Homework Chapter 21 Section 1. CP Unit #3 Emergence of Modern America

Homework

• Chapter 21 Section 1

CP Unit #3Emergence of Modern America

Key Learning

• The Emergence of Modern America (1890-1919): Students will examine primary and secondary sources regarding the emergence of modern America in order to distinguish between historical fact and interpretation using differing points of view.

Unit Essential Question

• How do primary and secondary sources differ in their descriptions of the emergences of modern America?

Concept EQ – How did political parties play an extra-Constitutional role in American politics during the Progressive Era?

2nd MP Project

• Easy Way or Hard Way? • Desks are cleared except for pen/pencil• No talking; Test face down when finished

Unit #3 Pre-Test

Classwork

• Video – America: the Story of US (cities and boom)– No talking– Answer questions on worksheet

Primary vs. Secondary

• Read the two articles on the Progressive Era. • Answer the questions on a separate piece of

paper.

Exit Ticket

• Create a working definition for Progressive

HOMEWORK

• Read – – Chapter 21 Section 2

Concept #1 – Progressive AmericaLesson Essential Question #1 – How did

economic, political and social conditions affect the development of political parties during the Progressive Era?

Vocabulary – Patronage Sherman Anti-Trust ActMuckraker 16th & 17th AmendmentCivil Service – all federal jobs except elected

positions and armed forces

What do I know?

• Near the turn of the 20th century (1900s), there were a tremendous amount of problems in American cities, rural areas, etc.

• Work with a partner to create a list of 5 problems that were going in America in the late 1800s and early 1900s.

• Be prepared to share with class.

Problems in America (1890-1900)

1.2.3.4.5.

Spoils System

• Patronage – giving jobs to loyal supporters– Corruption – took public money, did not have skills

for job• Ending System –

– Rutherford B Hayes James Garfield

THE DEATH OF A PRESIDENTPresident Garfield shot by Charles Guiteau in July 1881

Regulating Big Business

• What problems were there with big businesses/monopolies?

• Solution – Sherman Antitrust Act– Difficult to enforce– Used to stop unions

Reforming City Government

• How did city governments become so corrupt? • Boss Rule –

– Powerful politicians• Popular – immigrants• Controlled all work in city (payoffs)

– Tweed Ring – Boss William Tweed (NYC)• Expose by Thomas Nast

Changing the Public

• Muckrakers – crusading journalists – Burned out tenements, exposed corruption

• The Jungle – Upton Sinclair– Meat packing industry

Progressive Beliefs

• Government – guided by public interest• Women – played leading role

– Morally superior to men – WHY?• Will of the people –

– Primary– Initiative– Referendum– Recall

Other Reforms

• Graduated income tax– Rich pay higher rate than poor or middle class

• 16th Amendment – Congress has power to impose income tax

• 17th Amendment – direct election of senators

Class work

• Complete Urban Political Machines Packet on separate piece of paper.– Answer all questions in complete sentences

Class Work• Read excerpts from The Jungle – Upton Sinclair

(1906) and Fast Food Nation – Eric Schlosser (2002)• Write a one page essay comparing the two excerpts.

Your paper should answer the following questions: – What is the goal of both excerpts?– What kinds of details do both authors include in their

excerpts to make their points?– What were the effects of The Jungle’s publication and what

have been some possible effects of the publication of Fast Food Nation?

HOMEWORK

• Read– Chapter 21 Section 3

Exit Ticket

• America began to change for the “better” in the late 1800s, early 1900s. What impact do those changes still have on America today?

Concept #1 – Progressive America• Lesson Essential Question #2 – What

government reforms made officials more responsible to the people? Why were they needed?

• Vocabulary – TrustTrustbusterConservation

Big Ideas

• Initiative – gave voters right to put a bill directly before the state legislative

• Primary – voters choose their party’s candidate from among several people

• Referendum – gave voters the power to make a bill become law

• Recall – allowed voters to remove an elected official from office

Changes in Political Parties

• As societal values change so do the political parties. How have political parties changed over time and recently?

• Work with a partner to create a list of 5 examples.

• Be prepared to share with class

Changes in Political Parties

1.2.3.4.5.

