American History Unit expansion & wwi learning Goal I will be able to
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- Bu səhifədəki naviqasiya:
- Waterboarding is not
- Two Kinds of Nationalism
- Nationalism in Germany
- Nationalism in Italy
- Nationalism in Austria-Hungary
- Nationalism in Russia
- Nationalism in France
- Nationalism in Britain
What Waterboarding IsWaterboarding induces panic and suffering by forcing a person to inhale water into the sinuses, pharynx, larynx, and trachea. 
The head is tilted back and water is poured into the upturned mouth or nose. Eventually the subject cannot exhale more air or cough out more water, the lungs are collapsed, and the sinuses and trachea are filled with water. The subject is drowned from the inside, filling with water from the head down. The chest and lungs are kept higher than the head so that coughing draws water up and into the lungs while avoiding total suffocation. "His sufferings must be that of a man who is drowning, but cannot drown." Waterboarding is not:
How To Do It Restrain the interrogation subject on a board. Incline the board about 15-20 degrees so that the feet are above the head. Optionally, put a damp cloth over the face to keep the water clinging to the face (Khmer Rouge technique), or put plastic wrap over the mouth but not the eyes or nose to prevent water from escaping the throat and sinuses (CIA technique). Pour water onto the inclined face so that the water runs into the upturned mouth and nose. The water stays in the head, filling the throat, mouth, and sinuses with water. The lungs don't fill up with water so your prisoner doesn't asphyxiate, but they *do* feel their entire upper respiratory system from sinuses to trachea filled with water, "simulating drowning". You're drowning your subject from the inside, filling their head and neck. The lungs stay out of the water, keeping oxygen in the blood and prolonging the glubbing. "His sufferings must be that of a man who is drowning, but cannot drown."Key points:
Saran wrap, damp cloth, or any facial covering is not essential, but sometimes used as a bonus multiplier. If someone coughs to try to blow the water out of their throat or mouth the plastic catches the water and keeps it in. The cloth or plastic also acts as a one-way valve, opening to let more air out and then closing again to prevent inhalation. Eventually you end up with collapsed, empty lungs, no ability to inhale more air, a throat, mouth, and nose that's still full of water, and no capacity to get the water out since you're already fully exhaled. "CIA officers who subjected themselves to the water boarding technique lasted an average of 14 seconds before caving in." (In practice, "14 seconds" is roughly the amount of time one can exhale slowly through the upturned nose. This keep the water out, temporarily. When your breath runs out the water starts flowing in.) There are a lot of variables to play with: the angle of the board, the volume of the water, the pressure of the plastic wrap, how much inhalation to allow, and where to keep your prisoner on the line between "waterlogged wheezing" and "deep gurgling". There's an asphyxiation hazard, but modern interrogators have doctors on hand with blood oxygen monitors to make sure their subject stays oxygenated enough to remain conscious. If the prisoner begins to asphyxiate to the point of unconsciousness the doctors have five to six minutes to resuscitate your prisoner before brain damage occurs, which is more than enough time especially with the equipment prepped. It's possible to kill someone this way if you're not careful, but the point of coercive methods isn't to kill you, it's to keep you on the agonizing border between life and death. Tortures produce the most intense suffering when they cut, shock, burn, or otherwise abuse their prisoner without him losing consciousness. Doctors are present as "safety officers" to advise interrogators how long they can torture their prisoners without permanent physical damage. Doctors in the Guantanamo "Behavioral Science Consultation Team" have reviewed interrogation procedures, selected which procedures would be used, designed the procedures, and trained interrogators to follow them. Inhaled liquid is an immediate, life-threatening situation. It'll kill you faster than third degree burns, faster than a lost eye or a lost limb. If you've ever inhaled water you know that even the smallest amount of liquid in the larynx and trachea is an immediate, hardwired hotline directly to the panic portion of the brain that death is imminent. Survivors of near-drowning experiences report that the sensation of water flooding down the larynx and trachea as they struggle to breathe is the most terrifying aspect of the experience. Waterboarding does not "simulate" this experience, it re-creates this experience. Place a small star where Pittsburgh is located on this map, then draw (where necessary) and label in pencil the following: Alaska, Hawaii, China, Cuba, Philippines, and Puerto Rico Learning Goal 4 – I will be able to:
