Week 6 : October 8-12, 2018

1. Week 6: October 8-12, 2018 Unit I: America as a World Power

2. Why are we here this week? • Research Oral History Project topics & continue interview plans. • Read assigned chapters of History Aliveprepare #1-3 responses for upcoming Socratic Circle (Ch. 22, 23, 24, or 25) • Evaluate knowledge & understanding of Ch. 10 “ttt” and HA 19-21 via a FORMS Quiz. • Participate in WW I simulation known as “Trench Day.”

3. Homework: STUDY for QUIZ (30+ min. Ch. 10 “ttt” & HA 19-21)Follow the guide provided…pg. 6 Is STUDYING more idealism or realism? Monday, October 8, 2018 • Unit I Recap: The Americans Ch. 10, History Alive! Ch. 19-21 Quiz 1 preparations “ttt” & summary notes II. Oral History Project Proposal completed? Submit today (10 pts) • World War I Socratic Circle Prep = READING + worksheet (p. 29, #1-3) History Alive! Ch. 22-25, Ch. 11 The Americans

4. Quiz 1 of Unit I Wednesday, 10/10/18 • 20 FORMS questions for approx. 40 major pts (mostly objective, one short answer) • “MASTER” the Ch. 10 “ttt” questions & answers, plus HA summary notes IF listed on study guide • Expect images, info, etc. directly related to HW & class activities. • 30+ minutes of OUTSIDE prep time recommended each night • STUDY for at least 1 hour …consider “flash cards, “fold & note,” or other strategies… • FYI: READING notes or textbooks is NOT studying

5. 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.

6. 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.

7. Which is closer to “pragmatism:”realism or idealism? Pragmatism: the attribute of accepting the facts of life and favoring practicality and literal truth Realist: a person who accepts the world as it literally is and deals with it accordingly Idealist: someone who envisions an ideal world rather than the real one. Some people consider idealists to be naive, impractical, and out of touch with reality. Idealists think that striving for perfection makes the world a better place. https://www.vocabulary.com/dictionary

8. diplomacy • the art of conducting negotiations with other nations. • Diplomacy may lead to informal agreements as well as treaties. • A second tool is financial aid in the form of grants or loans. Such aid can be used to support friendly nations or influence their policies. • A third tool is the threat or the use of armed force.

9. realism • in foreign policy, the belief that international relations should be guided by pragmatic self-interest-practical goals such as national defense and access to resources • From this perspective, foreign policy should pursue practical objectives that benefit the American people. Such objectives might include national security, increased trade with other nations, and access to overseas resources.

10. idealism • in foreign policy, the belief that moral values should influence international relations • From this point of view, foreign policy should be used to promote America's founding ideals—particularly democracy, liberty, and rights—to ensure a better world not just for Americans, but for all people.

11. More terms foreign policy terms • neutrality: the policy of not taking sides in wars between other nations • unilateralism: a policy of not seeking military or political alliances with foreign powers • Under this policy, the United States "went it alone" in its relations with other countries. It did not seek either military or political alliances with foreign powers.

12. More terms foreign policy terms • Monroe Doctrine: the declaration by President James Monroe in 1823 warning European powers against future colonization in the Western Hemisphere or interference in Latin American republics • Roosevelt added a “corollary”

13. More terms foreign policy terms • cede: to give up or grant land to another country, typically by treaty • imperialism: empire building • protectorate: a nation protected and controlled by a stronger nation

14. 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.

15. History Alive!, p. 255-257 • Viewpoint 4 • The U.S. must build a strong navy to defend its interests abroad. • Viewpoint 2 • The U.S. should set an example of democracy and peace. • Carl Schurz • Alfred T. Mahan • Viewpoint 1 • The U.S. must compete with the colonial powers. • Viewpoint 3 • The U.S. should spread its beliefs abroad. • Henry Cabot Lodge • Josiah Strong

16. Viewpoint 4 • The U.S. must build a strong navy to defend its interests abroad. • Viewpoint 2 • The U.S. should set an example of democracy and peace. • Carl Schurz • Alfred T. Mahan • Viewpoint 1 • The U.S. must compete with the colonial powers. • Viewpoint 3 • The U.S. should spread its beliefs abroad. • Henry Cabot Lodge • Josiah Strong

17. Idealism? PRAGMATISM? Realism?

20. Why build an empire? What are the 4 justifications for IMPERIALISM? M ?????…more people to sell your goods to…MONEY…profit!) (to gain) ?????political & military strength…increase your position/status, intimidate rivals, spread democracy, rights, & other (American) Ideals M C ????? especially with Europe, for goods, resources, land, citizens/subjects, power, etc.) C ????? ????? (spread culture & Christianity around the world…W.A.S.P.s (White, Anglo-Saxon Protestants) could “help inferior” people (natives)… “White man’s burden”)

21. Why build an empire? (MMCC) M MARKETS…more people to sell your goods to…MONEY…profit!) (to gain) MIGHTpolitical & military strength…increase your position/status, intimidate rivals, spread democracy, rights, & other (American) Ideals M C COMPETITIONespecially with Europe, for goods, resources, land, citizens/subjects, power, etc.) C CULTURAL SUPERIORITY (spread culture & Christianity around the world…W.A.S.P.s (White, Anglo-Saxon Protestants) could “help inferior” people (natives)… “White man’s burden”)

22. 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.

