Download Unit 4 - Hannahville Indian School

United States History and Geography
Becoming a World Power
SS0904
Ninth Grade: United States History and Geography
Unit 4: Becoming a World Power
Big Picture Graphic
Overarching Question:
How did tension between isolationism and interventionism influence and reflect the
changing meaning of freedom and equality?
Previous Unit:
Progressivism and
Reform
This Unit:
Becoming a World Power
Next Unit:
The Crisis of Capitalism
and Responses
Questions To Focus Assessment and Instruction:
1. How and why did America’s role on the international stage change?
2. How did imperialism and World War I affect the United States domestically?
3. How did responses to President Wilson’s Fourteen Points illustrate tensions between
interventionism and isolationism, as well as instability in the world?
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Types of Thinking
•
•
•
•
•
Compare and Contrast
Cause and Effect
Identifying Perspectives
Evidentiary Argument
Non-linguistic Representations
SS0904
Public Issues
• United States and the World: Contemporary public
policy issues related to the role of the United States in the
world.
• Balance of Power: Contemporary public policy issues
related to the distribution of power among central
government, state governments, and the people.
Unit Historical Overview
Although America has been an expansionist nation since its birth, its early growth, while extensive,
was confined to the continent. According to “Manifest Destiny,” the United States was meant to be
a continental nation, and the country expanded greatly during the 19th century. On the eve of the
20th Century, a “new manifest destiny,” focused on the acquisition of territories beyond the
continent, emerged and began to dominate America’s political interests. This new attitude toward
expansion overseas resulted from a complex mix of sometimes contradictory motivations, including
idealism, international rivalry, and a desire for economic and military gain. In this exciting and
uncertain time, an unprecedented media influence known as “yellow journalism” rallied the nation
to war against Spain. With the defeat of Spain, America acquired new territories overseas,
including Guam, the Philippines, and Puerto Rico. Amidst heated debate over how to govern these
new territories, the American foray into imperialism evolved into “big-stick diplomacy,” putting teeth
into the Monroe Doctrine through the threat of force and the claim of right to intervene in the
domestic affairs of Latin America. As the United States assumed the role of protector of the
hemisphere, American intervention resulted in the acquisition of territory through which to build the
Panama Canal. Eventual involvement in World War I further confirmed a global role for the United
States. The Spanish-American War and United States’ involvement in World War I developed an
American foreign policy that used economic, diplomatic, and military power throughout the 20th
Century.
Unit Abstract
Students begin this unit with a review of Washington’s Farewell Address and an exploration of the
difference between isolationism, imperialism, and internationalism. Students review the major
milestones in the evolution of American foreign policy from George Washington to the annexation
of Hawaii. Next, students explore the causes and consequences of the Spanish-American War
and the role of the press. Students then examine America’s imperialist behavior from 1898 to
1914 and take note of US acquisitions or dominance in specific places such as Cuba, Puerto Rico,
Guam, the Philippines, Panama, the Dominican Republic, and Mexico. In doing so, students
analyze why the United States continued to grow and expand as they are introduced to the “new
manifest destiny”. They use the acquisition of Hawaii as an example of this process. Next,
students analyze the causes of World War I by considering the role of militarism, alliances,
nationalism, and imperialism in the conflict. They then examine the United States’ shift from
neutrality to involvement by examining historical evidence. In assessing the domestic impact of
World War I on the United States, students survey the growth of government, the expansion of the
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economy, and the impact of the war on civil liberties. Students also study President Wilson’s
Fourteen Points and how reaction to it demonstrated both domestic tensions and varying political
perspectives throughout the world. The unit concludes with students learning how to construct an
historical argument and then applying what they learned to evaluate American diplomacy at the
turn of the century.
Focus Questions
1. How and why did America’s role on the international stage change?
2. How did imperialism and World War I affect the United States domestically?
3. How did responses to President Wilson’s Fourteen Points illustrate tensions between
interventionists and isolationists, as well as instability in the world?
Content Expectations
USHG 6.2.1:
Growth of US Global Power - Locate on a map the territories (Cuba, Puerto Rico,
Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its
emergence as an imperial power between 1890 and 1914, and analyze the role
the Spanish American War, the Philippine Revolution, the Panama Canal, the
Open Door Policy, and the Roosevelt Corollary played in expanding America’s
global influence and redefining its foreign policy.
USHG 6.2.2:
World War I - Explain the causes of World War I, the reasons for American
neutrality and eventual entry into the war, and America’s role in shaping the
course of the war.
