Unit+4+-+Imperialism+10-11

Class #1 - Introduction to Imperialism (November 2nd) In this first class, we'll be introducing the topic of imperialism. You should have completed the reading packet and study guide that discuss the origins of the US as a global power. We'll be taking a quiz on this reading and then discuss how the United States began to adopt this belief that imperialism was fulfilling a moral duty to the world. We'll examine some primary sources (political cartoons and poems) to discuss how the US viewed those who impacted by imperialistic efforts.


 * Prior to class, you should:** Read the imperialism packet and be prepared for a quiz. (The forecast is mostly quizzy.)


 * Homework for next class:** None! (Can you believe I'm being such a nice guy?)

Please fill out THIS SURVEY to help your teacher form groups for the chapter teaching project. It will only be used as a reference. Students are not guaranteed to work with people they list on the survey.
 * Resources for this class:**

Thursday, November 18th - Exam 3 (Units 3 and 4) Tuesday, November 30th - Teaching Project Presentations begin (more on this in the next class)
 * Also, for those of you who like to plan ahead**: Some key dates to be aware of:

Class #2 - The Spanish-American War (November 4th) This class we'll be looking at the causes of the Spanish-American War and, more importantly the outcomes of the war and how this extends the United States' imperialistic efforts to levels not yet seen by this nation. I'll also be introducing the 1920s and 1930s Teaching Project and introducing your groups for that.


 * Prior to class:** No homework


 * Homework for next class:** None


 * Resources for this class:**

Class #3 - Teddy Roosevelt - the Imperialist and Progressive (November 5th - Block G, and November 8th - Block A) This class will be devoted to looking at the life and times of President Theodore Roosevelt. We'll be examining the major actions that he took as the first, truly Progressive President, and then focus more closely on his views and actions regarding imperialism, including the Roosevelt Corollary. Finally, we'll look at his actions in terms of environmentalism and why this was such a radical view for this period of time.


 * Prior to class:** No homework


 * Homework for next class:** Prepare for the Imperialism Debate

Teddy Roosevelt Primary Document Discussion Questions
 * Resources for this class**:

Class #4 - Imperialism Debate (November 9th) This class will be devoted primarily to our debate on what the US should have done with the Philippines. You should all have prepared a 45 second speech (no notes) which you may or may not be called upon to give. Remember, I am grading you on the quality of your participation, not just the frequency of your participation! We'll also spend a little bit of time going back and looking at the legacy of Teddy Roosevelt.


 * Prior to class:** Prepare for the Imperialism Debate


 * Homework for next class:** Read the chapter that corresponds with your topic for the 1920s/1930s Teaching Project.

Class #5 - Introduction to WWI (November 11th) How ironic that we begin discussing World War I on the exact date that the war ended! Today, we'll look at the US decision to remain neutral at the beginning of the war and what changed that decision. After a brief keynote presentation, we'll look at [|Presdient Wilson's Declaration of Neutrality]. According to President Woodrow Wilson, "every man who loves America" will be sure to "act and speak in the true spirit of (fill in the blank)." What did the demographics of the U.S. have to do with Wilson's rhetoric concerning neutrality?

Wilson loudly proclaimed U.S. neutrality in 1914. In 1917, the U.S. entered WWI (and helped lead the Allies to victory in 1918). What changed in just 3 years? Did Wilson no longer belong to the category of "every man who loves America?" Why did the U.S. decide to join the Allied side? How neutral was the U.S. between 1914-1917? Open up the PDF file below and try to figure it out!



You will also be given time to work on your Teaching Project. Objectives and a brief idea of what you are going to do for your lesson are due next class.


 * Prior to class:** Read the chapter that corresponds with your topic for the Teaching Project.


 * Homework for next class:** Teaching objectives and "loose idea" of what you are going to do for your Teaching Project.

Class #6 - The Role of Propaganda and WWI (November 15th)

During the last class you saw several reasons that may have led to U.S. involvement in World War I. When a nation, especially a democratic one, goes from peacetime to wartime, it must "sell" the cause(s) of the war to its citizens. However, not all sales pitches work to a general audience. For example, few presidents could inspire many citizens to enlist in the army and risk 'life and limb' by saying "Fight for the U.S. because it will be great for business and we can avoid economic collapse if we do not get repaid for all of our loans!!!!" In World War I, what two main "selling points" did Wilson use to get the American people on-board with fighting the war? HOW did he get the American people to "buy into" his arguments? Be specific on the 'how' question (2nd site is great for this) The following websites should help you tremendously:

[|How did Wilson Turn WWI Into an Ideological Crusade?] [|George Creel, The Man in Charge of Getting People to Say 'Yes' to World War I]

And finally, answer the following questions each in a detailed paragraph or two. Journal Entry 1: Why do you think countries (such as the US in WWI) spend so much energy on a propaganda campaign for //their own citizens// during wartime? Also, what do you think would happen if they do (did) not?

Journal Entry 2: Niccolo Machiavelli is famous for the-you guessed it-Machiavellian philosophy that believes "the ends justify the means." In essence, it does not matter HOW something is achieved as long as the goal is met. In the case of war, is it acceptable to mislead a country about the __full range__ of reasons for going to war as long as the leaders of that country believe it is in the country's best interest to win the war? Why or why not? Include at least two examples from World War I.

Please turn in your responses to these questions to the appropriate link on Turnitin.com


 * Homework due at the beginning of class:** Teaching objectives and rough lesson plan due (put this on the wiki).


 * Homework for next class:** Study for your test, journal entries are due.


 * Resources for this class:**

Class #7 - The War and Civil Liberties (Nov. 16 - Block G and Nov. 17 - Block A) In this final class before our exam, you will be looking at how First Amendment rights were limited during World War I and we will begin a discussion about the constitutionality of such actions. What was the purpose of the First Amendment? Why are the rights in the First Amendment not considered to be absolute? Is this a good thing? We'll also have some time to work on your teaching projects.


 * Homework due at the beginning of class:** Journal entries uploaded to turnitin.com


 * Homework for next class:** Study for your test!


 * Resources for this class:**