Week 9: 10/28-11/1, 2013 Unit II continues Finish History Alive! - - PowerPoint PPT Presentation
Week 9: 10/28-11/1, 2013 Unit II continues Finish History Alive! Ch. 19: Foreign Policy; Ch. 20 Spanish-American War and Begin WW I via Trench Day Homework: Complete your 3- part foreign policy essay Monday, October 28, 2013 I.
Unit II continues Finish History Alive! Ch. 19: Foreign Policy; Ch. 20 Spanish-American War and Begin WW I via “Trench Day”
Homework: Complete your 3-part “foreign policy” essay Monday, October 28, 2013 I. Conversation Piece
EQ projects…40 major points
assessment…20 minor pts
What was, is, and should be America’s role in the world?
Students will examine, discuss, and evaluate several historic events, facts, & relevant quotes in an effort to strengthen “relationships.” Students will summarize and explain the history and present status of America’s foreign policy, and then recommend a future “course of action” (COA).
‘A man a plan a canal Panama' is also a palindrome
What was, is, and should be America’s role in the world?
made in your life and the motivations behind it.
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.
guide a nation in its relations with other countries.
policy during the 1800s.
pragmatism? Idealism? Both? Other?
Which is closer to “pragmatism:” realism or idealism?
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.
and_pragmatism
nations.
well as treaties.
nations or influence their policies.
force.
relations should be guided by pragmatic self- interest-practical goals such as national defense and access to resources
pursue practical objectives that benefit the American people. Such objectives might include national security, increased trade with other nations, and access to overseas resources.
should influence international relations
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.
wars between other nations
alone" in its relations with other countries. It did not seek either military or political alliances with foreign powers.
President James Monroe in 1823 warning European powers against future colonization in the Western Hemisphere or interference in Latin American republics
country, typically by treaty
controlled by a stronger nation
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.
With realism, the focus is on practical concerns and national self-interest. With idealism, the focus is on moral values and the spread of American ideals.
Address, the United States tried to stay neutral in foreign wars and avoid alliances with
neutral nation.
States would view efforts to establish colonies in the Americas or interfere with new Latin American republics as hostile to its interests.
States acquired the Louisiana Territory, Florida, Oregon Territory, and Alaska. By winning the Mexican War, it gained vast lands in the Southwest.
territory and influence. At the same time, Americans began to debate the role and value
What was, is, and should be America’s role in the world?
dominate this country's relations with other
foreign policy reflects a blend of the two schools of thought.
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”). These materials are on the desk in Room 332…near media cart? IF GROUPS ARE NOT DOABLE, periods 4 & 6 may complete the activity as a whole class using the PowerPoint slides… Which cartoon shows the viewpoint
Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p. 255-257
Viewpoint 1 matches Cartoon D paraphrased Lodge quotation: European countries are expanding overseas. The United States should also try to expand overseas.
Viewpoint 2 matches Cartoon B paraphrased Schurz quotation: The United States should spread peace throughout the world and be a friend to
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.
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.
GIEP, NHD, History Corps & enrichment opportunities?
peers in 9th Grade Social Studies this year?
participation in one or more of the following: National History Day? Model Congress (11/22)? History CorpsOral History (required) Model UN (Spring ‘14) Personalized “investigations?” Other?
Homework: Begin questions (notes) on Spanish-American war handout (Ch. 20, plus Ch. 10, Sec. 2) Tuesday, October 29, 2013 I. Celebration of Unit I Projects GIEP, NHD, History Corps & enrichment opportunities?
What was, is, and should be America’s role in the world?
History Alive! Activity begins Essential Question 2: When should the U.S. go to war?
Students will examine samples of the differentiated assessment from Unit I. Students will complete the foreign policy essay, then begin Ch. 20 History Alive! activity on the Spanish-American War.
In your Unit II “ttt” packet, begin your answer…
READ options, then prioritize/WRITE SHARE? Images, Song, & Video Clip Spanish-American War in the media
EQ 2: When should the US go to war? Sustained writing exercise begins
3-part foreign policy essay due TUESDAY, October 29th What was, is, and should be America’s role in the world?
1. Show an understanding of how America’s foreign policy evolved and changed over time. (Consider George Washington’s neutrality & unilateralism, to Monroe’s Doctrine and Teddy Roosevelt’s corollary, to Taft’s dollar diplomacy, and finally Woodrow Wilson’s moral diplomacy…Ch. 19 & 22 in History Alive!) 2. Evaluate America’s recent examples of “foreign policy” based on either of the two articles distributed on Wednesday (or other current international events involving the U.S.) 3. Personalize & summarize your view of what America’s “role in the world” ought to be in the future. Explain your “student perspective” in a way that reflects your opinion of what you learned in class & through reading through the articles.
Homework: Complete Spanish-American war handout (Ch. 20, plus Ch. 10, Sec. 2) Wednesday, October 30, 2013
History Alive! sustained writing continues (Song(s), voting, images, video, etc.) Essential Question 2: When should the U.S. go to war?
Students will continue the Ch. 20 History Alive! activity on the Spanish-American War and begin initial preparations for the upcoming “Trench Day.”