USHG 6.2.3:
Domestic Impact of WWI - Analyze the domestic impact of World War I on the
growth of the government (e.g., War Industries Board), the expansion of the
economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer
Raids), and the expansion of women’s suffrage.
USHG 6.2.4:
Wilson and His Opponents - Explain how Wilson’s “Fourteen Points” differed from
proposals by others, including French and British leaders and domestic
opponents, in the debate over the Versailles Treaty, United States participation in
the League of Nations, the redrawing of European political boundaries, and the
resulting geopolitical tensions that continued to affect Europe.
C3.4.4:
Describe considerations and criteria that have been used to deny, limit, or extend
protection of individual rights (e.g., clear and present danger, time, place and
manner restrictions on speech, compelling government interest, security, libel or
slander, public safety, and equal opportunity).
C3.5.1:
Explain how political parties, interest groups, the media, and individuals can
influence and determine the public agenda.
C3.5.5:
Evaluate the actual influence of public opinion on public policy.
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C3.5.7:
Explain the role of television, radio, the press, and the internet in political
communication.
C3.5.9:
In making a decision on a public issue, analyze various forms of political
communication (e.g., political cartoons, campaign advertisements, political
speeches, and blogs) using criteria like logical validity, factual accuracy and/or
omission, emotional appeal, distorted evidence, and appeals to bias or prejudice.
C4.1.1:
Identify and evaluate major foreign policy positions that have characterized the
United States’ relations with the world (e.g., isolated nation, imperial power, world
leader) in light of foundational values and principles, provide examples of how
they were implemented and their consequences (e.g., Spanish-American War,
Cold War containment).
C4.1.2:
Describe the process by which United States foreign policy is made, including the
powers the Constitution gives to the president, Congress and the judiciary; and
the roles federal agencies, domestic interest groups, the public, and the media
play in foreign policy.
C4.1.3:
Evaluate the means used to implement U.S. foreign policy with respect to current
or past international issues (e.g., diplomacy, economic, military and humanitarian
aid, treaties, sanctions, military intervention, and covert action).
C4.1.4:
Using at least two historical examples, explain reasons for, and consequences of,
conflicts that arise when international disputes cannot be resolved peacefully.
Key Concepts
alliances
annexation
civil liberties
imperialism
internationalism
isolationism
militarism
national interest
nationalism
neutrality
yellow journalism
Duration
3 weeks
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Lesson Sequence
Lesson 1: The Expanding Nation to 1898
Lesson 2: “Yellow Journalism” and the Spanish-American War
Lesson 3: Growth of the United States as a Global Power, 1898 – 1914
Lesson 4: Causes of World War I and United States Involvement
Lesson 5: Domestic Impact of World War I
Lesson 6: Ending the War, 14 Points and Opponents
Lesson 7: Constructing an Historical Argument about US Foreign and Domestic Policy
Assessment
Selected Response Items
Constructed Response Items
Performance Assessments
USHG 6.2.3
C3.4.4
Create a TIME magazine cover that describes the political, economic, and
social effects on America as a result of imperialism and WWI. The cover
should also reflect how changing ideas of freedom and/or equality were used
to support U.S. foreign policy.
USHG 6.2.1
Complete a map to depict United States territorial acquisitions and interests
from 1890 to 1914. Annotate each event and explain how and why America’s
role on the international stage changed.
USHG 6.2.2
C4.1.4
Construct a historical argument about United States’ entry into World War I.
The argument should include a description of the causes of World War I. It
should also support the argument with evidence and refute an alternative
argument.
USHG 6.2.4
C4.1.2
Construct a proposal to revise Wilson’s post-War vision so that it would attain
support both domestically and internationally. Explain the reasons for the
changes.
USHG 6.2.1
C4.1.1
Construct an historical argument that supports one of the following
assertions:
Imperialism was inconsistent with basic American principles.
Imperialism was consistent with basic American principles.
The essay should use historical evidence to support the position taken and
refute at least one opposing argument.
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Resources
Equipment/Manipulative
Computers with Internet Access
Chart paper
Highlighters
Markers
Overhead projector/Document camera
Timer
World Map
Student Resources
Annexation of Hawaii, 1898. U.S. Department of State. 7 October 2009
<http://www.state.gov/r/pa/ho/time/gp/17661.htm>.
