Week 11: November 10-13, 2015

Unit I: America as a World Power ENDS, plus Unit II & marking Period 2 begin!

Why are we here this week?

1) Participate in Tuesday Newsday, then Conversation Piece regarding the end of the first marking period.

2) Review for (and then complete) the Unit I district exam: America as a World Power on Friday, 11/13.

3) Listen to Veterans stories, then write a brief thank you note. 4) Begin exploration of Unit II: Roaring 1920s, Great Depression, & New Deal (Ch. 12-15).

Homework: STUDY for Unit I EXAM (Friday, 11/13)complete the study guide!

Tuesday, November 10, 2015I. Tuesday Newsday Student-led current event exposition II. Conversation Piece Quarter #2 & Unit II…looking ahead, including

Veterans Day, Unit I district Exam, & OHP work (esp. Per. 4)

New seating chart coming!

What’s going on in the world “today?”

How hard are you willing to work for

your goals?

DREAM?DESIRE?

DISCIPLINE?

Tuesday Newsday!

WHY or HOW is this article important to you? WHAT impact does or will it have on your life?

On HALF SHEET provided, RESPOND:

1) After listening to NPR, the most interesting story or thought I had was…

2) My reaction to the student-led Tuesday Newsday story is…

3) The best thing AND worst thing about first marking period as a freshmen was…

4) For the 2nd marking period, I plan to…

Tuesday Newsday meets Conversation PieceNAME:

1) After listening to NPR, the most interesting story/thought was…

2) My reaction to the student-led Tuesday Newsday story is…

3) The best thing AND worst thing about 1st marking period was…

4) For the 2nd marking period, I plan to…

Welcome Veterans!• Lillian Robinson

• Anthony LaPergola

• Chris Stratton

• Ellen & Peder Cox

• James Duckett

• Bill Dunn

Thank you for your service and for sharing your story today!

Homework: Ch. 12 “ttt” and Ch. 26 & 27 summary notes due by Tuesday, 11/17!

Thursday, November 12, 2015I. Veterans Day Recap Thank you notes & Letters to Soldiers II. Practice Exam for Unit I “Station-based” simulation with partner(s)

How grateful are your for our veterans

& soldiers?

Are you E for the test?

Thanks youfor your service

Lenape MiddleSchool

Dear ,

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Letter to Soldier

2. What to write about: Tell the soldier something about your school and yourself

provide first name only Thank them for their service, protecting our freedom, putting

themselves in potentially dangerous situations, and providing selfless dedication to our country

How much you appreciate them How you want them to come home safely Ask yourself, when the soldier reads this letter, will it bring a smile to

his/her face?

1. Begin the letter: Dear Soldier,

3. Do NOT write about:Death, violence, politics, or religionDo not include your full name or address

America as a World PowerTest 1 is Friday, 11/13

• Motivations for Imperialism• Foreign policy (interventionism v. isolationism)• Spanish-American War

Sinking of the USS MaineYellow Journalism

• Rights of American territories• Theodore Roosevelt’s “big stick” diplomacy• Open Door Policy

• World War IAmerican neutrality and isolationismReasons for entering & combat strategies/event Propaganda & effects of involvement

• Woodrow Wilson’s Foreign Policy• Senate opposition to the League of Nations

• district-designed “unit exam”…1st of 5!• Your final average is 10% of course grade.

(NOT part of any marking period)• Mostly skill-based assessment questions

(some objective questions).

Unit I: America as a World PowerHow did you do on Ch. 10 and 11 quizzes?

• Review questions & discuss answers, especially PROBLEMATIC ones that are related to the Unit I study list (provided)

• COMPLETE study guide assignment on America as a World Power ASAP!

• Thursday is the FINAL in-class review session for Friday’s exam (NO SCL!)

Tomorrow is Veterans Dayvisitors share stories of military experience all Social Studies periods

(PREPARE to be a respectful, attentive, and inquisitive audience)

The Lusitania, a British passenger ship, sank near Ireland after being torpedoed by a German U-boat. Of the 1,198 people who died, 128 were American. The American public was outraged, and the incident helped strengthen American support for the Allies.

