DOCSLIB.ORG

World History

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
World History American History Curriculum Document (Revised August 2011) Quarter 1 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies Strand: Early United States Content Standard 1: Students shall examine the causes and effects of migration patterns in the early history of North America. Essential Question: EUS.1.AH.1 List motivations Evaluate the motivations for the exploration of the New World EUS.1.AH.2 Identify political motive Migration Venn diagram Compare and contrast the political, Identify social motive social, economic, and geographic Identify economic motive motives for migration to the three Identify geographic motive colonial regions (e.g., New England, Middle, Southern) EUS.1.AH.3 Map activity Trace the routes of early exploration in what was to become the United States EUS.1.AH.4 Identify relevant primary sources Primary source Source material Research economic development in Identify relevant secondary Secondary source the three colonial regions using sources primary and secondary sources EUS.1.AH.5 Similarity Map activity Map the geographic similarities and Difference differences among the three colonial regions 1 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.1.AH.6 Venn diagram Compare and contrast economic development in the three colonial regions EUS.1.AH.7 Identify points of view by region Analyze different points of view regarding society, customs, and traditions in the three colonial regions EUS.1.AH.8 Timeline Compare changes which occurred over time in the three colonial regions EUS.1.AH.9 Manifest Destiny Explain how the concept of Manifest Destiny led to westward Westward expansion: expansion Louisiana Purchase War of 1812 territorial expansion annexation of Texas impact on American Indians 2 Strand: Early United States Content Standard 2: Students shall investigate the historical foundations of the United States government. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.2.AH.1 Articles of Discuss the creation of the new Confederation national government: Articles of Confederation Constitutional Constitutional Convention Convention Bill of Rights Bill of Rights EUS.2.AH.2 Identify the major ideas Primary & secondary documents Investigate the major governmental ideas established in the colonial and early national periods using primary and secondary source documents: Declaration of Independence Northwest Ordinances Federalist Papers United States Constitution Washington’s Farewell Address Strand: Early United States Content Standard 3: Students shall investigate the causes and effects of war in the early history of the United States. EUS.3.AH.1 American Fishbone organizer Analyze the causes and effects of Revolution the American Revolution: political social economic geographic EUS.3.AH.2 Mexican- Fishbone organizer Discuss the causes and effects of American War the Mexican-American War: political social economic geographic 3 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies EUS.3.AH.3 Civil War Fishbone organizer Analyze the causes and effects of the Civil War: political social economic geographic Strand: Reconstruction Content Standard 4: Students shall analyze westward expansion in the United States since Reconstruction. R.4.AH.1 Homestead Act Examine the effect of the Homestead Act and the Morrill Morrill Land Land Grant Act on westward Grant Act expansion 4 Quarter 2 Strand: Reconstruction Content Standard 4: Students shall analyze westward expansion in the United States since Reconstruction. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/ Assessment Instructional Strategies R.4.AH.2 Transcontinental Discuss the impact of the railroad transcontinental railroad on the development of the West R.4.AH.3 Farmer Venn diagram Compare and contrast competition Cattle rancher between the farmers of the Great Cow town Plains and cattle ranchers: Railhead technology (e.g., John Deere, Range war Cyrus McCormick, Joseph Glidden, dry farming) cow towns railheads cowboys range wars R.4.AH.4 Identify advantages of mining boom Mining boom Chart advantages/disadvantages Identify disadvantages of mining Helen Hunt Analyze the advantages and boom Jackson disadvantages of the mining boom: impact on American Indians Dowes Act (e.g., work of Helen Hunt Jackson, Dawes Act, Indian Indian Wars Wars) environmental impact economic impact Strand: Reconstruction Content Standard 5: Students shall evaluate the impact of social movements and reforms during Reconstruction. R.5AH.1 Identify strengths of each plan Reconstruction chart Chart the strengths and weaknesses Identify weaknesses of each plan Ten-percent plan of the various plans for Freedman’s Reconstruction (e.g., Ten-percent Bureau plan, Freedman’s Bureau, Wade- Wade-Davis Bill Davis Bill) 5 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies R.5AH.2Identify the significance of List the significance of each 13th Amendment Semantic Feature Analysis the Civil War Amendments: amendment 14th Amendment Thirteenth Amendment 15th Amendment Fourteenth Amendment Fifteenth Amendment R.5AH.3 Primary source document Research project Research the effects of the Civil War Amendments during Reconstruction using primary source documents R.5AH.4 Impeachment Examine the reasons for the impeachment of President Andrew Johnson R.5AH.5 Civil rights Semantic feature analysis Examine the reaction of United Sharecropping States citizens to civil rights in the Black codes late 1800s Jim Crow (e.g., sharecropping, the black De facto codes, Jim Crow, de facto versus de segregation jure segregation, Plessy v. Ferguson De jure -1896, New South - Henry Grady) segregation R.5AH.6 Compromise of 1877 Explain how the election of 1876 Reconstruction and the Compromise of 1877 led to the end of Reconstruction R.5AH.7 Identify success Reconstruction Outline Identify failures Outline the successes and failures of Reconstruction 6 Strand: Industrialization Content Standard 6: Students shall investigate the impact of changing technology on economic development. