Transcript Unit 3 Week 2 2013-2014

UNIT 3 WEEK 2
Oct. 15-19th
Acquiring and Managing
Global Power
Homework for the Week
• Monday
• Read p.262-267
• Write a description of the event and place it on your spectrum or label it neutral,
diplomatic or imperialist
•
•
•
•
•
•
•
American inaction during Cuban Revolution
The de Lome Letter
The Maine explosion
US Response to the Maine explosion
Fighting in the Philippines
Fighting in Cuba, Treaty of Paris
Platt Amendment
• Tuesday
• Cornell Notes on p.272-273 and p.278-279
• Wednesday
• 1. Cornell Notes: 283-287
• 2. Study Vocab for Vocab card quiz on Block Day
• Block Day (Thursday or Friday)
• Cornell Notes on p.303-305
• Reminders: Test corrections on Thursday and Friday during *lunch*
Monday, October 21st
• Report out venn diagram
• HOT ROC: Headlines
• Explosion of the Maine and Yellow Journalism
• New Vocab: Add mass media and doctrine to your glossaries
• Homework: Read p.262-267
• Write a description of the event and place it on your spectrum or label it
neutral, diplomatic or imperialist
•
•
•
•
•
•
•
American inaction during Cuban Revolution
The de Lome Letter
The Maine explosion
US Response to the Maine explosion
Fighting in the Philippines
Fighting in Cuba, Treaty of Paris
Platt Amendment
Foreign Policy Venn Diagram
• The 3 Progressive
Roosevelt
Presidents?
• Read section 21.2 and
complete the venn
diagram in your
notebook.
Wilson
Taft
HOT ROC: Headlines
• Copy down the following headlines on your paper. On the
next slide, there will be a series of questions for you to
respond to
Search for Missing Bride Continues
2. Bride Missing! Groom’s Family Blame Old Boyfriend
1.
HOT ROC: Headlines
• What does each headline imply?
• How might a reader respond differently to each headline?
• If these were actual articles, which would you want to
read first?
• Why might different newspapers choose to present the
same event differently?
Spanish-American War
• Cuba
• Spanish Colony
• 1890s Cuban rebels
fighting for independence
• U.S. has business interests
in Cuba
• U.S.S. Maine
• Sent to Cuba in 1898
• Explodes in Havana, Cuba
on February 15, 1898
• U.S. declares war on Spain
not long after
Historical Investigation
What sank the Maine on February 15, 1898?
Comparing the Articles
• Compare the evidence used by both newspapers to
support their claims about what happened to the Maine.
Which newspaper catches your attention more? Which
newspaper uses stronger evidence? Explain on your
graphic organizer
Yellow Journalism
 Sensational news
stories that often
exaggerated the
facts
 Part of a
“newspaper war”
between
Pulitzer’s New
York World and
Hearst’s New
York Journal
 New Vocab:
Mass Media
Compare and Contrast: Yellow Journalism
then…
Compare and Contrast: Yellow Journalism
now…
Reflection
 Reflection- should manipulative journalism be legal?
Which ideals does it support, which ideals does it
deny?
Homework
• Homework, pgs 262-267
• Write a description of the event and place it on your spectrum or
label it neutral, diplomatic or imperialist
•
•
•
•
•
•
•
American inaction during Cuban Revolution
The de Lome Letter
The Maine explosion
US Response to the Maine explosion
Fighting in the Philippines
Fighting in Cuba, Treaty of Paris
Platt Amendment
Agenda, Tuesday, October 22nd
• HOT ROC
• HW Review
• Scoring guide for US imperialism
• Add to the Presidential Venn Diagram
HW: Cornell Notes on p.272-273 and p.278-279
How imperialist did the US seem to
people from other countries?
• You will get to be the teacher and use my scoring guide format to
grade the US on its degress of imperialism from the point of view of
the countries affected.
• Go through proficient first and check the items.
• If all proficient criteria are checked, then go up to see if we meet
any of the exemplary qualities. If it does, then circle exemplary.
• If not all proficient criteria are checked then circle either “Basic” or
“Below Basic” depending on how many criteria were missing.
• The higher the US scores the more imperialist it was.
• Hopefully this will also give you a better sense of how my scoring
guide works!
