Unit I continues… America as a World Power

Unit I continues… America as a World Power
Week 4: September 24-28, 2018 Unit I continues… America as a World Power

Why are we here this week?
Share & discuss American ideals via “4 corners” activity & worksheet completion. Continue Unit I: America as a World Power via Ch. 10 & 11 “telescoping the times,” History Alive! notes, video clips, etc. Visit library for Oral History project (and Honors Book Study) kickoff, plus Current Events “sharing” expectations Record notes on foreign policy (Idealism v. Realism), then complete “differing viewpoints” History Alive! cartoon activity

Homework: Ch. 10 & 11 “ttt” & HA notes Ch. 19-25 due Wed. 9/26
Monday, September 24, 2018 Conversation Piece Top 7?…Impressions on the START? II. American IdealsCurrent Events Pair and Share America as a World Power: Opening Acts Ch. 10 “ttt” & HA notes 19-21 Ch. 11 “ttt” & HA notes 22-25 What is America’s role in the world today?

What was, is, and ought to be America’s role in the world?
9/21/18: What was America’s role in the world? 9/24/18: What is America’s role in the world today? Warm Up ? Expectations SIT and write daily questions upon arrival…list preliminary answer/reaction…use space WISELY, draw lines or separate writings with colors, etc. (Minor grade category) *Include DATES for all prompts & your PERSONALIZED reflections…you should return & add info or review answers “later”…it’s your “warm up”…make it your own!

Pair & Share American Ideals & Current Events
READ each other’s worksheet…star “best” part (Pair up quickly!) DISCUSS perspectives, ANSWER any questions (SIGN names after conversation) Rotate/exchange as directed, then submit worksheets as directed

What do you CURRENTLY think about…
What are the five American Ideals? table area #1 = Equality #2=Rights #3=Liberty #4=Opportunity #5=Democracy Ch. 2 History Alive! Homework collected TODAY!!!

American founding ideals
Essential Question: What are the founding ideals and why are they important?

What is an ideal? -A principle or standard of perfection that we are always trying to achieve. -Since the creation of United States, our country has rested upon 5 IDEALS that have made it what it is today. -At times our nation has lived up to these ideals and other times our nation has blatantly been in contradiction with them.

Where did the founding ideals come from?
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”

American founding ideals
Essential Question: What are the founding ideals and why are they important?

What is an ideal? -A principle or standard of perfection that we are always trying to achieve. -Since the creation of United States, our country has rested upon 5 IDEALS that have made it what it is today. -At times our nation has lived up to these ideals and other times our nation has blatantly been in contradiction with them.

Where did the founding ideals come from?
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”

The condition of being equal
EQUALITY The condition of being equal “ All men are created equal.” ex: equality in jobs ex: equality in school ex: must be treated by government as equals

Basic conditions guaranteed to each person
RIGHTS Basic conditions guaranteed to each person “They are endowed by their Creator with certain unalienable Rights.” ex: right to free speech ex: right to bear arms ex: right to worship freely

The freedom to think or act without being limited by unnecessary force
LIBERTY The freedom to think or act without being limited by unnecessary force “That among these rights are Life, Liberty, and the pursuit of Happiness.” ex. The ability to speak your mind freely ex: a slave owner forcing one to work (opposite of) ex. To eat a chocolate for breakfast

OPPORTUNITY The promise that people should have the chance to attain their hopes & dreams “that among these rights are Life, Liberty, and the pursuit of Happiness.” Ex. Coming to America to farm your own land. Ex. The son of a farmer practicing law and becoming President. Ex. Beating that final level in Call of Duty 5.

A form of government that places power in the hands of the people
DEMOCRACY A form of government that places power in the hands of the people “…That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” ex: elected representatives voted to office by the people ex: US government = republic ex: opposite of a monarchy

Survey on American Ideals
Four Corners Activity You will hear five different statements about the founding ideals. Go the corner that you feel best represents your viewpoint. Once everyone is at a corner, you will have one minute to talk to your group members to come up with a few arguments to support your viewpoint. C D FRONT strongly agree mildly agree A B BACK strongly disagree mildly disagree

All Americans are equal.

