Homework Chapter 21 Section 1.

Homework Chapter 21 Section 1

Emergence of Modern America
CP Unit #3 Emergence of Modern America

Key Learning The Emergence of Modern America ( ): Students will examine primary and secondary sources regarding the emergence of modern America in order to distinguish between historical fact and interpretation using differing points of view.

Unit Essential Question
How do primary and secondary sources differ in their descriptions of the emergences of modern America? Concept EQ – How did political parties play an extra-Constitutional role in American politics during the Progressive Era?

2nd MP Project Unit #3 Pre-Test Easy Way or Hard Way?
Desks are cleared except for pen/pencil No talking; Test face down when finished

Classwork Video – America: the Story of US (cities and boom)
No talking Answer questions on worksheet

Primary vs. Secondary Read the two articles on the Progressive Era.
Answer the questions on a separate piece of paper.

Exit Ticket Create a working definition for Progressive

HOMEWORK Read – Chapter 21 Section 2

Concept #1 – Progressive America
Lesson Essential Question #1 – How did economic, political and social conditions affect the development of political parties during the Progressive Era? Vocabulary – Patronage Sherman Anti-Trust Act Muckraker 16th & 17th Amendment Civil Service – all federal jobs except elected positions and armed forces

What do I know? Near the turn of the 20th century (1900s), there were a tremendous amount of problems in American cities, rural areas, etc. Work with a partner to create a list of 5 problems that were going in America in the late 1800s and early 1900s. Be prepared to share with class.

Problems in America (1890-1900)
1. 2. 3. 4. 5.

Spoils System Patronage – giving jobs to loyal supporters
Corruption – took public money, did not have skills for job Ending System – Rutherford B Hayes James Garfield

THE DEATH OF A PRESIDENT
President Garfield shot by Charles Guiteau in July 1881

Regulating Big Business
What problems were there with big businesses/monopolies? Solution – Sherman Antitrust Act Difficult to enforce Used to stop unions

Reforming City Government
How did city governments become so corrupt? Boss Rule – Powerful politicians Popular – immigrants Controlled all work in city (payoffs) Tweed Ring – Boss William Tweed (NYC) Expose by Thomas Nast

Changing the Public Muckrakers – crusading journalists
Burned out tenements, exposed corruption The Jungle – Upton Sinclair Meat packing industry

Progressive Beliefs Government – guided by public interest
Women – played leading role Morally superior to men – WHY? Will of the people – Primary Initiative Referendum Recall

Other Reforms Graduated income tax
Rich pay higher rate than poor or middle class 16th Amendment – Congress has power to impose income tax 17th Amendment – direct election of senators

Class work Complete Urban Political Machines Packet on separate piece of paper. Answer all questions in complete sentences

Class Work Read excerpts from The Jungle – Upton Sinclair (1906) and Fast Food Nation – Eric Schlosser (2002) Write a one page essay comparing the two excerpts. Your paper should answer the following questions: What is the goal of both excerpts? What kinds of details do both authors include in their excerpts to make their points? What were the effects of The Jungle’s publication and what have been some possible effects of the publication of Fast Food Nation?

HOMEWORK Read Chapter 21 Section 3

Exit Ticket America began to change for the “better” in the late 1800s, early 1900s. What impact do those changes still have on America today?

Lesson Essential Question #2 – What government reforms made officials more responsible to the people? Why were they needed? Vocabulary – Trust Trustbuster Conservation

Big Ideas Initiative – gave voters right to put a bill directly before the state legislative Primary – voters choose their party’s candidate from among several people Referendum – gave voters the power to make a bill become law Recall – allowed voters to remove an elected official from office

Changes in Political Parties
As societal values change so do the political parties. How have political parties changed over time and recently? Work with a partner to create a list of 5 examples. Be prepared to share with class

Changes in Political Parties
1. 2. 3. 4. 5.

