Wednesday March 16, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Use information from foreign policy project to complete an essay outline to the following prompt: 
• Compare and contrast the foreign policies of Truman and Eisenhower, analyzing the reasons for similarities and differences in the foreign policies of the United States between 1945 and 1960.
• Keep in mind a few things: 
• A complex thesis identifies degree OR direction, and includes specifics in the argument.
• Prompt = direction - you must argue whether Truman and Eisenhower are more alike or more different
• Specifics = points of comparison - This is a comparison prompt; therefore, you will want to compare the presidential actions using points of comparison.
• Use class time to complete essay outline.

Reminders: 

• APUSH Exam Review - Thursday March 17 from 12:00 - 2:30pm in room 058
• One Book, One Leyden Assignment - distributed in class today (3/16).  Email me if you need the pages in PDF format.
• "The Fifties" by Alan Brinkley due Monday 3/21.
• Assignment = Make an outline of Brinkley's argument; you will want to identify the different arguments he makes about the "powerful changes" in American life during the 1950s
• Example of how to start your assignment can be found here.

Monday March 14, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Review terms: 
• Cold War v. Hot War
• Decolonization - how did the process of decolonization influence the actions of the United States during the Cold War?
• Containment
• Distinguish the actions of the presidents seeking to contain communism: military, diplomatic, and/or economic actions
• Use the rest of class time to develop presentations.
• The best presentations will present an argument about how each president fought to contain communism.
• Projects due Wednesday 3/16.

Friday March 11, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Review terms: 
• Cold War v. Hot War
• Decolonization
• Containment
• Explain expectations for foreign policy project.  
• The best projects will construct an argument about how each president is fighting the Cold War.  It is not enough to simply define the foreign policy goals and actions taken by each president.  
• Consider analyzing the actions taken by the presidents through the lens of: 
• economic (international aid) actions
• diplomatic (developing alliances) actions
• military actions (intervening with troops)
• Use the rest of class time to research.

Thursday March 10, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Review important words from previous class: Cold War, Hot War, Decolonization.
• Define: Containment
• Read Truman's Doctrine (document A) from class worksheet
• Interact with the text by identifying the perspective, context, audience, and author's purpose (POV-CAP)
• Watch video clip to add more detail to POV-CAP answers.
• Truman video - watch minute 2:38:12 - 2:46:00
• Truman Doctrine outlines America's foreign policy: containment.  Truman permanently ends America's isolationism.
• Introduce foreign policy project: 
• How did the United States, as a world leader, work to stem the growth of communism?
• Working in small groups, you will create a presentation in response to the question.  

Wednesday March 9, 2016

Global Leadership: U.S. and the Cold War

Tasks: 

• Introduce Period 8: 1945 - 1980 (the next to the last unit of study!!!) by defining important concepts.
• Unit of study will pick up with important debates from earlier units of study
• What is the role of the U.S. in the world?
• What is the role of the federal government in the lives of citizens?
• Define: Cold War
• ideological stand-off between the U.S. and the U.S.S.R
• ideas conflict with one another
• United States values = democracy, capitalism, individuality, self-reliance
• Soviet Union values = totalitarianism, communism, collectivism
• conflict between U.S. and U.S.S.R. will influence the debate on the role in America's 
• Define: Hot War
• actual fighting during Cold War; "proxy" wars = indirect fighting with the U.S.S.R.
• Define: Decolonization
• Post WWII, many nations sought to achieve independence from their colonial rulers.  Many movements were successful after WWII because the imperial power were greatly weakened by war, and could not provide assistance to suppress rebellions.
• Significance of decolonization: U.S. and U.S.S.R sought allies among new nations; increased competition between the two rival nations for influence in the world.

