1. WW I Quiz, Election 2016, & Unit I: America as a World Power exam
Week 11: November 7-12, 2016
WW I Quiz, Election 2016, & Unit I: America as a World Power exam

2. Why are we here this week?
1) Display knowledge & understanding of World War I (QUIZ), plus America as a World Power (exam #1 of 5)
Participate in mock voting & discuss Election 2016
Listen and appreciate Veterans Day visitors

3. QUICK Conversation Piece Daylight Savings TIME? Election 2016
Homework: STUDY for Thursday’s Unit I: America as a World Power EXAM Academic? Guide due Wednesday (25 pts)
Monday, November 7, 2016
QUICK Conversation Piece
Daylight Savings TIME?
Election 2016
Unit I Exam prep
Veterans Day Guests
“The Great War” QUIZ
Ch. 11, HA major assessment…68 pts?

5. Homework: STUDY for Unit I: America as a World Power EXAM
Wednesday, November 9, 2016
QUICK Election 2016 De-briefing
Results? Implications? QUESTIONS?
America as a World Power: Unit I EXAM Prep
Simulation of skills-based questions
WW I QUIZ results…??

6. How did CBSD students VOTE compared to the real electorate?

7. Ch. 11: The First World War History Alive! Ch. 22-25
1. Name any two of the four factors that led to war in Europe.
2. Identify & BRIEFLY explain one thing that led America into WW I after initially being neutral.
3. Describe any two ways that World War I led to change in American society.
4. What was contained in the Treaty of Versailles and why did Americans object?
The factors that led to war in Europe were nationalism, imperialism, militarism, and a system of alliances that made an attack on one nation a conflict that involved many interlinked allies.
The United States tried to remain neutral in World War I, but emotional and economic ties to Great Britain gradually moved it to the side of the Allies. German submarine attacks convinced Wilson to declare war.
At home during the war, production increased, and so did union membership. Many women entered industry, and thousands of African Americans moved from the South to the North seeking jobs and an end to segregation.
Many Americans objected to the Treaty of Versailles because it seemed to betray the high principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it would involve the United States in foreign conflicts.

8. What are the 4 M.A.I.N causes of WWI?
Ch. 11 The Americans “telescoping the times?”
Militarism: increasing the size, strength, & utilization of armed forces as part of a foreign policy
Alliances: many European & Asian nations had long-standing political-economic ties to each other, along with intense rivalries with other nationsbound together like a series of overlapping & competing “spider webs”
Imperialism: Britain & Germany were two global powers competing for markets, resources, influence (America too!)
Nationalism: intense feelings of pride in one’s country
(patriotism vs. fanaticism?)

9. Initiating WW I History Alive! P. 283
*June 28, 1914: Assassination of the heir to the throne of the Austro-Hungarian empire, Franz Ferdinand by Gavrilo Princip (Bosnian Serb & member of Black Hand society)
“Powder Keg of Europe?”
Austria-Hungary declares war on Serbia on July 28, 1914
Russia (ally of Serbia) mobilized on July 29th
Germany (ally of Austria-Hungary) mobilized on July 30th
France (rival of Germany) mobilized on August 1st
(same day that Germany declared war on Russia)
United Kingdom (ally of France and Russia) declared war on Germany on August 4th
Period 1 finished here on 11/7

10. The First World War: The Great War. War to End All Wars
The First World War: The Great War? War to End All Wars? Chapters History Alive!, Ch. 11 Americans
History Alive! Ch. 22: From Neutrality to War p “Was it in the national interest of the US to stay neutral or declare war in 1917?” Ch. 23: Course & Conduct of the War p “How was World War I different from previous wars?” Ch. 24: The Home Front p “How did Americans on the home front support or oppose WW I?” Ch. 25: The Treaty of Versailles: Ratify or Reject? p “Should the US have ratified or rejected the Treaty of Versailles?” The Americans, Ch. 11 Section 1: World War I Begins p Section 2: American Power Tips the Balance p Section 3: The War at Home p Section 4: Wilson Fights for Peace p

11. “The Great War” (1914-1918) World War One First World War
The War to End All Wars
The War to Make the World Safe for Democracy
The War of the Nations
July 28, and lasted until November 11, 1918

12. Who? Allies (Triple Entente): Great Britain, France, & Russia
Central Powers (Triple Alliance): Austria-Hungary, Germany, Ottoman Empire; later, Bulgaria
More than 70 million military personnel, including 60 million Europeans, were mobilized in one of the largest wars in history.
More than 9 million combatants were killed largely because of great technological advances in firepower without corresponding advances in mobility.
It was the sixth deadliest conflict in world history.