23. Describe the IMPACT of The Spanish-America War. Cubans rose up against Spanish rule in the late 1800s, and many were imprisoned in concentration camps. Many Americans sympathized with the Cubans' plight. • 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. Can you EXPLAIN… • Cuban revolt? • Role of the press? • The de Lôme Letter and the USS Maine? American newspapers exaggerated stories about the Cuban revolt to play on American sympathies and sell papers. Yellow journalism helped push the country toward war. 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.

24. Was the Spanish-America War “splendid?” 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. A "splendid little war?” Tell me about… • The argument over imperialism? • Cuba and the Platt Amendment? 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. 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.

26. 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.

28. Regarding war & expansionism, what would you do?

30. What is the thesis (point) of this political cartoon?

31. 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 (idealism, pragmatism, realism, expansionism, interventionism, internationalism, 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?

32. OHP is a GREAT & CHALLENGING project! OHP proposal is a MINOR grade, but a “MAJOR misstep” if NOT completed THOUGHTFULLY!

33. Ch. 23: The Course and Conduct of World War I How was World War I different from previous wars? Ch. 22: From Neutrality to War: Was it in the national interest of the US to stay neutral or declare war in 1917? Ch. 24: The Home FrontHow did Americans on the home front support or oppose WW I? Ch. 25: Treaty of Versailles: Ratify or Reject? Should the US have ratified or rejected the Treaty of Versailles?

35. Ch. 11: First World War answers to the “ttt” questions Ch. 11: First World WarHistory Alive! Ch. 22-25 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.

36. 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.

37. 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.

38. 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.

39. 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.

40. 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.

41. 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."

42. 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.

43. 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.

44. Homework: STUDY for QUIZ (30+ min. Ch. 10 “ttt” & HA 19-21)Follow the guide provided…pg. 6 What have you done to make your EXPERIENCE in SS successful? Tuesday, October 9, 2018 • Unit I & other SS Initiatives Oral History Project WWI Socratic Circle Foreign Policy Essay Trench Day “Lost Battalion” movie II. Review of Ch. 10, HA 19-21 Eggspert game! F/10/19 W/10/17 W/10/24 F/10/12 M-T, 10/15-16 Tomorrow!

45. II. Oral History Project GOAL:Submit completed proposal with parental approval by Monday, 10/8/19 • Identify SUBJECT(person you interview, also called “narrator”) • Select TOPIC (specific event or era) after communicating with subject and doing preliminary RESEARCH via “weblinks” https://www.cbsd.org/Page/13760 3. Watch first 2-3 videos from NHD/Minnesota

46. Steps • Students will pick an event or era on or before September 11, 2001. • Students will choose a person to interview and return completed parental permission form. 3) Students will develop 10 to 15 questions from the following categories: a. Event/era’s impact on the interviewee’s life b. Event/era’s impact on the nation c. Event/era’s impact on community d. Accomplishments e. Entertainment /Media f. Employment /Occupations g. Community Life • Family Life 4) Students will conduct & record the interview (approx. 1 hour), ask appropriate follow-up questions, and keep detailed notes of the interviewee’s responses. What is OHP?

47. What is OHP? • Task: Students will create an oral history project by researching an event or era in American history and interviewing a person who was a participant or witness to that event. • Students will create a list of interview questions and use those questions to interview a person about her/his life & experiences. • Students will use the information from the recorded interview to create a product that demonstrates their understanding of the interviewee’s experience within the context of the historical time period.

48. What is OHP? Steps (continued): 5) Students will create a final product that demonstrates their understanding of the interviewee’s experience in historical context. Please choose from the following options: a. A PowerPoint presentation or Podcast b. A short narrative / biography c. A documentary • Other product as approved by the teacher 6) All products should: a. Demonstrate an understanding of the historical event or era. b. Incorporate specific information from the interview. c. Place the interviewee’s experiences in historical context. d. Interest and engage the audience. • Demonstrate effort and quality work. 7) Students should send a thank you letter to the person they interviewed (also consider sharing your OHP product).

49. OHP is a GREAT & CHALLENGING project! OHP proposal is a MINOR grade, but a “MAJOR misstep” if NOT completed THOUGHTFULLY!

50. Library WORK DAYS are planned for: Friday, 10/19 Tuesday and/or Wednesday, 10/23 & 10/24 Objectives: *Research era/event Begin writing interview questions* Gather resources, start Noodle Tools *Good researchgood ?sgood interview = SUCCESFUL OHP COMPLETE final “Foreign Policy” essay via FORMS (25 major pts…3-paragraphs…due W/10/24