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You have one day to make up Quiz 6.1 & 7.1 for partial credit
​ Deadline: 11:44am, April 7

joinmyquiz.com
Q 6.1
​096386
Q 7.1
134992
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UNIT 7 OUTLINE

Friday January 31st
KP6 Exam
​Begin KP7
​Explain Unit, Pass out Papers
No APUSH Office Hours February 6th and 7th
10th grade AP Rush Recruitment Presentations Feb. 7th - 8th


Tuesday February 4th
7.1 American Imperialism
7.2 Spanish American War
Flipped Lecture 7.3 Presidential Progressivism

Wednesday February 5th
Pick Project Presentations
Briefly go over Lecture 7.3 Presidential Progressivism

Friday February 7th
AP RUSH DURING LUNCH
Begin 7.4 American in WWI
Begin 7.5 War on the Home front
​
Monday February 10th
No School 

Tuesday February 11th-
Common Day
Finish 7.5 War on the Homefront
HIPPO 1+2 Espionage + Sedition Acts 1917/1918

Wednesday February 12th
40min KP6 Group Exam

Friday February 14th
Pass back SAQs/Discussion.
LEQ Imperialism CCOT Intro Paragraph :)
Go Over FLIPPED Lecture 7.6 Ending WWI

Monday February 17th
No School - President's Day

Tuesday February 18th
Common Day

1 minute Propaganda Posters Presentations
Begin 7.7 Politics of the Roaring Twenties

Wednesday February 19th
Finish 7.7 Politics of the Roaring 20s
Begin 7.8 Clash of Values
FLIPPED Lecture 7.9 The Jazz Age
​
Friday February 21st
Finish 7.8 Clash of Values 
FLIPPED Lecture 7.9 The Jazz Age​
W.W. SAQ

Tuesday February 25th
​Go over FLIPPED Lecture 7.9 The Jazz Age​
Create a political cartoon or a propaganda poster that would be relevant to today's generation. Due: 2/25/20

Wednesday February 26th
HWP Time
Don't forget the Quizizz
​
Friday February 28th
KP7A Quick sheet due
​KP7 Exam A
W.W. SAQ


Quizizz 7.1 Closes 3/2/20
​Deadline: 11:45 pm


Tuesday March 3rd
Finish 7.10 From Boom to Bust
Begin 7.11 Surviving the Great Depression
​
Wednesday March 4th
Finish 7.11 Surviving the Great Depression

Friday March 6th
FLIPPED ​7.12 Happy Days are Here Again
New Deal SAQ Grading Activity

Tuesday March 10th
Begin 7.13 Causes of the World War II

Wednesday March 11th
KP7A Group Exam
​Flipped Lecture 7.14 World War II​ (going over on Friday)

Friday March 13th
​Substitute Teacher
Flipped Lecture 7.14 World War II
Flipped Lecture 7.15 War on the Home front

Tuesday March 17th
Finish 7.15 War on the Home front
Begin ​Lecture 7.16 Ending WWII​​

Wednesday March 18th
Review/Finish Lectures

Friday March 20th
KP7B Exam

Lectures

Exam A
American Imperialism --> 1929

7.1 Imperialism
7.1 GLN
7.2 Spanish American War
7.3 Presidential Progressivism
7.2 GLN
7.3 GLN

Roosevelt/Taft/Wilson Foreign Policy Notes

7.4 America in World War I
7.4 GLN
7.5 War on the Home Front
7.5 GLN
7.6 Flipped- Take Notes at home.
Emphasis on:
slide 3 Wilson's 14 Points. Take note, and look at #14.
Slide 8 Treaty of Versailles
Slide 9 
League of Nations
Slide 10 It's a Treaty. Congress has the power to make treaties. "Irreconcilables" and Article X
Slide 11 Wilson votes no. We don't join the L.O.N.