British Aspirations and Compromise. Foreign Affairs, 1919. US History.com. 6 Oct. 2009
<http://www.u-s-history.com/pages/h1331.html>.
Causes of the War of 1812. Niagara Falls Museum. 7 October 2009
<http://niagarafallsmuseums.blogspot.com/2008/02/causes-of-war-of-1812.html>
Committee on Public Information. Sourcewatch. 7 October 2009
<http://www.sourcewatch.org/index.php?title=Committee_on_Public_Information>.
∗
Cushing, Lincoln. Centenial of the Spanish-American War. 8 October 2009
<http://www.zpub.com/cpp/saw.html>.
Enlargement of Paul Revere’s Engraving of the Boston Massacre. Archiving Early America. 7
October 2009 <http://www.earlyamerica.com/review/winter96/enlargement.html>.
Espionage Act of 1917. 7 October 2009<http://law.jrank.org/pages/6568/Espionage-Act1917.html>.
French Aspirations and Compromise. Wars and Battles, World War I - Spring 1919. US
History.com. 6 Oct. 2009 <http://www.u-s-history.com/pages/h1329.html>.
Function of the War Industries Board. 7 Oct. 2009
<http://personal.ashland.edu/~jmoser1/warindustriesboard.htm>.
George Washington’s Farewell Address. Archiving Early America. 7 October 2009
<http://www.earlyamerica.com/earlyamerica/milestones/farewell/text.html>.
The Heritage of the Great War. 6 Oct. 2009 <http://www.greatwar.nl/versailles/versailsummary.html>;
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
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Italian Aspirations. World Affairs, World War I. US History.com. 6 Oct. 2009. <http://www.u-shistory.com/pages/h1332.html>.
∗
Imperialism. Regents Prep. 8 October 2009
<http://regentsprep.org/Regents/ushisgov/themes/foreignpolicy/imperialism.htm>.
Intelligence Encyclopedia: Espionage Act of 1917. Answers.com. 7 October 2009
<http://www.answers.com/topic/espionage-act-of-1917>.
*Isolationism. US History. 8 Oct. 2009 <http://www.u-s-history.com/pages/h1601.html>.
James Monroe. 7 October 2009 <http://www.monroedoctrine.net/>.
*Joseph Pulitzer and Yellow Journalism. Pulitzer Online Concepts. 8 October 2009
<http://www.onlineconcepts.com/pulitzer/yellow.htm>.
The Mexican War. The Lone Star Internet. 7 October 2009 <http://www.lonestar.net/mall/texasinfo/mexicow.htm>
Monroe Doctrine. U.S. Department of State. 7 October 2009
<http://www.state.gov/r/pa/ho/time/jd/16321.htm>.
National War Labor Board. Answers.com. 7 Oct. 2009 <http://www.answers.com/topic/nationalwar-labor-board-world-war-i>.
National War Labor Board. Encyclopedia.com. 7 Oct. 2009
<http://www.encyclopedia.com/doc/1G2-3401802880.html>.
National War Labor Board. High Beam Research. 7 October 2009
<http://www.highbeam.com/doc/1G2-3401802880.html>.
O'Brien, Joseph V. Department of History. John Jay College of Criminal Justice A German View of
the Treaty of Versailles. 6 October 2009
<http://web.jjay.cuny.edu/~jobrien/reference/ob94.html>.
Poster Art from World War I. PBS/WGBH. 7 October 2009
<http://www.pbs.org/wgbh/amex/wilson/gallery/posters.html>.
Primary Documents. US Espionage Act. First World War.com. 7 October 2009
<http://www.firstworldwar.com/source/espionageact.htm>.
Propaganda. 7 October 2009 <http://www.propagandacritic.com/articles/ww1.cpi.html>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
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Records of the National War Labor Board. National Archives. 7 October 2009
<http://www.archives.gov/research/guide-fed-records/groups/002.html>.
Sedition Act of 1918. US History.com. 7 October 2009 <http://www.u-shistory.com/pages/h1345.html>.
∗
Sensationalism; Joseph Pulitzer and the New York World. Newspapers Since 1860. Bartleby.com.
8 October 2009 <http://www.bartleby.com/227/1315.html>.
*Spanish-American War. Questia. 8 October 2009
<http://www.questia.com/library/encyclopedia/spanish_american_war.jsp>.
Teaching With Documents: The 1897 Petition Against the Annexation of Hawaii. National Archives
and Records Administration. 7 October 2009
<http://www.archives.gov/education/lessons/hawaii-petition/>.
