Study Guide: History of the Americas 11th grade SE2
Key Concepts: WWI
Total War/Great War/ appeasement
Militarism/ Arms race/ coalition
Allies
Central Powers /Dawes Plan
Pan-Slavism
Locarno Treaty
Ultimatum
Mobilize/ Imperialism
Nationalism /Weimar Republic
Colonialism/ Sussex Pledge
Self-determination/ Socialism
Neutrality /Nazism
Trench warfare/ Anti-Semitism
communism /David Lloyd
Propaganda /George Clemenceau
Atrocity
Armistice
Mandate
Reparations
League of Nations
Treaty of Versailles
President Wilson's Fourteen Points
Communism
Isolationism
Appeasement
Nazism
Socialism
Dawes Plan
George Clemenceau
David Lloyd
Weimar Republic
Isolationism
self-determination
1. Causes for WWI
2. US Enters WWI
3. Peace Treaty( Treaty of Versailles)
4. Aftermath WWI
5. Weimar Republic : The Troubled Infancy of the Weimar Republic
Key Concepts; Mexican Revolution
Caudillos Ideology
Revolution
Continuismo
Dictator
Federalism
Nationalism
Mestizos
Creoles
Treaty of Guadalupe Hidalgo
Santa Ana
Liberals
Conservatives
Agrarian Reform
Benito Juarez
Porfirio Diaz
Francisco Madero
Plan de San Luis de Potosi
Plan de Ayala
Plan Orozquista
Emiliano Zapata
Victoriano Huerta
Pancho Villa
Venustiano Carranza
Woodrow Wilson
Mexican Constitution
(1917)
• Articles 27, 123, 3
Alvaro Obregon
Plutarco Elias Cailes
Lazaro Cardena
Thursday, May 12, 2011
Monday, May 2, 2011
Sunday, April 3, 2011
US Declares War
U.S. DECLARES WAR
DQ: Why do you think the US finally caved in and declared war?
Background Info: After years of reluctance, the U.S. was finally at war. Why? In the
United States people believed that Germany’s refusal to respect American claims to neutrality had forced the U.S. to retaliate.
From Germany’s perspective, America’s
claim of neutrality was far from that. The U.S. was providing money and ammunition to the Allies long before the troops ever left for Europe.
REASONS FOR ENTERING THE WAR
1) German Submarine Warfare
• German U-boat: submarine
• changed the rules of naval warfare
• element of surprise - give no warning to their targets
• Americans felt like this was unfair and unjust
Irony: Britain had set up a blockade of the seas trying to lead to the starvation of the
German people (America felt like this was justifiable in wartime) HOWEVER the use
of U-boats to destroy these blockades were uncivilized in the American eye.
2) British influence
• Britain had destroyed the transatlantic cable connecting Germany and US so
all communication came through Britain.
• Information biased - but helped shape the attitudes of US in favor of Britain
• Exaggerate stories to try and create a stir. Common story in newspapers was
that German troops would chop off the hands of Belgian babies. Of course
after the war this proved to be untrue.
3) Sinking of the Lusitania: British passenger liner
• Germany spotted the Lusitania in the Irish Sea and suspected correctly that it
was carrying weapons for the allies.
• fired on the line and within 18 minutes the ship sunk with its 1,198 passengers
• 128 of the dead were Americans
• sparks start flying at home
Germany had issued a warning reminding all potential travelers that there was a war
going on and to do so at your own risk. They took no blame for the incident.
Wilson demanded that Germany renounce unrestricted submarine warfare and make
payments to the victims survivors. Germany laughed.
Wilson ordered a second stronger note - Germany says they will stop sinking ships
without warning but of course they continued to do so.
Wilson had just been re-elected on the promise to “keep us out of war”.
Q: What would you do?
4) Zimmerman Telegram
A telegram from Germany was intercepted on its way to Mexico by Britain and they
release it to the U.S. - basically it was an agreement that if the U.S. decided to
declare war Germany would form an immediate alliance to Mexico promising them
that if they would fight Germany would recover their lost lands for them of Texas, New
Mexico and Arizona.
5) Russian Revolution
By 1917 Russian had suffered enormous casualties:
1.8 million killed
2.4 million taken prisoner
2.8 million sick or wounded
In the middle of this Russia had its own revolution and the czar was overthrown. U.S.
did not like the czar but once he was gone it was one less stumbling block.
Finally Wilson declares war “The world must be made safe for democracy”
DQ: Why do you think the US finally caved in and declared war?
