Transcript Week 5: September 26-30

Week 5: September 26-30, 2016
Unit I: America as a World Power
Why are we here
this week?
1) Build relationships & discuss SS assessment via Conversation Piece
2) Begin Unit I: America as a World Power via Ch. 10 & 11 “telescoping
the times,” History Alive! notes, video clips, & “word wall tiles”
3) Begin Ch. 19: U.S. Foreign Policy
Homework: Ch. 10 “ttt” & Ch. 19-21 HA notes
Unit I word wall tile due Friday
Monday, September 26, 2016
I. Conversation Piece
Quiz results & HARD WORK?
What was, is,
& ought to be
America’s role
in the world?
II. Opening Acts: America as a World Power (Unit I)
PacketEUs, EQs, & era/chapter overviews
Americans Ch. 10 & 11… Alive! Ch.19-21; 22-25
Video intros, incl. “foreign policy”
What was, is, and ought to be
America’s role in the world?
Informal “Socratic Circle” coming soon!
Unit I: America as a World Power
Ch. 10 & 11 The Americans
Ch. 19-21; 22-25 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?"
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
CONFLICT
COOPERATION to secure them.
either enter into
or
2. American foreign policy is motivated by both
&
.
PRAGMATISM
IDEALISM
3. The evolution of America’s role in the world has created divisive
ARGUMENTS
among American citizens and government(s).
4. The impact of American foreign policy has left a
MIXED
legacy.
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 (pragmatism, expansionism, 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?
Pragmatism? Idealism? Both? Other?
Homework: Ch. 11 “ttt” & HA notes Ch. 22-25 due Thursday
Unit I word wall tile due Friday
What are
YOU?
Tuesday, September 27, 2016
I. Current Events
NPR radio & “sharing” expectations
Idealist?
or
Realist?
II. Opening Acts: America as a World Power (Unit I)
Fixed
Ch. 10 “ttt” & HA notes 19-21?
or
Word Wall TILE work
Growth
Ch. 11 “ttt” & HA notes 22-25
MINDSET?
Bi-monthly “sharing”…
student-selected topics…
worksheet in advance…
presentation to a group…
discussion of issues & ?s…
following a # order…
minor grade (25 points)
Ch. 10: America Claims an Empire
answers to the “ttt” questions
Responses will vary but should include points similar to the following:
1. 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. 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. 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. 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.
Ch. 19: Setting a Course of Expansionism
FILL all the MISSING notes from History Alive! Ch. 19-21; 22-25
• 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 selfinterest. 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: Ch. 11 “ttt” & HA notes Ch. 22-25
Unit I word wall tile due Friday
What are the
different
Wednesday, September 28, 2016
(competing)
ideologies
I. Ch. 19: Foreign Policy
related to
foreign policy?
II. America as a World Power WORK time
word wall tile
Ch. 11 “ttt”, HA summary notes 22-25
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
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.
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?
Pragmatism? Idealism? Both? Other?
Which is closer to “pragmatism:”
realism or idealism?
• Realist: sees the world as it is and accepts it
as is - does not try to change anything.
Pragmatist: wishes the world was a better
place but recognizes what it actually is - tries
to improve things but recognizes that nothing
changes overnight and that some things will
never change.
•
http://wiki.answers.com/Q/What_is_the_major_differences_between_realism_and_pragmatism
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 selfinterest-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.
More terms foreign policy terms
• Monroe Doctrine:
the declaration by
President James
Monroe in 1823
warning European
powers against
future colonization
in the Western
Hemisphere or
interference in Latin
American republics
• Roosevelt added a
“corollary”
More terms foreign policy terms
• cede: to give up or grant land to another
country, typically by treaty
• imperialism: empire building
• protectorate: a nation protected and
controlled by a stronger nation
Word Wall
• Alphabetized descriptive display of “words” that include definitions, part(s) of speech, sample sentences &
historic details, images & color, similar & opposite words, usage & variations, etc.
•
•
Pick an appropriately challenging term (see list)
Write your NAME on BACK!
SHOW deductions, then list your SCORE out of 25
(with stars) near your name on BACK…??/25
Locate word in several sources:
The Americans
History Alive!
Longman Dictionary of
Contemporary English
Dictionary
Thesaurus
On-line
Expectations:
Self-evaluate! -deductions, if any, then 3-5 rating….25 poss. pts.
• DEFINE “word” in 14 words or lessoriginal & personalized (NO COPYING!)
(INSIDE) 5 points
• Part(s) of speech…noun? verb? adjective? adverb?
(INSIDE) 2 points
•
List synonyms/related words or phrases AND antonyms/opposite words
(INSIDE) 4 total (2 pts per set)
•
Write a sample sentence showing USAGE: examples, people, events
(INSIDE) 3 points
•
Neatly print/type LARGE, BOLD/DARK/COLORFUL letters (NO caps?!)
(OUTSIDE) 3 points
•
Illustrate with colorful pictures, symbols, cartoon captions, (limited text)
(OUTSIDE mainly) 3 points
PEER EVALUATION:
VERIFY completion and JUDGE the QUALITY!
PRINT your NAME (on back), then award 3, 4, or 5 STARS based on “awesomesauce”
Homework: READ about OHP core assessment
word wall tile
What is GREAT
Thursday, September 29, 2016
about WAR?
I. America as a World Power
World War I intro video
Ch. 11 “ttt,” HA notes 22-25 ??
II. WORK TIME
Ch. 19: Foreign PolicyNOTES
word wall tile…self & peer review?
