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History of the Americas – Unit 3 Emergence of the Americas in global affairs (1880-1920)

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1 History of the Americas – Unit 3 Emergence of the Americas in global affairs (1880-1920)

2 In this unit…… You will focus on how each region of the Americas became involved in global affairs through international trade, conflict, new ideological beliefs & expansionism. By the end of this unit, you will be able to: Analyze political, economic, social and ideological reasons for US expansion Understand causes/effects of Spanish-American War Assess the application & impact of U.S. foreign policy in the Americas Understand the involvement of South/Central America in international trade Assess the social/cultural changes of art, women & African Americans Analyze the influence of important leaders and their contribution to modernization (Roosevelt, Laurier, etc.) Demonstrate an understanding of US, Canadian, and Latin American involvement in World War I Analyze the effects of WWI on the Americas

3 The U.S. post “nation-building” The U.S. emerged from a period of bitter civil war into a period of rapid economic expansion. Industries, like railroads, mining, iron, and coal production made great fortunes Such economic growth required expansion of supplies, markets, and resources, so ambitious settlers began to look to territory beyond the continental U.S. Imperialism: Extending a nation’s authority by territorial acquisition or by the establishment of economic & political control over other nations




7 Nationwide businesses & chain stores



10 Discussion What was the Monroe Doctrine? U.S. president Harry Truman once said that the “responsibility of the great states is to serve and not to dominate the world.” What do you think he means by this? How does this relate to imperialism? To what extent do powerful countries have an obligation to ensure the stability of the global economy?

11 U.S. interventions post-Nation Building

12 Canada post “nation-building” By 1867, the Dominion of Canada was independent in all domestic matters. Foreign policy, however, was still under control of Great Britain At the same time, Canada was undergoing its own version of territorial and economic expansion that would challenge their dependence on Great Britain


14 Immigration in Canada increased because of the availability of jobs, a gold rush, and more social equality than in Europe

15 Canada’s Immigrants by year (majority from Europe)


17 Discussion During this period, Canada struggled with whether or not to remain an imperial dependent. What do YOU think? How did Canada benefit from being dependent on England? What were the negative consequences of being dependent on England? Eventually WWI would bring some resolution to this problem……

18 Central/South America post “nation- building” Caught between the economic and territorial expansion of the U.S./Europe and their own ambitions Internationalization of trade and availability of credit sparked economic growth This new growth changed both social and economic structures, as well as, the place of these countries in the global economy.



21 Discussion As you know, during the nation-building period, Central/South America became more linked to the United States. What do you think caused this region to be behind the rest of the Americas in terms of economic prosperity? Make a prediction  How do you think the growing U.S. economy/industry will impact Latin American markets?

22 BELLWORK One important author from the time period was Rudyard Kipling. His most famous poem, The White Man’s Burden (1899), changed the political/social climate of the time. For bellwork today, you are going to read about him, as well as, his poem, and answer the following……. 1.According to Kipling, what was the “white man’s burden?” 2.Summarize the message/meaning of Kipling’s poem. 3.How did Kipling’s poem justify imperialism at the time? 4.Analyze the poem for OPVL 5.THINKER: To what extent do powerful countries have an obligation to ensure the stability of the global economy?

23 Read pgs 116-123 in the HOA textbook As you read about US expansionism, take notes on the political, economic, and social justifications for expansion. You should also include the beliefs of key politicians/historians at the time (Spencer, Smith, Galton, etc.) Be ready to discuss!

24 U.S. Expansionism Reasons for US Expansionism Explain the justificationImportant people and their beliefs Ideological Social Economic Political

25 U.S. Expansionism Now that you know about the justifications for expansionism, you are going to work with a group to study one famous politician/historian/philosopher and their specific viewpoint. Herbert Spencer Francis Galton Goldwin Smith Josiah Strong Alfred Thayer Mahan

26 Annotated bibliography – due 1/30 What is an annotated bibliography? –a list of citations to books, articles, etc. Each citation is followed by a brief (usually about one paragraph) descriptive and evaluative paragraph, the annotation. –Calls for the application of a variety of intellectual skills: ability to explain/summarize, analyze, and complete research What is the purpose of an annotated bibliography? –The purpose of the annotation is to inform the reader/student of the relevance, accuracy, and quality of the sources cited

27 Annotated bibliography – due 1/27 Annotations are descriptive and critical; they expose the author‘s point of view, clarity and appropriateness of expression, and authority.

28 Steps for creating an annotated bibliography 1.Research, locate and record citations in books, journals, websites that may contain important information on your topic. 2.Briefly review and examine the documents 3.Cite the document using MLA format 4.Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work relates to your topic.

29 Annotated Bibliography Example Waite, L. J., Goldschneider, F. K., & Witsberger, C. Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults. (New York: American Sociological Review, 1986) pgs. 542- 554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self- sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

30 Reminders: 2014 Your annotated bibliography is due 1/30. This means all your sources need to be found prior! Do NOT wait to the last minute, you will need to review a lot of sources before you find the main ten that will be used in your IA. Office hours at the UA library: –Saturday January 11: 3-5 –Sunday January 26: 3-5

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