Background Info: After years of reluctance, the U.S. was finally at war. Why? In the
United States people believed that Germany’s refusal to respect American claims to neutrality had forced the U.S. to retaliate.
From Germany’s perspective, America’s
claim of neutrality was far from that. The U.S. was providing money and ammunition to the Allies long before the troops ever left for Europe.
REASONS FOR ENTERING THE WAR
1) German Submarine Warfare
• German U-boat: submarine
• changed the rules of naval warfare
• element of surprise - give no warning to their targets
• Americans felt like this was unfair and unjust
Irony: Britain had set up a blockade of the seas trying to lead to the starvation of the
German people (America felt like this was justifiable in wartime) HOWEVER the use
of U-boats to destroy these blockades were uncivilized in the American eye.
2) British influence
• Britain had destroyed the transatlantic cable connecting Germany and US so
all communication came through Britain.
• Information biased - but helped shape the attitudes of US in favor of Britain
• Exaggerate stories to try and create a stir. Common story in newspapers was
that German troops would chop off the hands of Belgian babies. Of course
after the war this proved to be untrue.
3) Sinking of the Lusitania: British passenger liner
• Germany spotted the Lusitania in the Irish Sea and suspected correctly that it
was carrying weapons for the allies.
• fired on the line and within 18 minutes the ship sunk with its 1,198 passengers
• 128 of the dead were Americans
• sparks start flying at home
Germany had issued a warning reminding all potential travelers that there was a war
going on and to do so at your own risk. They took no blame for the incident.
Wilson demanded that Germany renounce unrestricted submarine warfare and make
payments to the victims survivors. Germany laughed.
Wilson ordered a second stronger note - Germany says they will stop sinking ships
without warning but of course they continued to do so.
Wilson had just been re-elected on the promise to “keep us out of war”.
Q: What would you do?
4) Zimmerman Telegram
A telegram from Germany was intercepted on its way to Mexico by Britain and they
release it to the U.S. - basically it was an agreement that if the U.S. decided to
declare war Germany would form an immediate alliance to Mexico promising them
that if they would fight Germany would recover their lost lands for them of Texas, New
Mexico and Arizona.
5) Russian Revolution
By 1917 Russian had suffered enormous casualties:
1.8 million killed
2.4 million taken prisoner
2.8 million sick or wounded
In the middle of this Russia had its own revolution and the czar was overthrown. U.S.
did not like the czar but once he was gone it was one less stumbling block.
Finally Wilson declares war “The world must be made safe for democracy”
Battle of WWI
Battles of WWI
Battles of the Marne
1914- German army advancing through Belgium and northern France. Caused panic among the French. The army was rushed from Paris to halt attack.
Germans were stopped.
1918- Germans pushing again. The four years in between had cost hundreds of thousands of lives and the armies were still exactly where they had started.
Battles of Ypres
1914- Attempt by the British to stop the advances of Germans
1915- First use of poison gas
1917- Over-ambitious aims, bad weather, and bad judgments’ led to horrific losses. Total casualties for this one battle reached over 250,000.
Battle of Somme
“Big Push” attack across river Somme by British. Soldiers did not follow orders,
Artillery bombardment did not dislodge German wire or destroy machine-gun posts, becoming one of the biggest slaughters in military history.
Battle of Cambrai
British launched the first full-scale offensive with the tank. 476 tanks charged towards German lines.
Success surprised both sides and British were not prepared for the victory.
Casualties
Great Britain 1,000,000
France 1,300,000
Russia 1,700,000
Germany and allies 3,500,000
America 50,000
At least 5,500 people died per day during the War
Battles of the Marne
1914- German army advancing through Belgium and northern France. Caused panic among the French. The army was rushed from Paris to halt attack.
Germans were stopped.
1918- Germans pushing again. The four years in between had cost hundreds of thousands of lives and the armies were still exactly where they had started.
Battles of Ypres
1914- Attempt by the British to stop the advances of Germans
1915- First use of poison gas
1917- Over-ambitious aims, bad weather, and bad judgments’ led to horrific losses. Total casualties for this one battle reached over 250,000.
Battle of Somme
“Big Push” attack across river Somme by British. Soldiers did not follow orders,
Artillery bombardment did not dislodge German wire or destroy machine-gun posts, becoming one of the biggest slaughters in military history.
Battle of Cambrai
British launched the first full-scale offensive with the tank. 476 tanks charged towards German lines.
Success surprised both sides and British were not prepared for the victory.
