“Week” 3 : September 18-20, 2017

“Week” 3: September 18-20, 2017 Unit I: America as a World Power

Why are we here this week? Complete/discuss SS syllabus assessment via Conversation Piece. Begin Unit I: America as a World Power via Ch. 10 & 11 “telescoping the times,” History Alive! notes, video clips, & “word wall tiles”

Homework: Ch. 10 “ttt” & Ch. 19-21 HA notes Unit I word wall tile BOTH due Wednesday! Monday, September 18, 2017 • Conversation Piece Syllabus Assessment II. Opening Acts: America as a World Power (Unit I) Packet NOTESEUs, EQs, & era/chapter overviews Americans Ch. 10 & 11… Alive! Ch.19-21; 22-25 What was* America’s role in the world? (~1600s-1890s) *What was, is, & ought to be America’s role in the world?

Reflection Time IDEALLY, most days will begin with a quiet, personal OPPORTUNITY… • THINK about today’s lessonandhomeworkagenda? • READquestion for the dayWRITE?, date, preliminary answer • Review last night’s homework • Conference with teacher ??? • THINK…relax…ENTER TO LEARN

Constitution DaySeptember 17, 1787 Constitution Day and Citizenship Day is observed each year on September 17 to commemorate the signing of the Constitution on September 17, 1787, and “recognize all who, by coming of age or by naturalization, have become citizens.” This commemoration had its origin in 1940, when Congress passed a joint resolution authorizing and requesting the President to issue annually a proclamation setting aside the third Sunday in May for the public recognition of all who had attained the status of American citizenship. The designation for this day was “I Am An American Day.” In 1952 Congress repealed this joint resolution and passed a new law moving the date to September 17 to commemorate “the formation and signing, on September 17, 1787, of the Constitution of the United States.” The day was still designated as “Citizenship Day” and retained its original purpose of recognizing all those who had attained American citizenship. This law urged civil and educational authorities of states, counties, cities and towns to make plans for the proper observance of the day and “for the complete instruction of citizens in their responsibilities and opportunities as citizens of the United States and of the State and locality in which they reside.” In 2004 under Senator Byrd's urging, Congress changed the designation of this day to "Constitution Day and Citizenship Day" and added two new requirements in the commemoration of this Day. The first is that the head of every federal agency provide each employee with educational and training materials concerning the Constitution on September 17th. The second is that each educational institution which receives Federal funds should hold a program for students every September 17th. http://www.loc.gov/law/help/commemorative-observations/constitution-day.php http://www.youtube.com/watch?v=FzAJyK0ovo8

Unit I: America as a World Power Ch. 10 & 11 The Americans Ch. 19-21; 22-25 History Alive! In this era of national expansion, American influence stretched from sea to shining sea and beyond. For much of the 1800s, Americans focused their attention inward on continental expansion. Late in the century, people began looking outward for new territory to conquer and new markets for American goods. By 1900, the American eagle could spread its wings across a small empire. In 1917, U.S. troops crossed the Atlantic to fight in Europe’s first world war. As that war ended, Americans began to ponder a new question: "Should the United States take on the challenge of spreading its founding ideals around the globe?"

Unit I: America as a World Power Enduring UnderstandingsEUs Students will understand that… 1. Since resources are unequally divided across the earth societies will either enter intoor to secure them. 2. American foreign policy is motivated by both & . 3. The evolution of America’s role in the world has created divisive among American citizens and government(s). 4. The impact of American foreign policy has left a legacy. CONFLICT COOPERATION IDEALISM PRAGMATISM ARGUMENTS MIXED

Unit I: America as a World Power • What considerations should guide the development of American foreign policy? • When should the United States go to war? • What responsibilities do people with power have to those people who have less power? • Our focus is our nation’s growth into a major world power. We’ll examine the roots of American global expansion, foreign policy ideologies (pragmatism, expansionism, interventionism, and isolationism), the Open Door Policy, the Spanish-American War, the construction of the Panama Canal, and America's involvement in the “Great War.” • Did our growth help or hinder the American ideals?

