Topic: Continuation of Expansionist Foreign Policy, 1901-1917
If you were absent on Tuesday or Wednesday, please see me to schedule a date/time for the make-up quiz.
Notes - see the "Continuation of Expansionist Foreign Policy" PPT. You should be familiar with definitions of the Roosevelt Corollary, Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy.
Classwork - Complete the "Big Stick, Dollar, and Moral" Diplomacy chart using the student text (section 1.3). Use the primary sources on the second pdf file to fill out the last column. (Instructions are on the PPT).
Wed/ Thu - Debate over American Imperialism Part 2
Moderated debate on the annexation of the Philippines
If you were absent, read the "Annexation of the Philippines" textbook excerpt and look over the character cards below:
Fri/ Mon - Continuation of Expansionist Foreign Policy Part 1
Assignment #4 has a new due date - 2/10 (A Day), 2/11 (B Day)
Topic: Debate Over American Imperialism Part 1
Topic: Spanish-American War
The Spanish-American War is a crucial turning point in U.S. foreign policy. It marks the shift of the United States toward global influence and empire. As a result of the war, the U.S. gained the territories of Puerto Rico, Guam, and the Philippines, and Cuba became a protectorate of the U.S.
View this Sway presentation to complete the Spanish-American War guided notes:
Assignment #2 is due on TurnItIn 1/27 (A Day), and 1/28 (B Day).
Use this website:
Topic: U.S. Expansionist Foreign Policy
For about 5 class periods, we'll be examining the growth of the United States as an imperial power. Today we're going to establish some context and examine the causes of U.S. expansionism. Next class, we'll look at a major turning point: the Spanish-American War.
Today's PowerPoint is posted below, as well as the textbook chapter and assignments for the next 5 class periods.
Topic: Washington, Du Bois, and Garvey
For the classroom debate, there will be 4 groupings:
Groups 1-3 are responsible for reading the primary source related to their person, in order to analyze and apply their perspective. You are also responsible for looking up additional information, such as details about their background and context to support your argument(s).
Interviewers, your job will be to ask questions and choose speakers, keeping the flow of the conversation going. You must be familiar with the three men's ideas and have a general understanding of their arguments. https://www.crf-usa.org/brown-v-board-50th-anniversary/three-visions-for-african-americans.html
The issue we are aiming to resolve is:
HOMEWORK - Due 1/22 on TurnItIn, 8:45 am.
In a 1-2 page composition:
Topic: The Jim Crow South
***If you were absent, please see me to make up the Industrialization Quiz***
PowerPoint and lecture notes are posted below:
The Rise and Fall of Jim Crow WebQuest
Go to: http://www.pbs.org/wnet/jimcrow/index.html
1. Click on A Century of Segregation. As you click through the interactive timeline, choose an event from each of these periods: 1881-1900 and 1901-1920. Click on “Read More” for that event and read the “Jim Crow Stories” page about it. For each of the two events you chose, answer:
Click on Jim Crow Laws, select each category and choose 1 state and write what you learned. Do this for each category (for the same state). Do the same for Colleges and Universities tab, Population and migration tab, & lynching and riots tab.
3. Go back to Home. Click on Tools and Activities. Click on Voting Then, Voting Now and complete the activity. When you get to the end, answer:
Topic: Ideological Trends, 1865-1929
Refer to the PowerPoint posted here for notes to support you in the classwork/group activity.
QUIZ coming up on 1/13 (B day), 1/14 (A day) and Unit 5 Day 1-2.
Topic: Railroads, Industry, and Urbanization (1865 - 1929)
See today's PowerPoint posted below to catch up with notes if absent.
CLASSWORK/ HOMEWORK - Due 1/8 (A), 1/9 (B)
Choose two of the essays posted below. Read the essays and as you do, complete the "Six Concepts of History" graphic organizer. As you read, collect notes, reflections, and questions that connect the reading to each of the six key concepts of history. You must make a clear connection between the six concepts and the articles you chose. Be prepared to discuss the two articles you chose in class.
Day 1 (Mon or Tue)-
Day 2 (Wed or Thur)-