Group Work
•As a group students will read problems
in the U.S. before the Progressive Era
reforms and they will place the correct
progressive era reform that solved the
each issue
Bell Ringer:
09/09/2014
• Describe the meaning/intent of
this political cartoon.
Assignment Activity
• Students will be assigned a word they will then create a foldable with
the following:
• First flap: definition
• Second flap: Picture describing word
• Center of foldable: the word
• 12 minutes to complete activity
Locate as Many Words as You Can
• Once complete the students will be given 10 minutes to guess eachothers word.
• Also, each student is responsible for writing each definition into the
notes section of their notebook
Closing Task
• Using your understanding of the words gathered, write a quick 4-5
sentences answering the following question:
• What do you think the time period RISE TO WORLD POWER is about?
• Due at the END OF THE PERIOD!
Bell Ringer
September 10, 2014
• In the unit RISE TO WORLD POWER, explain the events and people you
believe we might cover.
Rise to World Power
DLO
• Students will explain and analyze the Spanish American War.
Group Activity
• In groups, place the Spanish-American War events in chronological
order.
• Call me once complete and I will check your answers.
Closing Task: 9/10/2014
• I will complete a thinking map explaining the causes,
events and conclusion of the war.
• Causes:
• Explain how the U.S.S Maine became a significant reason for the
Spanish-American War. Page 138
• Events
• Explain the significance of Theodore Roosevelt on the Spanish
American War. Page 139
• Explain the importance of the Panama Canal Page 147
• Why is the Spanish American War a two front war? What were the
two fronts? Page 139
• Conclusion
• What lands were acquired after the Spanish-American War. Page 144
Spanish-American War
•Spanish-American War – officially a war to
protect the rights of Cubans who were
being tormented by Spanish rulers.
1898: A Turning Point
• The U.S. battleship Maine was sent on a
"friendly" mission to Cuba to wait and rescue
US citizens who might be endangered by the
conflict in Cuba.
• The USS Maine mysteriously exploded and sank
in Havana harbor on February 15, 1898.
United States Fights Back
•The United States attacks both Cuban
and Spanish possessions (The
Philippines) in the Pacific.
Teddy Roosevelt & the Rough Riders
• Rough Riders, the first
voluntary cavalry in the
Spanish-American War.
• The leader of the “Rough
Riders” was Theodore
Roosevelt.
Victory for the United States
•After a U.S. victory, the U.S. was able to
prove its military power and increased
their role in Latin America and the world;
reasserted the Monroe Doctrine
Acquired Territory
• Cuba was granted its independence.
• Spain to give up Guam and Puerto Rico to the United
States.
• Spain also agreed to sell the Philippines to the
United States for the sum of $20 million.
Effects of the Spanish American War
• Panama Canal
• During the Spanish-American War in 1898
demonstrated a need for a canal.
• The United States supported a revolution in
Panama in the early 1900s and was permitted to
build the canal and control a zone of 5 miles on
each side of the canal (known as the Canal Zone).
Panama Canal
• The Panama Canal is a
48-mile international
waterway allows ships to
pass between the
Atlantic Ocean and
Pacific Ocean, saving
about 8,000 miles from a
journey around the
southern tip of South
America (Cape Horn).
Closing Task: 9/10/2014
• I will complete a thinking map explaining the causes, events
and conclusion of the war.
– Causes:
• Explain how the U.S.S Maine became a significant reason for the SpanishAmerican War. Page 138
– Events
• Explain the significance of Theodore Roosevelt on the Spanish American
War. Page 139
• Explain the importance of the Panama Canal Page 147
• Why is the Spanish American War a two front war? What were the two
fronts? Page 139
– Conclusion
• What lands were acquired after the Spanish-American War. Page 144
Bell Ringer 9-11-14
•Analyze the
political cartoon,
explain the
meaning.
Answer:
Teddy Roosevelt,
due to Spanish
American War saw
the need of the
Panama Canal.
Therefore, he had
it built.
Expansionism
• Expansionism- the belief that a country should
grow larger by expanding its territory.
• As the United States takes over territory, it
expands its markets and gains access to more
resources
Imperialism
•Imperialism is the policy of acquiring
dependent territories or extending a
country’s influence through foreign trade.
•United States' had a sense of destiny to
spread democracy throughout the world.
Group Activity
• In groups you will take a side:
• For imperialism vs. anti-imperialism
• Individually students will read page 142 in their book (both acting as
an amateur historian sections)
• As a group you will state reasons you are against or for imperialism
• Pick a speaker
• You have 5 minutes
Closing
Task
• Students will complete a foldable with the following information:
• U.S. Expansionism & its Impact page 141
• Reasons for U.S. Expansionism.
• Stanford B. Dole page 144
• Who is he?
• What is he known for?