The Americans “Telescoping the Times” • Read the Chapter Overview, Main Ideas, and Reviewquestions for each chapter. 2. As you READ the condensed “ttt” summaries,ANSWER the Review questions by: A) Highlightingor underlining specific ANSWERS in the text,then LIST question # in marginsOR B)WRITING responses in the space provided on the “ttt” summary pages • History Alive! • (HA Summary “notes”) • READ the BRIEF summary at the end of every chapter & complete the “missing” information. • --In future units, you’ll write your own summary, draw pictures, & complete other thought-provoking exercises. • FYI:The “ttt” and HA summaries contain nearly ALL the essential factual information for SUCCESS. These are GREAT study items! • Your LEARNING & our classroom experiences will be greatly enhanced if everyone “masters the basics” & develops curiosity through reading and respectful dialogue about the “big ideas and themes” contained within each unit.

Honors Edition The Americans “Telescoping the Times” • Read the Chapter Overview, Main Ideas, and Reviewquestions for each chapter. • As you READ the condensed “ttt” summaries,ANSWER the Review questions by: A) Highlightingor underlining specific ANSWERS in the text,then LIST question # in marginsOR B)WRITE responses in the space provided on the “ttt” summary pages • Write your own personal “Top Ten” notes based on actual textbook reading of specific facts, examples, etc. that support the truth* described in each section** of the chapter. *Prove that the Main Ideas** & Chapter Overviews are historically-accurate based on evidence! Simple “ttt”  5T!!! • History Alive • (HA Summary “notes”) • READ the BRIEF summary at the end of every chapter & complete the “missing” information. • --In future units, you’ll write your own summary, draw pictures, & complete other thought-provoking exercises. • FYI:The “ttt” and HA summaries contain nearly ALL the essential factual information for SUCCESS. These are GREAT study items! • Your LEARNING & our classroom experiences will be greatly enhanced if everyone “masters the basics” & develops curiosity through reading and respectful dialogue about the “big ideas and themes” contained within each unit. Write ONE “LIVELY” question per chapter!

Write your NAME on BACK! SHOW deductions, then list your SCORE out of 25 (with stars) near your name on BACK…??/25 Word Wall • Alphabetized descriptive display of “words” that include definitions, part(s) of speech, sample sentences & historic details, images & color, similar & opposite words, usage & variations, etc. • Pick an appropriately challenging term (see list) • Locate word in several sources: The AmericansHistory Alive! Longman Dictionary of Contemporary English Dictionary Thesaurus On-line Expectations: • DEFINE “word” in 14 words or lessoriginal & personalized(NO COPYING!) (INSIDE) 5 points • Part(s) of speech…noun? verb? adjective? adverb? (INSIDE) 2 points • List synonyms/related words or phrases ANDantonyms/opposite words(INSIDE) 4 total (2 pts per set) • Write a sample sentenceshowing USAGE: examples, people, events(INSIDE) 3 points • Neatly print/type LARGE, BOLD/DARK/COLORFULletters (NOcaps?!) (OUTSIDE) 3 points • Illustrate with colorful pictures, symbols, cartoon captions, (limited text) (OUTSIDE mainly)3 points Self-evaluate! -deductions, if any, then 3-5 rating….25 poss. pts. PEER EVALUATION: VERIFY completion (20 pts) and JUDGE the QUALITY (3-5 pts) PRINT your NAME (on back), then award 3, 4, or 5 STARS based on QUALITY

Homework: Ch. 10 & 11 “ttt” & HA notes Ch. 19-25 Unit I word wall tile ALL due Wednesday! What is* America’s role in recent world history? (~late 19th20th centuries) Tuesday, September 19, 2017 • Current Events NPR radio & “sharing” expectations II. Opening Acts: America as a World Power (Unit I) Ch. 10 “ttt” & HA notes 19-21? Word Wall Tile WORK Ch. 11 “ttt” & HA notes 22-25 Video intros, incl. “foreign policy”

Bimonthly “sharing”… student-selected topics… Article review (worksheet) done in advance… presentation to a group… discussion of issues & ?s… following a # order… minor grade (25 points)

Homework: NONE What ought to be America’s role in the future? (rest of 21st century) Wednesday, September 20, 2017 • Reflection Time & Current Events ??? about expectations II. Opening Acts: America as a World Power (Unit I) Ch. 10 “ttt” & HA notes 19-21? Word Wall Tile WORK Ch. 11 “ttt” & HA notes 22-25 --Video intros, incl. “foreign policy”

What was, is, and ought to be America’s role in the world? Informal “Socratic Circle” coming soon!

foreign policy • the set of goals, principles, and practices that guide a nation in its relations with other countries. • realists and idealists shaped American foreign policy during the 1800s. • What would guide YOUR “foreign policy” doctrine? Pragmatism? Idealism? Both? Other?