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Strategies Assessment IN.6.AH.1 Identify emerging technology Technology Primary & secondary documents Investigate the impact of emerging communication technology on Create timeline economic development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film) IN.6.AH.2 Identify emerging transportation Transportation Primary & secondary documents Investigate the impact of emerging technology Create timeline transportation technology on Mass production economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile) Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Strategies Assessment PO.11.AH.2 Civil Service Discuss the merits of civil service Gilded Age reforms that resulted from the Spoils System political corruption of the Gilded Pendleton Act Age reform (e.g., spoils system, Pendleton Act, assassination of James Garfield) 7 Quarter 3 Strand: Industrialization Content Standard 6: Students shall investigate the impact of changing technology on economic development. Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Strategies Assessment IN.6.AH.3 Urban Primary & secondary documents Investigate the impact of emerging development technology on urban development using primary and secondary source Mass transit documents (e.g., steel, elevator, skyscraper, suspension bridges, mass transit) IN.6.AH.4 Industrial growth Primary & secondary documents Investigate the impact of emerging technology on industrial growth using primary and secondary source documents (e.g., electrification, refrigeration, hydraulic brakes, steel and oil industries) Strand: Industrialization Content Standard 7: Students shall evaluate the impact of immigration on society in the United States. IN.7AH.1 Angel Island Describe the purpose of Angel Island Ellis Island and Ellis Island IN.7AH.2 Immigration Map activity Map the changing immigration pattern patterns of the late 19th and early 20th centuries 8 Materials/Supplies/ Student Learning Expectation Task Analysis VOCABULARY Resources/Instructional Assessment Strategies IN.7AH.3 Natisism Categorize the rise of nativism as a Assimilation reaction to the changing Public education immigration patterns of the late Chinese Exclusion 19th and early 20th centuries: Act assimilation Gentlemen’s public education Agreement Chinese Exclusion Act Immigration Gentlemen’s Agreement Restriction Immigration Restriction League League IN.7AH.4 Rural Illustrate the changing immigration Urban patterns from rural areas to urban areas in the late 19th and early 20th centuries IN.7AH.5 Urban migration Research activity Research solutions to the problems that resulted from urban migration (e.g., housing, transportation, water, sanitation, crime, fire, poor working conditions) IN.7AH.6 Immigrant Examine the role that immigrants Political
Load more

Recommended publications
  • Ranching Catalogue 
    Catalogue Ten –Part Four THE RANCHING CATALOGUE VOLUME TWO D-G Dorothy Sloan – Rare Books box 4825 ◆ austin, texas 78765-4825 Dorothy Sloan-Rare Books, Inc. Box 4825, Austin, Texas 78765-4825 Phone: (512) 477-8442 Fax: (512) 477-8602 Email: [email protected] www.sloanrarebooks.com All items are guaranteed to be in the described condition, authentic, and of clear title, and may be returned within two weeks for any reason. Purchases are shipped at custom- er’s expense. New customers are asked to provide payment with order, or to supply appropriate references. Institutions may receive deferred billing upon request. Residents of Texas will be charged appropriate state sales tax. Texas dealers must have a tax certificate on file. Catalogue edited by Dorothy Sloan and Jasmine Star Catalogue preparation assisted by Christine Gilbert, Manola de la Madrid (of the Autry Museum of Western Heritage), Peter L. Oliver, Aaron Russell, Anthony V. Sloan, Jason Star, Skye Thomsen & many others Typesetting by Aaron Russell Offset lithography by David Holman at Wind River Press Letterpress cover and book design by Bradley Hutchinson at Digital Letterpress Photography by Peter Oliver and Third Eye Photography INTRODUCTION here is a general belief that trail driving of cattle over long distances to market had its Tstart in Texas of post-Civil War days, when Tejanos were long on longhorns and short on cash, except for the worthless Confederate article. Like so many well-entrenched, traditional as- sumptions, this one is unwarranted. J. Evetts Haley, in editing one of the extremely rare accounts of the cattle drives to Califor- nia which preceded the Texas-to-Kansas experiment by a decade and a half, slapped the blame for this misunderstanding squarely on the writings of Emerson Hough.