Rise of Progressive President
1896 – William McKinley elected President 1900 – McKinley chose Theodore Roosevelt as running-mate

Theodore “Teddy” Roosevelt
Born to wealthy family (NY) 26 yrs old – NY State Legislature Tragedy almost ended political career (1884) Head of NYC Police Department, Assistant Secretary of the Navy 1898 – signed up to fight in Spanish American War Led “Rough Riders” Governor of New York (anti-trust)

Death of another President
September 1901 – McKinley assassinated by anarchist Leon Czolgosz

TR takes on the Trusts Good vs. Bad Corporations
Good – efficient and fair Bad – cheated public and took advantage of workers Ordered Attorney General to file lawsuits against trusts Northern Securities Company Called trustbuster

The Progressive President Continues
1904 Election: TR – Square Deal All have opportunity to succeed Won in land slide Meat Packing Industry TR read the Jungle Meat Inspection Act of 1906 1906: Pure Food and Drug Act Conservation – “The rights of the public to natural resources outweigh private rights.”

1908 & 1912 Elections 1908 – TR put support behind William Howard Taft
TR – Africa to hunt big game 1912 – TR running against Taft Republicans did not trust TR TR sets up new party – Progressive Party “BULL MOOSE PARTY” Democrats – Woodrow Wilson

New President 1912 – Woodrow Wilson Wilson –
TR and Taft split Republican vote Wilson – New Freedom – restore competition in American economy Federal Trade Commission – investigate companies

Class work Political Cartoon Activity
May work in partners or individually Work must be completed on separate piece of paper.

HOMEWORK Read – Chapter 21 Section 4

Exit Ticket How did the relationship between government and big business change during the Progressive Era? Do you still se those changes today?

Lesson Essential Question #3 – Were the Progressives successful in their goals of expanding rights (in workplace and for women), creating accountability in government and creating a social conscience for issues such as conservation and urban health? Vocabulary – Suffragist 18th Amendment 19th Amendment

Changes in individuals rights
“Kansas will win the World’s applause As the sole champion of the woman’s cause So light the bonfires, have the flags unfurled To the banner state of all the world” What feelings/beliefs do you think the author was expressing about women’s rights? Be prepared to share with class

Beginnings of Suffrage Movement
Civil War Late 1800s – women gained right to vote in 4 western states – WY, UT, CA, ID Why? Wyoming – 1890 applied for statehood Wanted Congress to change voting law “We may stay out of the Union for 100 years, but we will come in with our women.”

Suffragists Early 1900s – Carrie Chapman Catt Alice Paul
5 million women earning wages outside home Paid less than men Carrie Chapman Catt Alice Paul

VICTORY FOR WOMEN 19th Amendment - The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. (1919) Doubled number of eligible voters Licenses to practice law, medicine Higher Education

Temperance Movement 1874 – Women’s Christian Temperance Union: Evils of alcohol Movement began in countryside and fear of “big city” What differences are there between the countryside and the “big city”? Why did movement begin? Carry Nation – Took fight to saloons

Temperance Movement Temp Move – wanted Constitutional amendment banning alcohol 1917 – WWI Argued grain used to make liquor should be used to feed soldiers 1917 – Congress passed 18th Amendments – illegal to produce, consume or sell alcoholic drinks anywhere in US

Class Work Read Excerpts from “Inside the Madhouse” and “the Jungle”
Answer questions on separate piece of paper

Homework #7 STUDY FOR Test; Finalize Notebook and Current Events

Exit Ticket What future problems do you foresee with the passage of the 18th Amendment?

Assessment Progressive Era

Homework Read – Chapter 22 Section 1

Review Progressive Era Test
All earned tests scores at D or F must have test signed and returned next class Select any 2 short answer questions and re-write your responses Re-writes must be attached to the original test to count

Imperialism & WWI Pre-Test
Easy Way or Hard Way? Desks are cleared except for pen/pencil No talking; Test face down when finished

Concept #2 – Imperialism and WWI
How has US imperialism affected native cultures both positively and negatively? Vocabulary - Imperialism Annexation Isolation

Cartoon Analysis Work with a partner and analyze the following cartoon on the purchasing of Alaska from Russia. Answer the following questions What is going on in this picture? Who or what is represented by each part of the drawing? What point is the cartoonist making? Be prepared to share with class.

n this Harper's Weekly cartoon, Thomas Nast ridicules the American government's purchase of Alaska from Russia by depicting Secretary of State William H. Seward as an elderly mother and President Andrew Johnson as a sore-headed child, who shakes a fist at his own image ("King Andy"). On the wall poster, Uncle Sam is shown trudging in snowshoes across the icy tundra, planting American flags on Alaskan mountaintops, as polar bears and walruses watch. A picture of an Eskimo family is sarcastically labeled "One of the Advantages."