Rise of Progressive President

• 1896 – William McKinley elected President• 1900 – McKinley chose Theodore Roosevelt as

running-mate

Theodore “Teddy” Roosevelt

• Born to wealthy family (NY)• 26 yrs old – NY State Legislature

– Tragedy almost ended political career (1884)• Head of NYC Police Department, Assistant

Secretary of the Navy• 1898 – signed up to fight in Spanish American

War– Led “Rough Riders”

• Governor of New York (anti-trust)

Death of another President• September 1901 – McKinley assassinated by

anarchist Leon Czolgosz

TR takes on the Trusts

• Good vs. Bad Corporations– Good – efficient and fair– Bad – cheated public and took advantage of

workers• Ordered Attorney General to file lawsuits

against trusts– Northern Securities Company

• Called trustbuster

The Progressive President Continues

• 1904 Election: TR – Square Deal– All have opportunity to succeed – Won in land slide

• Meat Packing Industry– TR read the Jungle– Meat Inspection Act of 1906– 1906: Pure Food and Drug Act

• Conservation – “The rights of the public to natural resources outweigh private rights.”

1908 & 1912 Elections

• 1908 – TR put support behind William Howard Taft– TR – Africa to hunt big game

• 1912 – TR running against Taft– Republicans did not trust TR– TR sets up new party – Progressive Party

• “BULL MOOSE PARTY”

– Democrats – Woodrow Wilson

New President

• 1912 – Woodrow Wilson– TR and Taft split Republican vote

• Wilson – – New Freedom – restore competition in American

economy – Federal Trade Commission – investigate

companies

Class work

• Political Cartoon Activity– May work in partners or individually– Work must be completed on separate piece of

paper.

HOMEWORK


Exit Ticket

• How did the relationship between government and big business change during the Progressive Era? Do you still se those changes today?

Concept #1 – Progressive America• Lesson Essential Question #3 – Were the

Progressives successful in their goals of expanding rights (in workplace and for women), creating accountability in government and creating a social conscience for issues such as conservation and urban health?

• Vocabulary – Suffragist18th Amendment19th Amendment

Changes in individuals rights

“Kansas will win the World’s applauseAs the sole champion of the woman’s causeSo light the bonfires, have the flags unfurledTo the banner state of all the world”

What feelings/beliefs do you think the author was expressing about women’s rights?

Be prepared to share with class

Beginnings of Suffrage Movement

• Civil War• Late 1800s – women gained right to vote in 4

western states – WY, UT, CA, ID– Why? – Wyoming – 1890 applied for statehood

• Wanted Congress to change voting law• “We may stay out of the Union for 100 years, but we

will come in with our women.”

Suffragists

• Early 1900s – – 5 million women earning wages outside home

• Paid less than men

• Carrie Chapman Catt• Alice Paul

VICTORY FOR WOMEN

• 19th Amendment - The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. (1919)– Doubled number of eligible voters

• Licenses to practice law, medicine• Higher Education

Temperance Movement

• 1874 – Women’s Christian Temperance Union: Evils of alcohol

• Movement began in countryside and fear of “big city”– What differences are there between the

countryside and the “big city”?– Why did movement begin?

• Carry Nation – – Took fight to saloons

Temperance Movement

• Temp Move – wanted Constitutional amendment banning alcohol

• 1917 – WWI– Argued grain used to make liquor should be used

to feed soldiers• 1917 – Congress passed 18th Amendments –

illegal to produce, consume or sell alcoholic drinks anywhere in US

Class Work

• Read Excerpts from “Inside the Madhouse” and “the Jungle”– Answer questions on separate piece of paper

Homework #7

• STUDY FOR Test; • Finalize Notebook and Current Events

Exit Ticket

• What future problems do you foresee with the passage of the 18th Amendment?

AssessmentProgressive Era

Homework

• Read – Chapter 22 Section 1

Review Progressive Era Test

• All earned tests scores at D or F must have test signed and returned next class

• Select any 2 short answer questions and re-write your responses

• Re-writes must be attached to the original test to count

Imperialism & WWI Pre-Test

• Easy Way or Hard Way? • Desks are cleared except for pen/pencil• No talking; Test face down when finished

Concept #2 – Imperialism and WWI

• How has US imperialism affected native cultures both positively and negatively?

Vocabulary - ImperialismAnnexationIsolation

Cartoon Analysis• Work with a partner and analyze the

following cartoon on the purchasing of Alaska from Russia.