    [Show full text]
  • The American West C1835-C1895
    Ecclesfield School History Department The American West c1835-c1895 History GCSE (9-1) Revision Booklet This topic is tested on Paper 2, with the Elizabeth topic The exam lasts for 1 hour and 45 minutes There are 32 marks for American West (Section A) You should spend 50 minutes on this section Paper 2 1h45: American West and Elizabeth (8th June, PM) Name:________________________ History Teacher: ________________ 1 The American West, c1835-c1895 What do I need to know for this topic? Key Details Red Amber Green topic (Need to (Nearly (Nailed revise a there) it) lot) • Plains Indians: beliefs and way of life (survival, land and war) • The Permanent Indian Frontier (Indian Removal Act 1830) and the Indian Appropriations Act (1851) • Migration: Oregon Trail (1836 onwards), California Gold Rush (1849) • Migration: Donner Party and Mormons (1846-7) • The development and problems of white settlement farming • Reasons for conflict and tension between settlers and Indians – the Fort Laramie 62 Treaty (1851) - The early settlement of the West, of the settlement early The • Problems of lawlessness and attempts to tackle this 1. 1. c1835 • Significance of the Civil War and post-war reconstruction (Homestead Act 1862, Pacific Railroad Act 1862, First Transcontinental Railroad 1869) • Homesteaders’ solutions to problems: new technology, the Timber Culture Act 1873 and spread of the railroad • Continued problems of law and order • The cattle industry (Iliff, McCoy, 76 - Goodnight, the significance of Abilene) • The impact of changes in ranching
    [Show full text]
  • SORTED by CODE Books Are in the Same Order on the Shelf As They Are on This List
    SORTED BY CODE Books are in the same order on the shelf as they are on this list. PLEASE return to the correct spot. If you check someone out but the book is somehow not on the list, please add it to this list. If a call number is wrong, please fix it in the book and double check it with the list. Please make sure any books taken out are checked out. There is a box on the back table for when people are looking, any book they take off the shelf should be placed here for us to reshelve, to avoid disorganization. Last Updated: 04/04/18 by Grey Code Title Author Masters Thesis 040.DIN.1 Spiralling Webs of Relation: Movements Toward An Indigenist Criticism Nova, Joanne Rochelle Di Worldeaters: An Ecosophical Critique of Western Industrial Civilization in 040.Dun.1 Selected Works of Linda Hogan and Ursula K. Le Guin Dunn, Aimee 040.GRI.1 Spanish Occupation of the Hasinai Country 1690-1737, The Griffith, William Joyce Serials Regarding Native North Americans 042.CHA.1 Reference Library of Native North America Vol. 1 Champagne, Duane 042.CHA.2 Reference Library of Native North America Vol. 2 Champagne, Duane 042.CHA.3 Reference Library of Native North America Vol. 3 Champagne, Duane 042.CHA.4 Reference Library of Native North America Vol. 4 Champagne, Duane Cambridge History of the Native Peoples of the Americas: North America, 042.TRI.1 The Trigger, Bruce G. - volume editor Cambridge History of the Native Peoples of the Americas: North America, 042.TRI.2 The Trigger, Bruce G.