Expanding the US Sectary of State William Seward Hawaii
Annex – Canada, Alaska & Caribbean Islands 1867 – Alaska purchased for $7.2 million Less than 2 cents per acre Hawaii US involvement (early 1800s – sugar) Important military and economically Island controlled by US businesses 1893 – Queen Liliuokalani – give power back to people US businesses led uprising to overthrow queen 1898 – US annexes Hawaii

For or Against Annexation
Class work For or Against Annexation Arguments For : Hawaii too small and weak to maintain independence No protest by any other government "Cordial consent" of both governments Strategic location to secure U.S. fleet and coastline Commercial interests "Outpost of Americanism against increasing Asiatic invasion" Arguments Against: Hawaiian people not consulted American people not consulted Unconstitutional method of increasing domain Too remote; too costly to defend Non-homogeneous population Not commercially necessary Not militarily necessary Secure independence of Hawaiian people with policy rather than takeover Above are the arguments used for and against the annexation of Hawaii in the May 17, 1898, Report of the Committee on Foreign Affairs Report on H.Res Chose a side and write a letter to a US Congressman explaining your point of view. Use your textbook for more reference information.

Class Work Political Poster – Hawaiian Annexation
Get into groups of no less than 3 Decide as a group Pro or Con Annexation Use a laptop and textbook to research both sides to the argument of Hawaiian Annexation Create a campaign poster Must have Campaign Slogan Pictures Facts supporting your side to argument Statements why the other side is wrong

Homework #6 Read – Chapter 22 Section 2

Exit Ticket Was America correct in its addition of Alaska and Hawaii? Did the government do anything wrong in trying to expand the country?

How has the US imperialism altered American power and prestige in the international system? How did imperialism result in an unprecedented international conflict? Vocabulary - Rough Riders Platt Amendment Yellow Journalism

Predicting the future…
In 1823, US Secretary of State John Quincy Adams said – “Cuba is like a ripe apple. A storm might tear that apple from its native tree—the Spanish Empire—and drop it into American hands.” Was John Q Adams correct in his statement? Why or why not? Be prepared to share with class

Video Spanish-American War Watch twice – with and without lyrics
Complete class work activity

Beginnings of Conflict
Cuba – Spain’s “Ever-Faithful Isle” 1868 – Revolution broke out Crushed after 10 years 1895 – new revolution Brutal tactics used to crush rebellion Herded millions of Cubans into detention camps (100,000 died) US reaction US businesses - $100 million (SUGAR) Public split

War Fever Presidents Cleveland and McKinley kept US out of war
Media (NY World & NY Journal) Yellow journalism

REMEMBER THE MAINE! 1898 – fighting broke out in Havana, Cuba
McKinley – USS Maine sent to Havana February 15th – Explosion 260 of 350 sailors and officers killed Controversy Historians – accident REMEMBER THE MAINE! – US battle cry April 25, 1898 – Congress declares war

Spanish-American War War – 4 months long Cuba Philippines and Cuba
US Soldiers Teddy Roosevelt = Rough Riders

Spanish American War Battle for San Juan Hill
Rough Riders and Buffalo Soldiers

Spanish-American War End of war Spanish fleet destroyed (off Santiago)
US claimed Puerto Rico Losses 379 men died, 5,000 of malaria and yellow jack

End of War Treaty – signed in Paris Platt Amendment Cuba is free
Spain gave US two Islands – Puerto Rico and Guam US bought Philippines for $20 million Platt Amendment Limited Cuba’s right to make treaties Allowed US to intervene US naval base at Guantanamo Bay

Activity Digital US History - Imperialism

Notebook Activity Spanish-American War

Exit Ticket Was the US justified in attacking Cuba during the Spanish-American War?