• Answer the following questions– What is going on in this picture? – Who or what is represented by each part of the

drawing? – What point is the cartoonist making?


Expanding the US• Sectary of State William Seward

• Annex – Canada, Alaska & Caribbean Islands• 1867 – Alaska purchased for $7.2 million

– Less than 2 cents per acre

• Hawaii– US involvement (early 1800s – sugar)

• Important military and economically

– Island controlled by US businesses – 1893 – Queen Liliuokalani – give power back to people– US businesses led uprising to overthrow queen– 1898 – US annexes Hawaii

Class workFor or Against Annexation

Arguments For : •Hawaii too small and weak to maintain independence •No protest by any other government•"Cordial consent" of both governments •Strategic location to secure U.S. fleet and coastline •Commercial interests •"Outpost of Americanism against increasing Asiatic invasion"

Arguments Against: •Hawaiian people not consulted •American people not consulted •Unconstitutional method of increasing domain •Too remote; too costly to defend •Non-homogeneous population •Not commercially necessary •Not militarily necessary •Secure independence of Hawaiian people with policy rather than takeover

Above are the arguments used for and against the annexation of Hawaii in the May 17, 1898, Report of the Committee on Foreign Affairs Report on H.Res. 259. Chose a side and write a letter to a US Congressman explaining your point of view. Use your textbook for more reference information.

Class Work• Political Poster – Hawaiian Annexation

– Get into groups of no less than 3– Decide as a group Pro or Con Annexation– Use a laptop and textbook to research both sides

to the argument of Hawaiian Annexation– Create a campaign poster– Must have

• Campaign Slogan• Pictures• Facts supporting your side to argument• Statements why the other side is wrong

Homework #6


Exit Ticket

• Was America correct in its addition of Alaska and Hawaii? Did the government do anything wrong in trying to expand the country?


• How has the US imperialism altered American power and prestige in the international system?

• How did imperialism result in an unprecedented international conflict?

Vocabulary - Rough RidersPlatt Amendment Yellow Journalism

Predicting the future…

• In 1823, US Secretary of State John Quincy Adams said – “Cuba is like a ripe apple. A storm might tear that apple from its native tree—the Spanish Empire—and drop it into American hands.”

• Was John Q Adams correct in his statement? Why or why not?

• Be prepared to share with class

Video

• Spanish-American War• Watch twice – with and without lyrics• Complete class work activity

Beginnings of Conflict• Cuba – Spain’s “Ever-Faithful Isle”• 1868 – Revolution broke out

– Crushed after 10 years• 1895 – new revolution

– Brutal tactics used to crush rebellion– Herded millions of Cubans into detention camps

(100,000 died)• US reaction

– US businesses - $100 million (SUGAR)– Public split

War Fever• Presidents Cleveland and McKinley kept US

out of war• Media (NY World & NY Journal)

– Yellow journalism

REMEMBER THE MAINE!• 1898 – fighting broke out in Havana, Cuba• McKinley – USS Maine sent to Havana• February 15th – Explosion

– 260 of 350 sailors and officers killed• Controversy

– Historians – accident• REMEMBER THE MAINE! – US battle cry• April 25, 1898 – Congress declares war

Spanish-American War• War – 4 months long

– Philippines and Cuba• Cuba

– US Soldiers• Teddy Roosevelt = Rough Riders

Spanish American War• Battle for San Juan Hill

– Rough Riders and Buffalo Soldiers

Spanish-American War

• End of war– Spanish fleet destroyed (off Santiago)– US claimed Puerto Rico– Losses

• 379 men died, 5,000 of malaria and yellow jack

End of War

• Treaty – signed in Paris– Cuba is free– Spain gave US two Islands – Puerto Rico and Guam– US bought Philippines for $20 million

• Platt Amendment– Limited Cuba’s right to make treaties– Allowed US to intervene – US naval base at Guantanamo Bay

Activity

• Digital US History - Imperialism

Notebook Activity

• Spanish-American War

Homework


Exit Ticket

• Was the US justified in attacking Cuba during the Spanish-American War?

Cuban Invasion Case StudySummary of Unit – • This unit of study addresses Delaware History Standard 2b, which asks students

to differentiate between fact and interpretation. Students will learn that history is the interpretation of the past and that historians use facts to support their interpretations. In this unit, students will evaluate the strengths and weaknesses of various historical documents. Students will use these documents in the construction of their own interpretation of the past.