13. World War I “Firsts”
First war to be fought on 3 continents. First industrialized conflict. First use of chlorine & mustard gas. First use of the flame thrower. First tank battle. First use of mass airplanes. First use of x-ray in the military. First use of a blood bank. First use of guide dogs by blinded soldiers. First four-star general, General John J. Pershing First use of trillion in estimating war costs.
First use of the IQ Test given to Doughboys of First U.S. president to visit a European country while in office was Woodrow Wilson on 12/04/18.
Period 3 stopped 11/7

14. American neutrality could not keep the United States from the road to world war. Dramatic footage, photographs and interviews illuminate significant events during this time, such as the formation of the War Industries Board, the Great Migration, the Espionage and Sedition Acts, the American Expeditionary Force in Europe and President Wilson's Fourteen Points. The Strikes of 1919, the Red Scare and the Palmer Raids are also covered.

15. The Great War From Safari Montage

16. The Great War From Safari Montage

17. The Great War From Safari Montage

18. TIMELINE
1914—Archduke Franz Ferdinand is assassinated; World War I begins.
1915—British passenger liner Lusitania is sunk.
1916—Woodrow Wilson is reelected president of the United States.
1917—President Wilson asks for a declaration of war against Germany.
1917—The Espionage Act is passed.
1918—The Sedition Act is passed.
1918—World War I ends.
1918—An influenza pandemic kills millions worldwide.
1919—Major race riots occur in American cities.
1919—Numerous labor strikes impact the nation
1920—The Nineteenth Amendment is ratified.

30. Ch. 22 Summary The assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the war had many underlying causes, including the European alliance system and the growth of nationalism and imperialism, which led to military buildups. The United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies.
The Allied and Central powers When World War I began, the nations of Europe divided into two alliances—the Allied powers (Great Britain, France, & Russia) and the Central powers (Germany, Austria-Hungary, & the Ottoman Empire (Turkey). U-boats The war at sea started with a British blockade of German ports. Germany fought back by introducing a new weapon called a U-boat, or submarine. German U-boats sank both neutral and enemy vessels, often without warning. Lusitania The German sinking of the British ship the Lusitania killed 128 Americans. The United States strongly protested U-boat attacks on merchant ships carrying American passengers.

31. Ch. 22 Summary The assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the war had many underlying causes, including the European alliance system and the growth of nationalism and imperialism, which led to military buildups. The United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies.
Sussex pledge Germany agreed in the Sussex pledge to stop sinking merchant ships without warning but attached the condition that the United States help end the illegal British blockade. Wilson rejected that condition, and Germany did not keep the pledge. Preparedness movement As anger over American deaths at sea grew, some Americans called for the country to prepare for war. Although Wilson won reelection on the slogan "He kept us out of war," he was already preparing the country to fight by building up the army and navy. Unrestricted submarine warfare In a desperate bid to end the conflict, Germany announced early in 1917 that it would resume unrestricted submarine warfare. Zimmermann note The disclosure of the Zimmermann note, calling for cooperation between Mexico and Germany to take back U.S. territory, outraged Americans. Soon after its publication, the United States declared war on Germany.

32. Alive!, p. 284

33. The Lusitania, a British passenger ship, sank near Ireland after being torpedoed by a German U-boat. Of the 1,198 people who died, 128 were American. The American public was outraged, and the incident helped strengthen American support for the Allies.
Alive!, p

34. Woodrow Wilson (Democrat) Peacemaker?
In 1916, Woodrow Wilson ran for reelection against the Republican presidential candidate, Charles Evans Hughes. The Democrats did their best to portray Hughes as eager to go to war. Full-page ads in newspapers read, “If you want war, vote for Hughes! If you want peace with honor, vote for Wilson.” Alive!, p. 288

35. The Zimmermann Note stirs ups Anti-German Feelings (February 1917)
The Zimmermann Note stirs ups Anti-German Feelings (February 1917). Britain had gotten hold of a note sent in code by the German foreign minister, Arthur Zimmermann, to the German minister in Mexico. Zimmermann suggested that if the United States entered the war, Mexico and Germany should become allies. Germany would then help Mexico regain "lost territory in New Mexico, Texas, and Arizona." The Zimmermann note was a coded telegram that German foreign minister Arthur Zimmermann sent to the German minister in Mexico proposing that if the United States entered the war, Mexico and Germany should become allies; it helped influence the United States to declare war on Germany five weeks later. It created a sensation in the United States and stirred anti-German feeling across the nation. Alive!, p. 290

