Week 9: 10/28-11/1, 2013

Unit II continues

Finish History Alive! Ch. 19: Foreign Policy; Ch. 20 Spanish-American War and

Begin WW I via “Trench Day”

Homework: Complete your 3-part “foreign policy” essay

Monday, October 28, 2013

I. Conversation Piece

II. Social Studies “Business”

EQ projects…40 major points

Ch. 10 & 11 “ttt” formative

assessment…20 minor pts

III. Foreign policy (from Ch. 19 & 22)

What was, is, and should be America’s role in the world?

Why are we here TODAY?

Students will examine, discuss, and evaluate several historic events, facts, & relevant quotes in an effort to strengthen “relationships.”

Students will summarize and explain the history and present status of America’s foreign policy, and then recommend a future “course of action” (COA).

‘A man a plan a canal Panama' is also a palindrome

What was, is, and should be America’s role in the world?

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.

What drives your decisions?

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.

• Will your “foreign policy” doctrine be based on pragmatism? Idealism? Both? Other?

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

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.

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.

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.

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.

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”

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

• During the 1800s, U.S. foreign policy was guided by two goals. The first was to keep the United States free of foreign alliances and out of foreign conflicts. The second was to expand the United States across the North American continent. As Americans began to look outward in the late 1800s, they debated the nation's proper role in world affairs.

• Realism and idealism U.S. foreign policy is generally a blend of realism and idealism. With realism, the focus is on practical concerns and national self-interest. With idealism, the focus is on moral values and the spread of American ideals.

• Neutrality and unilateralism Following the advice given by Washington in his Farewell Address, the United States tried to stay neutral in foreign wars and avoid alliances with other countries. The War of 1812 was fought in part to defend American rights as a neutral nation.

• The Monroe Doctrine The Monroe Doctrine warned European powers that the United States would view efforts to establish colonies in the Americas or interfere with new Latin American republics as hostile to its interests.

• Continental expansion Following a policy of expansion through diplomacy, the United States acquired the Louisiana Territory, Florida, Oregon Territory, and Alaska. By winning the Mexican War, it gained vast lands in the Southwest.

• Overseas expansion In the late 1800s, the United States began to look overseas for new territory and influence. At the same time, Americans began to debate the role and value of overseas expansion.

What was, is, and should be America’s role in the world?

• At any given time, realism or idealism may dominate this country's relations with other nations. However, most of the time, U.S. foreign policy reflects a blend of the two schools of thought.

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:

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”). These materials are on the desk in Room 332…near media cart? IF GROUPS ARE NOT DOABLE, periods 4 & 6 may complete the activity as a whole class using the PowerPoint slides… Which cartoon shows the viewpoint of Henry Cabot Lodge? Carl Schurz? Josiah Strong? Alfred T. Mahan? History Alive!, p. 255-257

A

D C

B

Cartoon A

Cartoon B

Cartoon C

Cartoon D

Viewpoint 1 matches Cartoon D

paraphrased Lodge quotation:

European countries are expanding overseas.

The United States should also try to expand overseas.

D

Viewpoint 1

Cartoon D

What drives your decisions?

B Viewpoint 2

Viewpoint 2 matches Cartoon B paraphrased Schurz quotation: The United States should spread peace throughout the world and be a friend to other nations.

Cartoon B

What drives your decisions?

Viewpoint 3 matches Cartoon C paraphrased Strong quotation: Due to their advanced civilization and Christian beliefs, white, English-speaking people will eventually control most of the world. C

Viewpoint 3

Cartoon C

What drives your decisions?

A

Viewpoint 4 matches Cartoon A

paraphrased Mahan quotation:

The United States should strengthen its navy so that it can defend American interests in the world.

D

Viewpoint 4

Cartoon A

What drives your decisions?

GIEP, NHD, History Corps & enrichment opportunities?

• Interested in stretching a bit farther than most peers in 9th Grade Social Studies this year?

-If so, consider contacting me regarding your participation in one or more of the following:

National History Day? Model Congress (11/22)?

History CorpsOral History (required)

Model UN (Spring ‘14)

Personalized “investigations?” Other?

Homework: Begin questions (notes) on Spanish-American war handout (Ch. 20, plus Ch. 10, Sec. 2)

Tuesday, October 29, 2013

I. Celebration of Unit I Projects

GIEP, NHD, History Corps & enrichment opportunities?