• Students will conduct a case study of the 1898 American invasion of Cuba. They will analyze a variety of conflicting primary accounts, weigh the evidence, and draw their own conclusions about why the United States government took this action. Students will consider if the United States engaged in “imperialism” and place the Spanish-American War in the broader context of the 19th-century expansion of Western power around the world.

• This unit draws heavily from the website Historical Thinking Matters, a site designed to help students and teachers analyze documents like historians.

Cuban Invasion Case Study

• History Standard 2b – Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations

• BIG IDEA – Historical Analysis


• Unit Enduring Understanding– Historians derive their interpretations of the past

from multiple, sometimes conflicting, sources. – Historians must prove where the information can

be found that is the basis for historical conclusions.


• Unit Essential Questions – – Why does differentiating fact and interpretation

matter? – Why is it necessary to consult multiple sources

when studying the past?

Cuban Invasion Case Study Knowledge and Skills • Students will know…

– History is the interpretation of the past. Historians use historical facts to construct their interpretations.

• Students will be able to… – Analyze primary and secondary documents in order to differentiate

between fact and opinion. – Recognize the value and limitations of historical documents. – Analyze historical data in order to construct their own interpretation

of the past.

Lesson #1 - What is Imperialism?

• Brainstorm examples of Imperialism• Partner up and review each others list• Be prepared to share with class

Gathering Information

• Complete the Graphic Organizer with a partner– Investigate the events in US History listed below

and complete the chart – • LA Purchas, Monroe Doctrine, Annexation of Texas,

Mexican-American War, purchase of Alaska• Use Textbooks

Checking for Understanding

• Did the US engage in imperialism in the 19th century?

• Why or why not? Support your answer with specific evidence from US History.

Extending and Refining

• A major focus in this unit is to differentiate between fact and interpretation.

• Independently – read the eight statements and decide if each statement is fact or interpretation.

• Partner up and share responses• Be prepared to share with class

Homework


Lesson #2 – Why did the US invade Cuba?

• VIDEO– Take notes to answer the question above

• Checking for Understanding – – Which reason for the US invasion of Cuba do you

find most convincing? Explain your answer.

http://historicalthinkingmatters.org/spanishamericanwar/

Lesson #2 – Guided Document Analysis

• Examine two interpretations of a specific event: The Sinking of the USS Maine in Havana Harbor

• 3 Documents– Warm-up Document Analysis Chart– Document A: New York Journal– Document B: New York Times

• Read document A; complete first 3 columns on analysis chart– Be prepared to share with class

• Read document B; and complete 3 columns• Complete last column in pairs

Group Discussion• Do you know what happened to the Maine? What are the facts of this incident? • What evidence do you have for your answer? Give an example where the

reporter uses solid evidence to support a claim made in the article. • Compare the visual impact of the two headlines. Which newspaper would you

be more likely to buy? Why? What can we infer about these two newspapers? – Front page of The New York Times, February 16, 1898

http://www.nytimes.com/learning/general/onthisday/big/0215.html – Front page of The New York Journal, February 17, 1898

http://www.pbs.org/crucible/frames/_journalism.html • Do you think these articles would have been received differently by their

readers in 1898? How so? • What effect might the Journal article have had on its readers? • What effect might the Times article have had on its readers? • How significant do you think the Maine explosion was to the American people at

this time? Why? • Which account is more convincing? Why?


• How does the sinking of the Maine incident demonstrate the importance of differentiating between fact and opinion? Use a specific example from the Maine incident to support your answer.

Application – Independent Document Analysis

• Read Documents C, D, E, F, G & I• Complete Adapted Main Inquiry Document

Analysis Chart


• Which document do you think is the most factual? Explain your answer.

Lesson #3 – Political Cartoons

• As a class – complete the Cartoon Analysis Worksheet for the following political cartoon:– “Well, I hardly know which to take first!”

Lesson #3 – Political Cartoons

• As a class – complete the Cartoon Analysis Worksheet for the following political cartoon:– “Well, I hardly know which to take first!”

