Mrs. Mills 11th Grade History

11th Grade History of The Americas Study Guide

2011-05-12T10:04:00.000-07:00

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

The NAZI CONTROL

2011-05-02T09:02:00.000-07:00

http://www.slideshare.net/mrjportman/nazi-control-of-germany

The Weimar Republic

2011-05-02T08:12:00.000-07:00

Weimar Republic

View more presentations from dmcdowell

US Declares War

2011-04-03T10:56:00.000-07:00

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”

Battle of WWI

2011-04-03T10:46:00.000-07:00

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

Week 21 - 25 History Assignments

2011-03-17T08:42:00.000-07:00

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

March 14 - 18. 2011

2011-03-14T12:39:00.000-07:00

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.

A Soldier's Life

2011-03-14T08:48:00.000-07:00

A Soldier's Life

View more presentations from dmcdowell

President Wilson and WWI

2011-03-14T08:33:00.000-07:00

Wilson, WWI and America: Part I.

View more presentations from ljhsblog.

Map Simulation

2011-03-04T10:54:00.000-08:00

http://www.cyberlearning-world.com/lessons/ushistory/ww1/ww1.htm

Flashcards to review

2011-02-27T10:55:00.000-08:00

http://quizlet.com/4407464/wwi-vocabulary-flash-cards/

2011-02-27T10:52:00.001-08:00

http://quizlet.com/892590/wwi-test-flash-cards/

Animation System of Alliances

2011-02-25T10:52:00.000-08:00

http://www.thecorner.org/hist/wwi/index.htm

February 21-25, 2011

2011-02-22T08:16:00.001-08:00

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

WORLD WAR I UNIT

2011-02-22T08:05:00.000-08:00

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

February 14-18

2011-02-15T11:40:00.000-08:00

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.

Mexican Revolution

2011-02-04T13:15:00.000-08:00

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)

Historical Investigation Ms Davis

2011-02-04T08:45:00.000-08:00

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.

Mexican Muralists

2011-02-03T12:58:00.000-08:00

Lazaro Cardenas: PEMEX

2011-02-01T10:52:00.001-08:00

January 31- February 4

2011-01-31T07:37:00.000-08:00

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.

Feruary 23-27

2011-01-21T08:21:00.000-08:00

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.

Week: 17-21 of January 2011

2011-01-17T07:08:00.000-08:00

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.

Resource: U.S. Library of Congress Country Study-Mexico

2011-01-07T08:36:00.000-08:00

http://memory.loc.gov/frd/cs/mxtoc.html

Mexican Revolution Power Point Presentation

2011-01-07T08:18:00.000-08:00

Mexican Revolution

View more presentations from ccarter333.

Week: January 10-14 History 11th Grade

2011-01-07T07:10:00.000-08:00

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

Video: Mexican Revolution

2011-01-06T07:33:00.000-08:00

Unit III Mexican Revolution

2011-01-05T10:18:00.000-08:00

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

II th Grade Study Guide for Semestr Exam I

2010-12-06T07:36:00.001-08:00

Study Guide: 11th Grade History Semester I Exam

Key Concepts Unit I:
Identify the historical significance of the following:
• Christopher Columbus
• Hernan Cortez
• Montezuma
• Hernando de Soto
• Francisco Pizarro
• Bartolome de Las Casas

Describe and state the historical significance of the following:
• Mestizos
• Treaty of Tordesillas
• Spanish Armada
• Conquistadores Aztecs
• Columbian Exchange Black Legend
• Middle Passage
• Encomienda
• Two ecosystems
• Sugar Revolution
• Modern Plantation System
• Mercantilism
• Genocide
Council of the Indies
Slavery
Triangular Trade

Sources: Digital History, Power Point Presentation on the blog and your notebook.

Unit II: Key Concepts, Video and Power Point Presentation “America Becomes a World Policy”, political cartoon analysis and be ready to evaluate the Good neighbor Policy using examples.

Good Luck!!!!!!!!!!!
You are all prepared for this test.

