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Unit 4: Becoming A World Power Overview In this twelve- day unit, students examine how the Industrial Revolution, urbanization, and the need for raw materials contributed to the emergence of the United States as a world power. This is the first time that students will encounter the diplomatic history of the United States that led to America’s rise as a world power. The only prior knowledge students will have for this unit is from third grade when students learned about the causes of emigration from South Carolina and from rural areas to the cities. In this fifth grade unit, students are introduced to a more in-depth study of how Manifest Destiny, missionary spirit, Social Darwinism, and economics contributed to the nation’s rise as a world power. Emphasis is placed on the Spanish American War, the creation of the Panama Canal, and the United States’ need to compete for raw materials and new markets with other world powers. Students will also summarize the factors that led to the involvement of the United States in World War I and their role in fighting the war. Finally, students will explore daily life in the United States during the 1920s. Emphasis is placed on the improvements in the standard of living, the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, Prohibition, and the racial and ethnic conflicts that continued to exist in the 1920’s. Within this unit, time has been included for teachers to allow for differentiation, review, and assessment. Enduring Understanding While the Industrial Revolution, urbanization, and access to natural resources contributed to the United States becoming a world power, discriminatory practices were still prevalent in the society. Essential Questions Overarching: How did the rise of the United States as a world power impact our country internationally and domestically? 1. How did the rise of the United States as a leading industrial producer lead Americans to advocate for a larger role in world affairs? 2. What factors led to the involvement of the United States in World War I? How did the United States’ involvement in World War I influence the outcome of the war? 3. How did the economic boom period of the 1920s have a significant effect on the daily lives of many, but not all Americans? SC Academic Standards 2011 Standard 5-4: The student will demonstrate an understanding of American economic challenges in the 1920s and 1930s and world conflict in the 1940s. Unit Indicators 5-4.1 Summarize daily life in the post-World War I period of the 1920s, including improvements in the standard of living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. 5-3.5 Summarize the reasons for the United States control of new territories as a result of the Spanish American War and the building of the Panama Canal, including the need for raw materials and new markets and competition with other world powers. 5-3.6 Summarize the factors that led to the involvement of the United States in World War I and the role of the United States in fighting the war. *Be sure to access the content-area reading and writing priority standards within ACPS Curriculum. Indicator Know Understand Do Write a short story 5-4.1 - daily life in the - although the 1920s are often called the using the slang of the post-World War I “Roaring Twenties”, it was not a good time for 1920s period of the 1920s all Americans Create banners to -improvements in -the standard of living rose as new technology, express women's the standard of such as automobiles, airplanes, radio, and feelings as they living movies that were massed produced on protest the right to assembly lines became available vote -improvements in transportation -new appliances and an increased reliance Create a T-Chart on electricity to run them also changed the showing the push -improvements in daily lives of many Americans, particularly and pull factors that entertainment women led to the Great Migration -impact of the 19th -sharecroppers, farmers, and underpaid Amendment factory workers were not able to enjoy the Create a poster rising standard of living (could not afford to project that contains -the Great buy the automobiles and appliances that they short biographies of Migration helped to manufacture) influential people of the Harlem -the Harlem -only extremely wealthy Americans were able to Renaissance Renaissance take advantage of air travel Classroom Lesson -Prohibition -American culture came to be more standardized as people embraced the mass Impact of Mass -racial and ethnic culture offered by the movies and radio Production conflict (Americans could communicate and share experiences) Teacher Mass Production Background Informational Text -the Nineteenth Amendment, passed in 1920 Packet Resources after the government acknowledged the contributions of women during World War I, The Consumer Mass Production removed gender restrictions for voting by Economy and Mass allowing women to vote Handout Entertainment Teaching Prohibition -except in the western states where they Prohibition and were a cherished minority, women rarely Speakeasies Jim Crow Lesson had a “voice” in their government Tulsa Race Riot of 1921 -more people (women) were represented after the passing of the Nineteenth Amendment created a more democratic government -the Great Migration of African Americans from southern rural to northern urban areas the result of push and pull factors -Jim Crow laws and lynchings, as well as economic hardship of sharecropping, the effects of the boll weevil, and the lack of alternative economic opportunities prompted many to leave the South -job opportunities in the factories, especially during World War I, brought African Americans to the cities of the North and Midwest -the Harlem Renaissance was a result of the Great Migration as African Americans took their culture with them -African Americans gathered together in cities which allowed writers, artists, and musicians to celebrate the African contributions to American life through their art -jazz was brought to France by African American soldiers in World War I and then, when brought back to the states, became popular among whites as well as African Americans - segregation was not enforced by law in the northern cities, but was widely practiced -African Americans were often the last hired and the first fired -after World War I, some riots in the cities targeted African Americans due to unemployment and racial tensions -white Americans in both North and South were determined to reduce African American aspirations for participation on a more equitable basis even though they had fought in the “war to make the world safe for democracy” -anti-immigrant feelings towards Catholics and Jewish immigrants from the southern and eastern parts of Europe became targets of a new Ku Klux