Some Americans have more rights than others.

Americans have all the freedoms they deserve.

All Americans have the same opportunities to succeed in life.

Wealthy people have a more powerful voice in American democracy than do others.

Unit I: America as a World Power Ch. 10 & 11 The Americans
Ch ; 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?"

The Americans “Telescoping the Times” (2-page summary of “big story”)
Ch. 10 & 11 Carefully READ the Chapter Overview, Main Ideas, & Review questions for each chapter. As you READ the condensed “ttt” summaries, ANSWER the Review questions: A) Highlight or underline specific ANSWERS in text, then LIST question # in margins OR B) WRITE responses in the space provided on the “ttt” summary pages History Alive! Summary “notes” (recap of image & question-filled “shorter story”) Ch ; 22-25 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 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. Your TOP “7?” THINK and create a personal list of notes, questions, observations, IDEAS based on actual textbook reading and other class activities. These will be your chosen “facts,” examples, opinions, rhetorical questions, debatable issues, etc. that support your unique views & ideas, and help you search for the TRUTH!

Homework: Ch. 10 & 11 “ttt” & HA notes Ch. 19-25 due Wed. 9/26
Tuesday, September 25, 2018 I. America as a World Power Review Notes & EUs…video clips? Ch. 10 “ttt” & HA notes 19-21 Ch. 11 “ttt” & HA notes 22-25 II. Oral History Project (and Honors Book Study) Report to LIBRARY tomorrow What ought to be America’s role in the world? Current Events volunteers? ASK!

Unit I: America as a World Power
Enduring Understandings EUs Students will understand that… 1. Since resources are unequally divided across the earth societies will either enter into or 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 (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?

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? Realism? Pragmatism? Idealism? Other?

The Americans “Telescoping the Times” (2-page summary of “big story”)
Ch. 10 & 11 Carefully READ the Chapter Overview, Main Ideas, & Review questions for each chapter. As you READ the condensed “ttt” summaries, ANSWER the Review questions: A) Highlight or underline specific ANSWERS in text, then LIST question # in margins OR B) WRITE responses in the space provided on the “ttt” summary pages History Alive! Summary “notes” (recap of image & question-filled “shorter story”) Ch ; 22-25 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 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. Your TOP “7?” THINK and create a personal list of notes, questions, observations, IDEAS based on actual textbook reading and other class activities. These will be your chosen “facts,” examples, opinions, rhetorical questions, debatable issues, etc. that support your unique views & ideas, and help you search for the TRUTH!

Ch. 10: America Claims an Empire answers 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. Period 1 finished here…9/23

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 War History Alive! Ch. 22-25
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.

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, Gavrilo Princip, 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 Summary The 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 Summary The 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
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. 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 Summary World War I was the world's first truly modern war
Ch. 23 Summary World 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 Summary World War I was the world's first truly modern war
Ch. 23 Summary World 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 Summary During 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 Summary During 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 Summary After 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 Summary After 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.

What role do libraries serve in our search for TRUTH?
Homework: OHP proposal due Monday, 10/8 Begin Honors Book Study “search” Wednesday, September 26, 2018 Library Resources Oral History Project Honors Book Study (Per. 1,3,5) mandatory practice quiz (FORMS) Unit I WORK due! Ch “ttt” & HA (25 & 30 pts) What role do libraries serve in our search for TRUTH?

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.

What is OHP? 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? 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).