• As a class – Complete Political Cartoon Gallery Walk

Independent Political Cartoon Analysis

• Examine each of the following political cartoons in a gallery walk– Add comments that explain the meaning of the

cartoon in the margin• Move in small groups to view each display and

complete the Political Cartoon Gallery Walk Worksheet

#1 – The Cuban Melodrama

#2 – Miss Cuba Receives an Invitation

#3 - How Some Apprehensive People Picture Uncle Sam after the War

#4 – After the First Mile

#5 – Hurrah for the 4th of July!

#6 – Spanish Politeness


• How do political cartoonists use symbols to convey their interpretation of an event or person? Use a specific example to support your answer.

Application

• Performance Task – – Option A – Create and defend your own thesis– Option B – Defend or refute a thesis from a

fictional historian

Performance Task Scoring Rubric

Homework


Lesson #4 – Interpretations of the Expansion of Western Power

• Purpose – place the expansion of American influence in a global context

• Analyze the following Maps – – Africa 1914– Imperialism and the Balance of Power– Scramble for Africa– World Colonial Possessions – Imperialism before WWI

http://users.erols.com/mwhite28/afri1914.htm

http://users.erols.com/mwhite28/1907powr.htm

http://www.joh.cam.ac.uk/library/library_exhibitions/schoolresources/exploration/scramble_for_africa/

http://www.lib.utexas.edu/maps/historical/ward_1912/world_1910.jpg

http://www.wwnorton.com/college/history/ralph/resource/impafr.htm

4 Explanations for 19th Century Imperialism

• Economic• Strategic• Social Darwinism• Civilizing Mission

Economic

• The “Neo-Imperialism” of the 19th century was the result of capitalism. Colonies provided raw materials for industrial production, markets for manufactured goods, and cheap labor. Lenin called imperialism the “monopoly stage of capitalism.”

Strategic

• The Great Powers (e.g., Great Britain, France, Germany, and the United States) secured colonies in order to protect their interests abroad and enhance their geo-political influence. For example, Egypt was important to the British because the Suez Canal provided the shortest route to India. Other countries scrambled to acquire their own colonies to compete with the British. Colonial adventures might also unify a nation in a common goal.

Social Darwinism

• Herbert Spenser adapted Charles Darwin’s theory of natural selection to human social relations. Spenser coined the phrase “survival of the fittest” to describe how “superior” peoples (the fittest) should rule the less powerful, or “inferior,” peoples.

Civilizing Mission

• The more “advanced” people had a duty to bring the benefits of their higher culture, including Christianity, education, industry, and modern technology.

White Man’s Burden – Document Analysis• Background: Rudyard Kipling was an immensely popular and

prolific British author. He was born in British India in 1865. His works include The Jungle Book (1894), Captains Courageous (1896), Kim (1901), and Just So Stories for Little Children (1902). Kipling won the Nobel Prize for Literature in 1907.

• While some scholars argue that “White Man’s Burden” is satire, most believe that this poem is consistent with Kipling’s other works that celebrate the benefits of imperialism. Note that Kipling emphasizes the high cost of imperialism to colonizers; he calls imperialism a “burden.”

• This poem can be seen as a welcome to the United States into the family of colonizers. The subtitle of the poem is: “The United States and the Philippines.”


• Which interpretation of motives for imperialism does Kipling’s “White Man’s Burden” express? Use an example from the poem to support your answer.

Independent Document Analysis• Partner up• Highlight with the appropriate color words

and passages in the document that reflect each motive– Green = economic– Red = strategic motive– Blue = social darwinism– Yellow = civilizing mission

• Summarize the argument for imperialism• Be prepared to share with class

Applying an Interpretative Framework

• Read facts about US occupation of the Philippines

• Write a one paragraph summary of the event using one of the explanations of imperialism

• Create a title for the paragraph that reflects the interpretation

• DO NOT ALTER THE FACTS• Be prepared to share with class


• Why is it necessary to consult multiple sources when studying the past? Use an example from this unit to support your answer.


• One of the topics you will study next is WWI• Given what you have learned about historical

interpretations in this unit, what do you expect to learn about the causes of World War One? Explain your answer.

Homework #7

• Read Chapter 20 Section 1

Concept #2 – Imperialism & WWI

• Lesson Essential Question – What were the causes to WWI?

• Opener – • What is going on in this picture? • Who or what is represented by each part of

the drawing? • What point is the cartoonist making?

