UNIT 3 WEEK 2Oct. 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 • HOT ROC: Headlines• Check in on HW• Explosion of the Maine and Yellow Journalism• 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

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

1.Search for Missing Bride Continues

2.Bride Missing! Groom’s Family Blame Old Boyfriend

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 InvestigationWhat 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 – add mass media and doctrine to your

glossary• HW Review• Scoring guide for US imperialism

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. 274Advanced – “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.275Advanced – “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.276Advanced – “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.277Advanced – “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

Taft (1909-1912): Dollar Diplomacy-Economic pressures-Investments as key U.S. foreign policy

Wilson (1913-1920): Moral Diplomacy-Puerto Rico becomes US territory in 1917-Wants to spread democratic ideals (rights, opportunity, liberty)- self-determination-WWI/Europe

-Expanded U.S. role in world affairs-Intervened abroad-serve national interest-Used economic pressure-Intervened in Latin America

-War-Helped negotiate peace treaties

- Focus on Latin America and Asia

-Concern over Mexican Revolution

Early 20th century U.S. foreign policy

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 1898-1914.

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 (location), U.S. intervention was like (second 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 Cuba, U.S. intervention was like a bully on a playground because . . . the U.S. set up a military government in Cuba (though ithad 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 • Each group will have 5

minutes to come up with as many (historically correct) terms as possible

• I’ll pick the winners

Agenda, Thurs, 10/18 or Fri, 10/19• HOT ROC: Vocab card quiz• Notes on the Home Front

• HW: Finish the Chapter 24 chart, if necessary• Using information from p.310-311 make a t-chart that lists

evidence from the section of measures taken by the US government to promote security and efforts by Americans to demand their freedoms.

HOT ROC

• Vocab card quiz

• Contest winner

Why did the US join WWI?

• Read p.290-291• Discuss:

• What was the Zimmermann Note and why did it make US join the war?

• What other factors also played a role in the US joining the war?

• What do the Zimmermann Note and the de Lome letter tell us about how the US was viewed by European at the beginning of the 20th Century?

Use Chapter 24 to complete this chartSection or group Did this group support or oppose

the war? State their position and describe what actions they took.

How did World War 1 affect this group?

Pacifists

Supporters of the war

Working class Women

African-Americans

Wobblies