Acquiring & Managing Global Power 10/17 - 10/21 by zgCNc9

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									Acquiring & Managing
   Global Power
       Day 1 Homework:
 Finish venn diagram Ch 21.2
HOT ROC
   What is Imperialism? (Remember
    the school bully)
   Is the United States an empire
    today? Explain your answer.

       New Vocab: Doctrine
Spanish Empire
    Trouble Brewing in Cuba
 Growing desire for
  independence from
  Spain
 1868 unsuccessful
  revolt
 1895 rebellion led by
  José Martí
       Guerrilla warfare
       Thousands die in prison
        camps & by firing
        squads
Trouble Brewing in Cuba (Review)
   US Newspapers React
       Only major form of mass media in the US
       Hearst & Pulitzer support revolutionaries
        and stir US support
 de Lome Letter
 Spanish
  ambassador to
  Washington
 Criticized President
  McKinley
    “weak and
     catering to the
     rabble, and,
     besides, a low
     politician.”
   Anti-Spanish
    sentiment spreads
    Remember the Maine!

 USS Maine sinks in
  Havana harbor
  after an explosion
 Newspapers blame
  Spain
 Growing demand in
  U.S. for a war
  against Spain
Motives for war with Spain
 Freedom &
  Independence for
  Cuba
 Access to Cuban
  markets
 Chance for
  expanding U.S.
  Influence in
  Caribbean & Latin
  America
The US Responds
   McKinley
       Hoped to avoid
        conflict
       Spain would not
        grant Cuban
        independence
   Teller Amendment
       Post-war Cuba
        would be allowed
        self-government
   April 25 war
    declared on Spain
    Fighting in Cuba
   June 1898
       Theodore Roosevelt’s
        Rough Riders
       1st Volunteer Calvary
        (athletes & cowboys)
 Major victories: Kettle
  & San Juan Hills
 Buffalo Solider gain
  fame
 Tropical disease kills
  many
 Puerto Rico captured
USS Oregon
 Leaves San
  Francisco at start
  of war.
 Arrives in Cuba at
  end of war
 Exemplified need
  for a Central
  American Canal
Fighting in Cuba
 Spanish fleet in
  Cuba destroyed
 Cuban
  revolutionaries
  fight alongside
  U.S. soldiers
 War is over by
  August 12th
Spectrum Information
 Roosevelt orders
  Asiatic Fleet to
  attack Spanish
  Fleet IN CASE of
  war.
 Commodore Dewey
       Surprise attack
        destroys entire
        Spanish fleet in
        Manila Bay
    Fighting in the Philippines

   Emilio Aguinaldo
       Leader of a resistance
        movement in
        Philippines
       Joined American
        soldiers against Spain
       Is promised
        independence for
        Philippines after war
The War Ends
   Treaty of Paris (Feb. 6 1899)
       Cuban independence
       Cede Guam & Puerto Rico to US
       Cede Philippines in exchange for $20 million
   Anti-Imperialist League
       Opposed to US colonies
   Platt Amendment
       Allowed the US to withdraw troops but to
        intervene in Cuban affairs and buy or lease
        land
       Permanent lease of Guantánamo Bay naval
        base
What can we learn from this map?
Foreign Policy Venn Diagram
   The 3 Progressive
    Presidents?
   Read section 21.2
    and complete the
    diagram in your     Wilson               Taft
    notebook.



                                 Roosevelt
Acquiring & Managing
   Global Power
    Day 2 Homework:
  Cornell Notes: 293-301
HOT ROC: Writing Prompt
   To what extent did US foreign policy honor
    the founding ideals? How did it change the
    role of the president?
Cartoon Analysis: Foreign Policy
   Answer the following prompts for the
    cartoon assigned to you.
       Identify the characters and important objects
        in the cartoon and who or what they
        represent.
       Describe the actions of the characters/objects
       What is the message of the cartoon for
        Americans of the time?
       What can we learn from the cartoon about
        American attitudes towards foreign policy?
Acquiring & Managing
   Global Power
    Day 3 Homework:
  Cornell Notes: 293-301
  Section 21.3 & 21.4
Location & Key       US Intervention from the US Intervention from the
Terms/People         perspective of the US…   perspective of the other
(define)                                      country…(inferences are ok)
Panama
(Panama Canal)

Mexico
(“Pancho” Villa)

Philippines
(Emilio Aguinaldo)

Hawaii
(Annexation)

China
(Open Door Policy)
Creating a metaphor:
What message is being sent in this image?
Creating a metaphor:
What message is being sent in this image?
Creating a Metaphor: Choose 1 country to create 2
metaphors showing both perspectives of US
intervention.




                 From the U.S. perspective,         From the perspective of
                 intervention in (location)         (location), U.S. intervention was
                 was like (first metaphor).         like (second metaphor).

From the perspective of the U.S., intervention in
Cuba was like a parent caring for a helpless        From the perspective of Cuba, U.S.
child because . . . a military government set up    intervention was like a bully on a playground
by the U.S. after the Spanish-American War          because . . . the U.S. set up a military
cared for Cuba by improving public works,           government in Cuba (though it
sanitation, and education, court reform, and        had been granted independence after the
                                                    Spanish-American War) and denied Cubans
instituting self-government, just as a parent
                                                    self-rule, just as a bully tries to control and
cares for a child until he is mature enough to
                                                    intimidate other children on the playground.
care for himself.
Acquiring & Managing
   Global Power
     Day 4 Homework:
  Cornell Notes 24.2, 24.3
HOT ROC
   What is something that you believe is
    worth fighting for . . .
       on a personal level?
       On a national level?
Foreign Policy
Cartoons
   Share
    metaphors
Europe on the Brink
   M.A.I.N causes of the First World War
       M – Militarism
       A – Alliances
       I – Imperialism
       N – Nationalism

       The Trigger –
            The Assassination of Franz Ferdinand – Archduke and
             heir to the Austro-Hungarian throne.
Franz Ferdinand
   The Archduke
       Heir to Throne of Austria-Hungary
       Relationship with Sophie
            Looked down upon by Royal Family
            Married despite pressure to end relationship
            Signed pledge that Sophie would not become
             Emperor's Consort (Queen)
       More liberal than his uncle (The Emperor)
            Plans to give different ethnic groups autonomy (self-
             rule)
            Hoped to bring liberal reforms to the Empire upon
             becoming emperor
Timeline: From Neutrality to War
   Work in groups of 4 and use pgs 283-291
       Each student must have his/her own timeline
   Add key info from homework notes to the
    timeline.


                                    War

                       Neutrality

								
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