Class work

• WWI Video – FOOT SOLDIERS– NO TALKING– Answer all questions on worksheet– All questions go in order– Worksheet due once video is completed

Homework #8


Exit Ticket

• Imperialism is when one country imposes its will on another country – politically, economically, socially. What are the positive and/or negative impacts of US Imperialism?


• Lesson Essential Question – – How do simple ideas and a single event cause a

worldwide conflict?

Vocabulary - NationalismImperialismMilitarism

Predicting the future

• Otto van Bismarck once said – “A great world war will result from something that happens in the Balkans.” Was he correct? Why or why not?

• Work with a partner to answer the question above.

Causes to World War I

• Nationalism – love/pride in your country– Not be ruled by foreign power– Examples

• France and Germany – war in 1870– France lost Alsace-Lorraine to Germany

• Eastern Europe – Hungarian Empire– Serbs and other minorities being ruled by foreign power

Causes to World War One

• Imperialism – one country controls another, politically, economically, socially– Examples – Africa, Pacific

Causes to World War One

• Militarism – building up of military– Example – Germany expanded navy by building U-

boat

Rival Alliances

• Triple Alliance – – Germany– Austria-Hungary– Italy

• Triple Entente – – France– Great Britain– Russia

Both alliances had mutual self-defense agreements.

What does that mean?

- defend others in alliance if one goes to war

“Shot Hear ‘Round the World”

• Nationalism causing crisis in the Balkans– Countries battle for territory– National groups seekFreedom from Austria-Hungary

“Shot Heard ‘Round the World”• Austria-Hungary annexed Bosnia• Serbia – afraid that they would be next

Serbia wanted Bosnia to break away from Austria-Hungary and join them to form their own country

• June 28, 1914 – Archduke Franz Ferdinand (heir to Austro-Hungarian throne) visited Sarajevo

“Shot Heard ‘Round the World”

• Black Hand – Serbian Terrorist Group– Along parade route– Wanted Bosnia to break away from Austria-

Hungary and join with Serbia

“Shot Heard ‘Round the World”

Gavrilo Princip

Assassination of Franz Ferdinand

War is Declared• Austria-Hungary blamed Serbia for death of

Archduke • How did Austria-Hungary blaming Serbia

cause World War I?



• Russia sworn to protect Serbia

War is Declared

War is Declared

FRANCE

War is Declared

FRANCE

Who is at fault?

Class work

• Causes of World War One

Homework #9


Exit Ticket

• Who is to blame for causing World War One? Explain your answer.


• Lesson Essential Question– What impact did the advancements in military

weapons have on the war?

Vocabulary – Trench warfareStalematePropagandaU-boats

The War to End all Wars

• Why do you think this conflict was originally known by the title above? What aspects of the conflict would support that statement?

• Work with your partner• Be prepared to share with the class

The “Great War” Begins• German Kaiser – “You will be home before the

leaves have fallen from the trees.”• What did he mean by this? • How long will the war actually last?

– 4 years

Changing Sides• Sides of War 1914



Which country will drop out of the war and change sides in 1915? Why?

• Italy

• Loosing battles

New Alliances• Central Powers –

– Germany– Austria-Hungary– Ottoman Empire

• Allied Powers – – England– France– Russia– Serbia– Italy– Belgium

German advances• Germany – fighting 2-front war

– Battle of the Marne

Trench Warfare• November 1914 – war

entered a stalemate• Trenchwarfare

– “No Man’s Land”• Battle of Verdun

Class work

• The Trenches• Life in the Trenches

Eastern Front• Germany and Austria-Hungary fighting Serbia

and Russia• Mid-1916 – Russia lost over 1 million soldiers

American Neutrality• Divided Opinion

– Allied support vs Central Powers• Impact of war

– Economic Boom• Selling supplies to both sides of conflict

– What problems could this cause?

– Propaganda War

Freedom of the Seas

• Submarine Warfare– Germans using U-boats to attack any ships near

England• Violated international law – cannot attack neutral ships

– US reaction• President Wilson hold Germany responsible if

Americans die or lose property

Sinking of the Lusitania• Germany ignored President Wilson’s threats• May 7, 1915 – Germany sank Lusitania• American Reaction

Class work

• Map – Europe in World War One

Homework #10


Exit Ticket

• Could America have stayed out of the war? Why or why not?


• Lesson Essential Question – – What impact did America have on the war? What does it

say for the future of the nation?