--------------------------------------------------------------------------------------------------------------------------------------- World Power World Power has no right to exert always has the right to exert influence when other its influence over other countries countries resist. whether they resist or not. Place a dot and a #1 on the line above where you think it should be. To what extent should a world power have the right to exert its influence and do whatever it wants when other countries resist? Look at example on the board, and place another dot and a #2 where you think it should be. Finally, place a dot and a #3 on the line where you think applicable for the third example. Learning Goal 4 – I will be able to:
-Define Monroe Doctrine -Summarize how the European Nations were threatening the western hemisphere -Define Roosevelt Corollary and explain its importance
The Monroe Doctrine from President James Monroe's seventh annual message to Congress, December 2, 1823: Underline or highlight where Monroe declares the W. Hemisphere free from colonization. At the proposal of the Russian Imperial Government, made through the minister of the Emperor residing here, a full power and instructions have been transmitted to the Minister of the United States at St. Petersburgh to arrange, by amicable negotiation, the respective rights and interests of the two nations on the northwest coast of this continent. A similar proposal has been made by His Imperial Majesty to the Government of Great Britain, which has likewise been acceded to. The Government of the United States has been desirous, by this friendly proceeding, of manifesting the great value which they have invariably attached to the friendship of the Emperor, and their solicitude to cultivate the best understanding with his Government. In the discussions to which this interest has given rise, and in the arrangements by which they may terminate the occasion has been judged proper for asserting, as a principle in which the rights and interests of the United States are involved, that the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers.... Roosevelt Corollary December 6, 1904 Annual Message Before Congress …The steady aim of this Nation, as of all enlightened nations, should be to strive to bring ever nearer the
Learning Goal 5 – I will be able to: -Define militarism and explain how it was a cause of WWI -Define alliances and explain how they were a cause of WWI -Define imperialism and explain how it was a cause of WWI -Define nationalism and explain hot it was a cause of WWI -Identify Gavrilo Princip and Franz Ferdinand -Explain how the assassination of Franz Ferdinand led to WWI -Identify the nations in the Central Powers and the Allied Powers
Learning Goal 5 – I will be able to: -Define militarism and explain how it was a cause of WWI -Define alliances and explain how they were a cause of WWI -Define imperialism and explain how it was a cause of WWI -Define nationalism and explain hot it was a cause of WWI -Identify Gavrilo Princip and Franz Ferdinand -Explain how the assassination of Franz Ferdinand led to WWI -Identify the nations in the Central Powers and the Allied Powers
Two Kinds of NationalismThere were two kinds of nationalism in 19th Century Europe: (i) the desire of subject peoples for independence - It led to a series of national struggles for independence among the Balkan peoples. Other powers got involved and caused much instability. (ii) the desire of independent nations for dominance and prestige - As the powers try to dominate each other in Europe, their rivalries may be regarded as one of the causes of the First World War. Nationalism in GermanyGermany was united in 1871 as a result of the Franco-Prussian War, and she rapidly became the strongest economic and military power in Europe. From 1871 to 1890, Germany wanted to preserve her hegemony in Europe by forming a series of peaceful alliances with other powers. After 1890, Germany was more aggressive. She wanted to build up her influence in every part of the world. German foreign policy in these years was best expressed by the term 'Weltpolitik' (World Politics). Because German ambitions were extended to many parts of the globe, Germany came into serious conflicts with all other major powers of Europe (except Austria-Hungary) from 1890 to 1914. Nationalism in ItalyItaly was unified in 1870. She was barely powerful enough to be counted as a great power. Her parliamentary system was corrupt and inefficient. Her industrial progress was slow. But Italy had great territorial ambitions. She wanted Tunis and Tripoli in northern Africa. This brought her into conflicts with France because Tunis was adjacent to the French colony, Algeria, and was long regarded by France as French sphere of influence. Italy also wanted Italia Irredenta--Trieste, Trentio and Tyrol. Although the majority of the people in these places were Italians, they were kept under the rule of the Dual Monarchy . Thus Italy came into serious conflicts with Austria-Hungary. Nationalism in Austria-HungaryAustria-Hungary was established as the Dual Monarchy in 1867. The Dual Monarchy