Merry Christmas and a very Happy New Year!!!!!!!!!!! To all of you.

Chritmas Baskets

2010-11-30T06:49:00.000-08:00

November 23, 2009

Dear Parents (Nursery – 12th):

As another holiday season nears, many of us will enjoy our time with loved ones and celebrate the joyous memories of the past year. As we give thanks for the blessings and gifts in our lives, we also have an opportunity to appreciate those people who make the American School outstanding, but who rarely get the recognition they deserve.

On behalf of all American Schools students, we would like to extend our gratitude to the maintenance workers, the bus drivers, the nannies and their families by preparing food baskets for them as gifts at Christmas. Students in each grade level are asked to contribute the following items:

Nursery Bar Soap 7th grade Ketchup
Pre-Kinder Detergent 8th grade Beans
Kinder Toilet paper 9th grade Cooking Oil
1st grade Rice 10th grade Maseca
2nd grade Pasta 11th grade Soup
3rd grade Sugar 12th grade Oatmeal
4th grade Tomato Paste
5th grade Cereal
6th grade Flour

Thank you for participating in this event, and for involving your children in the charitable activities of the American School. Please send the item with your child to his homeroom teacher (Pre School and Elementary School) and to their Class Advisors (MS / HS) before Friday, December 10. We hope that we can foster in all students a spirit of generosity and compassion which will, in the end, make our world a better place.

Sincerely,

Claudia Pereira Elcenora Martínez
Pre-School Principal Elementary Principal

Ricardo Belgrave Maria Francisca Motz
Middle School Principal High School Principal

WEEK: November 29 to December 3, 2010

2010-11-29T13:03:00.000-08:00

Power Point Presentations Due Date: December 1, 2010
Oral Presentations in class

America's New Role

2010-11-19T12:26:00.001-08:00

Mexico Latin America

View more presentations from David Rathbun .

America"s New Role

2010-11-19T12:21:00.000-08:00

http://www.slideshare.net/drathbun/mexico-latin-america?src=related_normal&rel=1197865

Assignment for Monday November 22, 2010

2010-11-19T09:07:00.000-08:00

Essay:

"The Goodneigbor Policy enhanced both diplomatic and economic relations between the US and Latin America." Assess the validity of this statement.
(Keep in mind the Monroe Doctrine, The Roosevelt Corlllary, Panama and othe US interventions in the Caribbean and Central America).

http://www.irc-online.org/content/pdf/0503ggn.pdf

November 18, 2010

2010-11-17T12:43:00.000-08:00

Goodmorning students,

Sorry I will not be you today, but you know life goes on in the classroom.

IB History Students: Case Study Group project.

Non-IB Students: Video "America Becomes a World Power and flascards.

Sociology Students: Section 3:

WEEK: November 15-19,2010

2010-11-15T10:42:00.000-08:00

On The World Stage: pages 677-681

All notecards finished.
Check blog for group presentations instructions.
I will be checking notebooks.
Test November 23, 2010:
Textbook: pages 670-681
Panama, Teddy Roosevelt, Roosevelt Corollary,and Dollar Diplomacy.

Concepts:
1. Gentlemen"s Agreement 2. Great White Fleet

Questions:
1. Explain the Dollar diplomacy. How was it applied during Taft's administration.

Case Study Project: American Imperialism in Latin America

2010-11-15T10:37:00.000-08:00

Case Study Presentations: American Imperialism in Latin America

-Your job is to:
1) understand your topic; 2) interpret and present it in an interesting way; 3) communicate relevant information at a manageable and helpful level to your classmates.
Expectations:
1. Make this as creative and interesting as possible. It’s difficult to imagine something worse than listening to extremely boring presentations.
2. 15 minute presentation shared equally among the members of the group.
(your presentation will be cut off at exactly 15 minutes)
3.Powerpoint Requirements:
-no more than 10 slides
-each slide must be about 1 thing
-each slide needs a title and an image
-bullet points only—5 per slide is the absolute maximum
-you can use different layouts if you like
4. Works Cited Page
-at least two sources
-no Wikipedia—only respectable academic sources
5. Since, you can only use 1 slide you will be doing a lot of
talking to the class—not simply reading off the powerpoint!! So, make
your presentation as fluid as possible. Notecards could be helpful.