OHP is a GREAT & CHALLENGING project!
OHP Timeline of Expectations Dates Introduction to OHP What is required for this district core assessment? What do I NEED to KNOW & DO in ~2 months? Wednesday, 9/26 Topic exploration (research) & OHP project preparations (videos) Tuesday 10/3 *Parent Signature and Topic Choice due, including your Subject interviewee WHO will you interview? What ERA or EVENT will you research & investigate? *Monday, 10/8 2-paragraph summary (¶¶) w/ 2+ sources, 1-¶ biography of interviewee, & 3-6+ questions Library (or laptops) What do I know about: Era/Event? My person? 3 types of questions? WHAT will I ask & HOW? Friday, 10/19 Enhance interview script (B,H,T…10-15 total questions?), continue research (5+ sources?) (LIB/lap) *2-¶ summary w/ several sources, 1-¶ “biography,” & TYPED ?s *PRINTED & SHARED *Tuesday, 10/23 and/or Wednesday, 10/24 FINAL interview script MUST be submitted for approval PRIOR to the actual interview! Interview “season” is 10/27-11/ Verification of completed interview REQUIRED! Did I carefully TYPE questions in logical order, as directed? Did I send them to interviewee? Friday, 10/26 through Sunday, 11/18 Collaboration Work Day? How do my questions and progress compare to my peers? How can we improve our OHP work? Monday, 10/29 OHP WORK DAY Organize research, select/begin product, interview prep/analysis (LIB./lap.) Make NoodleTools & MLA-style citations (Do you have history “facts” and interview “info” throughout product?) Am I ready to (or did I) conduct & record my research-based interview? Have I chosen my OHP product type? ANALYZE! Compare/contrast research vs. person’s story Thursday, 11/1 FINAL OHP work day PechaKucha? Library (or laptops) Now that my interview & research are “complete,” how can I BEST show my OHP work? Friday, 11/16 Oral History Project “Delivery Day” (Minimum of 12 PPT slides, NOT include. intro & works cited) Monday, November 26th Library (or Laptops) actual file attachment or Office 365 link…projects delivered in Room Prepare to share! EXHIBIT? Carousel? FINAL PRODUCT due no later than Tuesday, 11/27 OHP Product Presentations/Exhibitions PECHA KUCHA!!! In 3-5 minutes, how should I introduce my topic and “retell” my person’s story? What was the most interesting thing learned from research? From interview testimony? What “essential lessons” did I learn that my classmates should see, hear, and THINK about? You can display/share your entire project, but you will not “read” or speak about every slide, nor will you play every video clip, recorded interview answer, etc. Tuesday 11/27 through early December “People’s choice” awards based on PEER voting! ~1 hour-Interview should occur between 10/26-11/18, See teacher as needed…ASK?s 😊 Dates subject to change OHP is a GREAT & CHALLENGING project! OHP proposal is a MINOR grade, but a “MAJOR misstep” if NOT completed THOUGHTFULLY!

