Bellringer (4/1/14)

1. Bellringer (4/1/14) Please write the question and the answer. Do you think the United States was right to pursue imperialistic goals at the turn of the 20th century? Why or why not? Please take a few minutes to reflect on your answer.

2. Key Terms/ People to Know Section 3: Platt Amendment, protectorate, Foraker Act, Roosevelt Corollary, dollar diplomacy Section 4: PorfirioDíaz, Francisco Madero, Mexican Revolution, Emiliano Zapata, Francisco “Pancho” Villa, Victoriano Huerta, Tampico incident, Battle of Veracruz, John J. Pershing

3. WITH A PARTNER: HAWAII OR BUST Describe what each item has to do with the other. • Imperialism:: Strong Navy • Sanford Dole:: Hawaii • Open Door Policy:: Boxer Rebellion • Theodore Roosevelt:: Russo-Japanese War • yellow journalism:: de Lôme Letter • USS Maine:: Spanish-American War • Commodore George Dewey:: Emilio Aguinaldo • Philippines:: July 4, 1946 You have 30 minutes. One sheet to be turned in per partnership

4. “Speak Softly and Carry a Big Stick” Big Stick Diplomacy (or Gunboat Diplomacy) • encourage nations in Latin America and Caribbean to do what we would like under threat of force • Help get control of “Canal Zone” in Panama when Panamanians rebelled against Colombian government • Roosevelt Corollary • Great White Fleet (1907)

5. Roosevelt Corollary (to the Monroe Doctrine) “Chronic wrongdoing…in the Western Hemisphere…may force the United States, however reluctantly…to the exercise of an international police power.” - Theodore Roosevelt (1904)

6. Protectorates Look on pages 566-567. • How is protectorate defined? • What two countries were U.S. protectorates following the end of the Spanish-American War? Which is still a protectorate today? • Describe the creation of the Panama Canal. Who has ownership of the Canal today?

7. With a Partner: Who’s in charge here? With a partner, skim through section 4 (pg. 572-575). Make a list detailing who is running Mexico. Include: a. Name b. When they left c. Who or what forced them out

8. Cause and Effect:Wilson, Villa, and War in Europe Cause • Villa seen as more extreme. • Villa raids Columbus, New Mexico • Mexicans unhappy with Pershing and his troops searching for Villa • Focus shifts from Mexico to Europe as World War I rages on. Effect 1. 2. 3. 4.

9. Cause and Effect:Wilson, Villa, and War in Europe Cause • Villa seen as more extreme. • Villa raids Columbus, New Mexico • Mexicans unhappy with Pershing and his troops searching for Villa • Focus shifts from Mexico to Europe as World War I rages on. Effect 1. Wilson supports Carranza 2. Wilson orders troops into Mexico to hunt down Villa 3. Wilson grows uneasy about troops in Mexico, calls off the hunt. 4. American troops sent to Europe.

10. Key Terms/ People to Know: Section 1: Archduke Franz Ferdinand, Kaiser Wilhelm II, militarism, Triple Alliance, Triple Entente, balance of power, Central Powers, Allied Powers, trench warfare Section 2: Lusitania, isolationism, Unterseeboot (U-Boats), Sussex pledge, Zimmerman Note, Selective Service Act, convoy system, Communists

11. Militarism/ Arms Race With a partner, quickly discuss how imperialism (quest for oversea empires) led to an expansion of militarism in continental Europe. Try to explain how this diagram works: Nationalism Imperialism Militarism You have 5 minutes.

12. Who’s got who’s back? Quickly look on pg. 583 and assign each country a letter based on their alliance. Write A if the country was part of the Triple Alliance and write E if the country was part of the Triple Entente. • Italy • Great Britain • France • Germany • Russia • Austria-Hungary What was the point of all of these alliances? What new names did these groups have after war broke out?

13. The Powder KegTake a look at the map below. Why do you think that Austria-Hungary might have been thought of as a powder keg?

14. The Powder KegTake a look at these political cartoons.How did their authors feel about nationalism in the Balkans?

15. Yugoslav Nationalism, GavriloPrincip, and a Schiller sandwich. In a small group, • Read the brief account of the assassination of Franz Ferdinand on page 582. 2. Read through the following blog post by a historian for the Smithsonian magazine. http://blogs.smithsonianmag.com/history/2011/09/gavrilo-princips-sandwich/ You have 15 minutes.

