Theodore Roosevelt and the 1912 Election

Teaser

Students learn more about the larger than life figure of Theodore Roosevelt through sources related to the presidential election of 1912. 

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Description

Students learn about Theodore Roosevelt the man and his 1912 third party campaign for president.

Article Body

In this teaching module from the Shapell Manuscript Foundation in collaboration with the Roy Rosenzweig Center for History and New Mediastudents learn how to examine engaging primary sources that surround the dramatic 1912 presidential campaign in which Roosevelt ran as a third party candidate after having served as president from 1901 to 1909. During the campaign Roosevelt was the victim of an assassination attempt while speaking in Milwaukee and several of the documents relate to this event and how it affected Roosevelt and the campaign.

Students work in small groups to analyze sources to better understand Theodore Roosevelt, the person, and the issues that most concerned Americans during the 1912 campaign. Primary sources include letters from Roosevelt providing an account of his assassination and an update on his recovery. Other sources relate to the campaign itself and the Bull Moose or Progressive Party that Roosevelt ran under. Students are also encouraged to think through how Roosevelt's personality made him an attractive candidate.

After analyzing these primary sources students work in groups to create their own campaign materials for Roosevelt. Teachers have the option of having students create physical posters or pamphlets or to have students use digital tools to create their promotional materials. The modules also contain guidance on differentiation for diverse learners and connections to standards.  

Topic
Theodore Roosevelt and the 1912 presidential campain
Time Estimate
90 minutes
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes

Rubric_Content_Read_Write

Yes

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes

Rubric_Structure_Assessment

Yes

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Theodore Roosevelt Inaugural National Historic Site [NY]

Description

The Theodore Roosevelt Inaugural National Historic Site is the site upon which Theodore Roosevelt was inaugurated as the nation's 26th president following the 1901 assassination of former president William McKinley. The site is notable as it is the location of one of very few inaugurations that was not performed in Washington, D.C. The location was the home of Ansley Wilcox, a friend of Theodore Roosevelt's. At the home, visitors can learn more about Theodore Roosevelt's past and his tenure as President of the United States.

The site offers detailed historic information, visitor information, an events calendar, and a section for educators with suggested reading material and information on the educational events offered by the national historic site. In order to contact the national historic site by email, use the "contact us" link on the left side of the webpage.

Bully!: The Life & Times of Theodore Roosevelt

Description

From the Library of Congress Webcasts site:

"Theodore Roosevelt was a favorite subject of political cartoonists, due in large part to his outsize personality, his exploits as one of the leaders of the Rough Riders and, of course, his career as president. Roosevelt's biography as told through these political cartoons forms the basis of 'Bully!: The Life and Times of Theodore Roosevelt' by Rick Marschall."

A Life of Strenuous Endeavor

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Vitagraph ad for The Battle Cry of Peace
Question

A while back, there was a Dirty Jobs episode all about safety. In the episode, Mike Rowe quoted a letter that Teddy Roosevelt wrote to his son. It included a section that said "there is nothing more dangerous than.... absolute safety" and there were three kinds of absolute safety in particular. Do you know where I can get a copy of this letter or what he said specifically?

Answer

I often watch Dirty Jobs. The episode on fishing for slime eels off the coast of Maine has to have been some of the most weirdly compelling television ever. Unfortunately, I did not see the episode about safety, "Safety Third," episode 05x18, which was first aired November 24, 2009.

The Letter

Poking about the blogosphere for comments on that episode, I see that several people refer to the Roosevelt quote, and mention that it was from a letter that Roosevelt wrote to his son. The quote they refer to, however, is not from a letter to Roosevelt's son. It is part of a letter that Roosevelt wrote to Solomon Stanwood Menken, the head of the National Security League and the chairman of its Congress of Constructive Patriotism, on January 10, 1917. Roosevelt's younger sister, Mrs. Corinne Roosevelt Robinson, read the letter to a national meeting of the organization on January 26, 1917. The quote is in bold below, with more of the letter reproduced for context:

Americanism means many things. It means equality of rights and, therefore, equality of duty and of obligation. It means service to our common country. It means loyalty to one flag, to our flag, the flag of all of us. It means on the part of each of us respect for the rights of the rest of us. It means that all of us guarantee the rights of each of us. It means free education, genuinely representative government, freedom of speech and thought, equality before the law for all men, genuine political and religious freedom and the democratizing of industry so as to give at least a measurable equality of opportunity for all, and so as to place before us as our ideal in all industries where this ideal is possible of attainment, the system of cooperative ownership and management, in order that the tool users may, so far as possible, become the tool owners. Everything is un-American that tends either to government by a plutocracy or government by a mob. To divide along the lines of section or caste or creed is un-American. All privileges based on wealth, and all enmity to honest men merely because they are wealthy, are un-American—both of them equally so. Americanism means the virtues of courage, honor, justice, truth, sincerity, and hardihood—the virtues that made America.The things that will destroy America are prosperity-at-any-price, peace-at-any-price, safety-first instead of duty-first, the love of soft living and the get-rich-quick theory of life.