Treaty of Versailles. Encyclomedia.com. 6 Oct. 2009
<http://www.encyclomedia.com/treaty_versailles.html>.
The Trent Affair, 1861. U.S. Department of State. 7 October 2009
<http://www.state.gov/r/pa/ho/time/cw/92452.htm>.
The Trent Affair. Library of Congress. 7 October 2009
<http://lcweb2.loc.gov/ammem/today/nov08.html>
US Mexican War. Prelude to War. 7 October 2009
<http://www.pbs.org/kera/usmexicanwar/prelude/md_an_ideal_or_a_justification.html>.
The U.S. Sedition Act. <http://wwi.lib.byu.edu/index.php/The_U.S._Sedition_Act>.
War of 1812. Thematic Pathfinders for All Ages. 42 Explore. 19 May 2009
<http://www.42explore2.com/1812war.htm>.
War Industries Board. Encyclopedia.com. 7 October 2009
<http://www.encyclopedia.com/doc/1O119-WarIndustriesBoard.html>.
War Industries Board. Absolute Astronomy.com. 7 October 2009
<http://www.absoluteastronomy.com/topics/War_Industries_Board>.
*William Randolph Hearst. The Spanish-American War Centennial Website. 8 Oct. 2009
<http://www.spanamwar.com/Hearst.htm>.
Wilson’s Speech to Congress, 2 April 1917. Source Records of the Great War, Vol. V, ed. Charles
F. Horne, National Alumni 1923.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
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Woodrow Wilson 14 Points. The History Place. 7 October 2009
<http://www.historyplace.com/speeches/wilson-points.htm>.
World War One and Propanda. Modern US History. 7 October 2009 <http://modern-ushistory.suite101.com/article.cfm/world_war_one_and_propaganda>.
Teacher Resources
Animated Atlas: Growth of a Nation. 7 October 2009 <http://www.animatedatlas.com/movie.html>.
∗
Clements, Kendrick A. “Woodrow Wilson and World War I.” Presidential Studies Quarterly, Vol.
34, 2004. 7 October 2009
<http://www.questia.com/googleScholar.qst;jsessionid=JB8KyDJyLJSbhSrX4XJJhx1Qnn0t7
0BhTpnjkGS2MrRwbmTW1TN2!2084360839!-1697193202?docId=5006516101>.
Course Supplements for American History 225. Georgetown College. 7 October 2009
<http://spider.georgetowncollege.edu/HTALLANT/courses/his225/manifest.htm>.
Document Analysis Sheet. National Archives. 7 Oct. 2009
<http://www.archives.gov/education/lessons/worksheets/written_document_analysis_works
heet.pdf>.
*Esser, Michael. Spanish-American War. National Identity and Imperialism. 7 October 2009
<http://www3.eou.edu/hist06/NationalIdentityImperialism.html>.
Imperialism in the Modern World Map, 1900. Maps.com. 7 October 2009
<http://www.maps.com/ref_map.aspx?pid=11406>.
*Karras, Ray, W. Essay Assignment: Write an Historical Argument. The History Teacher, Vol. 28,
No. 4 (Aug., 1995), pp. 495-502 (article consists of 8 pages), Published by: Society for the
History of Education.
Monroe Doctrine. Avalon Project at Yale Law School. 7 October 2009
<http://avalon.law.yale.edu/19th_century/monroe.asp>.
“National Interest.” Encyclopedia Britannica. 7 October 2009
<http://www.britannica.com/EBchecked/topic/1082114/national-interest>.
“National Interest.” Political Dictionary. Answers.com. 7 October 2009
<http://www.answers.com/topic/national-interest>.
*The Presidents. American Memory Project. PBS/WGBH. 7 October 2009
<http://www.pbs.org/wgbh/amex/presidents/26_t_roosevelt/psources/ps_toons_08.html>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
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Price, Richard, History 219P. University of Maryland. Department of History. 7 October 2009
<http://www.history.umd.edu/Faculty/RPrice/Coursedirectory/219/maps.html#Empires1914>.
Roosevelt Corollary to the Monroe Doctrine. Latin American Studies. 7 October 2009
<http://www.latinamericanstudies.org/us-relations/roosevelt-corollary.htm>.
Spanish-American War. Historical Thinking Matters. 7 October 2009
<http://historicalthinkingmatters.org/spanishamericanwar/0/inquiry/intro/> as printed in New
York Journal and Advertiser, February 17, 1898.