16. War Breaks Out In a small group, describe how the war unfolds by making a timeline consisting of events from the assassination of Archduke Franz Ferdinand until the first Battle of the Marne. Assassination of Archduke Franz Ferdinand (June 28, 1914) First Battle of the Marne (September,1914) You have 10 Minutes. The answers can be found on pages 584-587.

17. Crash Course! Now that we know a little bit about the origins of World War I, let’s check in with Crash Course to see their take on events.

18. Bellringer (4/2/14) Rank the following items in order of importance to the beginning of World War I. Once ranked, write a brief explanation why you ranked your #1 most important. • Alliances • Ethnic tensions in the Balkans • Militarism fueled by Nationalism

19. America Stays at Home With a partner, look on pages 591-592 and tell whether they encouraged America to a)go to war or b)to stay out of the war. • Blockading of German ports • U-boats and unrestricted submarine warfare • The sinking of the Lusitania • The Sussex pledge • United States Election of 1916 • The Zimmermann Note • The February Revolution You have 25 minutes.

20. The Zimmermann Telegram

21. What was “Big Bertha”? “Big Bertha”: 42 cm shell that weighed 2,100 lbs used in Belgium in 1915 (= 1969 VW Beetle with 2 NFL receivers!) “Paris Guns”: 24 cm shell that weighed 800 lbs used against Paris in 1918 (could fire from EBHS and hit the Charlotte Airport with 20 miles to spare, could hit the Biltmore House with 5 miles to spare!)

22. Key Terms/ People to Know Section 3: Liberty bonds, Bernard Baruch, National War Labor Board, Committee on Public Information, George Creel, propaganda, Schenk v. United States

23. America Goes to War On your own, read pages 593-596 to answer the following questions: • What law was passed in order to raise an army for the United States? • What are three examples of how training went for new soldiers? • How were minorities trained by the military? • What was the AEF and who led it? • Why were Chateau-Thierry and Bellau Wood important for American soldiers? • Name two ways American women participated in Europe. • What was significant about the Battle of the Argonne Forest? In 10 minutes, you will check answers with a partner.

24. Life on the Homefront Using phones or other devices, search and discuss the following terms with a small group: propaganda George Creel Committee on Public Information Schenk v. United States You have 10 minutes. If you don’t have a phone or device, check the very end of Section 3 (pgs. 603-604).

25. Life on the Homefront A German man in Wisconsin recalled this event after being told that he wasn’t supporting the war effort… After I had replied that I had done my share in the spring, they demanded that I open the door and let them in. I told them I didn’t have to open the door; then they undertook to force the door open, and went so far as to tear the screen door open; then they threatened to break down the door, and I said, “Come on then, boys.” Then they appeared to be planning, and while they were doing that, I took the time to put my shoes on. By that time they were at the kitchen door, and they made a demand that I let them in through that door; then I went to the kitchen door and opened it and found a crowd of men (much larger than I expected) around the door, and then reaching out two by two around towards the front of the house. I left the door and walked to the front porch to see if they had done any painting (as they had previously painted a neighbor’s mail-box); I walked to the road to see if they had painted my mail-box. And then I turned around to return to the house when they all at one time closed in on me like a vise; some grabbing my fingers or wrist, others my legs, and several of them were shouting, holding a paper before me, “Sign up.” I said, “I will not sign up at this time of night.” Then a man shouted, “Get the rope!” The first I knew was when the rope was about my neck and around my body under my arms. Someone then gave a sharp jerk at the rope and forced me to my knees and hands; at the same time some of them jumped on my back, and while bent over someone struck me in the face, making me bleed; then a man (whom I recognized) said, “Boys, you are going too far”; and then, as they got me away from them a little, I heard a man say, “You can’t scare him.” I answered,“I am not afraid of the entire city of Appleton.” Then a man (whom I knew) got me to one side, and he said, “Let’s go into the house and talk between ourselves.” Then two men (whom I knew) went with me into the house, and we sat or stood around the table, and they still demanded that I sign up. I said, “I will not sign up for any man after being abused like this.” Then a man (whom I knew) told me I would have to go with them, or, if I didn’t go with them, would have to come to town that Sunday morning at 10 o’clock to see Mr. Keller. I told them that I would be there; they left; as they left, I noticed, and so did my family and neighbors, that they rode away in seven automobiles. I did not go to see Mr. Keller. Signed, JOHN DEML. What does this account tell us about feelings towards German citizens in the United States during World War I?