Casualties
Great Britain 1,000,000
France 1,300,000
Russia 1,700,000
Germany and allies 3,500,000
America 50,000
At least 5,500 people died per day during the War
Thursday, March 17, 2011
Week 21 - 25 History Assignments
Week: March 21 – 25, 2011
During BLOCK PERIODS and DAY 1 Assignments
Read: “Why Nation’s Go To War”, by John G. Stoessinger
Chapter 1: The Iron Ice WWI Hand-out
After reading the chapter answers the following questions:
1.Who are the main characters and what role did play? (List and explain. Do not forget to include generals and advisors )
2.WHO WAS RESPONSIBLE FOR WWI?
Period A: Monday and Tuesday Period G: Monday and Tuesday
Period D: Monday and Thursday Period F: Tuesday and Wednesday
To be discussed March 29, 2011 in class and graded.
Second Assigment: DAY 2 AND DAY 3
PRIMARY SOURCES READINGS:
Poetry Readings WWI
Read in class and answer questions at home.
You have two days to finish this assignment; work in class individually and quietly.
These readings reveal soldiers personal experiences during the war.
DO NOT FORGET PERSONIFICATION ASSIGNMENT IS DUE MARCH 29,2011
Be very creative.
Monday March 28, 2011
During BLOCK PERIODS and DAY 1 Assignments
Read: “Why Nation’s Go To War”, by John G. Stoessinger
Chapter 1: The Iron Ice WWI Hand-out
After reading the chapter answers the following questions:
1.Who are the main characters and what role did play? (List and explain. Do not forget to include generals and advisors )
2.WHO WAS RESPONSIBLE FOR WWI?
Period A: Monday and Tuesday Period G: Monday and Tuesday
Period D: Monday and Thursday Period F: Tuesday and Wednesday
To be discussed March 29, 2011 in class and graded.
Second Assigment: DAY 2 AND DAY 3
PRIMARY SOURCES READINGS:
Poetry Readings WWI
Read in class and answer questions at home.
You have two days to finish this assignment; work in class individually and quietly.
These readings reveal soldiers personal experiences during the war.
DO NOT FORGET PERSONIFICATION ASSIGNMENT IS DUE MARCH 29,2011
Be very creative.
Monday March 28, 2011
Monday, March 14, 2011
March 14 - 18. 2011
Block Periods: Power Point Presentation, Video WWI and discuss assignments.
DAY 1: Summary Of Evidence Lesson. Discuss and SE is due Friday March 18, 2011
DAY 2: USA Enters WWI Assignment
DAY 3: Evaluate US enters WWI.
Personification Assignment: YOU ARE A MODERN WEAPON (Due: March 22,2011)
DAY 4: Questions and group discussions.
Do not forget to check flaschcards from the BLOG and Power Point Presentations.
DAY 1: Summary Of Evidence Lesson. Discuss and SE is due Friday March 18, 2011
DAY 2: USA Enters WWI Assignment
DAY 3: Evaluate US enters WWI.
Personification Assignment: YOU ARE A MODERN WEAPON (Due: March 22,2011)
DAY 4: Questions and group discussions.
Do not forget to check flaschcards from the BLOG and Power Point Presentations.
Friday, March 4, 2011
Sunday, February 27, 2011
Friday, February 25, 2011
Tuesday, February 22, 2011
February 21-25, 2011
HISTORICAL INVESTIGATION LINK:
http://www.montgomeryschoolsmd.org/schools/rmhs/departments/socialstudies/ibhistoryia/sections.htm
WORLD WAR I:
This week, February 21-25, 2011, you are responsible for the following:
1. Each class will create a prezi.com account
2. Research: Background of the OTTOMAN EMPIRE
3. Causes for WWI: Imperialism, militarism, nationalism and alliance system
4. For Historical Investigation: Evaluation of sources paper is due on Friday
http://www.montgomeryschoolsmd.org/schools/rmhs/departments/socialstudies/ibhistoryia/sections.htm
WORLD WAR I:
This week, February 21-25, 2011, you are responsible for the following:
1. Each class will create a prezi.com account
2. Research: Background of the OTTOMAN EMPIRE
3. Causes for WWI: Imperialism, militarism, nationalism and alliance system
4. For Historical Investigation: Evaluation of sources paper is due on Friday
WORLD WAR I UNIT
World War I UNIT
This unit explains the European background to WWI, the start of the war in Europe, the entry of the United States into the war, the war itself, the impact of the war on the “home front” of the countries fighting it, the provisions Versailles Treaty and the results of the war, and the reasons why the US Senate refused to ratify the Versailles Treaty.
Lesson 1: The European Background of World War I:
Objectives:
• Understand the impact that the unification of Germany had on causing WW I.