Cuban Invasion Case Study
Summary of Unit – This unit of study addresses Delaware History Standard 2b, which asks students to differentiate between fact and interpretation. Students will learn that history is the interpretation of the past and that historians use facts to support their interpretations. In this unit, students will evaluate the strengths and weaknesses of various historical documents. Students will use these documents in the construction of their own interpretation of the past. Students will conduct a case study of the 1898 American invasion of Cuba. They will analyze a variety of conflicting primary accounts, weigh the evidence, and draw their own conclusions about why the United States government took this action. Students will consider if the United States engaged in “imperialism” and place the Spanish-American War in the broader context of the 19th-century expansion of Western power around the world. This unit draws heavily from the website Historical Thinking Matters, a site designed to help students and teachers analyze documents like historians.

History Standard 2b – Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations BIG IDEA – Historical Analysis

Unit Enduring Understanding Historians derive their interpretations of the past from multiple, sometimes conflicting, sources. Historians must prove where the information can be found that is the basis for historical conclusions.

Unit Essential Questions – Why does differentiating fact and interpretation matter? Why is it necessary to consult multiple sources when studying the past?

Knowledge and Skills Students will know… History is the interpretation of the past. Historians use historical facts to construct their interpretations. Students will be able to… Analyze primary and secondary documents in order to differentiate between fact and opinion. Recognize the value and limitations of historical documents. Analyze historical data in order to construct their own interpretation of the past.

Lesson #1 - What is Imperialism?
Brainstorm examples of Imperialism Partner up and review each others list Be prepared to share with class

Gathering Information
Complete the Graphic Organizer with a partner Investigate the events in US History listed below and complete the chart – LA Purchas, Monroe Doctrine, Annexation of Texas, Mexican-American War, purchase of Alaska Use Textbooks

Checking for Understanding
Did the US engage in imperialism in the 19th century? Why or why not? Support your answer with specific evidence from US History.

Extending and Refining
A major focus in this unit is to differentiate between fact and interpretation. Independently – read the eight statements and decide if each statement is fact or interpretation. Partner up and share responses Be prepared to share with class

Lesson #2 – Why did the US invade Cuba?
VIDEO Take notes to answer the question above Checking for Understanding – Which reason for the US invasion of Cuba do you find most convincing? Explain your answer.

Lesson #2 – Guided Document Analysis
Examine two interpretations of a specific event: The Sinking of the USS Maine in Havana Harbor 3 Documents Warm-up Document Analysis Chart Document A: New York Journal Document B: New York Times Read document A; complete first 3 columns on analysis chart Be prepared to share with class Read document B; and complete 3 columns Complete last column in pairs

Group Discussion Do you know what happened to the Maine? What are the facts of this incident? What evidence do you have for your answer? Give an example where the reporter uses solid evidence to support a claim made in the article. Compare the visual impact of the two headlines. Which newspaper would you be more likely to buy? Why? What can we infer about these two newspapers? Front page of The New York Times, February 16, Front page of The New York Journal, February 17, Do you think these articles would have been received differently by their readers in 1898? How so? What effect might the Journal article have had on its readers? What effect might the Times article have had on its readers? How significant do you think the Maine explosion was to the American people at this time? Why? Which account is more convincing? Why?

How does the sinking of the Maine incident demonstrate the importance of differentiating between fact and opinion? Use a specific example from the Maine incident to support your answer.

Application – Independent Document Analysis
Read Documents C, D, E, F, G & I Complete Adapted Main Inquiry Document Analysis Chart

Which document do you think is the most factual? Explain your answer.

Lesson #3 – Political Cartoons
As a class – complete the Cartoon Analysis Worksheet for the following political cartoon: “Well, I hardly know which to take first!”

A cartoon of Uncle Sam seated in restaurant looking at the bill of fare containing "Cuba steak," "Porto Rico pig," the "Philippine Islands" and the "Sandwich Islands" (Hawaii) and saying "Well, I hardly know which to take first!" to the waiter, president William McKinley. From the May 28, 1898 issue of the Boston Globe.