Preparedness must be of the soul no less than of the body. We must keep lofty ideals steadily before us, and must train ourselves in practical fashion so that we may realize these ideals. Throughout our whole land we must have fundamental common purposes, to be achieved through education, through intelligent organization and through the recognition of the great vital standards of life and living. We must make Americanism and Americanization mean the same thing to the native-born and to the foreign-born; to the man and to the woman; to the rich and to the poor; to the employer and to the wage-worker. If we believe in American standards, we shall insist that all privileges springing from them be extended to immigrants, and that they in return accept these standards with whole-hearted and entire loyalty. Either we must stand absolutely by our ideals and conceptions of duty, or else we are against them. There is no middle course, and if we attempt to find one, we insure for ourselves defeat and disaster.

The National Security League

The National Security League was founded by Menken and General Leonard Wood (the Army Chief of Staff) in December 1914. It emphasized the need for American "preparedness" in the face of challenges around the world. A swirl of various worries contributed to its rapid growth. Roosevelt echoed some of them here, including a conviction that American character had grown weak and soft, and so its ability to resist challenges had been dangerously reduced. Its young men had been "mollycoddled" by parents, especially mothers, who doted on them. The League's idea was to keep America at peace by keeping it strong. It formed the Military Training Camps Association of America, which operated summer camps for boys, the most successful one at Plattsburgh on Lake Champlain in upstate New York.

The League also heavily promoted (along with the American Legion and the American Red Cross) a 1915 movie, "The Battle Cry of Peace," starring Norma Talmadge in her first leading role, in which American pacifists, used as dupes by foreign agents, successfully lobby against defense spending. America is then invaded and New York and Washington are destroyed and enslaved. Admiral George Dewey and General Wood both played themselves in the film.

The challenges that the League had in mind were not only direct confrontations with foreign powers, which appeared to be looming in dark political clouds throughout Europe and Asia, but also more indirect confrontations within American society between democracy and its foes: an elite, moneyed oligarchy from the right, and a violent, fracturing anarchism from the left, both of which were popularly seen as being unnatural, foreign importations into America.

Among other efforts to promote American preparedness, the League proposed universal athletic and military training for young men, which would not only prepare them for possible battles, but also increase the general "vigor" of the population, and contribute to the assimilation of immigrants into the mainstream. Despite the League's early popularity across the spectrum of political allegiances, after a few years it lost most of its membership when it veered off into a form of xenophobic nativism that encouraged the formation of paramilitary units among youth.

Roosevelt on Safety in Rough Sports

Roosevelt, as is well known, was a firm believer in the virtues of physical exercise and adventures that tested and developed one's courage and inner resources. It is no surprise that he should criticize "safety-first instead of duty first." But he placed duty above physical prowess as well.

President Roosevelt wrote to his son Kermit, who was at Groton Academy, on October 4, 1903:

I am delighted to have you play football. I believe in rough, manly sports. But I do not believe in them if they degenerate into the sole end of any one's existence. I don't want you to sacrifice standing well in your studies to any over-athleticism; and I need not tell you that character counts for a great deal more than either intellect or body in winning success in life. Athletic proficiency is a mighty good servant, and like so many other good servants, a mighty bad master. Did you ever read Pliny's letter to Trajan, in which he speaks of its being advisable to keep the Greeks absorbed in athletics, because it distracted their minds from all serious pursuits, including soldiering, and prevented their ever being dangerous to the Romans? . . .. A man must develop his physical prowess up to a certain point; but after he has reached that point there are other things that count more.

On September 27, 1905, he wrote:

Have you started at your football? I think this is important, too, although of course it must be sacrificed to your studies if necessary. But it would be good for you to have the bodily development that comes from football, and it unquestionably has some effect in helping you with the other boys.

Roosevelt was very fond of football, of all organized team sports. But during 1905, his older son, Ted, played football on the freshman team at Harvard, and during the Harvard-Yale game, the young man appears to have had his nose broken deliberately by the Yale players, who laid him out on the field three times and kicked him in the face. It was all of a piece with an escalation of violence in college football that caused many schools to consider banning the sport. On October 9, 1905, the President wrote to Kermit:

To-day I see the football men of Harvard, Yale and Princeton, to try to get them to come to a gentleman's agreement not to have mucker play.

In fact, he invited two representatives from all three universities to the White House and voiced his concerns to them about the unsportsmanlike aura of unbridled violence that had come to be a feature of college football. Partly as a result of the publicity from this meeting, the college football association agreed the following year to a series of rule changes to the game that were meant to reduce pointless violence.