• Understand why the race for colonies helped cause WW I.
• Understand why conflicts in the Balkans between Austria and Russia helped cause WWI.
• Understand how rivalries helped lead to WWI.
Topics:
• The impact the unification of Germany had in causing the war.
• Why the race for colonies helped cause WWI.
• Why the conflict in the Balkans helped cause WWI
• How international rivalries helped lead to WWI.
Lesson 2: The War 1914-1917:
OBJECTIVE:
• Understand the first years of the war.
TOPICS:
• The war 1914-1917
Lesson 3: The entry of the United States into World War I:
OBJECTIVE:
• Understand why the United States entered the World War I.
TOPIC:
• The entry of the US into World War I.
Key Concepts:
Total War/Great War
Militarism/ Arms race
Allies
Central Powers
Pan-Slavism
Ultimatum
Mobilize
Nationalism
Colonialism
Self-determination
Neutrality
Trench warfare
communism
Propaganda
Atrocity
Armistice
Mandate
Reparations
League of Nations
Treaty of Verailles
President Wilson 14 Points
This unit explains the European background to WWI, the start of the war in Europe, the entry of the United States into the war, the war itself, the impact of the war on the “home front” of the countries fighting it, the provisions Versailles Treaty and the results of the war, and the reasons why the US Senate refused to ratify the Versailles Treaty.
Lesson 1: The European Background of World War I:
Objectives:
• Understand the impact that the unification of Germany had on causing WW I.
• Understand why the race for colonies helped cause WW I.
• Understand why conflicts in the Balkans between Austria and Russia helped cause WWI.
• Understand how rivalries helped lead to WWI.
Topics:
• The impact the unification of Germany had in causing the war.
• Why the race for colonies helped cause WWI.
• Why the conflict in the Balkans helped cause WWI
• How international rivalries helped lead to WWI.
Lesson 2: The War 1914-1917:
OBJECTIVE:
• Understand the first years of the war.
TOPICS:
• The war 1914-1917
Lesson 3: The entry of the United States into World War I:
OBJECTIVE:
• Understand why the United States entered the World War I.
TOPIC:
• The entry of the US into World War I.
Key Concepts:
Total War/Great War
Militarism/ Arms race
Allies
Central Powers
Pan-Slavism
Ultimatum
Mobilize
Nationalism
Colonialism
Self-determination
Neutrality
Trench warfare
communism
Propaganda
Atrocity
Armistice
Mandate
Reparations
League of Nations
Treaty of Verailles
President Wilson 14 Points
Tuesday, February 15, 2011
February 14-18
Historical Investigation week: All e-cards are due Wednesday Feb 16,2011.
Mini-lesson: Evaluation of Sources
Mexican Revolution Test: Periods F and D on Thursday and Periods A and G Friday.
Mini-lesson: Evaluation of Sources
Mexican Revolution Test: Periods F and D on Thursday and Periods A and G Friday.
Friday, February 4, 2011
Mexican Revolution
February 4-7, 2011
Test: Period A Wednesday, Periods D,F and G Thursday
Topics: La Decena tragic, Constitution of 1917 Articles 3-27-123-130, Aguascalientes,
Tampico Bay Incident, Ley Calles, Pershing Expedition, Embassy Pact, Cristero War,
Maximato, Nationalization PEMEX and Buccarelli Agreements.
Monday Feb. 4: Mexican Muralists project
Tuesday Feb. 5: Electronic notecards are due (7)
Test: Period A Wednesday, Periods D,F and G Thursday
Topics: La Decena tragic, Constitution of 1917 Articles 3-27-123-130, Aguascalientes,
Tampico Bay Incident, Ley Calles, Pershing Expedition, Embassy Pact, Cristero War,
Maximato, Nationalization PEMEX and Buccarelli Agreements.
Monday Feb. 4: Mexican Muralists project
Tuesday Feb. 5: Electronic notecards are due (7)
Historical Investigation Ms Davis
What is your research question? Write it here, two inches below the margin. Seven inches below this students will put their other information.
Mollie Davis
Historical Investigation
Subject: Grade 9 English
Supervisor: Ms. Mollie Davis
Word Count: 492
Davis, Mollie 1
A. Plan of Investigation
The formatting of paragraphs is very important. In order to format a paragraph, students must indent the paragraph by pressing the „tab‟ key once. Students must also double space their paragraphs. Each sentence must start with a capital letter and end with a punctuation mark. Students must also follow all given directions for using in-text MLA citations. Any directly quoted material must be denoted by the use of “quotation marks.” If students fail to follow these basic formatting rules, they will lose five points on their overall Historical Investigation.