DUE DATE: December 1, 2010

The Panama Canal

2010-11-10T06:27:00.001-08:00

Panama Canal history

View more presentations from Donald Johnson.

Managing an Empire

2010-11-08T06:42:00.000-08:00

Textbook: American Pageant 670-676
Week: Nov. 9-12

1. Clayton Bulwer Treaty 1850 2. Hay-Pauncefote Treaty 1903 3. Bunau Varilla
4. Panaminian Revolt 5. Hay Bunau-Varilla Treaty 1903 6. Roosevelt Corollary
7. Cuban Intervention

Essay:
1.Teddy Roosevelt foreign policy is often referred to as "big stick" diplomacy. How is this term applicable to his dealings with Panama and other Central American Republics.

2. How did the Roosevelt Corollary differ from the original Monroe Doctrine? cite examples

Do not forget your notecards.

The Great White Fleet

2010-11-04T13:32:00.000-07:00

America On the World Stage 1899-1909

2010-11-02T13:30:00.000-07:00

Textbook: 664-670 Nov. 1-5

1. Philipine Insurrection 2. William H. Taft 3. "little brown brothers" 4. John Hay
5. Open Door Policy 6. Boxer Rebellion

Essay: Explain John Hay's Open Door Policy. What led to it's development and how did the Boxer Rebellion lead to expansion?

Test November 2, 2010

2010-11-01T14:11:00.000-07:00

The test will be divided into two parts because of the Assembly Schedule.
Tomorrow 11th graders will take the multiple choice section.

The Question of Empire

2010-10-26T09:28:00.000-07:00

Week: October 26-30

Textbook: American Pageant pages 655-660 The Question Of the Empire

1. Anti-Impreialism League 5. Insular Cases
2. White Man’s Burden 6. Platt Amendment
3. Albert Beveridge 7. Guantanamo Base
4. William Bryan Jennings

Describe the contradictions between the Teller and the Platt Amendment.

Spanish-American War

2010-10-18T08:53:00.000-07:00

Unit II: Inter-American Relations

October 18-22
Textbook: pages 646-655

1. Butcher Weyler 6. Rough Riders 11. Jose Marti
2. Yellow Journalism 7. Pact of Paris
3. Battleship Maine 8. Platt Amendment
4. De Lome Letter 9. Teller Amendment
5. Emilio Aguinaldo 10. Foraker Act

Essay:
1. How were McKinley and Cleveland similar in their attitudes towards war with Spain? Different
2. Draw a month by month timeline of the major events of the war.

Video: America Becomes a World Power

2010-10-12T12:45:00.001-07:00

The Monroe Doctrine

2010-10-12T12:35:00.000-07:00

President James Monroe, in the annual message to Congress, announced the doctrine on December 2, 1823.

"The American continents, by the free and independent condition which they have assured and maintain, are henceforth not to be considered as subjects for future colonization by any European powers. We should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety."

The Monroe Doctrine 1823

America Becomes a Imperial Power

2010-10-12T11:53:00.000-07:00

America Becomesan Imperial Power

View more presentations from Grey Pilgrim.

Foreign Policy and Imperialism

2010-10-12T07:05:00.001-07:00

IB History if the Americas Unit II: Inter-American Relations (Foreign Policy and Imperialism)

Essential Question: Under what conditions should the U.S. intervene in worlds affairs?

