World War (Pacific Theater) Timeline Project

US Expansion as a World Power- Timeline Project

The build-up towards WWI was a complicated time for Americans and many throughout the world. Imperialistic motivations by the Americans and others created a unique challenge to the leaders of the time. The tension that had been framed so singularly can now be understood through the lens of history from multiple-perspectives. Because this period is so complicated, it will be smart for us to put some of the major events and figures of the build-up into a useful timeline.

Objectives/Goals: Students will establish a timeline of important events leading to the Pacific Theater of WWII and share understandings and evaluations of those events with students and adults of multiple perspectives.

Essential Question(s): What is Imperialism? In what ways did imperialistic motivations contribute to the conflict that became the “Great War” – also known as WWI?

Key Terms for Understanding: Imperialism, Militarism, Nationalism, Ethno-Centrism, Propaganda, Racism, Isolationism

Important Events for Consideration: (teacher will adapt accordingly)

1. Spanish-American War 11. US proposal of Open Door Policy in 2. Platt Amendment China 3. US Military Presence in Philippines 12. Tampico Incident 4. US Military Presence in Guam 13. Battle of Veracruz 5. US Military Presence in Puerto Rico 14. US Immigration Act and Quotas 6. US Business Interests in Mexico. 15. Chinese Exclusion Act 7. US Construction of Panama Canal 16. Japan wins the Russo-Japanese War 8. US Overthrow of Hawai’i’s Queen 17. Berlin Conference of 1884 Liliuokalani 18. Triple Entente 9. Roosevelt Corollary 19. Triple Alliance 10. Dollar Diplomacy 20. Central Powers 21. Allied Powers

Requirements: Working with a partner, you will be assigned a specific event or person to research for this timeline. Then, do the following.

1) RESEARCHING YOUR EVENT – Thoroughly research your event/person using the model provided below (a research template is included at the end of this packet if you wish to use it.) a. Summary of “Important Event” and Motivations - A brief, yet complete, summary of your event/person with an “in-text” citation to credible sources. Identify motivations by leaders and citizens behind this event. Plagiarized text will be docked severely!! b. Date(s) of Event – When did this event occur? If event was prolonged, try to identify a start and end date. (This will become important when posting your event to the timeline.) c. Perceptions of Event – What were some common perceptions of this event at the time? American perceptions? Native perceptions? Others? Provide substantial evidence of these perceptions (propaganda posters, film, testimonies, etc.). Also, find TWO PHOTOS for illustration – these will be copied to your timeline. e. Imperialistic Motivations – In what way(s), if any, did this event demonstrate imperialistic motivations? Show substantial proof, with specific examples, of your claim. f. Two Factual Questions - Pose two separate factual-based questions that relate to your posted “important event” or to a website with URL addresses included where the answers can be found. Use credible sources! Use of wikipedia as a source is discouraged! g. One Evaluatory Question – Pose a third question that requires HOTS (Higher Order Thinking Skills). It should be a question that requires evaluation or synthesis (in-depth response) from the user (http://www.coun.uvic.ca/learning/exams/blooms- taxonomy.html).

2) ACTIVATING YOUR ACCOUNT - Send an e-mail to Mr Moeller at [email protected] to activate your account with our class timeline. a. The teacher will respond quickly with an e-mail invitation to join the OurStory.com timeline that has already been started. b. Please notice there are options for starting your own individual timeline, take care to ensure connection to the class timeline so that all posted events will be shared as a class.

3) POSTING YOUR EVENT - Using your research graphic organizer as your guide, post your “Important Event” on the class website, following the model provided on step 1 Criteria for posting: a. Include the two selected images of your event/person. If photos are used from outside sources, they must be cited in MLA format . b. Post a summary and evaluation of your “Important Event” with the provided template. c. Identify the date(s) of your event. You will be prompted by the website to do this. Try to be accurate! d. Submit your event to our class timeline at (hyperlink or URL address of timeline created by teacher.) Make sure you are logged in under your name and adding to my timeline (the teacher’s) when you do so.

4) PRESENTING YOUR EVENT - Be prepared to present your event in class.

5) TEACHER FOLLOW-UP ACTIVITIES or ASSESSMENT

Assessment Options

Self-Directed Investigation of Timeline -

I. Visit 10 Timeline Events – Write responses to questions posed by others. (30 Total Questions: 20 Factual Based – 2 points each, 10 Evaluatory Questions – 5 points each)

II. Written Responses – Whose posting is most interesting and informative? a. Pick one student’s posting for response. In a respectful manner, write a paragraph that reveals your reaction to the content of their posting. b. Criteria: use specific examples from the original posting in your response; one paragraph response is expected (10 points possible.)

III. Essay Responses – Students will answer one essay question a. Criteria: answer using at least three specific examples from the timeline to explain. Minimum of one page is expected. Complete, well-supported and reasoned essays may be worth 20pts. b. In what way(s) did imperialistic motivations, if any, contribute to the conflict between the US and Japan? c. Compare and contrast the way(s) in which the Attack on Pearl Harbor was perceived by Americans and Japanese at the time. d. How did the use of propaganda play a role in this conflict between Americans and Japanese? e. History taught and learned from multiple-perspectives is a recent trend in the field. According to our study, is it effective? Explain.

Grading Expectations: Each partner starts with 50 points possible. Between the two partners, this is a total of 100pts for A+ work. It will be decided by the partners, at the end of the project, whether the work was shared equally. In that case, the points will be divided equally – 50pts each. If one of the partners does more than the other, that individual can earn more points. For example, 65pts for one and 35pts for the other.

Grading Criteria: Expert >90% - Work is exemplary, meets all requirements with great attention to detail. Skilled >80% - Work is good, meets basic requirements, and shows attention to detail. Average >70% - Work is average, meets most requirements, show less detail. Deficient>60% - Work is below average, shows little serious effort. Log-in Name: ______Password: ______

TIMELINE PROJECT - RESEARCH TEMPLATE

Summary of Event

Date(s) of Event

Perceptions of Event

Imperialistic Motivations

Factual Question #1

Factual Question #2

Evaluatory Question

Personal/ Family Connections? Explain PERSONAL FAMILY CONNECTIONS ORAL HISTORY GUIDE a. What can you tell us about the social climate of your community during the period of our study? (i.e. economic conditions, race relations, religion, women’s issues, education, music, etc.)

b. In what way(s) did notable leaders of this period impact you?

c. Can you describe your most significant personal experience that relates to this period?

d. What lessons are important to share with young people regarding the study of US History, in general?

e.Do you have any recollection of (your “important event”)? Please explain.

f. In what ways are you a lifelong learner?

g.In what way(s) has retelling your stories of this period impacted you?

h.(Your own questions…)