• Henry Cabot Lodge page 165 & 167
• Who is he?
• What is he known for?
• Alfred Thayer Mahan page 141
• What is he known for?
• What did he believe?
• Hawaii page 144
• What did the missionaries do?
• What did Americans do in Hawaii?
• Explain the events that lead to the annexation of Hawaii to the U.S.
Missionaries
•Missionaries – people sent to convert
people to Christianity
•Many missionaries were sent to China and
Hawaii to helped link the United States
with Asia
Sanford B. Dole
•Sanford B. Dole –
first president of
Republic of Hawaii
and helped Hawaii
become annexed to
the United States
Hawaii
• The Spanish-American War revealed Hawaii’s strategic
military importance and annexation occurred in 1898.
• In the 1890s, American businessmen in conjunction with
U.S. officials in Hawaii deposed Queen Liliuokalani and
argued for U.S. annexation.
• The United States places naval stations in Hawaii to
protect U.S. overseas trade
Henry Cabot Lodge
• Henry Cabot Lodge –
supported American
expansion as a way to
increase national pride,
spread civilization, and
gain world power.
Alfred Thayer Mahan
• Alfred Thayer Mahan
– historian and author
of a book on the
importance of the
navy to a country’s
power
Bell Ringer 9-12-14
•Explain the difference between the
Spanish-American War and U.S.
Expansionism (imperialism).
Group Activity
In groups you will complete a chart.
• Instructions: place the event in the correct topic.
• Causes of WWI
• Reasons for U.S. Entry.
Closing Task
•Students will create a tab top foldable
answering the following questions:
• What was WWI? page 156
• What were the causes of WWI? page 156
• What were the reasons for U.S. entry into WWI?
page 158-159
You have 15 minutes.
The Beginning of WWI
• The reason WWI began was
because of the Archduke Franz
Ferdinand of Austria was
assassinated on June 28, 1914.
• This incident sparked countries
to declare war on one another
due to their alliances.
Archduke Franz Ferdinand
German Proclamation (1915)
• German Proclamation (1915) said the waters
around the British Isles were to be considered
an official war zone, and Germany would
attempt to sink any ship that entered this area
(unrestricted submarine warfare).
Ties to Great Britain
•The U.S. conducted a significant amount of
trade with Great Britain, which would be
affected if Germany won the war.
•The US tried to stay out of the war &
remain neutral.
Sussex Pledge
•Sussex Pledge – Germany pledges
not to sink merchant ships without
warning (did not uphold this
pledge).
Lusitania
• German submarine
torpedoed British
ocean liner Lusitania
off southern coast of
Ireland, resulting in
deaths of 128
Americans.
The Zimmerman Telegram
• British intelligence intercepted the Zimmerman
telegram, which revealed Germany’s plan to
approach the Mexican government proposing a
military alliance.
• The obvious threats to the United States contained
in the telegram inflamed American public opinion
against Germany and helped convince Congress to
declare war against Germany in 1917.
US enters WWI
• On April 6, 1917, the
U.S. joined its allies-Britain, France, and
Russia--to fight in World
War I.
Closing Task
•Students will create a tab top foldable
answering the following questions:
• What was WWI? page 156
• What were the causes of WWI? page 156
• What were the reasons for U.S. entry into
WWI? page 158-159
Bell Ringer 9-15-14
•Explain the
meaning behind
this propaganda
poster.
Quiz!!
• Do NOT WRITE ON THE QUIZ
• TAKE A HALF SHEET OF PAPER OUT!
Group Activity: 9/15/2014
• In groups students will match the term to its definition:
•
•
•
•
Machines guns
Airplanes
Tanks
Trench warfare
Closing Task
• Individually you will create a foldable on the new
advancements in technology used during WWI.
• Answer the following questions for each topic:
•
•
•
•
•
Machine Guns
Poisonous Gas
Airplanes
Tanks
Trench warfare
1. Explain the innovation
2. Why is this innovation significant?
3. Illustrate a picture describing the advancement.
Trench Warfare
• Trench Warfare- a type of
fighting where the soldiers
would dig a trench (ditch)
• While they were in the
trenches there was little
risk and troops were
protected from artillery
(large-caliber guns used in
warfare on land)
Trench War Fare
• Trenches: 6-8 ft. deep
• 25 yards - mile apart
• Despite all the work,
soldiers spent much of
the year soaked and
covered with mud
Trench Foot
• Trench Foot- a painful
condition of the feet
caused by long
immersion in cold water
or mud and marked by
blackening and death of
surface tissue
No Man’s Land
• no man’s land- land between opposing lines
•
•
•
•
•
•
•
Barbed wire
Corpses
Guns
Machine gun shells
Mud
Torn earth
Shattered trees
Stalemate
•Stalemate- a position counting as a draw, in
which a player is not in check but cannot
move
•Stalemate, during this period the battle
lines barely moved
Machine Guns
Machine guns could fire up to 600 rounds per minute
• 10 rounds a second
• This made it nearly impossible for soldiers to cross and defend their
ground
Rapid-fire
machine guns
led to trench
warfare
Airplanes
• Planes were used as spotters to
observe the enemy.