Vocabulary – Zimmerman Telegram Treaty of Brest-LitovskSelective Service ActLiberty BondsBolsheviks

Isolation

• What does the word above mean? • Work with a partner to create a definition for

the word above and reasons for its impact on events leading up to US involvement in the war.


The Road to War• US Neutrality - ISOLATION

– President Wilson kept US out of war• Won reelection in 1916

• Moving towards war– Unrestricted submarine warfare– Zimmerman Telegram– Russian Revolution

• April 6 1917 – Congress declares war

War Effort at Home

• Allies Desperate• Selective Service Act• Food for Victory

– “Victory Gardens”• Factories and Labor

– War Industries Board & War Labor Board• Liberty Bonds• Role of Women

• Tension & Protest– Great Migration: thousands of African Americans

moved from South to North• Violence against African Americans

– Mexican Immigrants– Attacks on German Americans

• Sauerkraut – “liberty cabbage”• Bratwurst – “liberty sausage”

– Jailing critics

War Effort at Home

Russian Revolution• Czar Nicholas II driven from power

– Romanovs ruled for 300+ years– Riots protesting lack of food and war

• Provisional Government established

• November 1917 – Bolsheviks took over• Communist government (Karl Marx)

• July 1918 – Royal Family is executed• March 1918 – Treaty of Brest-Litovsk

– Allied reaction

Russian Revolution

VIDEO

Societal Evolution

Western Front - 1918• German Push

– Turned all troops to western front– Reached 50 miles east of Paris

US Entry• June 1918 – US reached France

– Led by General John J Pershing• Kept US as separate unit – WHY?

Key American Battles

• Battle of Belleau Wood (June 1918)

• Battle of Argonne Forest (Sept 1918)

Class Work

• US Attempts to Remain Neutral• Battling Through a Forest

Homework #11

• Read Chapter 20 Section 5

Exit Ticket

• What impact did American involvement have on the war? How will this affect the future of the country?

Concept #2 – Imperialism & WWI• Lesson Essential Question – What lessons can

be learned from the end of the “Great War”? How will this conflict impact future events?

Vocabulary – armistice League of Nations14 Points reparationsIsolation

The End of the “Great War”

• President Woodrow Wilson called for “Peace without victory” at the end of the war. What do you think he meant by this?

• Work with a partner to answer this question. • Be prepared to share with class

Peace at Last• October 1918 – Germany contacted Wilson

– Called for armistice– Wilson – 2 conditions

• Germany must accept his plan for peace• German emperor must give up power

• November 11th 1918– 11th hour, 11th day, 11th month

• Why do you think such a specific day was picked?

The Cost of War

• 10-13 million people died– Germany = 2 million– Russia, France & Great Britain = 4 million– US – 50,000

• Northern France destroyed• Germany – millions starving• US – influenza = 500,000 died

Wilson’s Plan for Peace

• Fourteen Points (January 1918)– Goal – prevent international problems from

causing another war– Self-determination– League of Nations

Peace Conference• Big Four

– President Woodrow Wilson (US)– Prime Minister David Lloyd (England)– Georges Clemenceau (France)– Vittorio Orlando (Italy)

• Where are Germany and Russia?

Peace Conference

• Differing aims– Wilson – “peace without victory”– Others – “Germany must pay”

• Reparations• Germany accept responsibility for war• Protect themselves from future German attacks

Versailles Treaty

• June 1919 – Compromise between 2 sides• 5 Basic Aspects of Treaty

– Germany blamed for war– Germany lost military– Germany had to pay huge reparations ($33 billion)– Lost colonies– Government forced to be democracy

• Where is Germany’s involvement?

Changes to EuropeWhat differences do you see?

Senate and Versailles Treaty

Wilson• Took case to people• Suffered stroke

Isolationists• Did not want

League of Nations to tell US to enter war

November 1919 – Senate rejected Versailles treaty

• Wilson – “It is dead, and every morning I put flowers on its grave”

1921 – US signed treaty with Germany; never joined League of Nations

What problems will occurr for League of Nations without the US?

Class Work

• Treaty of Versailles

Homework #12

• STUDY FOR TEST• Finalize notebook and current events

Exit Ticket

• Those who do not learn from history are doomed to repeat it.

• What lessons can we learn from WWI?

UNIT 3 TESTImperialism & World War One