Alive!, p. 286-287

The Zimmermann Note stirs ups Anti-German Feelings (February 1917). Britain had gotten hold of a note sent in code by the German foreign minister, Arthur Zimmermann, to the German minister in Mexico. Zimmermann suggested that if the United States entered the war, Mexico and Germany should become allies. Germany would then help Mexico regain "lost territory in New Mexico, Texas, and Arizona." The Zimmermann note was a coded telegram that German foreign minister Arthur Zimmermann sent to the German minister in Mexico proposing that if the United States entered the war, Mexico and Germany should become allies; it helped influence the United States to declare war on Germany five weeks later. It created a sensation in the United States and stirred anti-German feeling across the nation.

Alive!, p. 290

In 1883, American inventor Hiram Maxim developed the first entirely automatic machine gun to become widely used by both the Allies and the Central powers. The new weapon’s heavy firepower made mass assaults across open ground suicidal. As a result, both sides retreated into a vast network of trenches to fight a defensive war.

In World War I, typical frontline trenches were 6 to 8 feet deep and wide enough for two people to stand side by side. Short trenches connected the front lines to the others. Each trench system had kitchens, bathrooms, supply rooms, and more. However, living in and doing combat from the trenches was not pleasant. Nurses, such as those in the photograph below, provided medical care under difficult conditions.

Ch. 25 SummaryAfter World War I, President Woodrow Wilson hoped to create a lasting peace. He insisted that the treaty ending the war should include a peacekeeping organization called the League of Nations. Many Americans feared that membership in the League could involve the United States in future wars.

League of Nations Wilson hoped that including the League of Nations in the final treaty would make up for his compromises on other issues. He believed that by providing collective security and a framework for peaceful talks, the League would fix many problems the treaty had created.

The ratification debate The treaty ratification debate divided the Senate into three groups. Reservationists would not accept the treaty unless certain changes were made. Irreconcilables rejected the treaty in any form. Internationalists supported the treaty and the League.

Rejection of the treaty Partisan politics and Wilson's refusal to compromise led to the treaty's rejection and ended Wilson's hopes for U.S. membership in the League of Nations.

Woodrow Wilson unveiled his Fourteen Points in a speech to Congress on war aims and peace terms. In his 1918 address, he talked about the causes of the war. Then he laid out his plans for preventing future wars.

• League of Nations?

In this cartoon, Woodrow Wilson is shown leaving Congress to seek public support for the League of Nations. The president’s speaking tour of the country was cut short when he suffered a collapse.

Treaty of Versailles: a peace treaty signed by the Allied powers and Germany on June 18, 1919, at the Paris peace conference at the Palace of Versailles in France; it assigned Germany responsibility for the war, required Germany to pay reparations to the Allied countries, reduced Germany's territory, and included the covenant for the League of Nations. June 18, 1919.

What is the goal (objective)?

What “tools” or techniques help achieve the goal?

Common Tools Used in Wartime PropagandaDemonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants. Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out. Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy. Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.

Common Tools Used in Wartime Propaganda Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool. Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively. Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort. Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists.

Propaganda Objectives and Tools Common Objectives of Wartime Propaganda

Recruitment of soldiers, either through a draft or voluntary enlistment.

Financing the war effort through the sale of war bonds – loans from citizens to the government – or new taxes.

Eliminating dissent and unifying the country behind the war effort.

Conservation of resources – such as food, oil, and steel – necessary to wage war.

Participation in home-front organizations to support the war effort.

WHY WWI?• Ch. 11 The Americans “telescoping the times?”

• Militarism: increasing the size, strength, & utilization of armed forces as part of a foreign policy

• Alliances: many European & Asian nations had long-standing political-economic ties to each other, along with intense rivalries with other nationsbound together like a series of overlapping & competing “spider webs”

• Imperialism: Britain & Germany were two global powers competing for markets, resources, influence (America too!)

• Nationalism: intense feelings of pride in one’s country (patriotism vs. fanaticism?)

Ch. 11: The First World WarHistory Alive! Ch. 22-25

Name any two of the four factors that led to war in Europe.

Identify & BRIEFLY explain one thing that led America into WW I after initially being neutral.

Describe any two ways that World War I led to change in American society.

What was contained in the Treaty of Versailles and why did Americans object?

The factors that led to war in Europe were nationalism, imperialism, militarism, and a system of alliances that made an attack on one nation a conflict that involved many interlinked allies.

The United States tried to remain neutral in World War I, but emotional and economic ties to Great Britain gradually moved it to the side of the Allies. German submarine attacks convinced Wilson to declare war.