• At first the planes were
unarmed but pilots would carry
hand held weapons.
• Later in the war larger planes
were built and were able to
bomb the enemy.
Tanks
• Tanks were developed in
order to help end
stalemate on the western
front.
• Early tanks were not
reliable but effective in
ending trench warfare.
Poison Gas
• Poison gas was used which was made up of chlorine gas and
mustard gas. This was used to create a smoke screen to hide
attacking soldiers & to force evacuate enemy trenches.
Closing Task
• Individually you will create a foldable on the new
advancements in technology used during WWI.
• Answer the following questions for each topic:
•
•
•
•
•
Machine Guns
Poisonous Gas
Airplanes
Tanks
Trench warfare
1. Explain the innovation
2. Why is this innovation significant?
3. Illustrate a picture describing the advancement.
Bell Ringer 9-16-14
•What was the
purpose of this
technological
innovation?
Answer:
•Helped end the stalemate in the
trench warfare fighting in WWI.
American Expeditionary
Force
• American Expeditionary Forces
– the U.S. forces sent to the
Western Front (France
predominately); fought
alongside British and French
allied forces the last year of
World War I
John J. Pershing
• Gen. John J. Pershing –
commander of the American
Expeditionary Forces
• under General John J. Pershing
launched their first major
offensive in Europe as an
independent army. Their
successful campaign was a major
turning point in the war for the
Allies. Ultimately, U.S. forces
helped to defeat Germany earlier
than expected.
John J. Pershing
• Under General John J. Pershing
the US launched their first major
offensive in Europe as an
independent army.
• Their successful campaign was a
major turning point in the war
for the Allies.
• Ultimately, U.S. forces helped to
defeat Germany earlier than
expected.
Battle of Argonne Forest
• Battle of Argonne Forest – a part of the final Allied
offensive of World War I that stretched along the
entire western front, the objective was the capture
of an important railroad/train station which would
break the railroad net supporting the German Army
in France. An Allied victory, the battle is credited for
leading to the Armistice.
Battle of Argonne Forest
The attack was launched on September 26, 1918.
Alvin York
• Alvin York (World War I) – was the
most decorated American soldier in
World War I.
• He was awarded the Medal of Honor
for leading an attack on a German
machine gun nest, taking 32 machine
guns, killing 28 German soldiers and
capturing 132 others.
• This action occurred during the U.S.led portion of the Meuse-Argonne
Offensive in France.
Closing Task:09/16/2014
• Students will create a newspaper article on the following topics:
• Alvin York: page 161
• What were his WWI achievements?
• Battle of Argonne Forest: page 160
• What was it?
• Who received the victory in the battle?
• General John J Pershing: page 160
• Who was he?
• What were his contributions to WWI?
• What was the AEF?: page 160
• What were their contributions to WWI?
• Include a minimum of TWO pictures!!
Bell Ringer 9-17-14
•What were the ECONOMIC
effects of WWI on the U.S.?
Answer
•WWI led to great levels of
industrialization in the U.S., increased
exports, and increased agricultural
production.
Group Activity
1. Individually read Woodrow Wilson’s 14 points, along with the
definition of isolationism on page 162.
2. The senate did not agree with the 14 points. Due the high
number of isolationist within the Senate. Now as a group
answer the following question and provide evidence.
• As a group which part of the 14points would isolationist
disagree with? Why?
END OF WWI
1914-1918
Treaty of Versailles
• The Treaty of Versailles ended WWI.
• French and British leaders seemed more
concerned with punishment of Germany,
resulting in a treaty that imposed severe
sanctions on Germany including reparation
payments.
Treaty of Versailles
• The Treaty of Versailles established new political boundaries in
Europe.
• Additional treaties divided the Middle East, ended the AustrianHungarian Empire and the Ottoman Empire and resulted in
increased involvement of British and French in the Middle East
and later the United States as allies of the British and French.
• By 1919 American support for isolationism regained popularity
after fighting in a war that seemed to have brought little gains
for Americans.
Woodrow Wilson’s Fourteen Points
• President Wilson’s plan to ensure that peace would last
after the war.
• His plan included the following requirements:
• the reduction of arms
• freedom of the seas
• the end to secret alliances
• removal of trade barriers
• self-determination for nation-states, and
• international cooperation through an international body (the
League of Nations).
League of Nations
• The primary goal of the League of Nations was to provide a
forum for countries to resolve their grievances without
having to resort to war, which would help keep the United
States from being led into another war.