Help Honor Our Nation’s Veterans at Lenape
We need your help. A photo collage is being organized to honor our nation’s heroes at Lenape on Veterans Day. If someone in your We need your help. A photo collage is being organized to honor our nation’s heroes at Lenape on Veterans
Social Studies Teacher a digital photo of that individual so you can add a personal connection to our Veterans Day presentation. The Lenape Middle School History Department, Members of the History Corps, Student Council, and Lenape Soul, will be organizing and showcasing all of the photos to pay tribute to our nation’s Veterans. Please send all pictures and completed information forms to your Social Studies Teacher so that we may honor your loved ones at Lenape on Veterans Day. Please send photo’s by November 6th.
*What role does the news media play in shaping perceptions about war?
to, during, and after a war? EXPLAIN
Did you list *today’s date (10/30/13) and answer at least two of the questions above?
EQ2: When should the United States go to war?
specificity, and/or clarity to your written answer as you evaluate & analyze a variety of reasons for war
video clip…ANALYZE for additional insights & views
*Was this conflict a legitimate use of force by the US? WHY or WHY NOT?
Homework: Prepare for tomorrow’s WW I simulation: Trench Day! Thursday, October 31, 2013
History Alive! sustained writing “ends” (Song(s), images, video, debate, etc.)
Was the S-A war a legitimate use of force by the US?
WHY or WHY NOT?
Students will conclude the Ch. 20 History Alive! activity on the Spanish-American War and finalize preparations for tomorrow’s “Trench Day.”
EQ2: When should the United States go to war?
packet by *responding to today’s prompt*
the video clip…ANALYZE for additional insights, views, & answers
discuss details, DISCERN the “truth,” & raise questions about the Spanish-American War
then WRITE about your “feelings” on war *Was this conflict a legitimate use of force by the US? WHY or WHY NOT?
It’s 1898, now imagine that you are a…
that is a potential war zone
Based on your selected perspective, EXPLAIN how you feel about at least 2 of the reasons why wars are sometimes fought.
U.S. borders
values and moral beliefs
governments
appropriate
When is it appropriate for the United States to send soldiers to fight and face death on foreign soil?
The Editor’s to Blame (Part 1)
Now wars are never started by those who have to eventually fight them. And profit is often gained by those who plot and intrigue to ignite them. Now take the recent struggle ’twixt America and Spain, When all is said and all is done, there’s only one man to blame. Chorus Editor, Editor, we all know your name. Editor, Editor, you’re the man to blame. (Repeat) He saw his circulation sinking mighty low, So he says we need a yarn to put us on the go. Then he looked at Cuba, and then he looked at Spain, He says I’ll tell the world and God of Cuba’s tragic shame. Chorus And so he wrote of pain and tear, of anguish and despair, Taxes made and orphans made, and print both bold and bare. He wrote of bleeding Cuba, he wrote of cruel Spain, He says that we should intervene, in Christianity’s name. Chorus
The Editor’s to Blame (Part 2)
And when the country was aroused, as much as we could be, He scribbled off his masterpiece, enthusiastically, He took his yellow-quilted pen, and then with great disdain He wrote his editorial, and sunk the good ship Maine. Chorus Editor, Editor, we all know your name. Editor, Editor, you’re the man to blame. (repeat) This fellow made a lot of money from the little war, And after it was over, boys, he made a whole lot more. Newspapers all around the land bear his famous name, But it began the day this man sunk the good ship Maine.
The Editor’s to Blame (Part 1)
Now wars are never started by those who have to eventually fight them. And profit is often gained by those who plot and intrigue to ignite them. Now take the recent struggle ’twixt America and Spain, When all is said and all is done, there’s only one man to blame. Chorus Editor, Editor, we all know your name. Editor, Editor, you’re the man to blame. (Repeat) He saw his circulation sinking mighty low, So he says we need a yarn to put us on the go. Then he looked at Cuba, and then he looked at Spain, He says I’ll tell the world and God of Cuba’s tragic shame. Chorus And so he wrote of pain and tear, of anguish and despair, Taxes made and orphans made, and print both bold and bare. He wrote of bleeding Cuba, he wrote of cruel Spain, He says that we should intervene, in Christianity’s name. Chorus
What role does the news media play in shaping perceptions about war?
media act a certain way prior to, during, and after a war? EXPLAIN Did you list today’s date (10/30/13) and answer at least two of the questions?
Was the S-A war a legitimate use of force by the US?
Yes
(circle your opinion)
No
Argue the OPPOSITE view using at least 2 of the images!
This simulation is designed to give students an understanding of the trench warfare system utilized during the First World War.
Objective
3 minute trench warfare (no narration)
Teacher talk "trench warfare" Somme
Social Studies classes will be divided into two even teams
across “No Man’s Land” safely.
the other side of the gym without getting hit by a ball.
Man’s Land” will be calculated after each round.
the rounds will win.
If you are hit by a ball you are OUT No head shots No jumping
wire” you must crawl under it.
Wear appropriate clothing
around in
Expect scenario changes Use appropriate school behavior HAVE FUN!
What strategy did you or your team use? What makes this type of warfare so difficult? If you made it to the other side, what challenges are you now presented with?