    [Show full text]
  • NMU Center for Native American Studies Resource Room Book Collection Sort by Code Updated September 9, 2017
    NMU Center for Native American Studies Resource Room Book Collection Sort by Code Updated September 9, 2017 CALL NUMBER TITLE AUTHOR OR EDITOR 007.Gom.1 Native American Music Directory Gombert, Gregory 007.IAC.1 Source Directory Indian Arts & Crafts Board 007.MCA.1 Native American Crafts Directory McAlister, Diane L. 007.NNA.1 Native American Directory National Native American Coorperative 008.CHA.1 Native North American Almanac, The Champagne, Duane Native North American Almanac: A Reference Work on Native North Americans in the United States and Canada, 008.CHA.2 The Champagne, Duane 008.Dar.1 How We Live Now Darion, Ellen 008.Dut.1 Indians of the Southwest Dutton, Bertha - editor 008.Fol.1 America's Ancient Treasures Folsom, Franklin 008.Fra.1 Many Nations Frazier, Patrick - editor 008.MOR.1 1992 International Directory & Resource Guide Morris, Karin Anishinabe Michi Gami (People of the Great Lakes): A 008.NAF.1 Guidebook for Public Policymakers Native American Fellows Anishinabe Michi Gami (People of the Great Lakes): A 008.NAF.2 Guidebook for Public Policymakers Native American Fellows Anishinabe Michi Gami (People of the Great Lakes): A 008.NAF.3 Guidebook for Public Policymakers Native American Fellows 008.PHS.1 Gathering of Native Americans (GONA) 008.RUS.1 Native American FAQs Handbook Russell, George 008.RUS.2 Native American FAQs Handbook Russle, Geroge How to Tell the Difference: A Guide to Evaluating Children's Slapin, Beverly, Seale, Doris, and 008.SLA.1 Books for Anti-Indian Bias Gonzales, Rosemary Everything You Wanted
    [Show full text]
  • An Emerging World Power (1877-1918) American Imperialism
    Chapter 21 – An Emerging World Power (1877-1918) Motivations for Overseas Expansion Alfred T. Mahan Causes & Results of Spanish-American War Queen Liliuokalani TR & the “Rough Riders” Anti-Imperialist League Emilio Aguinaldo & Philippine-American War Teller & Platt Amendments Open Door Policy & Boxer Rebellion U.S. & Panama Canal Roosevelt Corollary “Moral Diplomacy” & Pancho Villa Causes of US Entry to WWI US WWI Military Impacts Domestic Economic Impacts of WWI CPI & “100% Americanism” Espionage & Sedition Acts African-American Great Migration Carrie Catt, Alice Paul &19th Amendment Wilson & Treaty of Versailles Article X & Rejection of Treaty THIS SLIDESHOW RELATES TO TERMS IN RED 1890-1917 (Ch. 20 & First half of Ch. 21) Long Essay Assessment (LEQ) on Monday 2/10 American Imperialism: Crash Course US History #28 First Half of Chapter 21 United States Relations with Latin America & Asia (1890-1914) Simultaneous with Domestic Progressivism How are progressive & imperialistic impulses similar? How are these similar impulses illustrated in the cartoon? United States Interventions in Latin America & Asia (1890-1914) FOUR Key Motivations for U.S. Foreign Policy Expansionist / Imperialist Foreign Policy (1890-1914) Historians argue if this was a New Imperialism or an extension of older Manifest Destiny. Arguments for both sides? 1) Military For the US to be like other “great powers” in history Alfred T. Mahan, TR & others argue for a US presence around the world to support American interests 2) Social Many in US believe White Man’s Burden philosophy that it is an American responsibility to “help” non- whites around the world. An extension of Social Darwinism philosophy popular at this time.