III. New York Opportunity
U.N. or Natural History? and 9/11 Memorial?
11: First
First World
WarWar
Ch.Ch.11:
World
History Alive! Ch. 22-25
answers to the “ttt” questions
1. 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. 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. 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. 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.
Tuesday, October 18, 2016
New York City
Tuesday, Oct. 18, 2016
(6:30 AM- ~7 PM)
$50
• ~100 interested and “qualified”
students
• Two buses:
United Nations
or
Natural History Museum
• BOTH buses visit the 9/11 Memorial,
One World Trade Center, Battery Park
area (Lower Manhattan)
• Parental permission/payment?
Academic standing? Schedule?
Meeting & announcements will be
forthcoming!
Ch. 10: America Claims an Empire
answers to the “ttt” questions
Responses will vary but should include points similar to the following:
1. 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. 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. 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. 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.
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 selfinterest. 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.
History Alive!
Introductions & Summaries
Ch. 22: From Neutrality to War
p. 283-291
“Was it in the national interest of the US to
stay neutral or declare war in 1917?”
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
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.
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. 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. 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: The Home Front
How did Americans on the home front
support or oppose WW I?
As "doughboys" left for France, Americans at home mobilized—organized the nation's resources—for
war. Years after the war ended, popular stage and film star Elsie Janis recalled this time as the most
exciting of her life. "The war," said Janis, "was my high spot, and I think there is only one real peak in
each life."
Entertainer Elsie Janis became a tireless supporter of the war effort and used her talents to work as a
fundraiser. Janis also took her act on the road, entertaining troops stationed near the front lines.
Along with many other movie stars, Janis eagerly volunteered for war work. She had a beautiful singing
voice and a gift for impersonating other actors. She used both talents to raise money for the war. Janis
later went overseas to become one of the first American performers to entertain U.S. troops. She gave
more than 600 performances over 15 months, sometimes performing as many as nine shows a day.
Before her arrival in Europe, no other woman entertainer had been permitted to work so close to the
front lines.
While only a few women like Janis helped the war effort publicly, thousands found more prosaic but
just as useful ways to do their part. Many women joined the workforce. With so many men overseas, a
serious labor shortage developed. Eager for workers, employers across the nation put large-print
"Women Wanted" notices in newspapers. In the final months of the war, a Connecticut ammunition
factory was so frantic for workers that its owners hired airplanes to drop leaflets over the city of
Bridgeport listing their openings.
Although the number of women in the workforce stayed about the same throughout the war, the
number of occupations in which they worked rose sharply. Many who were already in the workforce
took new jobs in offices, shops, and factories. They became typists, cashiers, salesclerks, and telephone
operators. Women worked in plants, assembling explosives, electrical appliances, airplanes, and cars.
Many took jobs in the iron and steel industry—jobs once open only to men. Most had to give up these
jobs when the war ended, but they had shown the public just how capable they were.
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 foreignborn 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."
Homework: OHP proposal due Monday, October 10th
Friday, September 30, 2016
I. Cartoon Activity: “Differing Viewpoints”
Collection of word wall tiles
II. Oral History Project
5% district core assessment
OHP:
Describe at
least ONE
specific thought
&
TWO questions.
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, then
KEEP ONE for “future use.”
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.
Key proponent:
Paraphrase of proponent’s quote:
Viewpoint 3
The U.S. should spread its beliefs abroad.
Key proponent:
Paraphrase of proponent’s quote:
Viewpoint 4
The U.S. must build a strong navy to defend its
interests abroad.
Key proponent:
Paraphrase of proponent’s quote:
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”).
Which cartoon shows the viewpoint
of Henry Cabot Lodge?
Carl Schurz?
Josiah Strong?
Alfred T. Mahan?
History Alive!, p. 255-257
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.
Key proponent:
Paraphrase of proponent’s quote:
Viewpoint 3
The U.S. should spread its beliefs abroad.
Key proponent:
Paraphrase of proponent’s quote:
Viewpoint 4
The U.S. must build a strong navy to defend its
interests abroad.
Key proponent:
Paraphrase of proponent’s quote:
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”).
Which cartoon shows the viewpoint
of Henry Cabot Lodge?
Carl Schurz?
Josiah Strong?
Alfred T. Mahan?
History Alive!, p. 255-257
A
B
C
D
Cartoon A
Cartoon B
Cartoon C
Cartoon D
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
Cartoon D
What drives your decisions?
Which is the best cartoon for Viewpoint 2?
Viewpoint 2
Viewpoint 2 matches Cartoon B
paraphrased Schurz quotation:
The United States should spread peace
throughout the world and be a friend
to other nations.
B
Cartoon B
What drives your decisions?
Which is the best cartoon for Viewpoint 3?
Viewpoint 3
C
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.
Cartoon C
What drives your decisions?
How well did you (your group?) do matching
ALL four viewpoints?
A
Viewpoint
4
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.
Cartoon A
What drives your decisions?
What drives your decisions?
What drives your decisions?
What drove “their” decisions?
What drove “their” decisions?
What drove “their” decisions?
What drove “their”
decisions?
Socratic-like Circle
• An informal discussion arrangement with a small inner CIRCLE
of students, surrounded by the rest of the remaining class.
• ALL students should be prepared to enter the INNER circle and
participate by asking and/or answering questions, while the
larger population also participates by observing & taking
“note” of what is being discussed
• Prepare by reviewing & organizing notes, re-reading texts,
watching videos, etc…THINK about what you want to say and
LISTEN to what is being said by your fellow “student teachers.”