during his inaugural address) or that it was guided exclusively by the simple desire not to interfere with other peoples' lives. If the U.S. relationship with North American indigenous peoples is not evidence enough to the contrary, its relationship with Mexico throughout the 19th century—well before the Spanish-American War—should demonstrate that the U.S. did not refrain from interfering with other peoples' lives or other country's policies or from exercising military power over them.

Progressivism

The Northern victory in the U.S. Civil War and the consequent abolition of slavery, appeared to justify the use of state power to impose solutions to social problems, to demonstrate that social progress could be engineered by the state. This was the essence of "Progressivism," and, as a political or social philosophy, it was a departure from the deep-rooted American suspicion of, and aversion to, a strong central state power. Progressives sought first to uplift and re-order America, but then turned their view outward, especially with the emergence of a popular view that the valued American pioneer "spirit" would diminish as the westward settling of the continent reached the Pacific Ocean.

The Progressives contemplated doing unto other lands what they were already doing to their own; or, as Mark Twain sarcastically put it, "extending the blessings of civilization to our brother who sits in darkness."

The U.S. did not refrain from interfering with other peoples' lives or other country's policies or from exercising its military power over them.
American Action Abroad Dependent on Strengthening Naval Power

Nevertheless, if we limit ourselves to considering American actions overseas, then a sea change of sorts did occur toward the end of the 19th century. America deliberately fashioned itself into a formidable naval power. U.S. Naval officer Alfred Thayer Mahan encapsulated the rationale for this in his highly influential book, The Influence of Sea Power Upon History, published in 1890.

Not surprisingly, America's overseas reach was made possible by a large effort to expand and modernize the U.S. Navy, which began under President Chester A. Arthur in 1882, 16 years before the Spanish-American War. President Arthur also negotiated with the Kingdom of Hawaii the right to use Pearl Harbor as a coaling station for U.S. Navy ships.

It was also in 1882 that young Theodore Roosevelt published his first historical book, The Naval War of 1812. He was friends with Mahan and shared his view of the need for the U.S. to develop its navy. President William McKinley appointed Roosevelt to the post of Assistant Secretary of the Navy in 1897. He resigned the following year to fight in the Spanish-American War.

America's overseas reach was made possible by a large effort to expand and modernize the U.S. Navy
Foreign Trade

Counting the value of foreign commerce in the leading commercial nations from 1870 to 1890, the U.S. ranked 4th behind the United Kingdom, Germany, and France.

From 1850 to 1890, the dollar value of U.S. total imports and exports rose from $318 million to $1.3 billion, an increase of 400 percent. As America's own industries grew in the 2nd half of the 19th century, the percentage of manufactured goods (as opposed to raw materials) exported also grew.

Just as important, America's direct investment overseas increased, placing more American businesses in situations in which they operated within local conditions around the world. These businesses dealt directly with local foreign markets, governments, labor pools, and raw material suppliers.

Filibustering around the Americas

During this period, American business entrepreneurs in the Pacific and in Central and South America began to venture deeply into local political and even military affairs. Actions sometimes reached far beyond mere business activities, including the organization of "free lance" military expeditions called "filibusters" against governments in the Caribbean and Central and South America.

American companies, such as the United Fruit Company, came to own vast plantations in these countries and operated them as agricultural colonies. They often pressured the U.S., especially throughout the 1st half of the 20th century, to intervene militarily in countries such as Nicaragua, Honduras, and Haiti when their interests were threatened by local wars and revolutions.

America across the Pacific

The pattern of American commercial interests supported by American military power had already been set by the beginning of the 20th century. Hawaii was first annexed to the U.S. in February 1893, after immigrant businessmen and politicians from the U.S., including Sanford Dole (his cousin James would become the "Pineapple King") ousted the Hawaiian royalty, with the backing of U.S. diplomats and soldiers. The annexation was withdrawn, but was re-instituted under President McKinley in 1898, with an eye toward using Hawaii as a naval base in the Pacific to fight Spain in Guam and the Philippines.

In the Spanish-American War of 1898, naval power was decisive to the U.S. victory. Quasi-colonial competition between the U.S. and Spain was one factor in the war, as well as an ambivalent notion in the U.S. that it was expelling Old World domination (Catholic and monarchical) from the New World. This in theory helped to free the hemisphere for democratic revolution and republicanism, while at the same time advancing U.S. economic and political power over the same region.

