Today - we are going to finish reading the packet that we started on Monday or Tuesday.
Then, I will give you some time to work on the multiple choice, soaptone, or edpuzzle.
On Monday, we will move on to the Great Depression and then World War II.
Thursday, 28 April 2016
Tuesday, 26 April 2016
Wilson's 14 Points
So today we are going to read and soaptone Woodrow Wilson's Fourteen Points.
Then - EDPUZZLE.
For multiple choice questions go HERE
For concepts go HERE
Then - EDPUZZLE.
For multiple choice questions go HERE
For concepts go HERE
For Woodrow Wilson's 14 Points go HERE
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
What is the document saying?
Tone
What is the attitude of the speaker?
Thursday, 21 April 2016
Thursday
Today - we are going to look over your Spanish American War blogs and then read a hand packet that should reinforce what you did yesterday.
Note - homework, finish the packet and do the multiple choice questions!
Tomorrow, we are moving on!
Note - homework, finish the packet and do the multiple choice questions!
Tomorrow, we are moving on!
Wednesday, 20 April 2016
Spanish American War
Today - you are going to research the Spanish-American War and post your findings on your website.
Some we sites that I want you to use include: http://www.smplanet.com/teaching/imperialism/#SAW2
and http://loc.gov/rr/hispanic/1898/intro.html
What to POST ON YOUR BLOG:
1) What was the Spanish-American War? When did it happen? Why did it happen?
2) What incident set off the war?
3) Find a map of the war (post it)
4) Who was President. Did the President want the war? If not who did and why?
5) What area/land etc. did the U.S. acquire at the end of the war?
6) How did this make the U.S. an Imperialistic country (look up the term imperial)?
7) How did Teddy Roosevelt fit into this war? What did he do?
8) Give some reactions both positive and negative about the war (from the time period).
9) Read the primary sources below and give me your reaction to them.
First. In the cause of humanity and to put an end to the barbarities,
bloodshed, starvation, and horrible miseries now existing there [in
Cuba], and which the parties to the conflict are either unable or
unwilling to stop or mitigate....
Second. We owe it to our citizens in Cuba to afford them that protection and indemnity for life and property....
Third. The right to intervene may be justified by the very serious injury to the commerce, trade, and business of our people and by the wanton destruction of property and devastation of the island.
President McKinley's call for war against Spain, 1898
When next I realized that the Philippines had dropped into our laps I
confess I did not know what to do with them....I walked the floor of
the White House night after night until midnight; and I am not ashamed
to tell you, gentlemen, that I went down on my knees and prayed Almighty
God for light and guidance....And one night late it came to me this
way....
(1) that we could not give them back to Spain--that would be cowardly and dishonorable;
(2) That we could not turn them over to France or Germany--our commercial rivals in the Orient--that would be bad business and discreditable;
(3) That we could not leave them to themselves--they were unfit for self-government--and they would soon have anarchy and misrule worse than Spain's war;
(4) That there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them as our fellow men for whom Christ also died.
President McKinley on the Philippines
Some we sites that I want you to use include: http://www.smplanet.com/teaching/imperialism/#SAW2
and http://loc.gov/rr/hispanic/1898/intro.html
What to POST ON YOUR BLOG:
1) What was the Spanish-American War? When did it happen? Why did it happen?
2) What incident set off the war?
3) Find a map of the war (post it)
4) Who was President. Did the President want the war? If not who did and why?
5) What area/land etc. did the U.S. acquire at the end of the war?
6) How did this make the U.S. an Imperialistic country (look up the term imperial)?
7) How did Teddy Roosevelt fit into this war? What did he do?
8) Give some reactions both positive and negative about the war (from the time period).
9) Read the primary sources below and give me your reaction to them.
Reading 7
First. In the cause of humanity and to put an end to the barbarities,
bloodshed, starvation, and horrible miseries now existing there [in
Cuba], and which the parties to the conflict are either unable or
unwilling to stop or mitigate....Second. We owe it to our citizens in Cuba to afford them that protection and indemnity for life and property....
Third. The right to intervene may be justified by the very serious injury to the commerce, trade, and business of our people and by the wanton destruction of property and devastation of the island.
President McKinley's call for war against Spain, 1898
Reading 8
When next I realized that the Philippines had dropped into our laps I
confess I did not know what to do with them....I walked the floor of
the White House night after night until midnight; and I am not ashamed
to tell you, gentlemen, that I went down on my knees and prayed Almighty
God for light and guidance....And one night late it came to me this
way....(1) that we could not give them back to Spain--that would be cowardly and dishonorable;
(2) That we could not turn them over to France or Germany--our commercial rivals in the Orient--that would be bad business and discreditable;
(3) That we could not leave them to themselves--they were unfit for self-government--and they would soon have anarchy and misrule worse than Spain's war;
(4) That there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them as our fellow men for whom Christ also died.
President McKinley on the Philippines
Tuesday, 19 April 2016
Unit 7
UNIT 7: 1890-1945 – The American
Pageant chapters 27-35; Don’t Know Much About History pages
285-398
Content: An increasingly pluralistic United
States faced profound domestic and global challenges, debated the proper degree
of government activism, and sought to define its international
role. Includes: The formation of the Industrial Workers of the World
and the AFL; industrialization and technology, mass production and mass
consumerism, the radio and the movies; WWI; Harlem Renaissance; The Great Depression
and the New Deal, and WWII.
Key Concepts:
7.1: Government, political and social organizations
struggled to address the effects of large-scale industrialization, economic
uncertainty, and related social changes such as urbanization and mass migration.
