Unit+4+-+Imperialism

__**Thursday, November 5th (Block G) and Friday, November 6th (Block A)**__ You have two separate tasks for today.

Go to the page where you posted your Progressive Era Newspaper (click here). You will then select two different newspapers and review them, using the survey which can be found by clicking [|here]. Please pick one newspaper from your class and one newspaper from the other class to review.
 * Task #1 - Peer Evaluation of Newspapers**

Note: You can only take the survey once by clicking on the link above. Therefore, to take the survey a second time, please click [|here.]


 * Task #2 - Reflection on Mini-Research Paper**
 * Step 1 - Using bullet points, list 12 common/important errors made in the mini-research paper. (You do not need to give a lot of explanation as to how or where this error occurred.)
 * Step 2 - In a brief essay (3/4 of a page to 1 - 1/2 pages, 12 point font - Times New Roman - double-spaced), reflect on the strengths of this paper, how you will improve on future papers, and what you learned from this process.
 * Step 3 - Turn in the first two steps of this activity along with your research paper (original copy if you have it) to me at the beginning of your next class on **Monday, November 9th.**


 * HOMEWORK**: Finish your self-evaluation of your mini-research paper. Read handout: The Origins of a Global Power and complete the study guide that goes along with that.

__**Class #2 - November 9th**__ Today, we'll be looking at the origins of imperialistic thought during the 1890s in the US. You will have completed a reading on the regarding the origins of this thought and what brought about this era of imperialism at this point in time. In class, we'll be looking at a variety of voices from the 1890s and how they justified imperialism or spoke out against it. When discussing these views, it's important to look at them through the lens in which they viewed the world, not a modern-day perspective. I will also hand back your test from Unit 3 and we will discuss it.

__**Class #3 - November 11th**__ Today, we will be looking at the Spanish-American War as the primary example of American imperialistic thought during the late nineteenth century. You will be asked to look at several political cartoons and analyze the meaning behind them. You will also be reading "White Man's Burden" and analyzing its views and impact on America during this time frame.



__**Class #4 - November 13th**__ Today, we will discuss the impact of Teddy Roosevelt, not only on US imperialism, but also his domestic programs as well. We will also be discussing the Chapter Teaching Project and assigning roles for that. Finally, we will be putting the finishing touches on preparing for our debate regarding the Philippines in class next time. Don't forget to have your role prepared for class and completed the two worksheets handed out in class.

__**Class #5 - November 16th (Block G) and November 17th (Block A)**__ Today, we will be holding our debate regarding the US policy toward the Philippines. Each of you has been assigned a role and should be prepared to give a brief (45-60 seconds) speech outlining your position. Once everybody has given their speech, students will be holding a semi-formal debate with the opposing sides. Afterward, we will do a brief reading on the unintended consequences of imperialism in the U.S.

__**Class #6 - Introduction to World War I**__ [|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!



__**Class #6.5 (in between Classes 6 and 7) - Unit 4 Test Study Guide**__

__**Class #7 - "Selling the War"**__ 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 repayed for all of our loans!!!!" In World War I, what two main "selling points" did Wilson use to get the American people onboard 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] [|World War I: The Role of Propaganda 2 min video clip]

In the 2 1/2 minute video clip below, who are the different types of people addressing U.S. citizens to motivate people to support the war? Other than speeches, what were several other strategies in the video clip used to promote the war? How did famous (and controversial) director DW Griffith portray the Hun (Germans) in "Hearts of the World?" What effect do you think this may have had? [|Different Ways to 'Sell' the War]

The PowerPoint below has several examples of the propaganda produced during World War I. What were some of your favorite strategies used during this time period? What were the goals of the different propaganda types?



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

__**Class #8 - "Shut Up and Movin' On"**__

2 Questions for Today: (1) What happened to freedom of speech during and immediately after World War I? (2) How did the US change as a result of the war?

Part A: How do the Espionage Act, Sedition Act, yelling "fire" in a crowded theater, and "clear and present danger" relate to freedom of speech and World War I? You should look these up on your own and tie them all together in small groups. The PPT that follows can help you get started:

Part B: How did the "Great War" affect worldwide technology? How did it cause changes for women, minorities, and the US in the world? Your teacher will help go over this with you.

Part C: In the remaining time, plan ahead for your chapter teaching day or review for your test which will take place during the next class.

For Further Study: [|American Neutrality and Entry into World War I] [|BBC's Awesome WWI Site] [|WWI Document Archive]