1 / 80

America's Role as a Global Power: Libraries, Oral History, and Unit Study

This week, students will explore the role of libraries in the search for truth, kick off an oral history project, and continue studying America's rise as a world power. Homework includes a word wall tile and an OHP proposal.

waverly
Download Presentation

America's Role as a Global Power: Libraries, Oral History, and Unit Study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Week 4: September 25-29, 2017 Unit I: America as a World Power

  2. Why are we here this week? Visit library & kick-off Oral History Project, plus Honors Book Study Continue Unit I: America as a World Power via Ch. 10 & 11 “telescoping the times,” History Alive! notes, video clips, & “word wall tiles”

  3. Homework: Unit I word wall tile due tomorrow @ 2:30 OHP proposal due in two weeks…10/9 What role do libraries serve in our search for TRUTH? Monday, September 25, 2017 Library Resources Oral History Project Honors Book Study (Per. 2,3,6) OPTIONAL survey, mandatory practice quiz Unit I “Opening Acts”America as a World Power Ch. 10-11 “ttt” & HA 19-25 (25 & 30 pts) Word Wall tile (25 pts, incl. SELF & PEER evaluation)

  4. What is OHP? • Activity: Students will create an oral history project by researching an event or era in American history and interviewing a person who was a participant or witness to that event. • Students may collaborate with other students to create a list of interview questions and use those questions to interview a person about their life. • Students will use the information from the recorded interview to create a product that demonstrates their understanding of the interviewee’s experience within the context of the historical time period. • Requirements: Students may work collaboratively on the task but must turn in an individual product for the final grade.

  5. OHP is a GREAT & CHALLENGING project! OHP proposal is a MINOR grade, but a “MAJOR misstep” if NOT completed THOUGHTFULLY!

  6. Using Office 365 Outlook mail… Find FORMS links??? PLEASE see teacher today if Office 365 is NOT working for you! OPTIONAL survey As of Friday @ 10 AM… MANDATORY quiz Open ONLY during your class period in the library today! “TEST” of many SKILLS! • Listening? • Technology? • Prioritization? • Time management • SS routines & expectations?

  7. Write your NAME on BACK! SHOW deductions, then list your SCORE out of 25 (with stars) near your name on BACK…??/25 Word Wall • Alphabetized descriptive display of “words” that include definitions, part(s) of speech, sample sentences & historic details, images & color, similar & opposite words, usage & variations, etc. • Pick an appropriately challenging term (see list) • Locate word in several sources: The AmericansHistory Alive! Longman Dictionary of Contemporary English Dictionary Thesaurus On-line Expectations: • DEFINE “word” in 14 words or lessoriginal & personalized(NO COPYING!) (INSIDE) 5 points • Part(s) of speech…noun? verb? adjective? adverb? (INSIDE) 2 points • List synonyms/related words or phrases ANDantonyms/opposite words(INSIDE) 4 total (2 pts per set) • Write a sample sentenceshowing USAGE: examples, people, events(INSIDE) 3 points • Neatly print/type LARGE, BOLD/DARK/COLORFULletters (NOcaps?!) (OUTSIDE) 3 points • Illustrate with colorful pictures, symbols, cartoon captions, (limited text) (OUTSIDE mainly)3 points Self-evaluate! -deductions, if any, then 3-5 rating….25 poss. pts. PEER EVALUATION: VERIFY completion (20 pts) and JUDGE the QUALITY (3-5 pts) PRINT your NAME (on back), then award 3, 4, or 5 STARS based on QUALITY

  8. Honors needs 7+ sources…

  9. Suggested Books or Reads for Each Unit of Study  OHP era or event? Progressive Era  The Jungle  Imperialism  World War I  All Quiet on the Western Front  1920s The Great Depression  The Worst Hard Time  One Summer: America 1927 - Bill Bryson  World War II  Unbroken  The Boys in the Boat  All the Light You Cannot See  The Nightingale?  Hiroshima  Early Cold War Animal Farm  1984  Civil Rights Movement The Help  Hands on the Freedom Plow:  Personal Accounts By Women in SNCC  Great Society/Warren Court  Gideon's Trumpet  Vietnam  The Things They Carried  FIND a BOOK on that topic!

  10. Homework: Begin reading Ch. 19 HA (notes on back) In terms of foreign relations, how is America doing lately? (include examples) Tuesday, September 26, 2017 • Conversation Piece 3-person, “class-building”RELATIONSHIPS! II. Opening Acts: America as a World Power (Unit I) NOTES: Era overview & EUs, EQs Ch. 10 “ttt” & HA notes 19-21…25 pts Ch. 11 “ttt” & HA notes 22-25…30 pts Word Wall Tile…25 pts (-pts. if no self or peer evaluations)

  11. Unit I: America as a World Power Ch. 10 & 11 The Americans Ch. 19-21; 22-25 History Alive! In this era of national expansion, American influence stretched from sea to shining sea and beyond. For much of the 1800s, Americans focused their attention inward on continental expansion. Late in the century, people began looking outward for new territory to conquer and new markets for American goods. By 1900, the American eagle could spread its wings across a small empire. In 1917, U.S. troops crossed the Atlantic to fight in Europe’s first world war. As that war ended, Americans began to ponder a new question:  "Should the United States take on the challenge of spreading its founding ideals around the globe?"