Tuesday March 8, 2016

Counselor Presentation: Choices After High School

Period 7 (1890 - 1945) Test Information

Period 7: 1890 - 1945

Test Components: 

• Thursday March 3: DBQ
• Friday March 4: 25 Multiple Choice Questions AND 3 Short Answer Questions

Review Video

I.  Rise to World Power: What transformations occurred in the role of the U.S. on the world stage?

• Spanish-American War
• Why did the U.S. invade Cuba?
• Why did the U.S. annex the Philippines?
• Focus on the imperialist and anti-imperialist debate.
• WWI
• Why did the U.S. declare war on Germany?
• How did America's involvement in WWI impact the homefront?
• Focus on the ways in which opportunities expanded and contracted for different social groups on the homefront.
• Why did the Senate reject the Treaty of Versailles?
• Focus on the arguments in favor and against the League of Nations
• WWII
• How and for what reasons did America's foreign policy change in the 1930s?
• How did the fighting in WWII differ from WWI?
• How did America's involvement in WWII impact the homefront?
• Focus on the win which opportunities expanded and contracted for different social groups on the homefront.
• Why did the U.S. drop the atomic bombs?

II.  Modernity and Its Discontents

• Decade of the 1920s: To what extent is the "Roaring Twenties" an appropriate label for 1920 - 1929?
• Identify the opportunities and risks of the new mass media (radio & movies) and new technology (automobile).
• Identify the ways in which the debates modernists and traditionalists exposed tensions in society.  
• Debates over gender, science, religion, race and immigration

III.  Great Depression and New Deal: How did the role of the federal government change in response to the economic needs of the citizens?

• Causes and problems of the Great Depression
• What caused the Great Depression?  
• What problems did the Great Depression bring to the U.S.?
• How did the Hoover Administration respond to the problems of the Great Depression?
• How did the Roosevelt Administration respond to the problems of the Great Depression?
• Categorize the New Deal legislation as "relief, recovery, reform"
• Explain how specific pieces of legislation fulfilled its New Deal goal.
• Identify the arguments made by critics of the New Deal (conservatives and liberals).
• Describe the ways in which the lives of women, workers, and racial and ethnic minority groups changed during the Great Depression.

March 1, 2016

Rise to World Power: How did World War II impact the homefront?

Tasks: 

• Determine what the question is asking you to argue:
• Identify the subject, task, and time period
• Subject: American homefront
• Time period: WWII (1941 - 1945)
• Task: Impact - analyze the way  the homefront changed as a result of America's participation in the war; social, political and economic change

• Notes on political and economic changes taking place in U.S. as a result of WWII
• Working in small groups, analyze documents to determine the impact of war on different social groups - women, African Americans, Mexican Americans and Japanese.
•  Practice working on an extended analysis of the documents by analyzing the point of view of the speaker, the context of the document, the intended audience, or the author's purpose.
• Choose one group, and write an argument in response to the question.  Use evidence from the source to support your argument.  
• Read the "Atomic Bomb" for tonight, and identify the different arguments historians have made for why the United States dropped the atomic bombs in 1945.

Reminders: 

• Test Corrections due March 1 (that is TODAY)
• AP Test Registration is open (money due by March 8)

February 29, 2016

Rise to World Power:  How does the fighting in WWII compare to WWI?

Tasks: 

• Review Road to War comparison from Friday's class.
• Compare and contrast America's involvement in WWI and WWII by completing the comparison chart in your notes.

• Supplement notes with a comparison of the Atlantic and Pacific Theaters.
• Unlike WWI, America fought a two-front war - one in the Atlantic and one in the Pacific.  I will use slides to illustrate the differences between the two fronts.
• End class by exploring the degree to which WWII was a race war by exploring examples in popular culture.  The race war helps explain decisions being made throughout the war.

Reminders: 

• Test Corrections due March 1.
• AP Test Registration due March 8.

February 26, 2016

Rise to World Power: How and why did America's foreign policy change from 1921 - 1941?

Tasks: 

• Debrief New Deal quiz.
• Small group question #1: How did America's foreign policy change?
• Group will use the timeline from homework to determine the way in which America's foreign policy changed.
• Need an argument that moves beyond "It went from isolationist to interventionist."  This is not a sufficient answer because it is providing a very basic argument.
• Small group question #2: Why did America's foreign policy change?
• Group will generate reasons for why the U.S. policy shifts in the 1930s.
• Small group question #3: Compare and contrast the road to war: WWI (1914 - 1917) and WWII (1939 - 1941).
• Group will compare the Congressional actions, public debate, and declaration for war.  Focus should be on the years BEFORE the U.S. publicly declares war.

Reminders: 

• AP Test Registration due March 8.

February 25, 2016

February 24, 2016