Two videos… THINK of 2 ?s about OHP
OHP Timeline of Expectations Dates Introduction to OHP What is required for this district core assessment? What do I NEED to KNOW & DO in ~2 months? Wednesday, 9/26 Topic exploration (research) & OHP project preparations (videos) Tuesday 10/3 *Parent Signature and Topic Choice due, including your Subject interviewee WHO will you interview? What ERA or EVENT will you research & investigate? *Monday, 10/8 2-paragraph summary (¶¶) w/ 2+ sources, 1-¶ biography of interviewee, & 3-6+ questions Library (or laptops) What do I know about: Era/Event? My person? 3 types of questions? WHAT will I ask & HOW? Friday, 10/19 Enhance interview script (B,H,T…10-15 total questions?), continue research (5+ sources?) (LIB/lap) *2-¶ summary w/ several sources, 1-¶ “biography,” & TYPED ?s *PRINTED & SHARED *Tuesday, 10/23 and/or Wednesday, 10/24 FINAL interview script MUST be submitted for approval PRIOR to the actual interview! Interview “season” is 10/27-11/ Verification of completed interview REQUIRED! Did I carefully TYPE questions in logical order, as directed? Did I send them to interviewee? Friday, 10/26 through Sunday, 11/18 Collaboration Work Day? How do my questions and progress compare to my peers? How can we improve our OHP work? Monday, 10/29 OHP WORK DAY Organize research, select/begin product, interview prep/analysis (LIB./lap.) Make NoodleTools & MLA-style citations (Do you have history “facts” and interview “info” throughout product?) Am I ready to (or did I) conduct & record my research-based interview? Have I chosen my OHP product type? ANALYZE! Compare/contrast research vs. person’s story Thursday, 11/1 FINAL OHP work day PechaKucha? Library (or laptops) Now that my interview & research are “complete,” how can I BEST show my OHP work? Friday, 11/16 Oral History Project “Delivery Day” (Minimum of 12 PPT slides, NOT include. intro & works cited) Monday, November 26th Library (or Laptops) actual file attachment or Office 365 link…projects delivered in Room Prepare to share! EXHIBIT? Carousel? FINAL PRODUCT due no later than Tuesday, 11/27 OHP Product Presentations/Exhibitions PECHA KUCHA!!! In 3-5 minutes, how should I introduce my topic and “retell” my person’s story? What was the most interesting thing learned from research? From interview testimony? What “essential lessons” did I learn that my classmates should see, hear, and THINK about? You can display/share your entire project, but you will not “read” or speak about every slide, nor will you play every video clip, recorded interview answer, etc. Tuesday 11/27 through early December “People’s choice” awards based on PEER voting! ~1 hour-Interview should occur between 10/26-11/18, See teacher as needed…ASK?s 😊 Dates subject to change Two videos… THINK of 2 ?s about OHP

Honors needs 7+ sources…

Suggested Books or Reads for Each Unit of Study
OHP era or event? Progressive Era The Jungle Imperialism World War I All Quiet on the Western Front 1920s The Great Depression The Worst Hard Time One Summer: America Bill Bryson World War II Unbroken The Boys in the Boat All the Light You Cannot See The Nightingale? Hiroshima Early Cold War Animal Farm 1984 Civil Rights Movement The Help Hands on the Freedom Plow: Personal Accounts By Women in SNCC Great Society/Warren Court Gideon's Trumpet Vietnam The Things They Carried FIND a BOOK on that topic!

Books from 2017-18 Domestic Events
Domestic Events All the President’s Men, Bob Woodward and Carl Bernstein The Sixties: Years of Hope, Days of Rage, by Todd Gitlin The Kennedy Detail, by Gerald Blaine The President Has Been Shot!: The Assassination of John F. Kennedy, by James L. Swanson International Events The Flight: Charles Lindbergh's Daring and Immortal 1927 Transatlantic Crossing, by Dan Hampton 444 Days, The Hostages Remember, by Tim Wells 102 Minutes, The Unforgettable Story of the Fight to Survive Inside the Twin Towers, by Jim Dwyer & Kevin Flynn 1999: Victory Without War, by Richard Nixon No Easy Day: The Firsthand Account of the Mission that Killed Osama Bin Laden, by Mark Owen Moon Landing, by Nadia Higgins The True Flag, by Stephen Kinzer World War I The Zimmerman Telegram, by Barbara Tuchman World War II Let Me Tell you a Story: A Memoir of a Childhood, by Renata Calverley The Diary of a Young Girl, by Anne Frank Unbroken, by Laura Hillenbrand Civil Rights The Rock and the River, by Kekla Magoon Claudette Colvin: Twice Toward Justice, by Phillip Hoose American Voices from The Civil Rights Movement, by Elizabeth Sirimarco Cold War The General vs. The President: MacArthur and Truman at the Brink of Nuclear War, by H.W. Brands Blind Mans Bluff: The Untold Story of American Submarine Espionage, by Sherry Sontag and Christopher Drew Vietnam Legend, by Eric Behm Dear America: Letters Home From Vietnam, Edited by Bernard Edelman A Bright Shining Lie, by Neil Sheehan