What is “foreign policy?” A country's foreign policy, also called the foreign relations policy, consists of self-interest strategies chosen by the state to safeguard its national interests and to achieve its goals within international relations milieu. The approaches are strategically employed to interact with other countries. In recent times, due to the deepening level of globalization and transnational activities, the states will also have to interact with non-state actors. The aforementioned interaction is evaluated and monitored in attempts to maximize benefits of multilateral international cooperation. Since the national interests are paramount, foreign policies are designed by the government through high-level decision making processes. National interests accomplishment can occur as a result of peaceful cooperation with other nations, or through exploitation. Usually, creating foreign policy is the job of the head of government and the foreign minister (or equivalent). In some countries the legislature also has considerable oversight. Why did WIKI make it sound so FOREIGN?!?!?!?!?! Go to ALIVE!, p. 247

Ch. 10: America Claims an Empireanswers to the “ttt” questions 1. What factors shaped American imperialism? American imperialism was shaped by economic competition for raw materials and new markets, political and military competition for power, and an ideology that considered English culture superior to others. 2. How did the United States gain control of former Spanish colonies? The United States entered a war against Spain in 1898 and won Puerto Rico. It also purchased the Philippines and took a dominant role in Cuba. 3. How did the United States administer is new-found territories? Puerto Rico became a territory of the United States, which chose its government. In Cuba, the United States secured passage of a new constitution that gave it the right to step in if it desired. In the Philippines, the United States fought Filipinos seeking to win full independence. 4. How did Roosevelt assert American power? Roosevelt asserted American power by leading negotiations to end a war between Russia and Japan, by sending a fleet around the world, and by helping Panama win independence so the United States could build the Panama Canal.

Ch. 19: Setting a Course of Expansionism • During the 1800s, U.S. foreign policy was guided by two goals. The first was to keep the United States free of foreign alliances and out of foreign conflicts. The second was to expand the United States across the North American continent. As Americans began to look outward in the late 1800s, they debated the nation's proper role in world affairs. • Realism and idealism U.S. foreign policy is generally a blend of realism and idealism. With realism, the focus is on practical concerns and national self-interest. With idealism, the focus is on moral values and the spread of American ideals. • Neutrality and unilateralism Following the advice given by Washington in his Farewell Address, the United States tried to stay neutral in foreign wars and avoid alliances with other countries. The War of 1812 was fought in part to defend American rights as a neutral nation. • The Monroe Doctrine The Monroe Doctrine warned European powers that the United States would view efforts to establish colonies in the Americas or interfere with new Latin American republics as hostile to its interests. • Continental expansion Following a policy of expansion through diplomacy, the United States acquired the Louisiana Territory, Florida, Oregon Territory, and Alaska. By winning the Mexican War, it gained vast lands in the Southwest. • Overseas expansion In the late 1800s, the United States began to look overseas for new territory and influence. At the same time, Americans began to debate the role and value of overseas expansion.

Ch. 20: The Spanish-America War • As a result of its victory in the Spanish-American War, the United States became a world power with overseas possessions. In the eyes of many, the United States had become an imperialist nation. • Cuban revolt Cubans rose up against Spanish rule in the late 1800s, and many were imprisoned in reconcentration camps. Many Americans sympathized with the Cubans' plight. • Role of the press American newspapers exaggerated stories about the Cuban revolt to play on American sympathies and sell papers. Yellow journalism helped push the country toward war. • The de Lôme Letter and the USS Maine Two incidents increased tensions between the United States and Spain. A letter from the Spanish ambassador criticizing President McKinley, followed by the sinking of the USS Maine in Havana harbor, incited American anger. • A "splendid little war" After negotiations failed, Congress declared war on Spain. The war, which lasted just four months, began in the Philippines and ended in Cuba and Puerto Rico. Many volunteers fought with the U.S. forces, including Theodore Roosevelt's Rough Riders. The most important battle of the war took place on San Juan Hill, outside Santiago. • Arguing over imperialism The Treaty of Paris recognized the U.S. victory and left the United States in possession of Puerto Rico, Guam, and the Philippines. Members of the Anti-Imperialist League spoke out against the treaty, but it was eventually ratified by the Senate. • Cuba and the Platt Amendment Although the Treaty of Paris granted independence to Cuba, the United States maintained control over the island. The Platt Amendment allowed the United States to intervene in Cuban affairs and establish military bases in Cuba.