The end of the war saw the U.S. emerge as a fully-fledged, although ideologically conflicted, colonial power. That ideological conflict regarding the destiny and direction of American foreign policy would continue through the 20th century. This new era of foreign involvement was underway before Theodore Roosevelt held any national elected office.

Roosevelt's Role

Practically speaking, of course, the U.S. had no way to become militarily entangled in Europe—even if it had wished to—until it had a navy and commercial fleet capable of protecting its own shores, but more importantly, capable of transporting troops and supplies across the Atlantic.

As the Republican Vice Presidential candidate in 1900 campaigning for McKinley's second term, Roosevelt publicly argued in favor of the annexation of the Philippines, contending that both the Philippines and the U.S. would benefit.

After McKinley was assassinated in 1901 and Roosevelt became President, he built the "Great White Fleet," four battleship squadrons of new naval ships. He then dispatched them around the world from 1907-1909 on a mission of friendship and goodwill, but with a subtext of demonstrating that the U.S. had come of age as an international naval power.

Roosevelt also strengthened and extended the Monroe Doctrine in his 1904 address to Congress. He claimed that the U.S. had the right to intervene—to exercise "international police power"—in the economic affairs of Central American and Caribbean nations in order to stabilize them. This claim became known as the "Roosevelt Corollary" to the Monroe Doctrine.

Roosevelt had wide support in the U.S. for his foreign policy bullishness, although strong and significant opposition existed against actions that appeared to be at odds with the country's own republican ideals.

He quickly recognized the legitimacy of Panamanian rebels to separate from Columbia, and he committed the U.S. to protect their independence. But this (and the U.S.'s negotiated lease for the Canal Zone) suggested an action quite at odds with the country's refusal to allow states to secede from the Union during the Civil War.

Roosevelt, however, was convinced that a canal would be built across the Isthmus of Panama and that the U.S. must control it. During the war, American ships fought in the Atlantic and the Pacific. Transferring the fleets from one ocean to the other meant sending ships around Cape Horn, a difficult, expensive, and time-consuming operation. When the canal was finished, thought Roosevelt, only if American controlled it, could the U.S. ensure its ability to defend both of its own coasts.

All of Roosevelt's actions fortified the outward-looking expansive trend in U.S. foreign policy. Roosevelt's decisions, such as undertaking the Panama Canal project and strengthening the Navy, had long term consequences for the U.S.

Bibliography

Alfred Thayer Mahan. The Influence of Sea Power upon History, 1660-1783, Boston: Little, Brown, and Company, 1890.
Alfred Thayer Mahan. The Interest of America in Sea Power, Present and Future, Boston: Little, Brown, and Company, 1898.

Theodore Roosevelt. The Naval War of 1812; or the History of the United States Navy during the Last War with Great Britain to Which Is Appended an Account of the Battle of New Orleans. New York: G. P. Putnam's Sons, 1882.
Mark Twain. "To the Person Sitting in Darkness," North American Review, Vol. 172, issue 531 (February, 1901): 161-176.

U. S. Treasury Department. Annual Report and Statements of the Chief of the Bureau of Statistics on the Foreign Commerce and Navigation, Immigration, and Tonnage of the United States for the Year Ending June 30, 1890. Washington: Government Printing Office, 1891.

Theodore Roosevelt's Corollary to the Monroe Doctrine (1905) at www.ourdocuments.gov. (Theodore Roosevelt's Annual Message to Congress for 1904; House Records HR 58-A-K2; Records of the U.S. House of Representatives; Record Group 233; Center for Legislative Archives; National Archives).

Robert Kagan. Dangerous Nation: America's Foreign Policy from Its Earliest Days to the Dawn of the Twentieth Century. New York: Vintage Books, 2007.

Warren Zimmermann. First Great Triumph: How Five Americans Made Their Country a World Power. New York: Farrar, Straus and Giroux, 2002.

Howard K. Beale. Theodore Roosevelt and the Rise of America to World Power. Baltimore: Johns Hopkins University Press, 1956.

James R. Holmes. Theodore Roosevelt and World Order: Police Power in International Relations. Washington, DC: Potomac Books, 2006.

David McCullough. The Path between the Seas: The Creation of the Panama Canal, 1870–1914. New York: Simon and Schuster, 1977.