26. Life on the Homefront Skim over pages 599-600. List 4 ways the American economy, including workers, geared up to help the war effort.

27. The War Ends

28. The War Ends • Russians leave the war, Germany gets blamed, and America becomes more of a world power. • Armistice Day celebrates the end of fighting on the Western Front: Nov.11. • The Treaty of Versailles made Germany pay reparations, or pay the Allied powers, particularly France. Many thought them too harsh. • United States never ratifies the Treaty. Not until 1921 and passing of Knox-Porter Resolution was the United States officially not at war with the Central Powers.

29. Bellringer Please write the question and the answer. Would you have been in favor of going to war against the Central Powers in 1914? What about in 1917 after it looked like the Russians might leave? Take a few minutes to reflect on your answer.

30. Key Terms/ People to Know Section 1: Bolshevik, communism, Red Scare, A. Mitchell Palmer, Palmer raids, alien, deportation, anarchist

31. Outbreak! With a phone or device, research the following topics (page numbers are available in case of no device). • Spanish flu outbreak in 1918 (pg. 602) • October Revolution (pg. 622-623) • Palmer raids (pg.624) • Sacco and Vanzetti (pg. 626-627) You have 10 minutes to find out as much as you can about these things.

32. Communism Karl Marx came up with the idea of communism in the 19th century. Vladimir Illych Lenin modified it slightly.

33. Marx vs. Lenin Marxism- Capitalism is corrupt and takes advantage of workers, so workers rise up in revolt to overthrow capitalists. This happens naturally without anyone inciting the workers to revolt. All property belongs to the people, no such thing as private property. Marxist-Leninism- Revolt can be aided by agents acting on behalf of the proletariat (workers).

34. Red Scare:What do these cartoons mean to you? What do you see?

35. Bellringer Please write the question and the answer. Do you think the widespread fear of Communists and Anarchists was based on a true threat of revolution in the United States? Be sure to support your opinion with a reason. Please take a few minutes to reflect on your answer.

36. Addressing Xenophobia Nativism continues to play a role in politics. Deport undesirable aliens (predominantly Southern and Eastern Europeans who happened to be Catholics and Jews). National Origins Act of 1924: Set quotas for immigration (2% of population of aliens already in United States), eliminating it from many countries deemed to have undesirables, including almost all Asian countries.

37. Make the connection Using what we have looked at today, make the connection between the following ideas/terms. Marxism: Bolsheviks: labor: Red Scare: xenophobia: immigration

38. Key Terms/ People to Know Section 2:Henry Ford, assembly line, productivity, welfare capitalism, suburb, installment buying, credit Section 3: Warren G. Harding, Teapot Dome, Calvin Coolidge, reparation, arms race, Charles Evans Hughes, Billy Mitchell, Kellogg-Briand Pact

39. The Post-War Economy With a partner, read through section 2 (starting pg. 628) in order to answer the following questions: • By introducing the Model T, how did Henry Ford change the availability of cars for ordinary Americans? • What innovation is Ford credited with introducing to America’s factories? • How did Ford’s view of his workers raise their quality of life? • As a result of better quality of living and Ford’s production practices and methods, how did productivity change? • How was welfare capitalism meant to influence workers and their feelings about unions? • How did the automobile aid in transforming where Americans lived and traveled? • What are installment buying and credit, and how did they act to get more Americans to buy products? • How was the experience of American farmers different from the experience of suburban and urban dwelling Americans during the 1920s? You have 20 minutes.

41. Natural Disasters • ROBERT HASPEL:  Over Easter weekend, Good Friday, specifically, we woke up in the morning, looked out, and it had been raining torrentially the night before. And the streets were all flooded.  Living there on Jefferson Avenue, had a neutral ground, and from side to side was water.  You couldn’t see the neutral ground, the water was over that.  And everybody thought the levee had broken.  Everything was flooded.  First time anybody had ever seen anything like that.  But the river was intact.  The levee was intact.