Week October 12 to 15: Textbook Chapter 29: The Path of Empire 1890-1899

Read pages 641-646
1. Near-wars of the late 1880’s 2. British Guiana-Venezuela boundary dispute
3. Josiah Strong 4. Alfred T. Mahan 5. McKinley Tariff and Hawaii 6. Queen Liliuokalani 7. Monroe Doctrine

Short Answer Responses:
1. What forces stimulated change in American diplomatic policy overseas expansion in the late 1800’s?
2. What factors tempered the British reaction to Secretary to Secretary of State Olney’s claim the “the United States is practically sovereign in this continent”?
3. Draw a political cartoon (page 644) that illustrates the competing interests in Hawaii. Use symbols, captions and exaggeration to illustrate the different players in competition for control.

PowerPoint

2010-10-07T09:41:00.001-07:00

America Becomes a World Power

View more presentations from jjarvis106.

Unit II: Inter-American Relations

2010-10-07T09:13:00.000-07:00

UNIT II: Inter-American Relations

This section focuses on modernization in the region, and its impact on foreign policy. Modernization shaped the new nations and its effects created the basis for a major shift in the foreign policies of the region. By the end of the century, for example, the United States played a more active role in world affairs and in the affairs of Latin America in particular, thus transforming inter-American relations.

KEY CONCEPTS: UNIT II INTER-AMERICAN RELATIONS

IDENTIFY the following individuals.
Alfred T. Mahan
Queen Liliuokalani
Mathew Perry
Rudyard Kipling
Jose Marti
Depuy de Lome
President McKinley
Theodore Roosevelt
William R. Hearst
Joseph Pulitzer

Identify the following policies or events:
Imperialism Open Door Policy
Expansionism Roosevelt Corollary
Manifest Destiny Dollar Diplomacy
Monroe Doctrine Moral Diplomacy
Clayton- Bulwer Treaty Big Stick policy
Hay-Pauncefote Treaty Boxers Rebellion
Teller Amendment Good Neighbor Policy
Platt Amendment
Foraker Act

STUDENTS OBJECTIVES:
After viewing America in the 20th Century: “America Becomes a World Power” students’ should be able to:
• Explain the difference between Imperialists and Anti-Imperialist views and identify specific individuals of each history.
• Describe the regions of the United States tried to expand into and how it would benefit them.
• Describe the causes and objectives of the Spanish –American War.
• Explain relationships the United States developed during and after the Spanish-American War.
• Explain the causes and the effects of the Open Door Policy .
• Compare and contrast the administration policy and the actions taken by Roosevelt, Taft and Wilson while in office.

Famous Phrases:
White Man’s Burden
Splendid little War
Seward’ Folly
Hawaii for Hawaiians
Remember the Maine
Rough Riders

Textbook: The American Pageant: Chapters 29 and 30
Webpage: htt://smplanet.com/imperialism/toc.html
Hand-outs: Encarta, 1898-1928, Panama, Cuba, Honduras and Nicaragua

Slaves rebel in Saint-Domingue (Haiti). Rise of Toussaint L'Ouverture

2010-10-04T13:55:00.000-07:00

Underground Railroad--History of Slavery, Pictures, Information

2010-09-03T09:10:00.000-07:00

Underground Railroad--History of Slavery, Pictures, Information

Sociology 12th Grade

2010-08-11T08:32:00.000-07:00

Sociology 12th grade Semester I

SEMESTER I 2010
Mrs. Mills/Mr. Urquia

12TH Grade Sociology

Sociology explores all aspects of social relationships, and it helps to understand why human beings create the societies they inhabit and how they behave with other individuals and groups.

The knowledge about society, obtained by scientific methods, can contribute to the development of a better society. The student, as a future contributor to society, needs to be exposed to the major sociological issues taking place today.

Sociology is an introductory course and is given for one semester. This course attempts to develop the students´ sociological imagination. We will cover key concepts such as the sociological perspective, culture, socialization and development, social interaction, social behavior and structure.

Textbook: Sociology and You, by J. Shepard and R.W. Greene, Glencoe/McGraw-Hill,(2003)

How to access your Sociology and You book online:

Step 1: Open the following page in the Internet:
http://www.glencoe.com/sec/socialstudies/ose/national.html

Step 2: Type your username and password.
Your teacher will provide you with this information.