Lesson #3 – Political Cartoons
As a class – complete the Cartoon Analysis Worksheet for the following political cartoon: “Well, I hardly know which to take first!” As a class – Complete Political Cartoon Gallery Walk

Independent Political Cartoon Analysis
Examine each of the following political cartoons in a gallery walk Add comments that explain the meaning of the cartoon in the margin Move in small groups to view each display and complete the Political Cartoon Gallery Walk Worksheet

#1 – The Cuban Melodrama

#2 – Miss Cuba Receives an Invitation

#3 - How Some Apprehensive People Picture Uncle Sam after the War

#4 – After the First Mile

#5 – Hurrah for the 4th of July!

#6 – Spanish Politeness

How do political cartoonists use symbols to convey their interpretation of an event or person? Use a specific example to support your answer.

Application Performance Task –
Option A – Create and defend your own thesis Option B – Defend or refute a thesis from a fictional historian

Performance Task Scoring Rubric

Lesson #4 – Interpretations of the Expansion of Western Power
Purpose – place the expansion of American influence in a global context Analyze the following Maps – Africa 1914 Imperialism and the Balance of Power Scramble for Africa World Colonial Possessions Imperialism before WWI

4 Explanations for 19th Century Imperialism
Economic Strategic Social Darwinism Civilizing Mission

Economic The “Neo-Imperialism” of the 19th century was the result of capitalism. Colonies provided raw materials for industrial production, markets for manufactured goods, and cheap labor. Lenin called imperialism the “monopoly stage of capitalism.”

Strategic The Great Powers (e.g., Great Britain, France, Germany, and the United States) secured colonies in order to protect their interests abroad and enhance their geo-political influence. For example, Egypt was important to the British because the Suez Canal provided the shortest route to India. Other countries scrambled to acquire their own colonies to compete with the British. Colonial adventures might also unify a nation in a common goal.

Social Darwinism Herbert Spenser adapted Charles Darwin’s theory of natural selection to human social relations. Spenser coined the phrase “survival of the fittest” to describe how “superior” peoples (the fittest) should rule the less powerful, or “inferior,” peoples.

Civilizing Mission The more “advanced” people had a duty to bring the benefits of their higher culture, including Christianity, education, industry, and modern technology.

White Man’s Burden – Document Analysis
Background: Rudyard Kipling was an immensely popular and prolific British author. He was born in British India in His works include The Jungle Book (1894), Captains Courageous (1896), Kim (1901), and Just So Stories for Little Children (1902). Kipling won the Nobel Prize for Literature in 1907. While some scholars argue that “White Man’s Burden” is satire, most believe that this poem is consistent with Kipling’s other works that celebrate the benefits of imperialism. Note that Kipling emphasizes the high cost of imperialism to colonizers; he calls imperialism a “burden.” This poem can be seen as a welcome to the United States into the family of colonizers. The subtitle of the poem is: “The United States and the Philippines.”

Which interpretation of motives for imperialism does Kipling’s “White Man’s Burden” express? Use an example from the poem to support your answer.

Independent Document Analysis
Partner up Highlight with the appropriate color words and passages in the document that reflect each motive Green = economic Red = strategic motive Blue = social darwinism Yellow = civilizing mission Summarize the argument for imperialism Be prepared to share with class

Applying an Interpretative Framework
Read facts about US occupation of the Philippines Write a one paragraph summary of the event using one of the explanations of imperialism Create a title for the paragraph that reflects the interpretation DO NOT ALTER THE FACTS Be prepared to share with class

Why is it necessary to consult multiple sources when studying the past? Use an example from this unit to support your answer.

One of the topics you will study next is WWI Given what you have learned about historical interpretations in this unit, what do you expect to learn about the causes of World War One? Explain your answer.

Homework #7 Read Chapter 20 Section 1

Concept #2 – Imperialism & WWI
Lesson Essential Question – What were the causes to WWI? Opener – What is going on in this picture? Who or what is represented by each part of the drawing? What point is the cartoonist making?

Class work WWI Video – FOOT SOLDIERS NO TALKING
Answer all questions on worksheet All questions go in order Worksheet due once video is completed

Exit Ticket Imperialism is when one country imposes its will on another country – politically, economically, socially. What are the positive and/or negative impacts of US Imperialism?