Homework: Read Ch. 10, Sec. 1 and/or Ch. 19 (History Alive!)
What would you prefer to TALK about: America’s PAST, present, or FUTURE foreign policy? Thursday, September 27, 2018 Current Events NPR radio & “sharing” expectations II. America as a World Power: Opening Acts FEEDBACKCh. 10 & 11 “ttt” & HA notes 19-25 Practice quiz Foreign Policy NOTES History Alive! Ch. 19

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

Current Events Friday, October 5th
Students in PAIRS #1-3…story?worksheet?Prepare!?!? “Sharing” twice per marking period… PAIRS of students select topic from approved list… Article review (worksheet) done in advance… submit your own work… presentation to a group… discussion of issues & ?s… following a # order… minor grade (25 points)

Grades: Ch. 10 “ttt” HA notes 19-21…25 pts
The Americans “Telescoping the Times” (2-page summary of “big story”) Ch. 10 & 11 Carefully READ the Chapter Overview, Main Ideas, & Review questions for each chapter. As you READ the condensed “ttt” summaries, ANSWER the Review questions: A) Highlight or underline specific ANSWERS in text, then LIST question # in margins OR B) WRITE responses in the space provided on the “ttt” summary pages 10 points for EACH completed “ttt” -1 or -2 points if MISSING question #s (6/10 pts. max. if LATE) 5 points for EACH completed HA chapter summary notes -1 or -2 if incomplete (3/5 pts. max. if LATE) Grades: Ch. 10 “ttt” HA notes 19-21…25 pts Ch. 11 “ttt” HA 22-25…30 pts History Alive! Summary “notes” (recap of image & question-filled “shorter story”) Ch ; 22-25 READ the BRIEF summary at the end of every chapter & complete the “missing” information. FYI: The “ttt” and HA summaries contain nearly ALL the essential information for SUCCESS. These are GREAT study items!

SS routines & expectations?
“TEST” of many SKILLS! Listening? Technology? Prioritization? Time management SS routines & expectations? MANDATORY quiz

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 Empire answers 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. Period 1 finished here…9/23

Ch. 19: Setting a Course of Expansionism FILL all the MISSING notes from History Alive! Ch. 19
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.

Homework: OHP proposal due Monday, October 8th
Homework: OHP proposal due Monday, October 8th THINK: What was, is & ought to be America’s role in the world? Friday, September 28, 2018 I. Foreign Policy NOTES II. Cartoon Activity: “Differing Viewpoints” Why build an EMPIRE?

Why build an empire? What are the 4 justifications for IMPERIALISM?
?????…more people to sell your goods to…MONEY…profit!) M (to gain) ?????political & military strength…increase your position/status, intimidate rivals, spread democracy, rights, & other (American) Ideals 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”)

What was, is, and should be America’s role in the world. (U. S
What was, is, and should be America’s role in the world? (U.S. foreign policy: past, present, & future!) At any given time, realism or idealism may dominate this country's relations with other nations. However, most of the time, U.S. foreign policy reflects a blend of the two schools of thought. What WERE America’s original principles, in terms of its foreign policy? How did U.S. foreign policy CHANGE in the 1800s? (late 19th centuryearly 1900s)? What IS the U.S.A. doing TODAY, in terms of its interaction with other nations? What SHOULD America be doing in the coming decades of the 21st century?

What drives your decisions?
Think about an important decision you have made in your life and the motivations behind it. Read the descriptions of realism and idealism. Mark an X along your spectrum to indicate whether your decision was motivated more by realism or idealism. Then write a few lines describing your decision and explaining your placement on the spectrum.

What drives your decisions?
Period 1 ended here on Tuesday, 10/21

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? Realism? Pragmatism? Idealism?

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.

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.

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.

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.

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.

