4B World War II Discussion

If you have a question about the reading or WWII content, please feel free to post your question on the Google Doc below!!

World War II Discussion

Writing the Group DBQ & Groups (4A)

Writing the Group DBQ

Please share (able to comment) the DBQ with me: dbeller2@wcpss.net

Below are the Groups. We need to have as many groups of 4 as possible. If people are absent from groups, and another 4 person group can be made, then do it. Otherwise, here are the groups I expect - if you have to work in a group of 3, so be it.

Group 1  : Nathaniel, Alex, Dylan, Jenna
Group 2: Jackson, BJ, Tim, Caleb
Group 3: Nathan, Bodhi, Evan, Ashwin
Group 4: Kalli, Andrew, Jada, Jacob
Group 5: Davis, Antonio, Tyson, Zane
Group 6 : Laura, Zavia, Aislinn, Noah
Group 7 : Minh, Emmett, Sarah, Jonas

Essay Prompt - the New Deal

Historical Context: Following the economic boom of the 1920s, the United States entered a period of prolonged economic depression. Known as the Great Depression, many citizens of the United States were greatly affected by it. During the Roosevelt Administrations, several economic initiatives were developed to limit the effects of the Great Depression and allow the American economy to prosper once again.

Were the Roosevelt Administrations and the New Deal programs effective in overcoming the Great Depression and rebuilding the U.S. economy?

·         Describe the economic, political and social effects of the Great Depression.

·         Discuss the strategies used by the Roosevelt Administrations to deal with the problems leading to and created by the Depression.

·         Discuss the challenges faced by the Roosevelt Administrations to enact their policies.

·         Discuss the long-term effects of the New Deal.

Reading Schedule - Updated

Reading Schedule Updated

4A Priorities

1. POA HW
2. Make sure you have New Deal Programs categorized
3. answer questions #2 and #3   (critics and coalition)

Review Videos (from a different person than A.Norris) - good for final

Playlist of 50 Videos

New Deal Programs (for clarification)

New Deal Chart

Period 7 Part II Chapter Videos (alternate to Curriculum Framework Videos)

Chapter 31 - Roaring Twenties

Chapter 32 - Politics of 1920s

Chapter 33 Great Depression and New Deal

Chapter 34: FDR and the Lead up to WWII

Chapter 35: WWII and the US Involvement

What's in a name? Periodization and labels for the 1920s (classwork)

Essential Question: Is the decade of the 1920s deserving of its own historical time period?

Process:
1. students should have their assigned chapter work done with lists of events, trends, ideas and historical figures associated with the 1920s that Allen uses to support his claim (for the chapter)
2. Using a word cloud generator, like Wordle.net, (use internet explorer) students create their own world cloud using the terms and ideas

• students should decide which words are most significant to Allen's claim and make those words bigger in their Wordle. They do this by entering the word more times. Those words that appear the most will be the largest, those which appear the least will be the smallest. 
• Their Wordle should visually demonstrate the generalization they will make in the activity below. 
• Students should save and send Mr. Beller (dbeller2@wcpss.net) their wordle 

3. Students then organize and categorize the terms and ideas from their Wordles into 3-6 categories. \

• They must use every word on their Wordle. Words and ideas from their Wordles may be used in more than one category. 
• Students must give each of their categories a label. For example, categories may include, "fads and trends", or "the new woman" or "technology.". 

4. In order to fully understand the era of the 1920s and how the decade may or may not constitute a distinct historical time period, students will formulate their own generalizations about the era.

• Students use information from their Wordle and categories to create 3-4 generalizations about the 1920s 
• For example, they may write "the 1920s was only new and modern for the middle and upper class" 
• to test their generalization, students must generate a list of evidence both for and against their generalization. 
• After developing the generalizations, the group sends a delegate to the board to write their generalizations. 

5. Students must then use the words and ideas from the Wordle to support and refute the generalizations in a full-class discussion. The visualization of the terms they found most important for their generalization in their Wordle must also be defended (building historical evidence that can be used in support or refute an argument) 

TOTD:  Is the decade of the 1920s deserving of its own historical time period? Provide at least 2 pieces of evidence to support your claim and explain why. 

Remediation Videos - Period 7 Part 1

Video 1 - Progressivism

Video 2 - Progressivism Part II (watch til 8:25)

Video 3 - Imperialism

Wilson and World War I (start at 8:25)

World War I

Post War Issues (watch til 5:08)

Reading Schedule

Reading Schedule - Period 7 Part II

Items for Test

1. Sussex Pledge 
2. Schenck v. US
3. Social Darwinism
4. Social Gospel 
5. How the Other Half Lives 
6. Woman's Suffrage
7. McKinley's Presidency (foreign and domestic)
8. Roosevelt's Presidency (foreign and domestic)
9. Taft's Presidency (foreign and domestic)
10. Wilson's Presidency (foreign and domestic)
11. Immigration Issues Post WWI
12. The Red Scare
13. Sacco and Vanzetti 
14. Palmer Raids 
15. WWI and the Home Front 
16. W.E.B. DuBois and Booker T. Washington 
17. NAWSA
18. Women's Christian Temperance Union 
19. League of Nations 
20. Treaty of Versailles 
21. KKK
22. Tariffs (post WWI)
23. Washington Naval Conference 
24. Kellogg-Briand Pact 
25. WWI- causes 
26. Spanish American War 
27. Anti-Imperialism League 
28. Motives for Imperialism 
29. Yellow Journalism 
30. Alfred Thayer Mahan
31. Muckrackers 
32. Upton Sinclair 
33. Ida Tarbell 
34. Lincoln Steffens 
35. settlement houses 
36. 16th, 17th, 18th, 19th amendments 
37. Open Door Policy 
38. Scientific Management/Frederick Taylor 
39. Populists 
40. Voting Reforms - initiative, reform, recall, direct primaries, secret ballot (Australian ballot)

Only Yesterday - 4B

Only Yesterday

Imperialism Essay Prompt

Compare and contrast the two historical interpretations (Pratt and Williams). Be sure to address 2 of the following characteristics in your answer: political, economic, & social.  Also be sure to include which interpretation you find to be accurate  and why (last body paragraph - please do not use first person in your essay!!) 


Rubric to be used: Comparison LEQ

War is the Health of the State (4B)

War is the health of the State

Task: Write a maximum of two pages summarizing the reading and addressing all of the following questions

a. According to Zinn, once the United States declared war on Germany "a national consensus for war was needed, and the government quickly moved to create such a consensus." What actions did the government take to create consensus?

b. What were the methods employed by the different levels of government and private citizens to inhibit criticism of America's participation in World War I?

c. What were the reasons to oppose America's involvement in WWI? What were the reasons to support the war?

d. What are your thoughts on Zinn's perspective?

APUSH FINAL EXAM STUDY GUIDE

APUSH FINAL EXAM STUDY GUIDE - DISREGARD DATES (due dates that is)

WWI HW

WWI Video Notes

14 Points and Treaty of Versailles Video Notes