Klan -immigration quotas were designed to limit the number of immigrants from eastern and southern Europe -prohibition outlawed the production and distribution of alcohol and was intended to control the immigrant population -prohibition laws were widely ignored and speakeasies and bootleg liquor gave rise to crime (prohibition was repealed in the 1930s) Indicator 5-3.5 Know -reasons for the United States control of new territories as a result of the Spanish American War and the building of the Panama Canal -the need for raw materials and new markets -competition with other world powers Teacher Background Resources The World of 1989 Annexation of Hawaii 7 Interesting Facts about the Panama Canal The Destruction of the Maine Understand Do - economic growth led many Americans to advocate for a larger role in the world in order to secure sources of raw materials and markets for the finished products from American factories Create front page newspaper headlines using techniques of yellow journalism Classroom Lessons -people believed that they had a God-given right to expand across the seas as they had done across the continent Newspaper Headlines -this new Manifest Destiny was also motivated by the missionary spirit and the idea of American superiority (Social Darwinism) as well as economics -that the decision to go to war against Spain more complicated than the explosion of the battleship Maine -reasons for going to war were based on American economic interests in Cuba, humanitarian concerns for the Cuban people, and a desire to demonstrate American power in the world -yellow journalism exploited every angle of the Maine explosion that might lead to wider circulation and greater profits for the newspapers -the outbreak of the Spanish American War led to the annexation of territories by the United States -the United States annexed Hawaii (revolt by American businessmen had overthrown the Hawaiian queen) to gain an ideal fueling stop on the way to the markets of China -the Spanish American War started with the takeover of Manila harbor in the Spanish colony of the Philippines by the American Fleet stationed in the Pacific -the Philippines provided an ideal location to access the markets of China -the location of Hawaii and the Philippines on a map (in order to understand the significance of their geographic location for trade) -the Spanish in Cuba were quickly defeated and a treaty negotiated that granted the United States control of formerly Spanish territories including Guam, the Philippines, and Puerto Rico -despite the armed protests of Filipinos who sought independence, the United States continued to control the Philippines as a territory until the end of World War II -Cuba was occupied by American forces off and on for more than thirty years (secured a permanent naval base) -Hawaii was admitted as out fiftieth state and continues to control Guam and the territory of Puerto Rico today -the United States wanted a quick ocean route from the east coast to the west coast so President Theodore Roosevelt offered Colombia (which controlled the Isthmus of Panama) money for the right to build a canal -after Colombia rejected the offer, a few Panamanians organized a bloodless revolution that was support by American gunboats and later signed an agreement with the United States allowing the Americans to lease the isthmus and build the canal -the Panama Canal allowed American commercial and war ships to travel from the Atlantic to the Pacific more quickly and contributed to America’s commercial and military might and its image as a world power Indicator Know -factors that led to Understand -at first, the United States tried to maintain a Do Create newspaper 5-3.6 the involvement of the United States in World War I -role of the United States in fighting the war Teacher Background Resources Five Reasons the United States Entered into World War I The Brave Warhorses of World War I neural role in World War I -factors that brought the United States into the war include: wartime propaganda (yellow journalism), traditional sympathies, commercial ties with and loans to Great Britain strained neutrality, and unrestricted submarine warfare -unrestricted submarine warfare declared by the Germans on the high seas and waged against neutral ships trading with Britain and France led President Woodrow Wilson to ask Congress for a declaration of war to “make the world safe for democracy” -the sinking of the Lusitania was not the direct cause of the United States’ declaration of war (it was only one incident in a series of attacks) Crash Course WWI -the interception of the Zimmerman telegram by the British and its publication by Neutrality Acts sensationalist press in the United States led the American public to support going to war -American troops, known as doughboys, were instrumental in repelling the final assaults of German troops on the western front and breaking the deadlock of trench warfare -the Central Powers (Germany, Austria, Hungary, and the Ottoman Empire) agreed to an armistice with the Allies (Great Britain, France, and the United States) on the condition that peace negotiations would be based on Woodrow Wilson’s Fourteen Points -Woodrow Wilson played a significant role at the peace negotiations, although many of his Fourteen Points were ignored by the other nations -Wilson helped to redraw state borders in Europe so that they better reflected nations, groups of people with the same language, religion, and ethnic heritage -the Treaty of Versailles included an international peace-keeping organization, the League of Nations, which Wilson hoped would put an end to war headlines declaring each of the causes for American involvement in World War I Classroom Lessons The Blame Game: Lusitania -the United States Senate refused to ratify the treaty because many Senators thought that the League of Nation would compromise Congress’s constitutional right to declare war -in the 1930s, the Congress limited American involvement in world affairs in a series of laws called the Neutrality Acts (designed to keep the United States out of the war that was brewing in Europe) -the Neutrality Acts addressed what Americans thought were the causes of American involvement in World War I -when the United States finally became involved in World War II, the United States allied with Great Britain, France, and others (this alliance became the basis for the creation of the United States after World War II, which replaced the League of Nations with a more effective peacekeeping organization) yellow journalism manifest destiny Social Darwinism annexation isthmus canal Ku Klux Klan trench warfare neutrality propaganda Domain-Specific Vocabulary armistice alliance prohibition Great Migration renaissance Additional Resources Jim Crow Laws suffrage quotas speakeasies bootleg doughboys