At home during the war, production increased, and so did union membership. Many women entered industry, and thousands of African Americans moved from the South to the North seeking jobs and an end to segregation.

Many Americans objected to the Treaty of Versailles because it seemed to betray the high principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it would involve the United States in foreign conflicts.

Ch. 11: First World WarHistory Alive! Ch. 22-25

1. The factors that led to war in Europe were nationalism, imperialism, militarism, and a system of alliances that made an attack on one nation a conflict that involved many interlinked allies.

2. The United States tried to remain neutral in World War I, but emotional and economic ties to Great Britain gradually moved it to the side of the Allies. German submarine attacks convinced Wilson to declare war.

3. At home during the war, production increased, and so did union membership. Many women entered industry, and thousands of African Americans moved from the South to the North seeking jobs and an end to segregation.

4. Many Americans objected to the Treaty of Versailles because it seemed to betray the high principles Wilson had announced. Many disliked the idea of a League of Nations, fearing it would involve the United States in foreign conflicts.

Homework: Ch. 12 “ttt” and Ch. 26 & 27 summary notes due by Tuesday, 11/17!

Friday, November 13, 2015I. America as a World Power Exam skills-based unit assessment II. 1920s, Great Depression, & New Deal

Unit II packet distributed…CH. 12 & 26-27

Did you show gratitude for vets &

soldiers?

R U E for the test?

Unit III1920s, Great Depression, and New Deal

Enduring Understandings Students will understand that… Cultural patterns established between the world wars are still today. Conflict occurs when people perceive that values and culture are threatened by modern . Economic excess and the unequal distributions of wealth can lead to in society. Liberals and Conservatives have different beliefs about individual and the proper role of the As a result of the New Deal, the United States government took on responsibilities for promoting the general .

changes

traditional

relevant

instability

responsibilitygovernment

greaterwelfare

EQ #1: What happens when traditional and modern cultures interact?

• The clash between traditional moral values and changing ideas were exemplified in the controversy over Prohibition, the Scopes trial, and the emergence of the “New Woman.”

• Rising tensions including, the resurgence of the Ku Klux Klan, and the rise of socialism/communism.

• How different forms of mass media created consumerism and mass culture.

• Contributions of artists and writers of the Harlem Renaissance

EQ #2: What is the proper role of the government in people’s lives?

• Effectiveness of presidential responses of the Hoover and Roosevelt administrations.

• Opponents of New Deal policies and their arguments.

EQ #3: What influences do economic excesses have on American society?

• Impact of the economic policies of the Harding and Coolidge administrations on wealth distribution, investment, and taxes.

• Basic operation of the stock market.• Causes and consequences of the Great Depression

and Dust Bowl.

EQ #4: Did America move closer to or further away from its founding ideals during the interwar period?

• How the ideals of liberty, equality, opportunity, rights and democracy were exemplified or contradicted during this time period.

Enduring Understandings: Students will understand that…

• Cultural patterns established between the world wars are still relevant today.

• Conflict occurs when people perceive that traditional values and culture are threatened by modern changes.

• Economic excess and the unequal distributions of wealth can lead to instability in society.

• Liberals and Conservatives have different beliefs about individual responsibility and the proper role of the government.

• As a result of the New Deal, the United States government took on greater responsibilities for promoting the general welfare.

The Americans Unit 4, p. 408-409: The 1920s and the Great Depression

Ch. 12 (p. 410-431)The Politics of the Roaring Twenties

Ch. 13 (p. 432-461)The Roaring Life of the 1920s Ch. 14 (p. 462-485)The Great Depression

Ch. 15 (p. 486-523)The New Deal

READINGS for Unit III: The Roaring 20s, The Great Depression, and the New Deal

History Alive! Era 4, p. 326-327: The Roaring Twenties and Great Depression Unit 8: The Twenties Ch. 26 (p. 330-341)Understanding Postwar TensionsCh. 27 (p. 342-351)The Politics of NormalcyCh. 28 (p. 353-367)Popular Culture in the Roaring TwentiesCh. 29 (p. 369-379)Clash Between Traditionalism & Modernism Unit 9: Great Depression and the New DealCh. 30 (p. 382-391)The Causes of the Great DepressionCh. 31 (p. 392-399)The Response to the Economic Collapse Ch. 32 (p. 400-411)Human Impact of the Great DepressionCh. 33 (p. 412-427)The New Deal and its Legacy