Transcript US Capitals Test

HOMEWORK
• Read –
– Chapter 19 Section 1
Unit #3
Emergence 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
Unit #3 Pre-Test
• Easy Way or Hard Way?
• Desks are cleared except for pen/pencil
• No talking; Test face down when finished
Class work
• Video – America: The Story of US (Cities
and Boom)
– Do not talk
– 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
HOME WORK
• Read
– Chapter 19 Sections 2 & 3
Concept #1 – Progressive America
Lesson 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 Act
Muckraker
16th & 17th Amendment
Civil 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 PRESIDENT
President 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
• 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?
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?
HOMEWORK
• Read –
– Chapter 19 Section 4
Concept #1 – Progressive America
• Lesson Essential Question #2 – What
government reforms made officials more
responsible to the people? Why were they
needed?
• Vocabulary –
Trust
Trustbuster
Conservation
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.
Triangle Shirtwaist
Factory
– Triangle Shirtwaist Fire (1911)
– New York City
– All doors were locked but one door
which was blocked by the fire.
– 7th, 8th, and 9th floors were
engulfed in flames, and the fire
ladders were not long enough
– 150 people died
– As a result New York approved
safety laws to help protect factory
workers
• People were willing to jump several stories rather than
burn to death
Pauline Grossman, 18 years old, who was injured by leaping from
a window of the factory as the fire was gaining headway on the
eighth floor, says three male employees of the factory made a
human chain of their bodies and swung across a narrow alleyway
to the building fronting in Greene Street. She declares a number
of person's passed across the men's bodies and escaped from the
burning building by entering a window of the building opposite.
"As the people crossing upon the human bridge crowded more
and more over the men's bodies the weight upon the body of the
centre man became too great and his back was broken. She said
he fell to the passageway below and the other two men lost their
holds upon the window sills and fell. Persons who were crossing
upon the human bridge dropped with them to the passageway."
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.
Exit Ticket
• How did the relationship between
government and big business change
during the Progressive Era? Do you still se
those changes today?
Homework
• Online Reading
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 –
Suffragist
18th Amendment
19th Amendment
Changes in individuals rights
“Kansas will win the World’s applause
As the sole champion of the woman’s cause
So light the bonfires, have the flags unfurled
To 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
• Video –
• NO TALKING
• ANSWER QUESTIONS IN ORDER ON
OWN 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?
Assessment
Progressive Era
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
VIDEO
Digital History
• Introductory Activities
Homework
• Read – Chapter 18 Section 1
Concept #2 – Imperialism and WWI
• How has US imperialism affected native
cultures both positively and negatively?
Vocabulary Imperialism
Annexation
Isolation
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?
•
Be prepared to share with class.
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 work
For or Against Annexation
Arguments For :
Arguments Against:
•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"
•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.
HONORS 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
• Read –
– Chapter 18 Section 2
Exit Ticket
• Was America correct in its addition of
Alaska and Hawaii? Did the government
do anything wrong in trying to expand the
country?
Concept #2 – Imperialism and WWI
• 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 Riders
Platt 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
Exit Ticket
• Was the US justified in attacking Cuba
during the Spanish-American War?
Cuban Invasion Case Study
Summary 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
Cuban Invasion Case Study
• 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.
Cuban Invasion Case Study
• 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
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.
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?
Checking for Understanding
• 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
Checking for Understanding
• 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
Checking for Understanding
• 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
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
th
19
4 Explanations for
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.”
Checking for Understanding
• 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
Checking for Understanding
• Why is it necessary to consult multiple
sources when studying the past? Use an
example from this unit to support your
answer.
Checking for Understanding
• 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
• Read –
– Chapter 20 Section 2
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?
Concept #2 – Imperialism & WWI
• Lesson Essential Question –
– How do simple ideas and a single event
cause a worldwide conflict?
Vocabulary Nationalism
Imperialism
Militarism
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 seek
Freedom from AustriaHungary
“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
“Shot Heard ‘Round the World”
• 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 AustriaHungary and join with Serbia
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?
• Triple Alliance –
– Germany
– Austria-Hungary
– Italy
• Triple Entente –
– France
– Great Britain
– Russia
War is Declared
• Russia sworn to protect Serbia
War is Declared
FRANCE
War is Declared
FRANCE
Who is at fault?
Class work
• Causes of World War One
Homework #9
• Read –
– Chapter 20 Section 3
Exit Ticket
• Who is to blame for causing World War
One? Explain your answer.
Concept #2 – Imperialism and WWI
• Lesson Essential Question
– What impact did the advancements in military
weapons have on the war?
Vocabulary –
Trench warfare
Stalemate
Propaganda
U-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
• Triple Alliance –
– Germany
– Austria-Hungary
– Italy
• Triple Entente –
– France
– Great Britain
– Russia
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
• Read –
– Chapter 20 Section 4
Exit Ticket
• Could America have stayed out of the
war? Why or why not?
Concept #2 – Imperialism & WWI
• Lesson Essential Question –
– What impact did America have on the war? What
does it say for the future of the nation?
Vocabulary –
Zimmerman Telegram
Selective Service Act
Liberty Bonds
Bolsheviks
Treaty of Brest-Litovsk
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.
• Be prepared to share with class.
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
War Effort at Home
• 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
Russian Revolution
• Czar Nicholas II driven from power
– Romanovs ruled for 300+ years
– Riots protesting lack of food and war
• Provisional Government established
Russian Revolution
• November 1917 – Bolsheviks took over
• Communist government (Karl Marx)
• July 1918 – Royal Family is executed
• March 1918 – Treaty of Brest-Litovsk
– Allied reaction
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 Nations
14 Points
reparations
Isolation
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 Europe
What 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 TEST
Imperialism & World War One