II. Foreign policy (from Ch. 19, 21, & 22)

What was, is, and should be America’s role in the world?

III. Ch. 20: The Spanish-American War

History Alive! Activity begins

Essential Question 2: When should the U.S. go to war?

Why are we here TODAY?

Students will examine samples of the differentiated assessment from Unit I. Students will complete the foreign policy essay, then begin Ch. 20 History Alive!

activity on the Spanish-American War.

In your Unit II “ttt” packet, begin your answer…

Ch. 20: The Spanish-American War

READ options, then prioritize/WRITE

SHARE?

Images, Song, & Video Clip

Spanish-American War in the media

EQ 2: When should the US go to war? Sustained writing exercise begins

3-part foreign policy essay due TUESDAY, October 29th What was, is, and should be America’s role in the world?

1. Show an understanding of how America’s foreign policy evolved and changed over time. (Consider George Washington’s neutrality & unilateralism, to Monroe’s Doctrine and Teddy Roosevelt’s corollary, to Taft’s dollar diplomacy, and finally Woodrow Wilson’s moral diplomacy…Ch. 19 & 22 in History Alive!)

2. Evaluate America’s recent examples of “foreign policy” based on either of the two articles distributed on Wednesday (or other current international events involving the U.S.)

3. Personalize & summarize your view of what America’s “role in the world” ought to be in the future. Explain your “student perspective” in a way that reflects your opinion of what you learned in class & through reading through the articles.

Homework: Complete Spanish-American war handout (Ch. 20, plus Ch. 10, Sec. 2)

Wednesday, October 30, 2013

Ch. 20: The Spanish-American War

History Alive! sustained writing continues

(Song(s), voting, images, video, etc.)

Essential Question 2: When should the U.S. go to war?

Why are we here TODAY?

Students will continue the Ch. 20 History Alive! activity on the Spanish-American War and begin initial preparations for the upcoming “Trench Day.”

Help Honor Our Nation’s Veterans at Lenape

We need your help. A photo collage is being organized to honor our nation’s

heroes at Lenape on Veterans Day. If someone in your We need your help. A photo

collage is being organized to honor our nation’s heroes at Lenape on Veterans

Day. If someone in your family served or serves in the military, please send your

Social Studies Teacher a digital photo of that individual so you can add a personal

connection to our Veterans Day presentation. The Lenape Middle School History

Department, Members of the History Corps, Student Council, and Lenape Soul,

will be organizing and showcasing all of the photos to pay tribute to our nation’s

Veterans.

Please send all pictures and completed information forms to your Social Studies Teacher

so that we may honor your loved ones at Lenape on Veterans Day.

Please send photo’s by November 6th.

*What role does the news media play in shaping perceptions about war?

• Should the news media act a certain way prior to, during, and after a war? EXPLAIN

• Explain the effect(s) of this song.

Did you list *today’s date (10/30/13) and answer at least two of the questions above?

EQ2: When should the United States go to war?

• Begin your written answer in the Unit II “ttt” packet

• READ the Ch. 20 “preview” question and add depth, specificity, and/or clarity to your written answer as you evaluate & analyze a variety of reasons for war

• Examine the images, listen to the song, & watch the video clip…ANALYZE for additional insights & views

• READ Ch. 10, p. 346-351 OR Alive! Ch. 20, p. 259-267: -record details of the Spanish-American War

*Was this conflict a legitimate use of force by the US? WHY or WHY NOT?

Homework: Prepare for tomorrow’s WW I simulation: Trench Day!

Thursday, October 31, 2013

I. Ch. 20: The Spanish-American War

History Alive! sustained writing “ends”

(Song(s), images, video, debate, etc.)

Was the S-A war a legitimate use of force by the US? WHY or WHY NOT?

II. Trench Day Preparations

Why are we here TODAY?

Students will conclude the Ch. 20 History Alive! activity on the Spanish-American War and finalize preparations for

tomorrow’s “Trench Day.”

EQ2: When should the United States go to war?

• Continue your written answer in the Unit II “ttt” packet by *responding to today’s prompt*

• Interpret the images, listen to the song, & watch the video clip…ANALYZE for additional insights, views, & answers

• Share “facts” from Ch. 10, AND Alive! Ch. 20: discuss details, DISCERN the “truth,” & raise questions about the Spanish-American War

• Select a perspective from the Ch. 20 “preview” list, then WRITE about your “feelings” on war

*Was this conflict a legitimate use of force by the US?