Mexico, p. 274
Advanced – “A” grade
• ____ Meets all of the standards of proficiency
• ____ Also does one or more of the following things:
•
___fights against the government preferred by the people
•
___ kills civilians
•
Proficiency – “B” grade
• ____ US businesses are in the country
• ____Established military presence in the country
• ____Makes it into a US territory or state
• ____ Denies rights to the people of the country
•
Basic – “C” grade
• ____ Meets 3 of the 4 criteria for proficiency
•
Below Basic – “D” grade
• ____ Meets less than 1 or 2 of the 4 criteria for proficiency
•
Final Grade:___________________
Puerto Rico, p.275
Advanced – “A” grade
• ____ Meets all of the standards of proficiency
• ____ Also does one or more of the following things:
•
___fights against the government preferred by the people
•
___ kills civilians
•
Proficiency – “B” grade
• ____ US businesses are in the country
• ____Established military presence in the country
• ____Makes it into a US territory or state
• ____ Denies rights to the people of the country
•
Basic – “C” grade
• ____ Meets 3 of the 4 criteria for proficiency
•
Below Basic – “D” grade
• ____ Meets less than 1 or 2 of the 4 criteria for proficiency
•
Final Grade:___________________
Philippines, p.276
Advanced – “A” grade
• ____ Meets all of the standards of proficiency
• ____ Also does one or more of the following things:
•
___fights against the government preferred by the people
•
___ kills civilians
•
Proficiency – “B” grade
• ____ US businesses are in the country
• ____ Established military presence in the country
• ____ Makes it into a US territory or state
• ____ Denies rights to the people of the country
•
Basic – “C” grade
• ____ Meets 3 of the 4 criteria for proficiency
•
Below Basic – “D” grade
• ____ Meets less than 1 or 2 of the 4 criteria for proficiency
•
Final Grade:___________________
Hawaii, p.277
Advanced – “A” grade
• ____ Meets all of the standards of proficiency
• ____ Also does one or more of the following things:
•
___fights against the government preferred by the people
•
___ kills civilians
•
Proficiency – “B” grade
• ____ US businesses are in the country
• ____Established military presence in the country
• ____Makes it into a US territory or state
• ____ Denies rights to the people of the country
•
Basic – “C” grade
• ____ Meets 3 of the 4 criteria for proficiency
•
Below Basic – “D” grade
• ____ Meets less than 1 or 2 of the 4 criteria for proficiency
•
Final Grade:___________________
Venn Diagram of the 3 Presidents
• Take out your Venn Diagram from last week on the foreign
policies of the 3 Presidents
• Add info about Mexico, Puerto Rico, Philippines and
Hawaii under the appropriate President
• Add to similarities in policies, based on what you’ve read
today.
Roosevelt (1901-1908): Big
Stick Diplomacy
-Roosevelt Corollary
-Panama Canal
-strong arm approach
-international police power
-War
-Helped
negotiate
peace
treaties
Early
20th
century
U.S.
foreign
policy
- Focus on
Latin
America and
Asia
-Expanded U.S.
role in world
affairs
-Intervened abroad
-serve national
interest
-Used economic
pressure
-Intervened in
Latin America
Wilson (1913-1920): Moral
Diplomacy
-Puerto Rico becomes US
territory in 1917
-Wants to spread democratic
ideals (rights, opportunity,
liberty)
- self-determination
-WWI/Europe
Taft (1909-1912): Dollar
Diplomacy
-Economic pressures
-Investments as key U.S.
foreign policy
-Concern
over Mexican
Revolution
Homework
• Cornell Notes on p.272-273 and p.278-279
Agenda, Wednesday, October 23rd
• HOT ROC
• Metaphor
• WWI - Prior knowledge contest
• Homework:
• 1. Cornell Notes: 283-287
• 2. Study Vocab for Vocab card quiz on Block Day
HOT ROC
• To what extent did US foreign policy honor the founding
ideals? How did it change the role of the president?
• Do your best to answer this question as a thesis
statement with 3 sub-claims.
What can we learn from this map?
Pair-Share – Discuss the following
question with your partner.
• Identify 4 ways the US increased its
power in the world between 18981914.
• Where would you place these actions on
the spectrum?
Creating a metaphor:
What message is being sent in this image?
Creating a metaphor:
What message is being sent in this image?
What about this one?
Creating a Metaphor: Choose 1 country of these countries (China, Cuba,
Philippines, Mexico or Hawaii) to create 2 metaphors showing both
perspectives of US intervention.
From the U.S. perspective,
intervention in (location)
was like (first metaphor).
From the perspective of the U.S., intervention in
Cuba was like a parent caring for a helpless
child because . . . a military government set up
by the U.S. after the Spanish-American War
cared for Cuba by improving public works,
sanitation, and education, court reform, and
instituting self-government, just as a parent
cares for a child until he is mature enough to
care for himself.
From the perspective of
(location), U.S. intervention was
like (second metaphor).
From the perspective of Cuba, U.S.
intervention was like a bully on a playground
because . . . the U.S. set up a military
government in Cuba (though it
had been granted independence after the
Spanish-American War) and denied Cubans
self-rule, just as a bully tries to control and
intimidate other children on the playground.