    [Show full text]
  • January 2015, There Was Also a Steampunk Vehicle May 2016, September 2016)
    CONTENTS 3-4 COVER FEATURE Southern Missouri Rangers Fifth Annual Women’s Wild West Shootout 6-7 EDITORIALS How do we Stop the Loss of Members and Expand our Membership? Another Perspective Another Way of Looking at This SASS Divisional Championships Single Action Shooting Society® 8-9 COSTUMING CORNER 215 Cowboy Way, Edgewood, NM 87015 Wild Wild West and a Steampunk Convention 505-843-1320 • Fax 877-770-8687 © 2019 10-11 WILD BUNCH All rights reserved Oklahoma State Wild Bunch Championship 2018 The Cowboy Chronicle Magazine is Designed and Printed by 12-16 GUNS & GEAR The Single Action Shooting Society® Visit the SASS web site at: Dispatches From Camp Baylor—The Legend of “Heaven” and “Hell” www.sassnet.com BAMM Rifles 17-29 ANNUAL MATCHES EDITORIAL STAFF Rattlesnake Gulch Roundup 2018 Cowford Regulators 2018 Annual Match EDITOR-IN-CHIEF A Dark Day on The Santa Fe 2018 Skinny First Annual Shootout at The OK Corral SASS Pennsylvania State Championship 2018 MANAGING EDITOR Michigan State Championship Range War 2018 Misty Moonshine Appalachian Showdown XXVII EDITORS EMERITUS 30-35 PRODUCT REVIEW Cimarron’s Uberti 1858 Conversion Tex & Cat Ballou Swab-Its® Bore-Sticks™ ADVERTISING MANAGER 36-44 FICTION Square Deal Jim Small Creek: Kid Galena Rides—Chapter 9 410-531-5456 | [email protected] 45 HEALTH & FITNESS GRAPHIC DESIGN Stretching for Cowboy Action Shooters™ Mac Daddy 46-48 PROFILES 2018 Scholarship Recipient Diamond Kate, SASS #95104 STAFF WRITERS The Beginning of the End - Essay by Diamond Kate, SASS #95104 Big Dave, The Capgun Kid, Capt. George SASS Alias — Possibly the Best Part of the Game! Baylor, Col.
    [Show full text]
  • Central Oregon Range Wars
    Central Oregon Range Wars By Unknown Following the forced re-settlement of the region’s Indian groups onto reservations after the Civil War, the grasslands of Eastern and Central Oregon became available for agriculture and livestock. As “open ranges,” these lands were traditionally available for all locals to share. The 1880s and 1890s proved particularly suited to the development of large cattle herds and sheep flocks as new rail lines allowed producers to ship both wool and cattle to the expanding markets across the United States. As a result, the number of sheep and cattle east of the Cascades increased dramatically. Since no legal statutes existed at the time to restrict usage, the rapid, unregulated exploitation of the grasslands resulted in overgrazing. Between 1885 and 1910 the number of sheep in Wasco County was approximately 130,000. Given such numbers, the range was unable to regenerate itself, and became increasingly degraded. By the late 1890s, growing tensions between cattle ranchers and sheepmen over control of the open ranges led to a series of disputes known as the “range wars.” Cattlemen themselves held sheepmen in contempt for two specific reasons. Unlike cattle, sheep will eat weeds, also known as forbs, in addition to native grasses. As a result, the sheep stripped a landscape of its plant life, leaving nothing edible behind. Additionally, the equestrian culture of the cattlemen viewed sheepherders with disdain because the herdsmen tended animals on foot rather than on horseback. The expansion of wheat farming in Central and Eastern Oregon during this same period exacerbated competition for the range lands.
