Click this link to get access to the handout and the links:
Your line graph should be done when you walk into class. We’ll be doing something with the graphs, but not working on completing them during class time, make sure all TEN countries are graphed. Then you’ll hand it in for a grade (accuracy and neatness are what counts).
If you did not finish your line graph on Friday (by the way, great job to those of you who did!), here are the materials you may need to get it done:
If you are looking for the handout I spoke about in class, you can get it right here: Extra Credit Discussion Group handout
If you missed the broadcast of the program, see if it’s still available online at this link. It was on Thursday.
Period 5 students: your movie discussion group is WEDNESDAY, September 26, 3-4.
Period 6 students: your movie discussion group is THURSDAY, September 27, 3-4.
No exceptions or changes; this for extra credit only.
You and your partner must create a 10 slide (no more, no less) Photo Story that answers this question:
Was FDR’s New Deal a positive or negative program for America?
To find the images you need, you may use only the sources that are in hyperlinks below:
- For pictures of the human impact of the Great Depression.
- For pictures of the New Deal programs and effects.
- For political cartoons that both praised and criticized FDR.
Your story should tell the story of the Great Depression and the New Deal, acknowledging that others may see the impact of the New Deal differently than you do. Refer to the topic guide we reviewed in class (Depression, New Deal, your evaluation of the New Deal with examples explaining why, what others may say and why they may say that, and your conclusion).
This is due onto my flash drive by the end of the period on Tuesday, May 1.
I gave everyone the (pink) Quarter 2 Objectives with a list of key concepts and terms, but if you need more help, print out this document and use it to study.
Here’s a chance for extra credit: make a slide show about the experience of a particular group of soldiers in World War II.
The slide show must use images from the Atlantic’s World War II In Focus site or from the Library of Congress sources on World War II only. Your slide show must have ten slides: five with images and five with writing, to tell the story of one of these groups: Japanese American soldiers in the 442nd Regiment; the Tuskegee Airmen; the Triple Nickels; or Navajo Code Talkers.
You can find out about the group of soldiers online, in books, or in your textbook, but all the words you write must be your the story of the group in your own words, not copied or pasted from any other source. You may quote from soldiers’ letters that you find at this site, if they help you.
At the end, add an eleventh slide with a URL-link to each source (images and text) you used to make the slide show (that means, 6 or more links: one for each image and one for each place you found information).
You can use PowerPoint, Presentation, or an online slide show site, like Flixtime, to make your slide show. Email the document or the link to the online slide show to me at dschneider [at] tusd [dot] net.
This is due on Monday, November 28 by midnight.
Here’s your writing prompt for homework:
Make the timeline of the four events (the war begins, the Lusitania is attacked, the Sussex Pledge is made and broken, and the Zimmerman Note is revealed) and mark an X on the timeline where you think America should have declared war. If you think America should have stayed neutral (isolationist) through the whole war, just mark “Neutral” near 1917 on the timeline.
Then answer this question (don’t forget to answer all the parts) in one paragraph:
Explain what you think America have done and when. Support your claim with evidence from the textbook and documents we studied (recorded in your notes) and the images we studied in class (also in your notes). You can click on the hyperlinks here to see the documents and images.
We’ve started a unit on wars of the 20th century. We start with an overview sovereignty and human rights, then learn the four foreign policy positions most countries follow. Students are required to learn about all four:
- Isolationism (staying out of other countries’ business)
- Collective security (working with other nations to prevent, resolve conflict without fighting)
- Internationalism (getting into conflict on one side, to help and to take care of national interests)
- Imperialism (getting into conflict to exploit weaker nations and build national interests)
Then, at the end of the unit, they’ll attend a round-table conference where they debate why one of them is the best role for the US to follow in the near future. All roles are equally correct as a possible answer; students are graded on how well they use historical evidence and examples to support their arguments.
We also spend some time on the Rules of war, a long tradition from religion, philosophy, and international law. Students find this part of the unit perplexing, because they can’t believe anything like war can have rules, and they see that the rules, written down in the last century, may not apply well to present-day situations in times of conflict.
I ask, Should there be rules in war? What are the reasons to make rules for war? What would be good rules? How should we judge a country’s conduct in war? Who should judge? What should happen if you break the rules of war?
I encourage students to journal and discuss their ideas, doubts and confusions on these questions. You might want to talk about this at home, too. Look at the blogroll to the right under 2.1 Rules and Roles for War, to get more information. Feel free to email me if you have concerns or questions.
Here are two extra credit opportunities. Remember, extra credit is doing extra work on what we are already learning. It is not doing an assignment instead of the regular work. You must do your immigration assignments first, then this work, to earn the extra credit.
CHOICE #1: Your writing about Beyond the Border was the best writing you have all done in history so far this year. In Microsoft Word or a comparable word processing program, create a document called [Your Last Name][Your First Initial]BtB Response. If I was doing it, mine would look like this: SchneiderDBtBResponse.
Now type the Beyond the Border response I handed back in class on Thursday, September 22 onto that page. Proofread it carefully; use the spell check and grammar check in the work processing software to get it as correct as possible. Save it.
Then attach it to an email and send it to me at my school address (dschneider [at] tusd [dot] net). I’ll compile them and post them as a document here in the blog for others to read: your first history publication this year! You’ll earn 5 extra credit points.
CHOICE #2: This one is more work, but worth more points.
Check out this infographic about diversity in the classroom, made by the New York Times with information from the US Department of Education.
Using the pull-down menus on the left, find the data for California and then our county, San Joaquin. Read the graph with the San Joaquin data and make sense of what the graph is saying about the race and ethnicity of students in San Joaquin County classrooms.
Create five (5) statements that are true according to the graph. These statements should be about student diversity, trends over time, and how our county compares with California overall. Then create three (3) questions you would like to have answered about how immigration affects the diversity in our classrooms.
Post your FIVE statements and THREE questions here in the comments. Type only your FIRST NAME and your last initial so that you protect your identity online. I will read and approve the comments and you’ll see them on this site within about 24 hours after you post. This is worth 10 points extra credit.
I look forward to seeing your work! These must be sent or posted by October 7, at 5pm local time for credit.