B. Summary of Evidence This section must be written using dot points. Each dot point must be written using a complete sentence. Every fact must be cited correctly with an in-text citation. Please check the MLA reference guide at the Purdue Online Writing Lab for how to cite the sources you are using. As you do this, remember that large works get underlined or italicized. Examples are: Book Titles, Web Sites, and Movies. Shorter works need “quotation marks.” Examples are: “Chapters,” “Short Stories,” “Poems,” “Web Pages.” When you write titles, please remember to capitalize every major word in a title. The only words you should not capitalize are: any prepositions, (about, around, before, behind, between, among, during) a, an, the, and, or, but – unless these words begin the title. The difference between a Web Site and a "Web Page" is that the Web Site is the main site and the "Web Page" is a page within the Web Site.
Davis, Mollie 2
C. Evaluation of Sources
Students will begin this section with the bibliographic information for the source they are evaluating. This bibliographic information must be done according to the 2009 version of the MLA. Students are expected to use a site such as easybib.com to correctly format their citation. Again, this section must be written in paragraph form. Students must write one correctly formatted paragraph for each section. Each paragraph must have a topic sentence that mentions what will be addressed in the paragraph. This means that the first topic sentence will mention the word „origin,‟ the second topic sentence will mention the word „purpose,‟ the third topic sentence will mention the word „value,‟ and the fourth topic sentence will mention the word „limitations.‟
D. Analysis
This section will be written in paragraph form. Students will use up to three paragraphs to discuss their opinions based on the facts presented in the summary of evidence. Students must remember to start a new paragraph each time they start a new major idea. Also, as students may be using the pronoun “I” in this section, they must remember that this pronoun must ALWAYS be written as a capital letter.
E. Conclusion
This section is also written in correct paragraph form. The topic sentence of this paragraph will be the thesis of this Investigation. To write a thesis statement, turn the original research question into a statement.
Davis, Mollie 3
Works Cited
This section of the Investigation will be on a separate page.
The entries will follow the 2009 MLA format for a works cited.
The entries will be in alphabetical order by the first word in the entry. This will be either the author‟s last name or the first word of the article or the webpage.
Mollie Davis
Historical Investigation
Subject: Grade 9 English
Supervisor: Ms. Mollie Davis
Word Count: 492
Davis, Mollie 1
A. Plan of Investigation
The formatting of paragraphs is very important. In order to format a paragraph, students must indent the paragraph by pressing the „tab‟ key once. Students must also double space their paragraphs. Each sentence must start with a capital letter and end with a punctuation mark. Students must also follow all given directions for using in-text MLA citations. Any directly quoted material must be denoted by the use of “quotation marks.” If students fail to follow these basic formatting rules, they will lose five points on their overall Historical Investigation.
B. Summary of Evidence This section must be written using dot points. Each dot point must be written using a complete sentence. Every fact must be cited correctly with an in-text citation. Please check the MLA reference guide at the Purdue Online Writing Lab for how to cite the sources you are using. As you do this, remember that large works get underlined or italicized. Examples are: Book Titles, Web Sites, and Movies. Shorter works need “quotation marks.” Examples are: “Chapters,” “Short Stories,” “Poems,” “Web Pages.” When you write titles, please remember to capitalize every major word in a title. The only words you should not capitalize are: any prepositions, (about, around, before, behind, between, among, during) a, an, the, and, or, but – unless these words begin the title. The difference between a Web Site and a "Web Page" is that the Web Site is the main site and the "Web Page" is a page within the Web Site.
Davis, Mollie 2
C. Evaluation of Sources
Students will begin this section with the bibliographic information for the source they are evaluating. This bibliographic information must be done according to the 2009 version of the MLA. Students are expected to use a site such as easybib.com to correctly format their citation. Again, this section must be written in paragraph form. Students must write one correctly formatted paragraph for each section. Each paragraph must have a topic sentence that mentions what will be addressed in the paragraph. This means that the first topic sentence will mention the word „origin,‟ the second topic sentence will mention the word „purpose,‟ the third topic sentence will mention the word „value,‟ and the fourth topic sentence will mention the word „limitations.‟
D. Analysis
This section will be written in paragraph form. Students will use up to three paragraphs to discuss their opinions based on the facts presented in the summary of evidence. Students must remember to start a new paragraph each time they start a new major idea. Also, as students may be using the pronoun “I” in this section, they must remember that this pronoun must ALWAYS be written as a capital letter.