    [Show full text]
  • WAR in the WEST the Bundy Ranch Standoff and the American Radical Right
    WAR IN THE WEST The Bundy Ranch Standoff and the American Radical Right A Special Report from the Southern Poverty Law Center Montgomery, Alabama JULY 2014 southern poverty law center WAR IN THE WEST The Bundy Ranch Standoff and the American Radical Right THE SOUTHERN POVERTY LAW CENTER is a nonprofit organization that combats hate, intolerance and discrimination through education and litigation. Its Intelligence Project, which prepared this report and also produces the quarterly investigative magazine Intelligence Report, tracks the activities of hate groups and the nativist movement and monitors militia and other extremist antigovernment activity. Its Teaching Tolerance project helps foster respect and understanding in the classroom. Its litigation arm files lawsuits against hate groups for the violent acts of their members. MEDIA AND GENERAL INQUIRIES Mark Potok or Heidi Beirich Southern Poverty Law Center 400 Washington Ave., Montgomery, Ala. (334) 956-8200 www.splcenter.org This report was prepared by the staff of the Intelligence Project of the Southern Poverty Law Center. The Center is supported entirely by private donations. No government funds are involved. © Southern Poverty Law Center. All rights reserved. southern poverty law center about the report Written by Ryan Lenz and Mark Potok Edited by Heidi Beirich Designed by Russell Estes, Shannon Anderson and Sunny Paulk Cover photos by Jim Urquhart/Reuters/Corbis and Ryan Lenz southern poverty law center table of contents Executive Summary 5 Guns of April: The Bundy Standoff 8 Backgrounding Bundy: The Movement 18 Land Use and the ‘Patriots’: A Timeline 22 southern poverty law center After the climbdown: Militiamen and other support- ers of Cliven Bundy head for the corral where govern- ment agents were holding the Nevadan’s cattle.
    [Show full text]
  • Horse Todos a B Alliebelle 23.072 a Big To'do 26.392 a Bit
    HORSE TODOS A B ALLIEBELLE 23.072 A BIG TO'DO 26.392 A BIT STORMY 25.592 A BOY NAMED EM 28.675 A BRILLIANT IDEA 31.402 A BRUSH OF BEAUTY 21.393 A CAT NAMED SNIPE 28.551 A CAT THAT FLIES 25.368 A CENTURIAN 29.172 A DEVILISH RIDE 24.916 A DIEHL 34.923 A DOS PUNTAS 42.616 A E PHI SENSATION 23.497 A FLEET OF NINE 23.302 A GIRL NAMED MARIA 29.537 A GLASS OF WATER 22.147 A GOLDEN JET 22.575 A GRAND N' MORE 19.560 A JEALOUS WOMAN 36.719 A LA MODA 28.673 A LIL DUMAANI 27.721 A LISTER 25.068 A LITTLE AT A TIME 26.233 A LITTLE OFF 31.467 A LITTLE TOO LATE 25.373 A LOT OF ACTION 26.490 A LOT OF MON 27.211 A MATTEROFSPEAKING 24.041 A MCCOUGHTRY 25.178 A MI ZORRITO 44.348 A MILLION FIELDS 25.005 A MOMENT IN TIME 29.541 A NATIONALTREASURE 33.592 A NATURAL 29.383 A NEW DAWN 25.094 A NEW YORK PHILLIE 23.229 A P MINK 29.223 A P VALOR 30.045 A PERFECT SQUEEZE 28.415 A PINT FOR MARY 26.393 A PLUS TOPPER 28.873 A QUESTION OF TIME 21.185 A RACING DELIGHT 28.495 A RANG A TANG 26.600 A ROCKY STORM 21.775 A ROD 33.263 A ROGUE SNUCK IN 24.666 A ROYAL FLUSH A 18.962 A SHE'S ADORABLE 33.925 A SHOT AWAY 28.920 A SINGLE MAN 21.532 A SMART JUDGE 23.806 A STAR IS GORN 23.954 A STORY OF REVENGE 29.442 A STUDENT 29.494 A T MONEY 30.054 A TOE BY THREE 25.800 A TOUT L'HEURE 42.875 A TRIPP ROYALE 29.433 A USED GUN 23.246 A WALK ABOVE 25.728 A WINK AND A SMILE 32.705 A WISH FOR KOSUTE 20.514 A WORD TO THE WISE 30.596 A Z WARRIOR 35.400 A'INTYOUDREAMIN 22.520 A.