7.2: A revolution in communications and transportation
technology helped to create a new mess culture and spread of “modern” values
and ideas, even as cultural conflict between groups increased under the
pressure of migration, world wars, and economic distress.
7.3 Global conflicts over resources, territories and
ideologies renewed debates over the nation’s values and its role in the world,
while simultaneously propelling the United States into a dominant international
military, political, cultural, and economic position.
Activities:
History Logs – notes and short responses to reading
assignments.
Primary Source Analysis: Early 1900s new transportation
advertisements; 1920s advertisements; Espionage Act of 1917; Sedition Act of
1917; Eugene Deb’s Speech Condemning Espionage Ace and Sedition Act; The
Zimmermann Note; FDR’s 1stInaugural Address; Roosevelt’s Court
Packing Plan; FDR’s Day of Infamy Speech; Truman’s The Decision to Drop the
Atomic Bomb; New Deal political cartoons (pro and con), graph showing economic
cycles during the Great Depression and WWII.
Viewpoints: Japanese internment during WWII?
DBQ Deconstruction: DBQ on how the different policies of FDR
and Hoover toward the proper role of government reflected five decades of
debates about citizenship, economic rights, and the public good. Be
sure to indicate how specific policies reflect the global economic crisis of
the 1930s.
Students will write an essay comparing Wilson’s Neutrality
document to George Washington’s, and discuss the changes, if any, in the
context in which U.S. foreign policy was made.
Unit Test – Multiple Choice Questions; Short Response
Questions; DBQ and Long Question: To what extent were the policies of
the New Deal a distinct turning point in U.S. History, and to what extent were
they merely an extension of Progressive Era policy goals? Confine
your answer to the programs/policies that addressed the specific needs of
American workers.
During this unit students will discuss possible answers to
the following essential questions:
Identity: How did the continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this period?
Work, Exchange, and Technology: How did movements for
political and economic reform take shape in this period, and how effective were
they in achieving their goals?
Peopling: Why did public attitudes towards
immigration become negative during this time period? Why did
opposition emerge to various reform programs?
Politics and Power: How did reformist ideals change
and reformers took them up in different time periods? Why did
opposition emerge to various reform programs?
America in the World: Why did U.S. leaders decide to
become involved in global conflicts such as the Spanish American War, World War
I, and World War II? How did debates over interventions reflect
public views of America’s role in the world?
Environment and Geography: Why did reformers seek for
the government to wrest control of the environment and national resources from
commercial interests?
Ideas, Beliefs, and Cultures: How did “modern”
cultural values evolve in response to developments in
technology? How did debates over the role of women in American
public life reflect changing social realities?
Unit 7
UNIT 7: 1890-1945 – The American Pageant chapters 27-35; Don’t Know Much About History pages 285-398
Content: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. Includes: The formation of the Industrial Workers of the World and the AFL; industrialization and technology, mass production and mass consumerism, the radio and the movies; WWI; Harlem Renaissance; The Great Depression and the New Deal, and WWII.
Key Concepts:
7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.
7.2: A revolution in communications and transportation technology helped to create a new mess culture and spread of “modern” values and ideas, even as cultural conflict between groups increased under the pressure of migration, world wars, and economic distress.
7.3 Global conflicts over resources, territories and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.
Activities:
History Logs – notes and short responses to reading assignments.
Primary Source Analysis: Early 1900s new transportation advertisements; 1920s advertisements; Espionage Act of 1917; Sedition Act of 1917; Eugene Deb’s Speech Condemning Espionage Ace and Sedition Act; The Zimmermann Note; FDR’s 1stInaugural Address; Roosevelt’s Court Packing Plan; FDR’s Day of Infamy Speech; Truman’s The Decision to Drop the Atomic Bomb; New Deal political cartoons (pro and con), graph showing economic cycles during the Great Depression and WWII.
Viewpoints: Japanese internment during WWII?
DBQ Deconstruction: DBQ on how the different policies of FDR and Hoover toward the proper role of government reflected five decades of debates about citizenship, economic rights, and the public good. Be sure to indicate how specific policies reflect the global economic crisis of the 1930s.
Students will write an essay comparing Wilson’s Neutrality document to George Washington’s, and discuss the changes, if any, in the context in which U.S. foreign policy was made.
Unit Test – Multiple Choice Questions; Short Response Questions; DBQ and Long Question: To what extent were the policies of the New Deal a distinct turning point in U.S. History, and to what extent were they merely an extension of Progressive Era policy goals? Confine your answer to the programs/policies that addressed the specific needs of American workers.
During this unit students will discuss possible answers to the following essential questions:
Identity: How did the continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this period?
Work, Exchange, and Technology: How did movements for political and economic reform take shape in this period, and how effective were they in achieving their goals?
Peopling: Why did public attitudes towards immigration become negative during this time period? Why did opposition emerge to various reform programs?
Politics and Power: How did reformist ideals change and reformers took them up in different time periods? Why did opposition emerge to various reform programs?
America in the World: Why did U.S. leaders decide to become involved in global conflicts such as the Spanish American War, World War I, and World War II? How did debates over interventions reflect public views of America’s role in the world?
Environment and Geography: Why did reformers seek for the government to wrest control of the environment and national resources from commercial interests?
Ideas, Beliefs, and Cultures: How did “modern” cultural values evolve in response to developments in technology? How did debates over the role of women in American public life reflect changing social realities?
|
Monday, 18 April 2016
Essays
Work on writing your Unit essays. Tomorrow we will start Unit #7 1890-1945.
6.1 Students will be able to analysis and discuss how the rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
6.1 Students will be able to analysis and discuss how the rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.
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