Week 9: 10/28-11/1, 2013 Unit II continues Finish History Alive! Ch. 19: Foreign Policy; Ch. 20 Spanish-American War and Begin WW I via “Trench Day”
Homework: Complete your 3- part “foreign policy” essay Monday, October 28, 2013 I. Conversation Piece II. Social Studies “Business” EQ projects…40 major points Ch. 10 & 11 “ ttt ” formative assessment…20 minor pts III. Foreign policy (from Ch. 19 & 22) What was, is, and should be America’s role in the world?
Why are we here TODAY? Students will examine, discuss, and evaluate several historic events, facts, & relevant quotes in an effort to strengthen “relationships.” Students will summarize and explain the history and present status of America’s foreign policy, and then recommend a future “course of action” (COA).
‘A man a plan a canal Panama' is also a palindrome
What was, is, and should be America’s role in the world?
What drives your decisions? • Think about an important decision you have made in your life and the motivations behind it. • Read the descriptions of realism and idealism . • Mark an X along your spectrum to indicate whether your decision was motivated more by realism or idealism. Then write a few lines describing your decision and explaining your placement on the spectrum.
What drives your decisions?
foreign policy • the set of goals, principles, and practices that guide a nation in its relations with other countries. • realists and idealists shaped American foreign policy during the 1800s. • W ill your “foreign policy” doctrine be based on pragmatism? Idealism? Both? Other?
Which is closer to “pragmatism:” realism or idealism? • Realist: sees the world as it is and accepts it as is - does not try to change anything. Pragmatist: wishes the world was a better place but recognizes what it actually is - tries to improve things but recognizes that nothing changes overnight and that some things will never change. • http://wiki.answers.com/Q/What_is_the_major_differences_between_realism_ and_pragmatism
diplomacy • the art of conducting negotiations with other nations. • Diplomacy may lead to informal agreements as well as treaties. • A second tool is financial aid in the form of grants or loans. Such aid can be used to support friendly nations or influence their policies. • A third tool is the threat or the use of armed force.
realism • in foreign policy, the belief that international relations should be guided by pragmatic self- interest-practical goals such as national defense and access to resources • From this perspective, foreign policy should pursue practical objectives that benefit the American people. Such objectives might include national security, increased trade with other nations, and access to overseas resources.
idealism • in foreign policy, the belief that moral values should influence international relations • From this point of view, foreign policy should be used to promote America's founding ideals — particularly democracy, liberty, and rights — to ensure a better world not just for Americans, but for all people.
More terms foreign policy terms • neutrality : the policy of not taking sides in wars between other nations • unilateralism: a policy of not seeking military or political alliances with foreign powers • Under this policy, the United States "went it alone" in its relations with other countries. It did not seek either military or political alliances with foreign powers.
More terms foreign policy terms • Monroe Doctrine: the declaration by President James Monroe in 1823 warning European powers against future colonization in the Western Hemisphere or interference in Latin American republics • Roosevelt added a “corollary”
More terms foreign policy terms • cede: to give up or grant land to another country, typically by treaty • imperialism: empire building • protectorate: a nation protected and controlled by a stronger nation
• During the 1800s, U.S. foreign policy was guided by two goals. The first was to keep the United States free of foreign alliances and out of foreign conflicts. The second was to expand the United States across the North American continent. As Americans began to look outward in the late 1800s, they debated the nation's proper role in world affairs. • Realism and idealism U.S. foreign policy is generally a blend of realism and idealism. With realism, the focus is on practical concerns and national self-interest. With idealism, the focus is on moral values and the spread of American ideals. • Neutrality and unilateralism Following the advice given by Washington in his Farewell Address, the United States tried to stay neutral in foreign wars and avoid alliances with other countries. The War of 1812 was fought in part to defend American rights as a neutral nation. • The Monroe Doctrine The Monroe Doctrine warned European powers that the United States would view efforts to establish colonies in the Americas or interfere with new Latin American republics as hostile to its interests. • Continental expansion Following a policy of expansion through diplomacy, the United States acquired the Louisiana Territory, Florida, Oregon Territory, and Alaska. By winning the Mexican War, it gained vast lands in the Southwest. • Overseas expansion In the late 1800s, the United States began to look overseas for new territory and influence. At the same time, Americans began to debate the role and value of overseas expansion.
What was, is, and should be America’s role in the world? • At any given time, realism or idealism may dominate this country's relations with other nations. However, most of the time, U.S. foreign policy reflects a blend of the two schools of thought.
Examining Differing Viewpoints Each group of 4 students should cut up the cartoon sheet into 8 rectangles (to Viewpoint 1 be matched so that the cartoon The U.S. must compete with the colonial powers. connects to the “viewpoint”). Key proponent: Paraphrase of proponent’s quote : These materials are on the desk in Room 332…near media cart? Viewpoint 2 The U.S. should set an example of democracy IF GROUPS ARE NOT DOABLE, periods and peace. 4 & 6 may complete the activity as a Key proponent: whole class using the PowerPoint Paraphrase of proponent’s quote: slides… Viewpoint 3 Which cartoon shows the viewpoint The U.S. should spread its beliefs abroad. of Henry Cabot Lodge? Key proponent: Carl Schurz? Paraphrase of proponent’s quote: Josiah Strong? Alfred T. Mahan? Viewpoint 4 The U.S. must build a strong navy to defend its History Alive!, p. 255-257 interests abroad. Key proponent: Paraphrase of proponent’s quote:
A B D C
Cartoon A
Cartoon B
Cartoon C
Cartoon D
Viewpoint 1 Viewpoint 1 matches Cartoon D paraphrased Lodge quotation: European countries are expanding overseas. The United States should also try to expand overseas. D
Cartoon D
What drives your decisions?
Viewpoint 2 B Viewpoint 2 matches Cartoon B paraphrased Schurz quotation: The United States should spread peace throughout the world and be a friend to other nations.
Cartoon B
What drives your decisions?
Viewpoint 3 Viewpoint 3 matches Cartoon C paraphrased Strong quotation: Due to their advanced civilization and Christian beliefs, white, English-speaking people will C eventually control most of the world.
Cartoon C
What drives your decisions?
Viewpoint 4 A Viewpoint 4 matches Cartoon A paraphrased Mahan quotation: The United States should strengthen its navy so that it can defend American interests in the world. D
Cartoon A
What drives your decisions?
GIEP, NHD, History Corps & enrichment opportunities? • Interested in stretching a bit farther than most peers in 9 th Grade Social Studies this year? -If so, consider contacting me regarding your participation in one or more of the following: National History Day? Model Congress (11/22)? History Corps Oral History (required) Model UN (Spring ‘14) Personalized “investigations?” Other?
Homework: Begin questions (notes) on Spanish-American war handout (Ch. 20, plus Ch. 10, Sec. 2) Tuesday, October 29, 2013 I. Celebration of Unit I Projects GIEP, NHD, History Corps & enrichment opportunities? II. Foreign policy (from Ch. 19, 21, & 22) What was, is, and should be America’s role in the world ? III. Ch. 20: The Spanish-American War History Alive! Activity begins Essential Question 2: When should the U.S. go to war?
Why are we here TODAY? Students will examine samples of the differentiated assessment from Unit I. Students will complete the foreign policy essay, then begin Ch. 20 History Alive! activity on the Spanish-American War.
EQ 2: When should the US go to war? Sustained writing exercise begins In your Unit II “ ttt ” packet, begin your answer… Ch. 20: The Spanish-American War READ options, then prioritize/WRITE SHARE? Images, Song, & Video Clip Spanish-American War in the media
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