World History: WWII Unit Helpful Stuff

Featured

Here is everything you need to succeed on our WWII unit!

Notes from 2/26-3/3:

The Path to Another War WWII (And here are the Cornell Notes, due 2/28, which analyze this information! Cornell Notes Beginning of War )

WWII Progresses

Extra copy of our study guide for the test on 3/18 :Study Guide WWII

Here is a link to our project requirements for the Independent Study, due 3/13: WWII Independent Study as well as the rubric I will use to grade it:  WWII Independent Study Rubric

Here is a video of me explaining your project requirements: Recording #1

 

APUSH: Unit 9 Helpful Stuff

Featured

Here are some things to help you succeed on the Unit 9 Test!

Here is a copy of our syllabus: Unit 9 NEW

Here are some of our class notes from Chapters 25 and 26:  The Roaring Twenties

Notes on the Great Depression and the New Deal can be found here: Great Depression

Here is Part 1 of my explanation of these notes, focusing on the causes of the crash and Hoover’s response:

And here is Part 2 of my explanation of these notes, focused on the New Deal:

Friday’s discussion questions on the legacy of the New Deal can be found here, so come prepared on Friday ready to talk about them!Legacy of New Deal Discussion Questions

Click here for some audio of FDR’s Fireside Chats, as well as some audio from our next unit (WWII) like his “Day of Infamy” speech and the prayer he gave on D-Day.



The Men Who Pulled the Triggers: World History

Featured

We’ve been studying how the Weimar Republic went from being an attempt at democracy to allowing one of the most brutal, racist regimes in World History to take power.  First, you looked at four main parts of Weimar Germany: Culture, Economics, Politics, and Society.  Next, you looked at some of the men and women who took individual action.

Today, you’ll be looking at a very difficult story.  You’ll view the story of Reserve Battalion 101.  While most of their actions took place DURING the war, and we are not yet to the war years, we’ll view them as a DIRECT RESULT of the actions we’ve been studying from the Weimar Republic.

Warning: This article has extremely graphic and disturbing content.  But I would also argue that the Holocaust is extremely graphic and disturbing, and to change this is to change history.  Please be aware you are going to read some awful, yet true, things.  Think about the lessons we can take away from this.

The link below will show you how average, ordinary people in a group called Reserve Battalion 101 were turned into, for lack of a better term, killing machines.  Think about HOW and WHY this happened, the CHOICES people made at THAT MOMENT, and WHAT we can learn about this to stop future tales of such atrocities.

Use the paper provided while you read to gather your information. Because of the nature of this story, this will be a silent, individual activity.  We’ll have time to discuss and debrief afterwards.

The Men Who Pulled the Triggers

Extra copy of the questions, here:  The Men Who Pulled the Triggers

World History: Between Two Fires, 1919-1939 Information

Featured

Here is our study guide for our quiz on 1919-1939:

Study Guide Between Two Fires

Here is our packet of information on Germany, Italy, the U.S.S.R., and Japan:

Rise of Fascism and Militarism

And here are the notes that correspond:

Rise of Fascism and Militarism in Europe 1919

Here is a helpful video on the rise of fascism:


Fascism and Mussolini:

APUSH: DBQ Help/Practice Template

Featured

To help you with your DBQ on Imperialism or the Treaty of Versailles, here are a few things.  IMPORTANT NOTE: THERE IS A LOT OF JUNK OUT THERE ONLINE ABOUT THESE TWO QUESTIONS. I’m not dumb, so I know you’ll probably look.  Understand that NOTHING out there is College Board sanctioned or approved as they did not release scoring guides before 1999.  So, stuff out there is just RANDOM people’s guesses.  You’re better off doing this on your own, as a lot of what I see is just flat out wrong.  Don’t say I didn’t warn you!

Here is the template we used to prepare DBQs:

DBQ PRACTICE Template

And here is a link to a video explanation  of how to tackle a DBQ from the beginning of the year.

Good luck! See me in seminar if you have any questions!

Individuals in Weimar Germany

People make choices, and choices make history.

In this lesson, you’ll get a chance to meet some of the most influential people in Weimar Germany.  As you learn about them, discover their passions, their motivations, and their actions.  How did your person shape the development of democracy–or totalitarianism–in Weimar Germany?