WHY or WHY NOT?

It’s 1898, now imagine that you are a… • soldier

• parent

• president

• foreign person in a land that is a potential war zone

• pacifist living abroad

Based on your selected perspective, EXPLAIN how you feel about at least 2 of the reasons why wars are

sometimes fought.

• to assist an ally of the United States • to protect territory that is close to U.S. borders • to stop human rights abuses • to acquire resources • to gain power • to acquire territory • to improve national security • to spread or protect American values and moral beliefs • to fight against tyrannical governments • under no circumstances is it ever appropriate • other (explain)

When is it appropriate for the United States to send soldiers to fight and face death on foreign soil?

The Editor’s to Blame (Part 1)

Now wars are never started by those who have to eventually fight them.

And profit is often gained by those who plot and intrigue to ignite them.

Now take the recent struggle ’twixt America and Spain,

When all is said and all is done, there’s only one man to blame.

Chorus

Editor, Editor, we all know your name.

Editor, Editor, you’re the man to blame. (Repeat)

He saw his circulation sinking mighty low,

So he says we need a yarn to put us on the go.

Then he looked at Cuba, and then he looked at Spain,

He says I’ll tell the world and God of Cuba’s tragic shame.

Chorus

And so he wrote of pain and tear, of anguish and despair,

Taxes made and orphans made, and print both bold and bare.

He wrote of bleeding Cuba, he wrote of cruel Spain,

He says that we should intervene, in Christianity’s name.

Chorus

The Editor’s to Blame (Part 2)

And when the country was aroused, as much as we could be, He scribbled off his masterpiece, enthusiastically, He took his yellow-quilted pen, and then with great disdain He wrote his editorial, and sunk the good ship Maine. Chorus Editor, Editor, we all know your name. Editor, Editor, you’re the man to blame. (repeat) This fellow made a lot of money from the little war, And after it was over, boys, he made a whole lot more. Newspapers all around the land bear his famous name, But it began the day this man sunk the good ship Maine.

The Editor’s to Blame (Part 1)

Now wars are never started by those who have to eventually fight them.

And profit is often gained by those who plot and intrigue to ignite them.

Now take the recent struggle ’twixt America and Spain,

When all is said and all is done, there’s only one man to blame.

Chorus

Editor, Editor, we all know your name.

Editor, Editor, you’re the man to blame. (Repeat)

He saw his circulation sinking mighty low,

So he says we need a yarn to put us on the go.

Then he looked at Cuba, and then he looked at Spain,

He says I’ll tell the world and God of Cuba’s tragic shame.

Chorus

And so he wrote of pain and tear, of anguish and despair,

Taxes made and orphans made, and print both bold and bare.

He wrote of bleeding Cuba, he wrote of cruel Spain,

He says that we should intervene, in Christianity’s name.

Chorus

What role does the news media play in shaping

perceptions about war? • Explain the effect(s)

of this song. • Should the news

media act a certain way prior to, during, and after a war? EXPLAIN

Did you list today’s date (10/30/13) and answer

at least two of the questions?

The Spanish-American War

Was the S-A war a legitimate use of force by the US?

Yes (circle your opinion) No

Argue the OPPOSITE

view using at least 2 of the images!

This simulation is designed to give students an understanding of the trench warfare system utilized during the First World War.

Objective

3 minute trench warfare (no narration)

Teacher talk "trench warfare" Somme

Social Studies classes will be divided into two even teams

• The Goal: Teams must try to get as many people across “No Man’s Land” safely.

• In other words, you must go “over the top” (jump over mats) climb under barb wire (yarn) and get to the other side of the gym without getting hit by a ball.

• The number of people that make is safely across “No Man’s Land” will be calculated after each round.

• The team with the highest number at the end of all the rounds will win.

If you are hit by a ball you are

OUT No head shots

No jumping over the “barb wire” you must crawl under it.

Wear appropriate clothing

• Sneakers

• Clothes you can move around in

• Camouflage is encouraged!

Expect scenario changes

Use appropriate school behavior

HAVE FUN!

What strategy did you or your

team use?

What makes this type of warfare

so difficult?

If you made it to the other side,

what challenges are you now

presented with?