Images:
Assistant Secretary of the Navy Theodore Roosevelt (front, center) at the Naval War College, Newport, Rhode Island, circa 1897, with the college's faculty and class members. U.S. Naval Historical Center.

Battleship USS Connecticut, BB-18, running speed trials off the Maine coast, 1906. U.S. Naval Historical Center.

All Disquiet on the Western Front

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American soldiers learning how to use gas masks
Question

Why did World War I turn into a trench war on the Western Front? Was it the same on the Eastern Front?

Answer

Trench warfare was not an innovation of World War I, but it was never so prevalent in any other war before or since.

Geography and Demography

One reason that World War I became a massive trench war on the Western Front was that western Europe was densely populated. The opposing armies in the west were so vast that they could be deployed across the entire European continent, forming a continuous front. Early in the war, the opposing armies engaged in mobile tactics in an effort to outflank each other, but were countered as opposing troops were brought in to extend their lines.

The trench lines had the effect of turning western Europe into two fortresses whose armies laid siege to each other along a single border.

Throughout late 1914, after the first battle of the Marne, units of the opposing sides were deployed north and south of the already-entrenched armies and attempted to outrace each other and, in so doing, to turn their enemies' flank before the extending lines reached the sea. These attempts resulted in a series of battles, but neither side achieved a decisive breakthrough. From that point, the war on the Western Front devolved into filling in gaps in the lines, fortifying them, and experimenting with new tactics and weapons in order to break through.

The trench lines had the effect of turning Western Europe into two fortresses whose armies laid siege to each other along a single border.

In the east, the geography worked against entrenchment. The battle lines were much longer and the ground was harder. Trenches were more difficult to dig, and they could not be easily defended because forces could not be deployed along vast distances without making defensive lines easy to break. In the west, railroad lines were well established and could be used to shuttle forces back and forth rapidly in order to meet challenges along the front, but the transportation infrastructure in the east was much less developed.

Weapons Technology

The other reason that trench warfare dominated the conflict in World War I had to do with technological developments in weaponry, communications, and transportation, whose net effect was to strengthen the ability to conduct defensive operations and to make successful offensive operations much more difficult.

In previous wars, massed infantry and cavalry forces advanced or defended against each other across open ground. The small arms and other field weapons that had been available could certainly inflict losses on an advancing force as it came into range, but with enough men and horses, an advancing commander could hope to reach the defending army's lines and overwhelm them.

By World War I, however, small arms were much more lethal. They could fire accurately at far greater distances and they could be fired much more rapidly. Soldiers were now equipped with bolt-action rifles, hand grenades, and machine guns, and their field artillery was equipped with high explosive shells. The advancing army could also be slowed through quickly deployed lines of barbed wire, or through the use of flamethrowers or poison gas.

The advancing army's movements could also be tracked more efficiently. Airplanes did this job, and details of opposing troop movements were relayed to line commanders by rapidly strung phone lines.

The result was that an attacking force could no longer have much hope of surviving an advance over open ground against a defending force, especially an entrenched one. The opposing armies therefore fell into defending their territories along roughly parallel lines separated by a lethal "no man's land" between them.

The technology and tactics that could break this stalemate were not fully developed until the very end of the war and so were not effectively employed until the outbreak of World War II. They resulted in the use of highly mobile offensive forces that integrated infantry troops with newly improved tanks and close air support. This allowed an attacking force either to penetrate a defender's lines or to bypass entrenched fortifications altogether.

For more information

Tony Ashworth. Trench Warfare, 1914-1918: The Live and Let Live System. New York: Holmes & Meier, 1980.

Stephen Bull. Trench Warfare. New York: Sterling, 2003.

John Ellis. Eye-Deep in Hell: Trench Warfare in World War I. Baltimore: Johns Hopkins University Press, 1989.

Paddy Griffith. Fortifications of the Western Front 1914-18. Oxford: Osprey, 2004.

Nicholas J. Saunders. Killing Time: Archaeology and the First World War. Stroud: Sutton, 2007.

Gary Sheffield, ed. War on the Western Front.: In the Trenches of World War I. New York: Osprey, 2007.

Bibliography

Images:
"German machine gunners in a trench," Prints and Photographs Division, Library of Congress.

"Our Boys in France Learning to Correctly Use Gas Masks," Keystone View Company.