When Duty Calls

After Roosevelt left office and war broke out in Europe, he became heartsick at what he regarded as Woodrow Wilson's attempts to keep America out of the war despite German outrages on American lives and property. He attempted to raise a volunteer force to fight for the Allies and, defending the effort, Roosevelt wrote:

Let us pay with our bodies for our souls' desire. Let us, without one hour's unnecessary delay, put the American flag at the battle-front in this great war for Democracy and civilization, and for the reign of justice and fair-dealing among the nations of mankind.

He used his considerable influence to place his sons (with their eager permission) at the very front of the fighting when American forces were sent. He had already written the justification back in 1905, in an address he entitled "The Strenuous Life":

If we stand idly by, if we seek merely swollen, slothful ease and ignoble peace, if we shrink from the hard contests where men must win at the hazard of their lives and at the risk of all they hold dear, then the bolder and stronger peoples will pass us by, and will win for themselves the domination of the world.

For more information

Edmund Morris. Theodore Rex. New York: Random House, 2001.

Kathleen M. Dalton. Theodore Roosevelt: A Strenuous Life. New York: Alfred A. Knopf, 2002.

Sarah Lyons Watts. Rough Rider in the White House: Theodore Roosevelt and the Politics of Desire. Chicago: University of Chicago Press, 2003.

Bibliography

Proceedings of the Congress of Constructive Patriotism, held under the auspices of The National Security League, Washington, D.C., January 25-27, 1917. New York: National Security League, 1917, pp. 172-173.

Joan Paterson Kerr, ed. A Bully Father: Theodore Roosevelt's Letters to His Children. New York: Random House, 1995.

Theodore Roosevelt. "The Strenuous Life," pp. 1-21, and "The American Boy," pp. 155-164, in Theodore Roosevelt, The Strenuous Life: Essays and Addresses. New York: The Century Company, 1905.

Images:
Theodore Roosevelt in his library at Oyster Bay, New York, 1912, Prints and Photographs Division, Library of Congress.

Detail from Vitagraph Pictures' advertisement for "The Battle Cry of Peace," New York Times, September 12, 1915.

Kick Out the Southern Pacific

Description

This lecture explores Hiram Johnson's 1910 campaign for California governor and the reforms he instituted while in office. Johnson (1866–1945)'s work was praised by Theodore Roosevelt, and he would later serve as a senator.

To listen to this lecture, scroll to "Kick Out the Southern Pacific," and select "Listen to Broadcast."

Minisink Valley Historical Society and the Fort Decker Museum of History [NY]

Description

The Minisink Valley Historical Society seeks to preserve and share the history of the Minisink Valley which stretches across New Jersey, New York, and Pennsylvania. To this end, the society operates the Fort Decker Museum of History. The structure was originally built in 1760 as a defensive center against Native American attack and as a trading post.

The society offers archival access, exhibits, and 50-minute outreach slide presentations. Appointments are required for archival access. Slide presentation topics include author Stephen Crane, the Delaware and Hudson Canal, artist John Newton Howitt, cemetery history, Theodore Roosevelt, Franklin D. Roosevelt, Eleanor Roosevelt, and the bluestone industry. The website offers a small collection of music and historical photographs.

America Abroad jbuescher Mon, 02/01/2010 - 12:28
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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.

The Progressive Era

Description

"The transition to an industrial economy posed many problems for the United States. This course examines those problems and the responses to them that came to be known as progressivism. The course includes the study of World War I as a manifestation of progressive principles. The course emphasizes the political thought of Theodore Roosevelt, Woodrow Wilson, and their political expression of progressive principles."

Registration Deadline
Sponsoring Organization
Ashbrook Center, TeachingAmericanHistory.org
Phone number
1 419-289-5411
Target Audience
Kindergarten through Twelfth Grade
Start Date
Cost
None ($500 stipend)
Course Credit
"Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $440."
Duration
Six days
End Date

The Progressive Era

Description

"The transition to an industrial economy posed many problems for the United States. This course examines those problems and the responses to them that came to be known as progressivism. The course includes the study of World War I as a manifestation of progressive principles. The course emphasizes the political thought of Theodore Roosevelt, Woodrow Wilson, and their political expression of progressive principles."

Registration Deadline
Sponsoring Organization
Ashbrook Center, TeachingAmericanHistory.org
Phone number
1 419-289-5411
Target Audience
Kindergarten through Twelfth Grade
Start Date
Cost
None ($500 stipend)
Course Credit
"Teachers may choose to receive two hours of Master's degree credit from Ashland University. This credit can be used toward the new Master of American History and Government offered by Ashland University or may be transfered to another institution. The two credits will cost $440."
Duration
Six days
End Date

Teaching about the Age of Imperialism

Description

This workshop will use the Choices' program's unit "Beyond Manifest Destiny: America Enters the Age of Imperialism" as a jumping-off point for discussing the Spanish-American War and the resulting U.S. colonial acquisitions, as well as how these may be taught.

Contact email
Sponsoring Organization
Choices for the 21st Century Education Program
Phone number
1 401-863-3155
Target Audience
Secondary
Start Date
Duration
One day