WWI: Prior Knowledge Activity
• Group concept map
competition
Causes
of WWI
• Each group will have 5
minutes to come up with
as many (historically
correct) terms as
possible
• I’ll pick the winners 
WWI
US
reaction
to
WWWI
Agenda, Thurs, 10/18 or Fri, 10/19
• HOT ROC: Vocab card quiz
• Timeline from Neutrality to War
• Notes on the Home Front
• Vocab: Add civil liberty to the glossary
• HW: Cornell Notes on p.303-305
• Reminder: Test corrections today and tomorrow at the
end of the modified day
HOT ROC
• Vocab card quiz
Timeline: From Neutrality to War
• Work in groups of 4 and use pgs 283-291
• Each student must have his/her own timeline
• Add key info from homework notes to the timeline.
Timeline of Key
Events
(date, name)
Dates range from
1914-1918
Description
•
•
What was it?
Did this event move us
back to neutrality or
closer to war and why?
Committee on Public Information
• “It is not an army that we must shape and train for
the war… it is a nation”- Wilson
• CPI created…
• Massive war support propaganda campaign
• Press releases
• Movies
• Leaflets
• Posters
• “4 Minute Men”- speeches
Anti- Central Power Propaganda
“Enlistment Propaganda
Selective Service Act
•
•
•
•
This is the draft and it helps the
US win the war by quickly mobilizing
or creating an army (we didn’t have
a standing army at the time).
Not necessary to write down…
24,000,000 men registered for
the draft by the end of 1918.
4,800,000 men served in WW1
(2,000,000 saw active combat).
400,000 African-Americans
served in segregated units.
15,000 Native-Americans served
as scouts, messengers, and
snipers in non-segregated units.
WWI and Big Government
Our involvement in
WWI expands the
size and power of the
federal government by
setting up agencies to
help us run the war:
War Industries
Board
US Food
Administration
National War
Labor Board
U. S. Food Administration
Results of This New Organization of the Economy?
Positive:
1.
Unemployment virtually disappeared.
2.
Close cooperation between government and
corporations.
3.
Draft creates new job opportunites for AfricanAmericans and women.
Neutral:
1. Expansion of “big government”
2. Government needs to sell war bonds to pay for the war.
Negative:
1.
The government need to do more and do it quickly
does lead to some (big) mismanagement and waste.
Opportunities for
African-Americans in WW1
“Great Migration”
Movement of AfAms from the South
to the North and
West between
1916-1945.
1916 – 1919 
70,000 move north
Work in factories
making war supplies.
Enlist in the military
but serve in segregated
units.
Fear leads to attacks on our
founding ideals
• Attacks by Germany on a weapons
warehouse in New Jersey and fear of spies
within the US, created fear among
Americans.
• This fear lead to attacks on civil liberties
• Add civil liberties to your glossary.
HOMEWORK
• Read 24.5. It talks about efforts to promote
security during WWI that deprived Americans of
their freedoms.
• Make a t-chart that lists evidence from the
section of measures taken to promote security
on one side and efforts by Americans to demand
their freedoms on the other side.
•.
Government Excess & Threats to
the Civil Liberties of Americans
1. Espionage Act – 1917
- forbade actions that
obstructed recruitment or
efforts to promote
insubordination in the military.
- ordered the Postmaster General
to remove Leftist materials
from the mail.
- fines of up to $10,000 and/or
up to 20 years in prison.
Government Excess & Threats
to the Civil Liberties of Americans
2. Sedition Act – 1918
- it was a crime to speak against the
purchase of war bonds or willfully
utter, print, write or publish any
disloyal, profane, scurrilous, or
abusive language about this form of US
Govt., the US Constitution, or the US
armed forces or to willfully urge, incite,
or advocate any curtailment of
production of things necessary or
essential to the prosecution of the
war…with intent of such curtailment to
cripple or hinder, the US in the
prosecution of the war.
Government Excess & Threats
to the Civil Liberties of Americans
• Schenck v. US –1919
• in ordinary times the mailing
of leaflets would have been
protected by the 1st
Amendment.
• BUT, every act of speech
must be judged acc. to the
circumstances in which it was
spoken.
• If an act of speech posed a
clear and present danger,
then Congress had the power
to restrain such speech.
Government Excess & Threats
to the Civil Liberties of Americans
4. Abrams v. US – 1919
- majority ruling --> cited Holmes’
“Clear and present danger” doctrine.
- Holmes & Brandeis dissented:
The best test of truth is the
power of the thought to get
itself accepted in the competition
of the market, denying that a
“silly leaflet” published by an
“unknown man” constituted such a
danger.