Lesson Essential Question – How do simple ideas and a single event cause a worldwide conflict? Vocabulary - Nationalism Imperialism Militarism

Predicting the future Otto van Bismarck once said – “A great world war will result from something that happens in the Balkans.” Was he correct? Why or why not? Work with a partner to answer the question above.

Causes to World War I Nationalism – love/pride in your country
Not be ruled by foreign power Examples France and Germany – war in 1870 France lost Alsace-Lorraine to Germany Eastern Europe – Hungarian Empire Serbs and other minorities being ruled by foreign power

Causes to World War One Imperialism – one country controls another, politically, economically, socially Examples – Africa, Pacific

Causes to World War One Militarism – building up of military
Example – Germany expanded navy by building U-boat

Rival Alliances Triple Alliance – Triple Entente – Germany
Austria-Hungary Italy Triple Entente – France Great Britain Russia Both alliances had mutual self-defense agreements. What does that mean? - defend others in alliance if one goes to war

“Shot Hear ‘Round the World”
Nationalism causing crisis in the Balkans Countries battle for territory National groups seek Freedom from Austria- Hungary

“Shot Heard ‘Round the World”
Austria-Hungary annexed Bosnia Serbia – afraid that they would be next Serbia wanted Bosnia to break away from Austria-Hungary and join them to form their own country

June 28, 1914 – Archduke Franz Ferdinand (heir to Austro-Hungarian throne) visited Sarajevo

Black Hand – Serbian Terrorist Group Along parade route Wanted Bosnia to break away from Austria-Hungary and join with Serbia Gavrilo Princip

Assassination of Franz Ferdinand

War is Declared Austria-Hungary blamed Serbia for death of Archduke
How did Austria-Hungary blaming Serbia cause World War I? Triple Alliance – Germany Austria-Hungary Italy Triple Entente – France Great Britain Russia

War is Declared Russia sworn to protect Serbia

War is Declared FRANCE

Who is at fault?

Class work Causes of World War One

Exit Ticket Who is to blame for causing World War One? Explain your answer.

Lesson Essential Question What impact did the advancements in military weapons have on the war? Vocabulary – Trench warfare Stalemate Propaganda U-boats

The War to End all Wars Why do you think this conflict was originally known by the title above? What aspects of the conflict would support that statement? Work with your partner Be prepared to share with the class

The “Great War” Begins German Kaiser – “You will be home before the leaves have fallen from the trees.” What did he mean by this? How long will the war actually last? 4 years

Changing Sides Triple Alliance – Triple Entente – Sides of War 1914
Germany Austria-Hungary Italy Triple Entente – France Great Britain Russia Which country will drop out of the war and change sides in 1915? Why? Italy Loosing battles

New Alliances Central Powers – Allied Powers – Germany Austria-Hungary
Ottoman Empire Allied Powers – England France Russia Serbia Italy Belgium

German advances Germany – fighting 2-front war Battle of the Marne

Trench Warfare November 1914 – war entered a stalemate Trenchwarfare
“No Man’s Land” Battle of Verdun

Class work The Trenches Life in the Trenches

Eastern Front Germany and Austria-Hungary fighting Serbia and Russia
Mid-1916 – Russia lost over 1 million soldiers

American Neutrality Divided Opinion Impact of war
Allied support vs Central Powers Impact of war Economic Boom Selling supplies to both sides of conflict What problems could this cause? Propaganda War

Freedom of the Seas Submarine Warfare
Germans using U-boats to attack any ships near England Violated international law – cannot attack neutral ships US reaction President Wilson hold Germany responsible if Americans die or lose property

Sinking of the Lusitania
Germany ignored President Wilson’s threats May 7, 1915 – Germany sank Lusitania American Reaction

Class work Map – Europe in World War One

Exit Ticket Could America have stayed out of the war? Why or why not?

Lesson Essential Question – What impact did America have on the war? What does it say for the future of the nation? Vocabulary – Zimmerman Telegram Treaty of Brest-Litovsk Selective Service Act Liberty Bonds Bolsheviks

Isolation What does the word above mean?
Work with a partner to create a definition for the word above and reasons for its impact on events leading up to US involvement in the war. Be prepared to share with class.