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”

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

Why build an empire? (MMCC)
MARKETS…more people to sell your goods to…MONEY…profit!) M (to gain) MIGHTpolitical & military strength…increase your position/status, intimidate rivals, spread democracy, rights, & other (American) Ideals 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”)

Why build an empire? (M2C2)
MARKETS (more people to sell your goods to…MONEY…profit!) M (to gain) MIGHT (political & military strengthincrease your position/status, intimidate rivals, spread democracy, rights, & other (American) Ideals COMPETITION (especially with Europe, for goods, resources, power, etc.) C CULTURAL SUPERIORITY (spread American culture & Christianity around the world…W.A.S.P.s could “help inferior” people… “White man’s burden”)

Ch. 19.4 History Alive! p. 255-257 Groups of 4 (ideally)…
CUT and examine cartoons and “viewpoints” Each person takes ONE of each! “Jigsaw” the reading…THINK about cartoons and viewpoints DISCUSS…DISCERN…DESCRIBE in writing who said what in your own words! TAPE the correct cartoon to the correct written description

Each group of 4 students should cut up the cartoon sheet into 8 rectangles (to be matched so that the cartoon connects to the “viewpoint”). Use a MARKER to clearly LIST the matching cartoon (A, B, C, or D) with the corresponding viewpoint (1,2,3, or 4) Which cartoon shows the viewpoint of… Henry Cabot Lodge? Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p Examining Differing Viewpoints Viewpoint 1 The U.S. must compete with the colonial powers. Key proponent: Paraphrase of proponent’s quote: Viewpoint 2 The U.S. should set an example of democracy and peace. Viewpoint 3 The U.S. should spread its beliefs abroad. Viewpoint 4 The U.S. must build a strong navy to defend its interests abroad.

Examining Differing Viewpoints
The U.S. must compete with the colonial powers. Key proponent: Paraphrase of proponent’s quote: Viewpoint 2 The U.S. should set an example of democracy and peace. Viewpoint 3 The U.S. should spread its beliefs abroad. Viewpoint 4 The U.S. must build a strong navy to defend its interests abroad. Each group of 4 students should cut up the cartoon sheet into 8 rectangles (to be matched so that the cartoon connects to the “viewpoint”). Use a MARKER to clearly LIST the matching cartoon (A, B, C, or D) with the corresponding viewpoint (1,2,3, or 4) Which cartoon shows the viewpoint of Henry Cabot Lodge? Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p

A B D C

Cartoon A

Cartoon B

Cartoon C

Cartoon D

Which imperialist cartoon shows the viewpoint of…
Henry Cabot Lodge? Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p Examining Differing Viewpoints Viewpoint 1 The U.S. must compete with the colonial powers. Key proponent: Paraphrase of proponent’s quote: Viewpoint 2 The U.S. should set an example of democracy and peace. Viewpoint 3 The U.S. should spread its beliefs abroad. Viewpoint 4 The U.S. must build a strong navy to defend its interests abroad.

Which is the best cartoon for Viewpoint 1?

Viewpoint 1 Viewpoint 1 matches Cartoon D paraphrased Lodge quotation: European countries are expanding overseas. The United States should also try to expand overseas. D

Viewpoint 2 B Viewpoint 2 matches Cartoon B
paraphrased Schurz quotation: The United States should spread peace throughout the world and be a friend to other nations.

Viewpoint 3 Viewpoint 3 matches Cartoon C paraphrased Strong quotation: Due to their advanced civilization and Christian beliefs, white, English-speaking people will eventually control most of the world. C

How well did you (your group?) do matching ALL four viewpoints?

Viewpoint 4 A Viewpoint 4 matches Cartoon A
paraphrased Mahan quotation: The United States should strengthen its navy so that it can defend American interests in the world.

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

Ch. 10: America Claims an Empire
Name any two of the three factors that shaped American imperialism. 2. Identify a former Spanish colony and BREIFLY explain how the US gained control of it. 3. List & describe one example of how the US administered its newfound territories. 4. Describe one way that President Theodore Roosevelt asserted American power. 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. 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. 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. 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.

Unit I continues… America as a World Power

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