  12. Unit I: America as a World Power Ch. 10 & 11 The Americans Ch. 19-21; 22-25 History Alive! In this era of national expansion, American influence stretched from sea to shining sea and beyond. For much of the 1800s, Americans focused their attention inward on continental expansion. Late in the century, people began looking outward for new territory to conquer and new markets for American goods. By 1900, the American eagle could spread its wings across a small empire. In 1917, U.S. troops crossed the Atlantic to fight in Europe’s first world war. As that war ended, Americans began to ponder a new question:  "Should the United States take on the challenge of spreading its founding ideals around the globe?"

  13. Unit I: America as a World Power Enduring UnderstandingsEUs Students will understand that… 1. Since resources are unequally divided across the earth societies will either enter intoor to secure them. 2. American foreign policy is motivated by both & . 3. The evolution of America’s role in the world has created divisive among American citizens and government(s). 4. The impact of American foreign policy has left a legacy. CONFLICT COOPERATION IDEALISM PRAGMATISM ARGUMENTS MIXED

  14. Unit I: America as a World Power • What considerations should guide the development of American foreign policy? • When should the United States go to war? • What responsibilities do people with power have to those people who have less power? Our focus is our nation’s growth into a major world power. We’ll examine the roots of American global expansion, foreign policy ideologies (pragmatism, expansionism, interventionism, and isolationism), the Open Door Policy, the Spanish-American War, the construction of the Panama Canal, and America's involvement in the “Great War.” Did our growth help or hinder the American ideals?

  15. The Americans “Telescoping the Times” • Read the Chapter Overview, Main Ideas, and Reviewquestions for each chapter. 2. As you READ the condensed “ttt” summaries,ANSWER the Review questions by: A) Highlightingor underlining specific ANSWERS in the text,then LIST question # in marginsOR B)WRITING responses in the space provided on the “ttt” summary pages History Alive! (HA Summary “notes”) READ the BRIEF summary at the end of every chapter & complete the “missing” information. --In future units, you’ll write your own summary, draw pictures, & complete other thought-provoking exercises. FYI:The “ttt” and HA summaries contain nearly ALL the essential factual information for SUCCESS. These are GREAT study items! • Your LEARNING & our classroom experiences will be greatly enhanced if everyone “masters the basics” & develops curiosity through reading and respectful dialogue about the “big ideas and themes” contained within each unit.

  16. Honors Edition The Americans “Telescoping the Times” • Read the Chapter Overview, Main Ideas, and Reviewquestions for each chapter. • As you READ the condensed “ttt” summaries,ANSWER the Review questions by: A) Highlightingor underlining specific ANSWERS in the text,then LIST question # in marginsOR B)WRITE responses in the space provided on the “ttt” summary pages • Write your own personal “Top Ten” notes based on actual textbook reading of specific facts, examples, etc. that support the truth* described in each section** of the chapter. *Prove that the Main Ideas** & Chapter Overviews are historically-accurate based on evidence! Simple “ttt”  5T!!! History Alive (HA Summary “notes”) READ the BRIEF summary at the end of every chapter & complete the “missing” information. --In future units, you’ll write your own summary, draw pictures, & complete other thought-provoking exercises. FYI:The “ttt” and HA summaries contain nearly ALL the essential factual information for SUCCESS. These are GREAT study items! • Your LEARNING & our classroom experiences will be greatly enhanced if everyone “masters the basics” & develops curiosity through reading and respectful dialogue about the “big ideas and themes” contained within each unit. Write ONE “LIVELY” question per chapter!

  17. Homework: Finish reading Ch. 19 HA (complete notes on back) How do you make decisions? Wednesday, September 27, 2017 • Social Studies business Essays, “ttt,” HA notes, syllabus assessments, surveys/quizzes, word wall tiles, current events, OHP, Honors Book Study…other? II. America’s Foreign Policy Ch. 19 (reading) Notes History Alive! Foreign Policy video clips (Ch. 21 HA) BUSY

  18. How are YOU doing and what am I THINKING about YOU? ENTER TO LEARN “works in progress?” “better version of ourselves?”