The Road to War US Neutrality - ISOLATION Moving towards war
President Wilson kept US out of war Won reelection in 1916 Moving towards war Unrestricted submarine warfare Zimmerman Telegram Russian Revolution April – Congress declares war

War Effort at Home Allies Desperate Selective Service Act
Food for Victory “Victory Gardens” Factories and Labor War Industries Board & War Labor Board Liberty Bonds Role of Women

War Effort at Home Tension & Protest
Great Migration: thousands of African Americans moved from South to North Violence against African Americans Mexican Immigrants Attacks on German Americans Sauerkraut – “liberty cabbage” Bratwurst – “liberty sausage” Jailing critics

Russian Revolution Czar Nicholas II driven from power
Romanovs ruled for 300+ years Riots protesting lack of food and war Provisional Government established

Russian Revolution November 1917 – Bolsheviks took over
Communist government (Karl Marx) July 1918 – Royal Family is executed March 1918 – Treaty of Brest-Litovsk Allied reaction VIDEO

Societal Evolution

Western Front - 1918 German Push Turned all troops to western front
Reached 50 miles east of Paris

US Entry June 1918 – US reached France Led by General John J Pershing
Kept US as separate unit – WHY? Key American Battles Battle of Belleau Wood (June 1918) Battle of Argonne Forest (Sept 1918)

Class Work US Attempts to Remain Neutral Battling Through a Forest

Homework #11 Read Chapter 20 Section 5

Exit Ticket What impact did American involvement have on the war? How will this affect the future of the country?

Lesson Essential Question – What lessons can be learned from the end of the “Great War”? How will this conflict impact future events? Vocabulary – armistice League of Nations 14 Points reparations Isolation

The End of the “Great War”
President Woodrow Wilson called for “Peace without victory” at the end of the war. What do you think he meant by this? Work with a partner to answer this question. Be prepared to share with class

Peace at Last October 1918 – Germany contacted Wilson
Called for armistice Wilson – 2 conditions Germany must accept his plan for peace German emperor must give up power November 11th 1918 11th hour, 11th day, 11th month Why do you think such a specific day was picked?

The Cost of War 10-13 million people died Northern France destroyed
Germany = 2 million Russia, France & Great Britain = 4 million US – 50,000 Northern France destroyed Germany – millions starving US – influenza = 500,000 died

Wilson’s Plan for Peace
Fourteen Points (January 1918) Goal – prevent international problems from causing another war Self-determination League of Nations

Peace Conference Big Four Where are Germany and Russia?
President Woodrow Wilson (US) Prime Minister David Lloyd (England) Georges Clemenceau (France) Vittorio Orlando (Italy) Where are Germany and Russia?

Peace Conference Differing aims Wilson – “peace without victory”
Others – “Germany must pay” Reparations Germany accept responsibility for war Protect themselves from future German attacks

Versailles Treaty June 1919 – Compromise between 2 sides
5 Basic Aspects of Treaty Germany blamed for war Germany lost military Germany had to pay huge reparations ($33 billion) Lost colonies Government forced to be democracy Where is Germany’s involvement?

What differences do you see?
Changes to Europe What differences do you see?

Senate and Versailles Treaty
Wilson Took case to people Suffered stroke Isolationists Did not want League of Nations to tell US to enter war November 1919 – Senate rejected Versailles treaty Wilson – “It is dead, and every morning I put flowers on its grave” 1921 – US signed treaty with Germany; never joined League of Nations What problems will occurr for League of Nations without the US?

Class Work Treaty of Versailles

Homework #12 STUDY FOR TEST Finalize notebook and current events

Exit Ticket Those who do not learn from history are doomed to repeat it. What lessons can we learn from WWI?

Imperialism & World War One
UNIT 3 TEST Imperialism & World War One

Homework Chapter 21 Section 1.

Similar presentations

Presentation on theme: "Homework Chapter 21 Section 1."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Homework Chapter 21 Section 1.

Similar presentations

Presentation on theme: "Homework Chapter 21 Section 1."— Presentation transcript:

Similar presentations

About project

Feedback