Ch. 21: Acquiring and Managing Global Power • At the start of the 20th century, the United States was an imperialist nation with overseas possessions. Three presidents—Roosevelt, Taft, and Wilson—developed foreign policies designed to expand American power and protect American interests. • Roosevelt Corollary President Roosevelt followed the Big Stick Policy in foreign affairs. In 1904, he issued the Roosevelt Corollary to the Monroe Doctrine. This policy called on the United States to use "international police power" to promote order and security in the Western Hemisphere. The use of force became a key element of foreign policy. • Dollar Diplomacy President Taft's Dollar Diplomacy focused on economic goals overseas. He emphasized the spread of American influence through economic activity. But he also sent troops to protect American interests. • Moral Diplomacy President Wilson favored a moral approach to foreign policy. He wanted to spread democratic ideals overseas. Yet he also used force to uphold American interests. • Latin America The United States became deeply involved in Latin America in the early 1900s. It helped Panama gain independence and built the Panama Canal. It intervened in Mexico. It made Puerto Rico a U.S. possession. • Asia and the Pacific The Philippines became a U.S. possession, and the United States put down an independence movement there. It annexed Hawaii after white planters overthrew the native monarchy. In China, it applied its Open Door Policy to limit foreign control and maintain access to Chinese markets.

Ch. 11: First World WarHistory Alive! Ch. 22-25 Ch. 11: First World War answers to the “ttt” questions 1. What factors led to war in Europe? The factors that led to war in Europe were nationalism, imperialism, militarism, and a system of alliances that made an attack on one nation a conflict that involved many interlinked allies. 2. What led the United States into World War I? The United States tried to remain neutral in World War I, but emotional and economic ties to Great Britain gradually moved it to the side of the Allies. German submarine attacks convinced Wilson to declare war. 3. How did the war change American society at home? At home during the war, production increased, and so did union membership. Many women entered industry, and thousands of African Americans moved from the South to the North seeking jobs and an end to segregation. 4. What was contained in the Treaty of Versailles and why did Americans object? Many Americans objected to the Treaty of Versailles because it seemed to betray the high principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it would involve the United States in foreign conflicts.

History Alive!Introductions & Summaries Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?”

Ch. 22: From Neutrality to War: Was it in the national interest of the US to stay neutral or declare war in 1917? In 1914, during a visit to Sarajevo, Archduke Franz Ferdinand of Austria-Hungary and his wife with their children in 1909 were gunned down by a terrorist. Although this assassination sparked the outbreak of World War I, the conflict had deeper causes. In the spring of 1914, President Woodrow Wilson sent "Colonel" Edward House, his trusted adviser, to Europe. House's task was to learn more about the growing strains among the European powers. After meeting with government officials, House sent Wilson an eerily accurate assessment of conditions there. "Everybody's nerves are tense," he wrote. "It needs only a spark to set the whole thing off." That spark was not long in coming. On June 28, 1914, Archduke Franz Ferdinand and his wife, Sophie, made an official visit to Sarajevo, the capital of Austria-Hungary's province of Bosnia. Ferdinand was heir to the throne of the Austro-Hungarian Empire. A few years earlier, Bosnia had been taken over by Austria-Hungary, a move that angered many Bosnians who wanted closer ties to nearby Serbia and other Slavic ethnic groups. On the day of the visit, several terrorists, trained and armed by a Serbian group, waited in the crowd. Early in the day, as the royal couple rode through the city in an open car, a terrorist hurled a bomb at their car. The bomb bounced off the hood and exploded nearby. Unharmed, the couple continued their visit. Another terrorist, GavriloPrincip, was waiting farther down the route. When the car came into view, Princip fired several shots into the car, killing the royal couple. Their murders set off a chain reaction. Within weeks, Austria-Hungary declared war on Serbia. When the Russian foreign minister learned that Austrian soldiers had begun shelling the Serbian capital of Belgrade, the stunned diplomat warned the Austrian ambassador, "This means a European war. You are setting Europe alight." He was right. A local quarrel in the Balkans quickly became far more dangerous. Russia sided with Serbia and declared war on Austria-Hungary. To help Austria-Hungary, Germany declared war on Russia and its ally France. Britain came to France's defense and declared war on Germany. Dozens of countries took sides.

