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Unit 3 Week 2. Oct. 15-19 th Acquiring and Managing Global Power. Homework for the Week. Monday Read p.262-267 Write a description of the event and place it on your spectrum or label it neutral, diplomatic or imperialist American inaction during Cuban Revolution The de Lome Letter
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Unit 3 Week 2 Oct. 15-19th Acquiring and Managing Global Power
Homework for the Week • Monday • Read p.262-267 • Write a description of the event and place it on your spectrum or label it neutral, diplomatic or imperialist • American inaction during Cuban Revolution • The de Lome Letter • The Maine explosion • US Response to the Maine explosion • Fighting in the Philippines • Fighting in Cuba, Treaty of Paris • Platt Amendment • Tuesday • Cornell Notes on p.272-273 and p.278-279 • Wednesday • 1. Cornell Notes: 283-287 • 2. Study Vocab for Vocab card quiz on Block Day • Block Day (Thursday or Friday) • Cornell Notes on p.303-305 • Reminders: Test corrections on Thursday and Friday during *lunch*
Monday, October 21st • HOT ROC: Headlines • Check in on HW • Explosion of the Maine and Yellow Journalism • Homework: • Read p.262-267 • Write a description of the event and place it on your spectrum or label it neutral, diplomatic or imperialist • American inaction during Cuban Revolution • The de Lome Letter • The Maine explosion • US Response to the Maine explosion • Fighting in the Philippines • Fighting in Cuba, Treaty of Paris • Platt Amendment
HOT ROC: Headlines • Copy down the following headlines on your paper. On the next slide, there will be a series of questions for you to respond to • Search for Missing Bride Continues • Bride Missing! Groom’s Family Blame Old Boyfriend
HOT ROC: Headlines • What does each headline imply? • How might a reader respond differently to each headline? • If these were actual articles, which would you want to read first? • Why might different newspapers choose to present the same event differently?
Spanish-American War • Cuba • Spanish Colony • 1890s Cuban rebels fighting for independence • U.S. has business interests in Cuba • U.S.S. Maine • Sent to Cuba in 1898 • Explodes in Havana, Cuba on February 15, 1898 • U.S. declares war on Spain not long after
Historical Investigation What sank the Maine on February 15, 1898?
Comparing the Articles • Compare the evidence used by both newspapers to support their claims about what happened to the Maine. Which newspaper catches your attention more? Which newspaper uses stronger evidence? Explain on your graphic organizer
Yellow Journalism • Sensational news stories that often exaggerated the facts • Part of a “newspaper war” between Pulitzer’s New York World and Hearst’s New York Journal • New Vocab: Mass Media
Reflection • Reflection- should manipulative journalism be legal? Which ideals does it support, which ideals does it deny?
Homework • Homework, pgs 262-267 • Write a description of the event and place it on your spectrum or label it neutral, diplomatic or imperialist • American inaction during Cuban Revolution • The de Lome Letter • The Maine explosion • US Response to the Maine explosion • Fighting in the Philippines • Fighting in Cuba, Treaty of Paris • Platt Amendment
Agenda, Tuesday, October 22nd • HOT ROC – add mass media and doctrine to your glossary • HW Review • Scoring guide for US imperialism HW: Cornell Notes on p.272-273 and p.278-279
How imperialist did the US seem to people from other countries? • You will get to be the teacher and use my scoring guide format to grade the US on its degress of imperialism from the point of view of the countries affected. • Go through proficient first and check the items. • If all proficient criteria are checked, then go up to see if we meet any of the exemplary qualities. If it does, then circle exemplary. • If not all proficient criteria are checked then circle either “Basic” or “Below Basic” depending on how many criteria were missing. • The higher the US scores the more imperialist it was. • Hopefully this will also give you a better sense of how my scoring guide works!
