Happy Valentine's Day

¤Warm-Up: Let's Practice

¤On a half-sheet of paper, use this description and your knowledge (of the war, and of imperialism) to classify whether this scenario could be considered an example or non-example of imperialism.

¤Try to find evidence of ALL five critical attributes of imperialism.

¤If they are all there, it could be an example. If not, non-example.

¤In 2003, the U.S. invaded Iraq in search of weapons of mass destruction (WMDs). The U.S. wanted to remove Saddam Hussein and prevent another 9/11. The U.S. establishes a temporary U.S. military government, before helping Iraqis with their first democratic election. U.S. military forces finally left in 2011, but not before the U.S. secured oil resources. 

¤After Break, Start of World War I

¤HW: Read Ch. 11, Sect 1

¤Answer Questions 1-2

¤Hawaiian: The Legend of Eddie Aikau

Thursday

1.Finish Concept Formation

1.Review Data Retrieval Chart

2.Differences, Similarities, Critical Attributes, oh my!

3.Definition

4.Label (The Big Reveal!)

2.Crash Course History #28

3.Let’s Practice

Wish-class-was-longer Wednesday

Today, we went over the responses to the data retrieval chart discussing similarities between US involvement in Hawaii, Cuba, and the Philippines.

EXAMPLES	FOCUS QUESTIONS
	What nations are involved?	How does the “superior” nation BELIEVE they are better, politically AND culturally/socially?	How does the “superior” nation establish political dominance?	How does the “superior” nation benefit economically AND  militarily?	What type of military/economic force is used to establish dominance?
HAWAII	Hawaii, U.S.	Politically because it is replacing a monarchy with a democracy; US vs island Culturally/Socially: Native Hawaiians need to be assimilated according to American and Christian values	U.S. supports American businessmen overthrowing  Queen, replacing her with Sanford B. Dole; U.S. annexes HI in 1898, HI becomes 50th state in 1959	Economically: Tax and profit from trade (sugar, pineapple, etc.) Militarily: naval bases in the Pacific	Threat of violence from U.S. marines
CUBA	Cuba, U.S., Spain	Politically: U.S. needs to spread democratic beliefs to colony; U.S. vs. island colony (inability for Cuba to control itself); Culturally/Socially: Fear of leadership by black population	U.S. “rescues” Cuba from Spain Teller Amendment Platt Amendment	Economically: trade, sugar, mining, iron, war supplies Militarily: Guantanamo Bay	Spanish American War
THE PHILIPPINES	Philippine Islands, U.S., Spain	Politically: U.S. needs to spread democratic beliefs to colony; U.S. vs. island colony (inability for PI to control itself) Culturally/Socially: White man’s burden, need to Christianize “children”	U.S. “rescues” PI from Spain Territorial Gov’t until 1946	Economically: door to China/Asia for trade; natural resources (wood, rice, coffee, hemp, tobacco, sugar, etc.) Militarily: Naval base	Philippine American War

NEW CONCEPT: NEW UNIT

We are beginning a new concept for our next unit.
We are going to play an educated guessing game to figure out what our next unit is.

This game (learning method) is called Concept Formation.

We examine examples of the concept and engage in various steps to understand the key ideas of this concept. These key ideas are called "critical attributes". Knowing these critical attributes allow us to identify the concept and identify subsequent examples of this concept.

With the attached chart,
preview the focus questions to help you focus on certain information located in the readings. These questions help to identify differences and similarities between the examples.

Then, in class on Wednesday, we will use the finished chart to discuss the most important similarities, which are the key ideas ("critical attributes").

HW: DATA RETRIEVAL CHART (CLICK HERE)
FINISH CHART for WEDNESDAY discussion

WILL POST READING/HW by 12pm today. CHECK BACK SOON!

BLOCK PERIODS 1+2

HW DUE ON WEDNESDAY...will post by 12pm today (Tuesday). Sorry!!