Ch. 22 SummaryThe assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the war had many underlying causes, including the European alliance system and the growth of nationalism and imperialism, which led to military buildups. The United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies. The Allied and Central powers When World War I began, the nations of Europe divided into two alliances—the Allied powers (Great Britain, France, & Russia) and the Central powers (Germany, Austria-Hungary, & the Ottoman Empire (Turkey). U-boats The war at sea started with a British blockade of German ports. Germany fought back by introducing a new weapon called a U-boat, or submarine. German U-boats sank both neutral and enemy vessels, often without warning. Lusitania The German sinking of the British ship the Lusitania killed 128 Americans. The United States strongly protested U-boat attacks on merchant ships carrying American passengers.

Ch. 22 SummaryThe assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the war had many underlying causes, including the European alliance system and the growth of nationalism and imperialism, which led to military buildups. The United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies. Sussex pledge Germany agreed in the Sussex pledge to stop sinking merchant ships without warning but attached the condition that the United States help end the illegal British blockade. Wilson rejected that condition, and Germany did not keep the pledge. Preparedness movement As anger over American deaths at sea grew, some Americans called for the country to prepare for war. Although Wilson won reelection on the slogan "He kept us out of war," he was already preparing the country to fight by building up the army and navy. Unrestricted submarine warfare In a desperate bid to end the conflict, Germany announced early in 1917 that it would resume unrestricted submarine warfare. Zimmermann note The disclosure of the Zimmermann note, calling for cooperation between Mexico and Germany to take back U.S. territory, outraged Americans. Soon after its publication, the United States declared war on Germany.

Ch. 23: The Course and Conduct of World War I How was World War I different from previous wars? More than 2 million Americans served in Europe during World War I. Eager to promote democracy around the world, many entered the war with great enthusiasm. But their first taste of battle left them more realistic about the horrors of war. More than 2 million Americans served in Europe during World War I. Eager to promote democracy around the world, many entered the war with great enthusiasm. But their first taste of battle left them more realistic about the horrors of war. In 1917, many Americans viewed the nation's entry into World War I as the commencement of a great adventure. Others saw it as a noble or heroic cause that would give the country a chance to demonstrate its courage. President Woodrow Wilson's call to help make the world safe for democracy appealed to Americans' sense of idealism. Many shared the president's belief that this would be "the war to end all wars." A young recruit named William Langer enlisted to fight in the war because, as he described it, "Here was our one great chance for excitement and risk. We could not afford to pass it up." Henry Villard felt the same. He eagerly followed incidents on the battlefields of Europe, reading newspapers and discussing events with friends. "There were posters everywhere," he recalled. "'I want you,' . . . 'Join the Marines,' 'Join the Army.' And there was an irresistible feeling that one should do something . . . I said to myself, if there's never going to be another war, this is the only opportunity to see it." In 1917, Villard got his chance when a Red Cross official visited his college looking for volunteers to drive ambulances in Italy. Many of Villard's friends signed up. Although he knew his family would protest, Villard said, "I couldn't just stand by and let my friends depart." After securing his family's reluctant consent, Villard enlisted and soon headed out for combat duty. Very soon after arriving in Italy, Villard discovered how little he knew about war. "The first person that I put into my ambulance was a man who had just had a grenade explode in his hands." Bomb fragments had severed both of the soldier's legs. As Villard sped from the front lines to the hospital, the wounded soldier kept asking him to drive more slowly. By the time the ambulance reached the hospital, the young man was dead. "This was a kind of cold water treatment for me, to realize all of a sudden what war was like," explained Villard. "And it changed me—I grew up very quickly . . . It was the real world."