Mexico, p. 274 Advanced – “A” grade • ____ Meets all of the standards of proficiency • ____ Also does one or more of the following things: • ___fights against the government preferred by the people • ___ kills civilians Proficiency – “B” grade • ____ US businesses are in the country • ____Established military presence in the country • ____Makes it into a US territory or state • ____ Denies rights to the people of the country Basic – “C” grade • ____ Meets 3 of the 4 criteria for proficiency Below Basic – “D” grade • ____ Meets less than 1 or 2 of the 4 criteria for proficiency Final Grade:___________________
Puerto Rico, p.275 Advanced – “A” grade • ____ Meets all of the standards of proficiency • ____ Also does one or more of the following things: • ___fights against the government preferred by the people • ___ kills civilians Proficiency – “B” grade • ____ US businesses are in the country • ____Established military presence in the country • ____Makes it into a US territory or state • ____ Denies rights to the people of the country Basic – “C” grade • ____ Meets 3 of the 4 criteria for proficiency Below Basic – “D” grade • ____ Meets less than 1 or 2 of the 4 criteria for proficiency Final Grade:___________________
Philippines, p.276 Advanced – “A” grade • ____ Meets all of the standards of proficiency • ____ Also does one or more of the following things: • ___fights against the government preferred by the people • ___ kills civilians Proficiency – “B” grade • ____ US businesses are in the country • ____ Established military presence in the country • ____ Makes it into a US territory or state • ____ Denies rights to the people of the country Basic – “C” grade • ____ Meets 3 of the 4 criteria for proficiency Below Basic – “D” grade • ____ Meets less than 1 or 2 of the 4 criteria for proficiency Final Grade:___________________
Hawaii, p.277 Advanced – “A” grade • ____ Meets all of the standards of proficiency • ____ Also does one or more of the following things: • ___fights against the government preferred by the people • ___ kills civilians Proficiency – “B” grade • ____ US businesses are in the country • ____Established military presence in the country • ____Makes it into a US territory or state • ____ Denies rights to the people of the country Basic – “C” grade • ____ Meets 3 of the 4 criteria for proficiency Below Basic – “D” grade • ____ Meets less than 1 or 2 of the 4 criteria for proficiency Final Grade:___________________
Venn Diagram of the 3 Presidents • Take out your Venn Diagram from last week on the foreign policies of the 3 Presidents • Add info about Mexico, Puerto Rico, Philippines and Hawaii under the appropriate President • Add to similarities in policies, based on what you’ve read today.
Taft (1909-1912): Dollar Diplomacy -Economic pressures -Investments as key U.S. foreign policy Roosevelt (1901-1908): Big Stick Diplomacy -Roosevelt Corollary -Panama Canal -strong arm approach -international police power - Focus on Latin America and Asia -Expanded U.S. role in world affairs -Intervened abroad -serve national interest -Used economic pressure -Intervened in Latin America -War -Helped negotiate peace treaties -Concern over Mexican Revolution Wilson (1913-1920): Moral Diplomacy -Puerto Rico becomes US territory in 1917 -Wants to spread democratic ideals (rights, opportunity, liberty) - self-determination -WWI/Europe Early 20th century U.S. foreign policy
Homework • Cornell Notes on p.272-273 and p.278-279
Agenda, Wednesday, October 23rd • HOT ROC • Metaphor • WWI - Prior knowledge contest • Homework: • 1. Cornell Notes: 283-287 • 2. Study Vocab for Vocab card quiz on Block Day
HOT ROC • To what extent did US foreign policy honor the founding ideals? How did it change the role of the president? • Do your best to answer this question as a thesis statement with 3 sub-claims.
Pair-Share – Discuss the following question with your partner. • Identify 4 ways the US increased its power in the world between 1898-1914.
Creating a metaphor:What message is being sent in this image?
Creating a metaphor:What message is being sent in this image?
Creating a Metaphor: Choose 1 country of these countries (China, Cuba, Philippines, Mexico or Hawaii) to create 2 metaphors showing both perspectives of US intervention. From the U.S. perspective, intervention in (location) was like (first metaphor). From the perspective of (location), U.S. intervention was like (second metaphor). From the perspective of the U.S., intervention in Cuba was like a parent caring for a helpless child because . . . a military government set up by the U.S. after the Spanish-American War cared for Cuba by improving public works, sanitation, and education, court reform, and instituting self-government, just as a parent cares for a child until he is mature enough to care for himself. From the perspective of Cuba, U.S. intervention was like a bully on a playground because . . . the U.S. set up a military government in Cuba (though it had been granted independence after the Spanish-American War) and denied Cubans self-rule, just as a bully tries to control and intimidate other children on the playground.
WWI: Prior Knowledge Activity • Group concept map competition • Each group will have 5 minutes to come up with as many (historically correct) terms as possible • I’ll pick the winners
Agenda, Thurs, 10/18 or Fri, 10/19 • HOT ROC: Vocab card quiz • Notes on the Home Front • HW: Finish the Chapter 24 chart, if necessary • Using information from p.310-311 make a t-chart that lists evidence from the section of measures taken by the US government to promote security and efforts by Americans to demand their freedoms.
HOT ROC • Vocab card quiz • Contest winner
Why did the US join WWI? • Read p.290-291 • Discuss: • What was the Zimmermann Note and why did it make US join the war? • What other factors also played a role in the US joining the war? • What do the Zimmermann Note and the de Lome letter tell us about how the US was viewed by European at the beginning of the 20th Century?