You will choose one of the twelve people listed below.  Then, you will read up on your personality and find out what was important to them and what role they played in the Weimar Republic.  Finally, you will meet with someone who also studied your person and create a “Profile” for your person that you will share with the class.  Profiles should include:

1.  A brief biography of your person: their background, what was important to them, and what they did in Weimar Germany (1919-1933).  You can find your person on the right side of the link above.

2. An explanation of 3 primary sources that your person was involved in. If it’s a piece of art, explain their message/intent.  If it’s a party platform, explain the ideas of the party and what role your person played in it. (Note: if there are less than 3 primary sources for your person, just analyze what is there!)

3.  View the Weimar Republic timeline, and explain the events your person would have been at or been interested in.

Create this on GoogleDocs, and share with me at ziemnik.sara@rrcs.org  Be ready to share with the class!

Case Study: The Weimar Republic

Why study the Weimar Republic? 

Democracy is a fragile thing, and at no point in history is this more apparent than during the Weimar Republic in Germany.  What made this government go so horribly wrong–from an attempt at post-war democracy, to a vicious and racist totalitarian regime?  What lessons can we take away from this period in history?  How might studying this influence our attempts to stabilize democracy in different areas of the world even today? These are all questions that can be answered by analyzing the Weimar Republic.

Your task is to view one particular aspect of the Weimar Republic:  CULTURE, ECONOMICS, POLITICS, and SOCIETY.  Complete the following tasks:

1. Read the background information on your topic.  Summarize the 5-7 most important things you see in your background, and be ready to share your topic with the class.

2.  Choose any 5 primary sources related to your topic.  These can be found on the right side of the page.  View and analyze each source: pictures, graphs, documents, etc.  What story do these sources tell about Weimar Germany?  Be ready to share them with the class!

Follow the links to the information!

CULTURE

ECONOMICS

POLITICS

SOCIETY

 

APUSH: Friday, February 6

While I am away at a seminar on the Holocaust and Human Behavior, you will accomplish two goals:

1.  Use the evidence folders in small groups to narrow down the TOP 5 SUSPECTS in the murder of Teddy Roosevelt.  Be sure you can give specific reasons why, and think about MOTIVE and connection to CLUES! You will have 20 minutes to complete this task.

2.  Grab your role card for our simulation and meet with your team to go through the evidence AND the Bailey Article to prepare for Monday’s Senate debate.

  • Big Four will meet TOGETHER
  • Reservationists will meet TOGETHER
  • Irreconcilables will meet TOGETHER
  • Citizens will meet TOGETHER, choose roles, and decide if they want to argue in favor or against the Treaty of Versailles.

Wilson and the Big Four will try to convince the Senate to ratify the treaty on MONDAY.  Your grade will be based upon your thoughtful and evidence-based participating, using the documents provided and the Bailey reading!

See you Monday!

APUSH: Unit 8 Helpful Information

Here is everything you need to succeed on Unit 8: Imperialism and WWI.

Extra copy of review packet and Critical Thinking can be found here (dates of assignments are not current): Unit 8 NEW

Here is a packet of primary sources we’ll be analyzing related to the Spanish-American War.  Become familiar with the information in these documents and be ready to discuss them on 1/30.  Click on the link for access to the assignment we’ll complete Friday!

Some helpful notes on Chapter 23: The US Builds an Empire

Some helpful notes on Chapter 24: The Great War and US Enters WWI for discussion and After WWI

Here is a helpful video explanation of the notes called “After WWI” above.

Here are copies of our readings.  Please write on paper OR Google Docs by class time on Tuesday, 2/3 with the author’s THESIS as well as 3 PIECES OF DATA that help the author prove the thesis.  Be ready to discuss your topic with someone who has NOT read it!

Needless War with Spain and Enemies of Empire

Finally, we’ll be completing a DBQ as an essay for this test.  Here is something that will help you prepare for and write a successful DBQ:

DBQ Success

Oh, hey! It’s John Green.


APUSH: Unit 7 Supplemental Reading Analysis, due 1/27

Please post here for your supplemental reading analysis.  You should explain the following:

1.  The author’s thesis–remember, after reading it, ask yourself, “What was the point?” And if you don’t know, either reread and/or come in for help during seminar!

2.  Give at least 3 pieces of evidence to support what you think the thesis is.  Don’t just copy and paste quotes here!  Be sure to analyze the author’s words and put your own analysis in there.  Again, see me if you need some help.

Use your name, school email, and leave “website” blank here.  Due Tuesday at class time.