  19. Current Events Wed. October 4th Students #1-5…story?worksheet?Prepare!?!? Bimonthly “sharing”… student-selected topics… Article review (worksheet) done in advance… presentation to a group… discussion of issues & ?s… following a # order… minor grade (25 points)

  20. Homework: OHP proposal due Monday, October 9thTHINK: What was, is & ought to be America’s role in the world? How do you make decisions? Thursday, September 28, 2017 Foreign Policy NOTES & (preparations for Cartoon Activity: “Differing Viewpoints”)

  21. Homework: QUIZ Friday, 10/6…OHP proposalM/10/9Prepare to Share: What was, is & ought to be America’s role in the world? Why build an empire? • (M2C2) M2 C2? Friday, September 29, 2017 • OHP and NYC • Cartoon Activity: “Differing Viewpoints”

  22. Why build an empire? (M2C2) E2M2?What are the 4 justifications for IMPERIALISM? • M • ?????…more people to sell your goods to…MONEY…profit!) • (to gain) ?????political & military strength…increase your position/status, intimidate rivals, spread democracy, rights, & other (American) Ideals • M • C • ????? especially with Europe, for goods, resources, land, citizens/subjects, power, etc.) • C • ????? ????? (spread culture & Christianity around the world…W.A.S.P.s (White, Anglo-Saxon Protestants) could “help inferior” people (natives)… “White man’s burden”)

  23. More terms foreign policy terms • Monroe Doctrine: the declaration by President James Monroe in 1823 warning European powers against future colonization in the Western Hemisphere or interference in Latin American republics • Roosevelt added a “corollary”

  24. What was, is, and ought to be America’s role in the world? Informal “Socratic Circle” coming soon!

  25. What drives your decisions? • Think about an important decision you have made in your life and the motivations behind it. • Read the descriptions of realism and idealism. • Mark an X along your spectrum to indicate 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.

  26. What drives your decisions?

  27. foreign policy • the set of goals, principles, and practices that guide a nation in its relations with other countries. • realists and idealists shaped American foreign policy during the 1800s. • What would guide your “foreign policy” doctrine? Pragmatism? Idealism? Both? Other?

  28. Which is closer to “pragmatism:”realism or idealism? • Realist: sees the world as it is and accepts it as 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. • http://wiki.answers.com/Q/What_is_the_major_differences_between_realism_and_pragmatism

  29. diplomacy • the art of conducting negotiations with other nations. • Diplomacy may lead to informal agreements as well as treaties. • A second tool is financial aid in the form of grants or loans. Such aid can be used to support friendly nations or influence their policies. • A third tool is the threat or the use of armed force.

  30. realism • in foreign policy, the belief that international relations should be guided by pragmatic self-interest-practical goals such as national defense and access to resources • From this perspective, foreign policy should pursue practical objectives that benefit the American people. Such objectives might include national security, increased trade with other nations, and access to overseas resources.

  31. idealism • in foreign policy, the belief that moral values should influence international relations • From this point of view, foreign policy should 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.

  32. More terms foreign policy terms • neutrality: the policy of not taking sides in wars between other nations • unilateralism: a policy of not seeking military or political alliances with foreign powers • Under this policy, the United States "went it alone" in its relations with other countries. It did not seek either military or political alliances with foreign powers.

  33. More terms foreign policy terms • Monroe Doctrine: the declaration by President James Monroe in 1823 warning European powers against future colonization in the Western Hemisphere or interference in Latin American republics • Roosevelt added a “corollary”

  34. More terms foreign policy terms • cede: to give up or grant land to another country, typically by treaty • imperialism: empire building • protectorate: a nation protected and controlled by a stronger nation

  35. Ch. 19.4 History Alive!p. 255-257 Groups of 4 (ideally)… CUT and examine cartoons and “viewpoints” Each person takes ONE of each! “Jigsaw” the reading…THINK about cartoons and viewpoints DISCUSS…DISCERN…DESCRIBE in writing who said what in your own words! TAPE the correct cartoon to the correct written description, then KEEP ONE for “future use.”

  36. 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”). Use a MARKER to clearly LIST the matching cartoon (A, B, C, or D) with the corresponding viewpoint (1,2,3, or 4) Which cartoon shows the viewpoint of Henry Cabot Lodge? Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p. 255-257 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:

  37. 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”). Use a MARKER to clearly LIST the matching cartoon (A, B, C, or D) with the corresponding viewpoint (1,2,3, or 4) Which cartoon shows the viewpoint of Henry Cabot Lodge? Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p. 255-257 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:

  38. A B D C

  39. Cartoon A

  40. Cartoon B

  41. Cartoon C

  42. Cartoon D

  43. Which is the best cartoon for Viewpoint 1?

  44. Viewpoint 1 Viewpoint 1 matches Cartoon D paraphrased Lodge quotation: European countries are expanding overseas. The United States should also try to expand overseas. D

  45. Cartoon D

  46. What drives your decisions?

More Related