Ch. 23 SummaryWorld War I was the world's first truly modern war. New inventions and technological advances affected how the war was fought and how it ended. The United States provided soldiers, equipment, and finances, which contributed to the Allied victory. Selective Service Act Before the United States could join the Allies, tens of thousands of troops had to be recruited and trained. As part of this process, Congress passed the Selective Service Act to create a national draft. 369th Regiment Hundreds of thousands of African Americans served in segregated military units during World War I. The all-black 369th Regiment received France's highest military honors for its service in Europe. American Expeditionary Force President Woodrow Wilson and General John J. Pershing, commander of the American Expeditionary Force, insisted that most American troops fight as a force separate from the Allied army. Two million Americans fought in the AEF during the war.

Ch. 23 SummaryWorld War I was the world's first truly modern war. New inventions and technological advances affected how the war was fought and how it ended. The United States provided soldiers, equipment, and finances, which contributed to the Allied victory. The land war New weapons made land warfare much deadlier than ever before. The result was trench warfare, a new kind of defensive war. The air war Both sides first used airplanes and airships for observation. Technological improvements allowed them to make specialized planes for bombing and fighting. The sea war Early in the war, ocean combat took place between battleships. The Germans then used U-boats to sink large numbers of ships. To protect merchant ships, the Allies developed a convoy system. Later, the Allies laid a mine barrier across the North Sea and English Channel. Meuse-Argonne Offensive In 1918, close to 1 million U.S. soldiers took part in the Meuse-Argonne Offensive. Their success helped bring about an armistice with Germany.

Ch. 24: The Home FrontHow did Americans on the home front support or oppose WW I? As "doughboys" left for France, Americans at home mobilized—organized the nation's resources—for war. Years after the war ended, popular stage and film star Elsie Janis recalled this time as the most exciting of her life. "The war," said Janis, "was my high spot, and I think there is only one real peak in each life." Entertainer Elsie Janis became a tireless supporter of the war effort and used her talents to work as a fundraiser. Janis also took her act on the road, entertaining troops stationed near the front lines. Along with many other movie stars, Janis eagerly volunteered for war work. She had a beautiful singing voice and a gift for impersonating other actors. She used both talents to raise money for the war. Janis later went overseas to become one of the first American performers to entertain U.S. troops. She gave more than 600 performances over 15 months, sometimes performing as many as nine shows a day. Before her arrival in Europe, no other woman entertainer had been permitted to work so close to the front lines. While only a few women like Janis helped the war effort publicly, thousands found more prosaic but just as useful ways to do their part. Many women joined the workforce. With so many men overseas, a serious labor shortage developed. Eager for workers, employers across the nation put large-print "Women Wanted" notices in newspapers. In the final months of the war, a Connecticut ammunition factory was so frantic for workers that its owners hired airplanes to drop leaflets over the city of Bridgeport listing their openings. Although the number of women in the workforce stayed about the same throughout the war, the number of occupations in which they worked rose sharply. Many who were already in the workforce took new jobs in offices, shops, and factories. They became typists, cashiers, salesclerks, and telephone operators. Women worked in plants, assembling explosives, electrical appliances, airplanes, and cars. Many took jobs in the iron and steel industry—jobs once open only to men. Most had to give up these jobs when the war ended, but they had shown the public just how capable they were.

Ch. 24 SummaryDuring World War I, the federal government worked to mobilize the country for war. At the same time, tensions arose as the need for national unity was weighed against the rights of Americans to express their opposition to the war. Woman's Peace Party For religious or political reasons, some Americans opposed the war. Among the leading peace activists were members of the Woman's Peace Party. Committee on Public Information During the war, the government created this propaganda agency to build support for the war. Although CPI propaganda helped Americans rally around the war effort, it also contributed to increased distrust of foreign-born citizens and immigrants. Liberty Bonds The purchase of Liberty Bonds by the American public provided needed funding for the war and gave Americans a way to participate in the war effort.