36. Ch. 23 Summary World War I was the world's first truly modern war
Ch. 23 Summary World War I was the world's first truly modern war. New inventions and technological advances affected how the war was fought and how it ended. The United States provided soldiers, equipment, and finances, which contributed to the Allied victory.
Selective Service Act Before the United States could join the Allies, tens of thousands of troops had to be recruited and trained. As part of this process, Congress passed the Selective Service Act to create a national draft. 369th Regiment Hundreds of thousands of African Americans served in segregated military units during World War I. The all-black 369th Regiment received France's highest military honors for its service in Europe. American Expeditionary Force President Woodrow Wilson and General John J. Pershing, commander of the American Expeditionary Force, insisted that most American troops fight as a force separate from the Allied army. Two million Americans fought in the AEF during the war.

37. Ch. 23 Summary World War I was the world's first truly modern war
Ch. 23 Summary World War I was the world's first truly modern war. New inventions and technological advances affected how the war was fought and how it ended. The United States provided soldiers, equipment, and finances, which contributed to the Allied victory.
The land war New weapons made land warfare much deadlier than ever before. The result was trench warfare, a new kind of defensive war. The air war Both sides first used airplanes and airships for observation. Technological improvements allowed them to make specialized planes for bombing and fighting. The sea war Early in the war, ocean combat took place between battleships. The Germans then used U-boats to sink large numbers of ships. To protect merchant ships, the Allies developed a convoy system. Later, the Allies laid a mine barrier across the North Sea and English Channel. Meuse-Argonne Offensive In 1918, close to 1 million U.S. soldiers took part in the Meuse-Argonne Offensive. Their success helped bring about an armistice with Germany.

38. The Meuse-Argonne Offensive was the last major battle of World War I
The Meuse-Argonne Offensive was the last major battle of World War I. More than a million American troops helped the Allies capture the railroad that served as Germany’s main supply line to France. With defeat all but certain, Germans demanded an end to the fighting. Kaiser Wilhelm abandoned his throne and fled to the Netherlands as the German government agreed to a truce.

40. Ch. 24: The Home Front p. 303-313 “How did Americans on the home front support or oppose WW I?”

41. Ch. 24 Summary During World War I, the federal government worked to mobilize the country for war. At the same time, tensions arose as the need for national unity was weighed against the rights of Americans to express their opposition to the war.
Woman's Peace Party For religious or political reasons, some Americans opposed the war. Among the leading peace activists were members of the Woman's Peace Party. Committee on Public Information During the war, the government created this propaganda agency to build support for the war. Although CPI propaganda helped Americans rally around the war effort, it also contributed to increased distrust of foreign-born citizens and immigrants. Liberty Bonds The purchase of Liberty Bonds by the American public provided needed funding for the war and gave Americans a way to participate in the war effort.

42. Ch. 24 Summary During World War I, the federal government worked to mobilize the country for war. At the same time, tensions arose as the need for national unity was weighed against the rights of Americans to express their opposition to the war.
Great Migration During the war, hundreds of thousands of African Americans migrated out of the South. They were attracted to northern cities by job opportunities and hopes for a better life. Espionage and Sedition acts The Espionage and Sedition acts allowed the federal government to suppress antiwar sentiment. The laws made it illegal to express opposition to the war. Socialists and Wobblies Socialists and Wobblies who opposed the war became the targets of both patriot groups and the government for their antiwar positions. Many were jailed under the Espionage and Sedition acts. Schenck v. United States The Supreme Court upheld the constitutionality of the Espionage Act in this 1918 case. It ruled that the government could restrict freedom of speech in times of "clear and present danger."

43. What “tools” or techniques help achieve the goal?
What is the goal?
What “tools” or techniques help achieve the goal?

45. Propaganda Objectives and Tools
 Common Objectives of Wartime Propaganda
Recruitment of soldiers, either through a draft or voluntary enlistment.
Financing the war effort through the sale of war bonds – loans from citizens to the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to wage war.
Participation in home-front organizations to support the war effort.

46. Common Tools Used in Wartime Propaganda
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.

47. Common Tools Used in Wartime Propaganda
Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists.

51. Propaganda Objectives and Tools
 Common Objectives of Wartime Propaganda
Recruitment of soldiers, either through a draft or voluntary enlistment.
Financing the war effort through the sale of war bonds – loans from citizens to the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to wage war.
Participation in home-front organizations to support the war effort.