Spanish-American War. Historical Thinking Matters. 7 Oct. 2009
<http://historicalthinkingmatters.org/spanishamericanwar/0/inquiry/intro/resources/10/> from
The New York Times, Feb. 17, 1898.
Streitmatter, Rodger. Mighter than the Sword: How the News Media Have Shaped American
History. Boulder, CO: Westview Press, 68-81.
Theodore Roosevelt. American President Online Reference Source. Miller Center for Public
Affairs. University of Virginia. 7 October 2009
<http://millercenter.org/academic/americanpresident/roosevelt/essays/biography/5>.
∗
Unrestricted Submarine Warfare. History Learning Site. 7 October 2009
<http://www.historylearningsite.co.uk/unrestricted_submarine_warfare.htm>.
*US Declaration of War with Germany. First World War.com. 7 October 2009
<http://www.firstworldwar.com/source/usawardeclaration.htm>.
William Howard Taft: Dollar Diplomacy. Mount. Holyoke College. 7 October 2009
<http://www.mtholyoke.edu/acad/intrel/taft2.htm>.
William Howard Taft. American President Online Reference Source. Miller Center for Public Affairs.
University of Virginia. 7 October 2009
<http://millercenter.org/academic/americanpresident/taft/essays/biography/5>.
Woodrow Wilson. Spark Notes. 7 October 2009
<http://www.sparknotes.com/biography/wilson/section7.rhtml>.
Woodrow Wilson. American President Online Reference Source. Miller Center for Public Affairs.
University of Virginia. 7 October 2009
<http://millercenter.org/academic/americanpresident/wilson/essays/biography/5>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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World War One Causes. History on the Net. 7 October 2009
<http://www.historyonthenet.com/WW1/causes.htm#Alliances>.
*Zimmermann Telegram. Teaching with Documents. National Archives. 7 October 2009
<http://www.archives.gov/education/lessons/zimmermann/>.
For Further Professional Knowledge
Bellamy, Edward, Looking Backward (1888). Seven Treasures Publications. 2009.
Chimes, Michael, John Ripton, Frank Delfer, Andy Gedrich, Tara McCall, Sarah Ripton, Megan
Manner Document-Based Questions: An Example for the War of 1898. OAH Magazine.
Spring 1998. 7 October 2009 <http://www.oah.org/pubs/magazine/1898/chimes.pdf>.
Documentary Film: “Savage Acts: Wars, Fairs and Empire.” Dirs. Bender, Brown, Vasquez.
American Social History Productions. 30 min.
Drake, Frederick D. and Sarah Drake Brown. A Systematic Approach to Improve Students’
Historical Thinking. The History Teacher. 3 Feb. 2009
<http://www.historycooperative.org/journals/ht/36.4/drake.html>.
Foner, Eric. The Story of American Freedom. NY: W.W. Norton & Company, 1998. Foner traces
the idea of freedom and its evolution in American history. For a brief description, see
<http://www.powells.com/biblio/2-9780393319620-1>.
Hoar, George “Against Imperialism” (1902), available at
<http://academic.brooklyn.cuny.edu/history/johnson/hoar.htm>.
Jacobson, Matthew Frye. Barbarian Virtues: The United States Encounters Foreign Peopled at
Home and Abroad, 1876-1917 New York: Hill and Wang, 2000.
Joll, James and Gordon Martel, The Origins of the First World War, 3rd ed. Needham, MA:
Longman, 2006.
Mahan, Alfred T. “The Influence of Sea Power” (1895), available at
<http://www.mtholyoke.edu/acad/intrel/protected/alfred.htm>
Painter, Nell Irvin. Standing at Armageddon. NY: W.W. Norton & Company, 1987.
Roosevelt, Theodore “The Strenuous Life” (1899), available at
<http://www1.bartleby.com/58/1.html>.
Sowards, Steven W. The Balkin Causes of World War I. Michigan State University. 7 October 2009
<http://staff.lib.msu.edu/sowards/balkan/lect15.htm>.
Thompson, Bruce. Origins of World War II. University of California, Santa Cruz. 7 October 2009
<http://media.ucsc.edu/classes/thompson/history30c/02_originswwi.html>.
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Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia: Temple University
Press, 2001. This book examines issues concerning the teaching and learning of history.
For a more detailed description, see
<http://www.temple.edu/tempress/titles/1518_reg.html>.
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