Ch. 24 SummaryDuring World War I, the federal government worked to mobilize the country for war. At the same time, tensions arose as the need for national unity was weighed against the rights of Americans to express their opposition to the war. Great Migration During the war, hundreds of thousands of African Americans migrated out of the South. They were attracted to northern cities by job opportunities and hopes for a better life. Espionage and Sedition acts The Espionage and Sedition acts allowed the federal government to suppress antiwar sentiment. The laws made it illegal to express opposition to the war. Socialists and Wobblies Socialists and Wobblies who opposed the war became the targets of both patriot groups and the government for their antiwar positions. Many were jailed under the Espionage and Sedition acts. Schenck v. United States The Supreme Court upheld the constitutionality of the Espionage Act in this 1918 case. It ruled that the government could restrict freedom of speech in times of "clear and present danger."

Ch. 25: Treaty of Versailles: Ratify or Reject? Should the US have ratified or rejected the Treaty of Versailles? In 1918, huge crowds greeted President Woodrow Wilson (on the left) as a hero. He offered hope to millions who had been left deeply disillusioned by the war. On December 13, 1918, President Woodrow Wilson's ship, the George Washington, slipped into the dock at Brest, France. The war was over. The Allies and the Central powers had put down their guns and signed an armistice. Wilson was going to France to participate in writing the peace treaty that he believed would "make the world safe for democracy.“ As the ship made its way to the pier, its passengers could hear the sounds of warships firing their guns in Wilson's honor. On the dock, bands played the "Star Spangled Banner" as French soldiers and civilians cheered. It was a stirring beginning to the president's visit. Once on shore, Wilson made his way through cheering throngs to the railway station. There he and the other members of the American peace delegation boarded a private train bound for Paris. In the French capital, a crowd of 2 million people greeted the Americans. They clapped and shouted their thanks to the man hailed as "Wilson the Just." One newspaper observed, "Never has a king, never has an emperor received such a welcome.“ Many Europeans shared in the excitement of Wilson's arrival. They were grateful for the help Americans had given in the last months of the war. Moreover, they believed Wilson sincerely wanted to help them build a new and better world. Wherever Wilson went, people turned out to welcome him. Everyone wanted to see the man newspapers called the "Savior of Humanity" and the "Moses from across the Atlantic." Throughout Allied Europe, wall posters declared, "We want a Wilson peace." President Wilson arrived in Europe with high hopes of creating a just and lasting peace. The warm welcome he received could only have raised his hopes still higher. Few watching these events, including Wilson himself, could have anticipated just how hard it would be to get leaders in both Europe and the United States to share his vision.

Ch. 25 SummaryAfter World War I, President Woodrow Wilson hoped to create a lasting peace. He insisted that the treaty ending the war should include a peacekeeping organization called the League of Nations. Many Americans feared that membership in the League could involve the United States in future wars. The Fourteen Points Wilson outlined his goals for lasting peace in his Fourteen Points. Key issues included an end to secret agreements, freedom of the seas, reduction of armaments, self-determination for ethnic groups, and collective security through creation of an international peacekeeping organization. The Big Four When the heads of the four major Allies—France, Great Britain, Italy, and the United States—met in Paris for peace talks, they were more focused on self-interest than on Wilson's plan. Treaty of Versailles The treaty negotiated in Paris redrew the map of Europe, granting self-determination to some groups. Some Allies sought revenge on Germany, insisting on a war-guilt clause and reparations from Germany.

Ch. 25 SummaryAfter World War I, President Woodrow Wilson hoped to create a lasting peace. He insisted that the treaty ending the war should include a peacekeeping organization called the League of Nations. Many Americans feared that membership in the League could involve the United States in future wars. League of Nations Wilson hoped that including the League of Nations in the final treaty would make up for his compromises on other issues. He believed that by providing collective security and a framework for peaceful talks, the League would fix many problems the treaty had created. The ratification debate The treaty ratification debate divided the Senate into three groups. Reservationists would not accept the treaty unless certain changes were made. Irreconcilables rejected the treaty in any form. Internationalists supported the treaty and the League. Rejection of the treaty Partisan politics and Wilson's refusal to compromise led to the treaty's rejection and ended Wilson's hopes for U.S. membership in the League of Nations.

“Week” 3 : September 18-20, 2017