E. Conclusion
This section is also written in correct paragraph form. The topic sentence of this paragraph will be the thesis of this Investigation. To write a thesis statement, turn the original research question into a statement.
Davis, Mollie 3
Works Cited
This section of the Investigation will be on a separate page.
The entries will follow the 2009 MLA format for a works cited.
The entries will be in alphabetical order by the first word in the entry. This will be either the author‟s last name or the first word of the article or the webpage.
Thursday, February 3, 2011
Tuesday, February 1, 2011
Monday, January 31, 2011
January 31- February 4
January 31- February 4
Block Period: Group Presentations “Ideals and Goal”, Electronic note cards for historical investigation are due: Periods A and G Friday and F Thursday.
Day 1: Venustiano Carranza y Alvaro Obregon lecture. Venn Diagram comparing and contrasting the Constitution of 1857 and 1917 Articles 3, 27, 123 and 130. Hand-out HW : Why is it important to not call U.S. military action in Mexico an “intervention”. Why U.S. military action is necessary?
Day 2: Go over homework hand-out and Venn Diagram
Day 3: The Constructive Phase 1920- 1940 9Obregon, Calles, Maximiato, Cristero War and Cardenas. Homework: Why the United States cannot ignore Mexico’s domestic troubles.
Day 4: Hand in electronic note cards , review for test on the Constructive Phase for next Tuesday, fe. 8,2011.
Block Period: Group Presentations “Ideals and Goal”, Electronic note cards for historical investigation are due: Periods A and G Friday and F Thursday.
Day 1: Venustiano Carranza y Alvaro Obregon lecture. Venn Diagram comparing and contrasting the Constitution of 1857 and 1917 Articles 3, 27, 123 and 130. Hand-out HW : Why is it important to not call U.S. military action in Mexico an “intervention”. Why U.S. military action is necessary?
Day 2: Go over homework hand-out and Venn Diagram
Day 3: The Constructive Phase 1920- 1940 9Obregon, Calles, Maximiato, Cristero War and Cardenas. Homework: Why the United States cannot ignore Mexico’s domestic troubles.
Day 4: Hand in electronic note cards , review for test on the Constructive Phase for next Tuesday, fe. 8,2011.
Friday, January 21, 2011
Feruary 23-27
February 23-27, 2011
Block Period: PPP and Blog Review and Historical Investigation
Day 1: Evaluate Francisco Madero (Library of Congress) and Activity #2: U.S. Intervention in the Mexican Revolution using photographic exhibit of Robert Runyon. “What sort of problems did the revolution appear to cause for the people of Mexico?”
Day 2: Madero, Huerta and La Decena Tragica” Video
Day 3: Activity #2: Answer the questions, using the Document 1: Background information on the Tampico incident and Document 2: Excerpt of Wilson’s April 14 statement to Congress on the Tampico incident.
Day 4: Review and prepare presentations on “Caudillos Ideals and Goals” for next week during block periods.
Block Period: PPP and Blog Review and Historical Investigation
Day 1: Evaluate Francisco Madero (Library of Congress) and Activity #2: U.S. Intervention in the Mexican Revolution using photographic exhibit of Robert Runyon. “What sort of problems did the revolution appear to cause for the people of Mexico?”
Day 2: Madero, Huerta and La Decena Tragica” Video
Day 3: Activity #2: Answer the questions, using the Document 1: Background information on the Tampico incident and Document 2: Excerpt of Wilson’s April 14 statement to Congress on the Tampico incident.
Day 4: Review and prepare presentations on “Caudillos Ideals and Goals” for next week during block periods.
Monday, January 17, 2011
Week: 17-21 of January 2011
Week: January 17-21
Block Periods: Video: Mexico, Porfiriato 1910, review Packet questions 1-23 and mini-lesson Historical Investigation. Homework: Go over pros and cons of Porfirio Diaz regime.
Day 1: Revolution: Shikmore pages 227-233 Opposition to Diaz and pros and cons of Porfirio Diaz assignment.
Day 2: Revolution: Francisco Madero and hand-out Plan de San Luis de Potosi. QUIZ: Periods D,F and G on Thursday and period A on Friday.
Day 3: Video, Decena Tragica and discuss Francisco Madero ideals. Homework: Research biographies of Pancho Villa and Emiliano Zapata.
Day 4: Quiz: Historical Investigation Mini-Lesson: work at home
Group Project: Major leaders of the Mexican Revolution, ideals and role.