    [Show full text]
  • China Naval Modernization: Implications for U.S
    China Naval Modernization: Implications for U.S. Navy Capabilities—Background and Issues for Congress (name redacted) Specialist in Naval Affairs May 12, 2017 Congressional Research Service 7-.... www.crs.gov RL33153 China Naval Modernization: Implications for U.S. Navy Capabilities Summary China is building a modern and regionally powerful navy with a limited but growing capability for conducting operations beyond China’s near-seas region. The question of how the United States should respond to China’s military modernization effort, including its naval modernization effort, is a key issue in U.S. defense planning. Observers of Chinese and U.S. military forces view China’s improving naval capabilities as posing a potential challenge in the Western Pacific to the U.S. Navy’s ability to achieve and maintain control of blue-water ocean areas in wartime—the first such challenge the U.S. Navy has faced since the end of the Cold War. More broadly, these observers view China’s naval capabilities as a key element of an emerging broader Chinese military challenge to the long- standing status of the United States as the leading military power in the Western Pacific. China’s naval modernization effort encompasses a broad array of platform and weapon acquisition programs, including anti-ship ballistic missiles (ASBMs), anti-ship cruise missiles (ASCMs), submarines, surface ships, aircraft, and supporting C4ISR (command and control, communications, computers, intelligence, surveillance, and reconnaissance) systems. China’s naval modernization effort
    [Show full text]
  • Primary Document #1: the Open Door Notes (Policy) (1899-1900)
    Primary Document #1: The Open Door Notes (Policy) (1899-1900) By the late 19th century, Japan and the European powers had carved much of China into separate spheres of influence, inside of which each held economic dominance. The U.S., coming late to imperialism, held no sphere of influence in China. In 1899 U.S. Secretary of State John Hay proposed an "Open Door" policy in China in which all nations would have equal trading and development rights throughout all of China. Such a policy would put all the imperialist powers on equal footing in China and would limit the advantages of having one’s own sphere of influence. As you read, think about how the Open Door policy might be seen as noble and fair, and think about how it also reflects American political and economic self-interest. Document A: The Open Door Notes (Policy) Earnestly desirous to remove any cause of irritation and to insure at the same time to the commerce of all nations in China... [the United States urges all nations claiming a sphere of influence in China to declare] that [all nations] shall enjoy perfect equality of treatment for their commerce and navigation within such spheres.... We adhere to the policy... of peace with the Chinese nation, of furtherance of lawful commerce, and of protection of lives and property of our citizens by all means.... The policy of the Government of the United States is to seek a solution which may bring about permanent safety and peace to China, preserve Chinese territorial and administrative entity, protect all rights guaranteed to friendly powers by treaty and international law, and safeguard for the world the principle of equal and impartial trade with all parts of the Chinese Empire.
    [Show full text]
  • April 2020 New Releases
    APRIL 2020 NEW RELEASES gale.com/thorndikepress CONTENTS ABOUT THIS CATALOG African-American ...................... 14 SIMULTANEOUS STANDING ORDERS Basic .............................................. 3 RELEASE TITLES Numbers appearing with titles Did you know that Thorndike indicate the Standing Order tier Bill’s Bookshelf ............................. 6 Press publishes more than 250 level. For Standing Order plan Biography and Memoir .............. 7 Large Print titles simultaneously and tier descriptions, go to our Christian Fiction ........................ 12 with the original publisher’s website at gale.com/thorndike/ Christian Historical Fiction ....... 13 standard print edition each year? standingorders. Everyone can read Large Print, Christian Mystery ...................... 13 All Standing Order prices listed in so buy additional copies of those this catalog include discount. Not Christian Romance ................... 12 high-demand titles in a format all available in Canada. Christian Select ......................... 16 your patrons can enjoy. Clean Reads .............................. 11 SERIES COMPLETE OFFERS PLEASE NOTE Core ............................................... 4 Whenever we publish a title that Actual Large Print covers may be Distribution Titles ................. 17–18 completes a series, you save $$. different from those appearing Editor’s Choice ............................ 16 You can purchase a complete in this catalog. Book prices and release dates may change Genre Value (Hardcover) ........... 16 series at
    [Show full text]