• Opponents in the U.S. Congress argued that participation in
the League of Nations would pull the United States into
unnecessary military commitments.
League of Nations
• Many in Congress believed that U.S. involvement in the League of
Nations would lead to U.S. involvement in economic and military
action without the direct consent of Congress (taking power away
from Congress).
• Ultimately isolationist sentiments prevailed and the Senate refused
to ratify the Treaty of Versailles to avoid participation in the League
of Nations.
Closing Task: 09/17/2014
• Students will create a foldable on the following topics:
• Treaty of Versailles:
• What were the peace terms ending WWI?
• Explain each.
• Woodrow Wilsons 14 points:
• What did the 14 Points aim to do?
Bell Ringer
9/18/2014
• What is a difference and a similarity between Treaty of Versailles and
Woodrow Wilson’s 14 Points.
Take this time to Glue any loose
Assignments And
To organize your notebooks!!
You have 5 Minutes
Foreign Policies
9-18-14
Open Door Policy
•Open Door Policy – Secretary of State John
Hay's economic policy in China giving the
imperial powers equal trading rights in the
country (1899-1900)
Dollar Diplomacy
• Dollar Diplomacy – Taft encouraged investment by
U.S. banks/businesses in Latin America and Far East
• Promised military protection to those who invested
abroad
• WWI reoriented the priorities of the emerging world
power and U.S. foreign policy makers returned to a
goal of isolationism
Immigration quotas
• Immigration quotas – concerns over immigration
rose in the 1880s (Chinese Exclusion Act)
• As a result of World War I, Congress passed the
National Origins Quota Act in1921 which set the
quota of legal immigrants to 3% of their current
ethnic makeup in the United States. This quota was
changed three years later.
Monroe Doctrine
•The Monroe Doctrine prevented Europeans
from making new colonies in the Western
Hemisphere.
Roosevelt Corollary aka Big Stick Policy
• Roosevelt Corollary would make the USA an
“international police power”
• The Corollary was used to justify sending US Troops
to the West Indies and Central America.
Closing Task
• Students in groups will create a Poster on the following topics:
• Open door policy page 145
• Explain how this foreign policy affected/caused economic issues in the
America.
• Dollar diplomacy page 148
• Explain how this foreign policy affected/caused economic issues in the
America
• Monroe Doctrine: page 148
• What is it?
• Why was it extended?
• Roosevelt Corollary: page 148
• What was it?
• What is it also known as?
Think-Pair-Share
• Now as a group share your answers with your groups members.
• Each group member must write the answers in their notebook.
Group Assignment:
As a group describe the meaning of foreign policy?
What do you think it is?
Open Ended
Responses
AEIOU
•A: Answer
•E: Evidence
•I: Interpretation
•O/U: Overall Understanding or what does it
mean to you.
Round Robin
•What are the social characteristics of the
Progressive Era?
• As a group you have 1 minute to write
everything you remember about the social
issues in the Progressive Era.
Writing Prompt
•What are the social characteristics of the
Progressive Era and how did it impact the
U.S.?
Create Your Response
• As a group you are to do the following:
• Work on the A portion of the AEIOU for your short
response. (re-worded response)
(Writing Prompt: What are the social characteristics of
the Progressive Era and how did it impact the U.S.?)
Example: The social characteristic of the Progressive Era
that largely impacted the U.S. are the_________.
Create Your Response
• As a group you are to do the following:
• Work on the E portion of the AEIOU for your short
response. (FIND EVIDENCE)
(Writing Prompt: What are the social characteristics of
the Progressive Era?)
Example: Susan B. Anthony was a reformer who
consistently fought for women's rights. Due to her
adversity she was able to get the 19th Amendment
passed, which allows women the right to vote.
Create Your Response
• As a group you are to do the following:
• Work on the I portion of the AEIOU for your short
response. (Interpretation: Explain how the quote
supports what your idea is)
(Writing Prompt: What are the social characteristics
of the Progressive Era?)
Create Your Response
• As a group you are to do the following:
• Work on the O/U portion of the AEIOU for your short response.
(Overall Understanding: the truth of the situation)
(Writing Prompt: What are the social characteristics of the
Progressive Era?)
Example: In conclusion, the reformers of the Progressive Era
which include Susan B. Anthony and WEB Dubois, have greatly
impacted the U.S. due to their fight for the rights of others.
Closing Task
• Individually you will answer one of the following
questions. (Due at the END of the PERIOD!):
1. Analyze the political characteristics of the Progressive Era, how
did it impact the U.S.?
2. Analyze the social characteristics of the West & Gilded Age, how
did it impact the U.S.?
Your paragraph must be a minimum of 5 sentences using the
strategy we just practiced.