Block Periods: Video: Mexico, Porfiriato 1910, review Packet questions 1-23 and mini-lesson Historical Investigation. Homework: Go over pros and cons of Porfirio Diaz regime.
Day 1: Revolution: Shikmore pages 227-233 Opposition to Diaz and pros and cons of Porfirio Diaz assignment.
Day 2: Revolution: Francisco Madero and hand-out Plan de San Luis de Potosi. QUIZ: Periods D,F and G on Thursday and period A on Friday.
Day 3: Video, Decena Tragica and discuss Francisco Madero ideals. Homework: Research biographies of Pancho Villa and Emiliano Zapata.
Day 4: Quiz: Historical Investigation Mini-Lesson: work at home
Group Project: Major leaders of the Mexican Revolution, ideals and role.
Friday, January 7, 2011
Week: January 10-14 History 11th Grade
BLOCK PERIODS:
Lecture: Political, economic and social background of Latin American Nations after wars for Independence and Mexico, El Porfiriato. Discuss key concepts and power point presentation.
Day 1: Discussion Questions (DQs) #1-2
1. Discuss the economic, political and social impact of Mexican Independence.
2. Explain the causes and consequences of the Mexican-American War from both the US and Mexico. (Multi-flow map)
Key Concepts: Oligarchy,dictator, liberal, conservative, continuismo and Porfirio Diaz.
Day 2: Read in class "Modern Latin America" pages 223-227
DQ #3: Discuss the positive and negative aspacts of the regime of Porfirio Diaz.
Homework: Francisco Madero, Plan de San Luis de Potosi and caudillos.
Day 4: "Modern Latin America: pages 227-232 read in class...take notes.
DQ #4 Explain the causes and the conduct of the Mexican revolution of 1910. How did the Constitution of 1917 reflect the issues of the revolution.
HW: Emiliano Zapata, Plan de Ayala, ejido and Agrarian Reform.
Hand-out:Review questions to be answer in school and finish at home.
Day5: Review, check homeworks and hand-out
Lecture: Political, economic and social background of Latin American Nations after wars for Independence and Mexico, El Porfiriato. Discuss key concepts and power point presentation.
Day 1: Discussion Questions (DQs) #1-2
1. Discuss the economic, political and social impact of Mexican Independence.
2. Explain the causes and consequences of the Mexican-American War from both the US and Mexico. (Multi-flow map)
Key Concepts: Oligarchy,dictator, liberal, conservative, continuismo and Porfirio Diaz.
Day 2: Read in class "Modern Latin America" pages 223-227
DQ #3: Discuss the positive and negative aspacts of the regime of Porfirio Diaz.
Homework: Francisco Madero, Plan de San Luis de Potosi and caudillos.
Day 4: "Modern Latin America: pages 227-232 read in class...take notes.
DQ #4 Explain the causes and the conduct of the Mexican revolution of 1910. How did the Constitution of 1917 reflect the issues of the revolution.
HW: Emiliano Zapata, Plan de Ayala, ejido and Agrarian Reform.
Hand-out:Review questions to be answer in school and finish at home.
Day5: Review, check homeworks and hand-out
Thursday, January 6, 2011
Wednesday, January 5, 2011
Unit III Mexican Revolution
Unit III The Mexican Revolution 1910-1940
This week we are starting Unit III, the Mexican Revolution.
Introduction:
This section focuses on the causes, course and impact of the Mexican Revolution that occurred in a country that had experienced a lengthy period of political stability and economic growth. The socio-economic composition of revolutionary leadership and their aims were varied. The revolution was prolonged and costly. The Constitution of 1917 has been described as the most progressive constitution created at this time in the region. It had significant influence on the political developments of the country and the area. The revolution impacted greatly on the arts, arguably representing the earliest and most enduring attempt to overcome racial divisions and incorporate the Indian heritage into the national identity.
1. Background and causes of the Revolution: Porfiriato; political, social and economic causes.
2. The leaders of the Revolution: 1910-1920: Madero, Villa, Zapata, Carranza; their goal, methods used, achievements, and failures.
3. The Constitution of 1917: its nature and application
4. Post civil War period: 1920-191940- Obregon/ Calles: policies, and achievements; Cardenas: goals, methods and achievements.
5. The role of the USA: From the outbreak through the development of the Revolution; reasons, methods of intervention.
6. The development of Mexican Revolutionary culture; art/education.
ART
The years following Mexico’s revolutionary period, which is generally considered to have lasted from 1910 to 1920, gave rise to a national spirit of optimism and an unprecedented flowering of culture. The artists who lived through the revolution responded vividly to this tumultuous, bloody period, and numerous foreign artists were drawn to Mexico in the revolution’s aftermath by the sensation of social and artistic renewal.