That’s it! You’re in! and you never carry a sociology book.

Introduction:
First week we will discuss the Sociology Course Syllabus and the sociological perspective.

Assignment: I will major in………..?

What would you like to study when you go off to college? For this assignment you will research one of the career options for sociology majors or any other major that interests you. Look up important information such as the education requirements, skills needed, income expectations, and future career opportunities. Analyze the advantages and disadvantages of the particular career.

Write a 2 page essay focusing in the above criteria. Mention the advantages and disadvantages (if any) and explain why you chose that particular careers and why you believe it is right for you. The rubric will be handed in class.

Due Date:
To be announced
Turnitin.com

History of The Americas 11th grade

2010-08-05T10:54:00.000-07:00

• Course Description
11th Grade

IB History of the Americas is a two year course which prepares students for the IB History Exam in May of their senior year. In the first year, students will develop a thorough understanding of specified economic, political, and social events in the Americas.

Students in this class are required to do extensive reading and essay writing. While the responsibility for Discussion Questions(DQs) can be shared in groups, each student is expected to do all of the reading and will be quizzed on the reading assigned.

Additionally, each student is required to do a research project, called the Internal Assessment, which involves extensive research and document analysis.

Unit 1: Slavery in the Americas

1.1 Slavery inthe US
1.2 Latin American Slavery (Haiti and Brazil)

RESOURCES:

http://www.edsitement/ .com
http://www.apnotes.net/
www.loc.gov/index.html
http://www.digitalhistory.uh.edu/

Excerpts from Charles C. Mann's article "1491" which was printed in March 2002 issue of The Atlantic Monthly.

Klein, Herbert. African Slavery in Latin America and the Caribbean. Oxford Univ. Press, 1988. http://www.questia.com/

King Cotton: The Fiber of Slavery, by Jean M. West. http://www.slaveryinamerica.org/

Sugar and Slavery : Molasses to Rum to Slaves. Jean M. West

Tobacco and Slavery: The Vile Weed. By Tobacco and Slavery: The Vile Weed

Slavery in Historical Perspective. wwwdigitalhistory.uh.edu

TEXTBOOK: American Pageant, Bailey, Kenneth, Cohen, Houghton Mifflin

VIDEOS

www.edsitement .com

www.apnotes.net

www.loc.gov/index.html

www.digitalhistory.com

Unit I: The Colonial Period

What was the motivation for colonization by Europeans and why some countries were more successful? What was the interaction between the Indians and Europeans?
Background:

1. Why the Iberian Peninsula took the lead in Western European Expansion?
2. Why Spain and Portugal were replaced by the British, French and Dutch in exploration and commerce?

Questions:
1. Write your definition of the concept of discovery. Then use this definition to demonstrate that Columbus was or was not the person who discovered America.
2. Summarize the motives and expectations, problems and rewards associated with The Age of European Expansion.
3. What was the nature of slavery in Africa before the arrival of the Spanish?
4. Are the conquistadores considered villains or heroes for their actions in America?
5. Describe the Aztec civilization and the effect that European conquest had on it?
6. Columbian Exchange: Describe the impact of Europeans on Native American (Indian) cultures and the impact of Native cultures on Europeans. Then explain WHY or WAS NOT a good thing that European culture prevailed?

TEXTBOOK: American Pageant, Bailey, Kenneth, Cohen, Houghton Mifflin. Chapter 1 pages 11-23.

Identify the historical significance of the following:
• Christopher Columbus
• Hernan Cortez
• Montezuma
• Hernando de Soto
• Francisco Pizarro
• Bartolome de Las Casas

Describe and state the historical significance of the following:
• Mestizos
• Treaty of Tordesillas
• Spanish Armada
• Conquistadores Aztecs
• Columbian Exchange Black Legend
• Noche Triste
• Encomienda
• Two ecosystems
• Sugar Revolution
• Modern Plantation System
• Mercantilism
• Genocide