ruled over a large empire consisting of many nationalities, but only the Austrians (racially they were German) and the Hungarians had the right to rule. The other nationalities Czechs, Slovaks, Serbs, Croats, Rumanians and Poles resented their loss of political freedom. They desired for political independence. Thus the policy of the Dual Monarchy was to suppress the nationalist movements both inside and outside the empire. The particular object of the Dual Monarchy was to gain political control over the Balkan Peninsula, where nationalist movements were rife and were always giving encouragement to the nationalist movements within the Austro-Hungarian Empire. The centre of the nationalist movements in the Balkans was Serbia. Serbia always hoped to unite with the Serbs in the Austro-Hungarian Empire so as to create a large Serbian state. Therefore the first enemy of Austria-Hungary from 1871 to 1914 was Serbia. Besides Serbia, Austria-Hungary also hated Russia because Russia, being a Slav country, always backed up Serbia in any Austro-Serbian disputes. Nationalism in RussiaRussia was the largest and most populous country in Europe. It extended from the shores of the Arctic Ocean to those of the Black Sea and from the Baltic Sea eastwards to the Pacific Ocean. Two thirds of her people were Slavs. She was still territorially ambitious. She wanted to expand in all directions. In 1870, Russia broke the Treaty of Paris (see below) and renewed her aggression in the Balkans. Thus, her territorial ambitions clashed with the interests of Austria-Hungary and Britain. However, Russia did not retreat. Being a 'landlocked' state, she wanted to acquire warm water ports in the Balkans (e.g. Constantinople). Moreover, as most of the Balkan peoples were of the Slavic race, Russia could claim to be the protector of her brother races in her expansion. Note: Treaty of Paris and Russia In 1856, Russia was defeated by Britain and France in the Crimean War. She was forced to sign the Treaty of Paris, which stopped her expansion into the Balkans from 1856 to 1870. Britain wanted to establish her influence in the Balkans because the Balkan area borders the Mediterranean Sea. lf Russia controlled the Balkan area, British naval power and trade in the Mediterranean Sea would be threatened. Nationalism in FranceFrance had been the dominant power in Europe for centuries. Napoleon I and Napoleon III had attempted to dominate Europe. In 1871, France was defeated by Germany. She had to lose two provinces: Alsace and Lorraine. She also needed to pay heavy indemnities. From 1871 onwards, France's greatest ambition was to recover Alsace and Lorraine from Germany. She also wanted to prevent another defeat by Germany, to recover her national prestige by acquiring overseas colonies (e.g. Morocco) and to make diplomatic alliances with other important powers in Europe. Nationalism in BritainIn 1870 Britain was the most industrially advanced country in Europe. She also possessed the largest overseas empire and the largest navy in the world. She did not want to trouble herself with the continental affairs of Europe. Her main concern was to preserve her overseas empire and her overseas trade by maintaining a large navy. Before 1890, her chief enemies were France and Russia. The colonial interests of France often clashed with those of Britain . (Britain and France had colonial rivalries in Asia and Africa--for example, India, Burma, Thailand, Egypt.) Russia's interest in the Balkan area also alarmed Britain, as British naval interests in the Mediterranean Sea would be immediately threatened. After 1890, as Germany went on increasing her naval strength and threatened British naval supremacy and the British overseas interests, she became Britain's chief enemy. 
Learning Goal 6 – I will be able to: -Define neutrality -Explain why the US was neutral at the start of WWI (and how that policy was broken) -Define and explain the importance of the Lusitania and the Zimmermann Note
Learning Goal 6 – I will be able to: -Define neutrality -Explain why the US was neutral at the start of WWI (and how that policy was broken) -Define and explain the importance of the Lusitania and the Zimmermann Note
  Learning Goal 7 – I will be able to:
-Define mobilization -Cite examples of the United States mobilizing for WWI both militarily and on the home front -Define Liberty Bonds and Selective Service -Identify some of the major battles of WWI and explain why they were important -Describe trench warfare and locate the western and eastern fronts on a map of Europe -List and explain the importance of the six new weapons of WWI
Learning Goal 7 – I will be able to: -Define mobilization -Cite examples of the United States mobilizing for WWI both militarily and on the home front -Define Liberty Bonds and Selective Service
-Identify some of the major battles of WWI and explain why they were important -Describe trench warfare and locate the western and eastern fronts on a map of Europe -List and explain the importance of the six new weapons of WWI
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