Art in Post-Revolutionary Mexico, 1920-1950 features several paintings, drawings, prints, murals and photographs by some of Mexico’s most famous artists such as José Clemente Orozco, Diego Rivera, David Alfaro Siqueiros, and Rufino Tamayo.
This remarkable artistic outpouring defined and extolled Mexico’s national character and the country’s bright promise as a modern state. Art in Post-Revolutionary Mexico, 1920-1950 encompasses themes which derive from this concept, including Mexico’s pre-Hispanic past, the worker and social reform, modernism and the city, and surrealist trends in Mexican art.
Perhaps the most widely recognized Mexican art form is the mural, which is heavily influenced by the art and architecture of the Aztec, Maya, and other pre-Columbian civilizations. The Mexican Muralist school counted among its members the most powerful figures such as Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.
Key Concepts
Caudillos Ideology
Revolution
Continuismo
Dictator
Federalism
Nationalism
Mestizos
Creoles
Treaty of Guadalupe Hidalgo
Santa Ana
Liberals
Conservatives
Agrarian Reform
Benito Juarez
Porfirio Diaz
Francisco Madero
Plan de San Luis de Potosi
Plan de Ayala
Plan Orozquista
Emiliano Zapata
Victoriano Huerta
Pancho Villa
Venustiano Carranza
Woodrow Wilson
Mexican Constitution
(1917)
• Articles 27, 123, 3
Alvaro Obregon
Plutarco Elias Cailes
Lazaro Cardena
This week we are starting Unit III, the Mexican Revolution.
Introduction:
This section focuses on the causes, course and impact of the Mexican Revolution that occurred in a country that had experienced a lengthy period of political stability and economic growth. The socio-economic composition of revolutionary leadership and their aims were varied. The revolution was prolonged and costly. The Constitution of 1917 has been described as the most progressive constitution created at this time in the region. It had significant influence on the political developments of the country and the area. The revolution impacted greatly on the arts, arguably representing the earliest and most enduring attempt to overcome racial divisions and incorporate the Indian heritage into the national identity.
1. Background and causes of the Revolution: Porfiriato; political, social and economic causes.
2. The leaders of the Revolution: 1910-1920: Madero, Villa, Zapata, Carranza; their goal, methods used, achievements, and failures.
3. The Constitution of 1917: its nature and application
4. Post civil War period: 1920-191940- Obregon/ Calles: policies, and achievements; Cardenas: goals, methods and achievements.
5. The role of the USA: From the outbreak through the development of the Revolution; reasons, methods of intervention.
6. The development of Mexican Revolutionary culture; art/education.
ART
The years following Mexico’s revolutionary period, which is generally considered to have lasted from 1910 to 1920, gave rise to a national spirit of optimism and an unprecedented flowering of culture. The artists who lived through the revolution responded vividly to this tumultuous, bloody period, and numerous foreign artists were drawn to Mexico in the revolution’s aftermath by the sensation of social and artistic renewal.
Art in Post-Revolutionary Mexico, 1920-1950 features several paintings, drawings, prints, murals and photographs by some of Mexico’s most famous artists such as José Clemente Orozco, Diego Rivera, David Alfaro Siqueiros, and Rufino Tamayo.
This remarkable artistic outpouring defined and extolled Mexico’s national character and the country’s bright promise as a modern state. Art in Post-Revolutionary Mexico, 1920-1950 encompasses themes which derive from this concept, including Mexico’s pre-Hispanic past, the worker and social reform, modernism and the city, and surrealist trends in Mexican art.
Perhaps the most widely recognized Mexican art form is the mural, which is heavily influenced by the art and architecture of the Aztec, Maya, and other pre-Columbian civilizations. The Mexican Muralist school counted among its members the most powerful figures such as Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.
Key Concepts
Caudillos Ideology
Revolution
Continuismo
Dictator
Federalism
Nationalism
Mestizos
Creoles
Treaty of Guadalupe Hidalgo
Santa Ana
Liberals
Conservatives
Agrarian Reform
Benito Juarez
Porfirio Diaz
Francisco Madero
Plan de San Luis de Potosi
Plan de Ayala
Plan Orozquista
Emiliano Zapata
Victoriano Huerta
Pancho Villa
Venustiano Carranza
Woodrow Wilson
Mexican Constitution
(1917)
• Articles 27, 123, 3
Alvaro Obregon
Plutarco Elias Cailes
Lazaro Cardena
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