52. Common Tools Used in Wartime Propaganda
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.
Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists.

66. Ch. 25: The Treaty of Versailles: Ratify or Reject? p. 315-323
Should the US have ratified or rejected the Treaty of Versailles?
In 1918, huge crowds greeted President Woodrow Wilson (on the left) as a hero. He offered hope to millions who had been left deeply disillusioned by the war.

67. Ch. 25 Summary After World War I, President Woodrow Wilson hoped to create a lasting peace. He insisted that the treaty ending the war should include a peacekeeping organization called the League of Nations. Many Americans feared that membership in the League could involve the United States in future wars.
The Fourteen Points Wilson outlined his goals for lasting peace in his Fourteen Points. Key issues included an end to secret agreements, freedom of the seas, reduction of armaments, self-determination for ethnic groups, and collective security through creation of an international peacekeeping organization. The Big Four When the heads of the four major Allies—France, Great Britain, Italy, and the United States—met in Paris for peace talks, they were more focused on self-interest than on Wilson's plan. Treaty of Versailles The treaty negotiated in Paris redrew the map of Europe, granting self-determination to some groups. Some Allies sought revenge on Germany, insisting on a war-guilt clause and reparations from Germany.

68. Ch. 25 Summary After World War I, President Woodrow Wilson hoped to create a lasting peace. He insisted that the treaty ending the war should include a peacekeeping organization called the League of Nations. Many Americans feared that membership in the League could involve the United States in future wars.
League of Nations Wilson hoped that including the League of Nations in the final treaty would make up for his compromises on other issues. He believed that by providing collective security and a framework for peaceful talks, the League would fix many problems the treaty had created. The ratification debate The treaty ratification debate divided the Senate into three groups. Reservationists would not accept the treaty unless certain changes were made. Irreconcilables rejected the treaty in any form. Internationalists supported the treaty and the League. Rejection of the treaty Partisan politics and Wilson's refusal to compromise led to the treaty's rejection and ended Wilson's hopes for U.S. membership in the League of Nations.

69. League of Nations
Woodrow Wilson unveiled his Fourteen Points in a speech to Congress on war aims and peace terms. In his 1918 address, he talked about the causes of the war. Then he laid out his plans for preventing future wars.

71. What was the reaction to Wilson’s “14 Points,” especially the “League of Nations?” p. 317

72. In this cartoon, Woodrow Wilson is shown leaving Congress to seek public support for the League of Nations. The president’s speaking tour of the country was cut short when he suffered a collapse.

73. Treaty of Versailles: a peace treaty signed by the Allied powers and Germany on June 18, 1919, at the Paris peace conference at the Palace of Versailles in France; it assigned Germany responsibility for the war, required Germany to pay reparations to the Allied countries, reduced Germany's territory, and included the covenant for the League of Nations. June 18, 1919.

74. Homework: STUDY for Unit I: America as a World Power EXAM
Wednesday, November 9, 2016
QUICK Election 2016 De-briefing
Results? Implications? QUESTIONS?
America as a World Power: Unit I EXAM Prep
WW I QUIZ results…??
Simulation of skills-based questions

75. How did CBSD students VOTE compared to the real electorate?

76. Homework: NONE Prepare for Veterans Day storiesASK ?s
Thursday, November 10, 2016 America as a World Power: Unit I EXAM

77. Weiderhold’s Question Matrix
The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how. The questions in the top rows of the matrix are knowledge and information questions. The lower rows are questions that require analysis, synthesis and evaluation.
C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc
Event
Situation
Choice
Person
Reason
Means
Present
What is?
Where / When is?
Which did?
Who is?
Why is?
How is?
Past
What did?
Where / When did?
Which did
Who did?
Why did?
How did?
Possibility
What can?
Where / When can?
Which can?
Who can?
Why can?
How can?
Probability
What would?
Where / When would?
Which would?
Who would?
Why would?
How would?
Prediction
What will?
Where / When will?
Which will?
Who will?
Why will?
How will?
Imagination
What might?
Where / When might?
Which might?
Who might?
Why might?
How might?

78. Prepare good questions?  Successful interview!
Q-Matrix
Event Person/Group Reasons Results
What is ...? Who is...? Why is...? How is...?
What did...? Who did...? Why did...? How did...?
What will...? Who will...? Why will...? How will...?
What might...? Who might...? Why might...? How might...?
Prepare good questions?  Successful interview!

79. Homework: NONE Unit II Word Wall tile terms assigned
Friday, November 10, 2016 Veterans Day Welcome Vets & THANK YOU for your service!