------------------------------------------------------------------------------------------
​
  • Shellshock=PTSD --> increased mental health awareness and attention/efforts
  • Dawes Plan 1924 Loan to Germany to help economy.
  • Postwar Labor Strikes --> 1st Red Scare
  • Great Migration --> Postwar Race riots and tension. (Chicago)
  • Red Summer 1919
7.6 Ending WWI
7.7 Politics of The Roaring 20s
7.6 GLN
7.7 GLN
7.8 Clash of Values
7.8 GLN
7.9 Lecture
The Lost Generation- writers who lived through WWI and were questioning the world around them.
Examples include: Be familiar with Hemingway and Fitzgerald as famous authors during the time.
Be familiar with famous women from the time period, silent film stars such as Rudolph Valentino, Charlie Chaplin and the "It" girl.
The Jazz Singer as the first talking film. Blackface
A new Comsumer Culture, the Roaring Twenties, the Jazz Age, Tradition v. Modernist, Harlem Renaissance, 1st Red Scare
Henry Ford and the Automotive
Technology: Cars, radio, household appliances, movies, planes, and gas powered farm equipment
Babe Ruth and baseball
Prohibition terminology: speakeasies, bootleggers, moon-shining, gangsters such as Al Capone
Marcus Garvey, Zora Neale Hurston, and Langston Hughes as A.A. figures and authors.


7.9 The Jazz Age

7.9 GLN

Exam B
Great Depression -->1945

7.10 From Boom to Bust
7.11 Surviving the G.D.
7.12 Happy Days are Here Again

7.13 Causes of the War
7.14 World War II
7.10 GLN
7.11 GLN
7.12 GLN

7.13 GLN
7.14 GLN
7.14 WWII FLIPPED LECTURE
​0. European Theater first
(N. Africa into Italy, then France) then the Pacific Theater
D-Day/Operation Overlord
1. Selective Service Act CONTEXT
2. Minorities in the war- (Navajo, A.A., and Women)
[442nd Regiment, Tuskegee Airmen, WASPS/WAVES/WAC]
3. What happened in the Philippines?
4. B - BAGPIPE, How are we different from the Japanese culturally?
5. Bataaan Death March - Where did it happen?
6. Battle of Midway + Coral Sea = Halted Japanese Advancement
7. Island Hopping
8. General Douglas MacArthur
7.15 On the Home Front
7.16 Ending WWII
7.15 GLN
7.16 GLN

I, Too Poem Langston Hughs
Changes Lyrics

Dr. Seuss

Dr. Seuss Goes to War
PBS The Dust Bowl

The Century Documentary

Eugenics PBS

1950s party

1950s party
1950s Comparative SAQ Response
(a) New forms of mass culture emerged the US in the 1920s and in the 1950s. Briefly explain ONE important similarity in the reasons why new forms of mass culture emerged in these two periods.

(b) Briefly explain ONE important important similarity in the effects of new forms of mass culture in these two time periods.
(c) Briefly explain ONE way in which some Americans responded critically to new forms of mass culture in either period.

Answers
(a) A new mass culture emerged in the US after the 1920's and 1950's as a result of the World Wars that took place before each period.
At the end of the war, wealth and leisure time increased, allowing people to explore consumerism.

(b) Both of the mass cultures led to increased conformity as advertisements promoting products persuaded people into buying popular products.
(c) Americans criticized these forms of mass culture through writing. Writers from the Lost Generation after WWI and the author of the "Catcher In The Rye" used their stories to criticize the culture of the time.

Red Scare/Anti Communism. 
Republican/Conservative Controlled White houses
What else?
Racism?
​Beat Generation + Rock N Roll

UNIT 7 HOMEWORK

Unit 7 HW Checklist
KP7 A Quicksheet
KP7 B Quicksheet
KP7 Timeline
Scopes Monkey Trial
Zoot Suit Riots
Dropping the Atomic Bombs
White Man's Burden G.O.

PRIMARY SOURCE READINGS

HIPPOS
Link
HIPPOS- 6 Total

Quizizz

Name (period)
​Game Code: 
540164
​​Deadline: 11:45pm, March 2nd
Quiz 7.1

Projects

​​Project #1
WWI Propaganda Posters/Political Cartoon Presentations:

1) Re-Draw your Propaganda Poster and Present to the class in less than 1 minute the big idea of the poster. (Join, Support, Finance) If you have a Political Cartoon, make sure you look it up and can explain all the finer details. Analysis! Due: 2/18/20
​

           You are not confined to the piece of paper below.

Project #2
Modern Day Political Cartoon/Propaganda Poster & Explanation.

2) Create a political cartoon or a propaganda poster that would be relevant to today's generation. Include an explanation of why you chose it.
Presentation Optional. If you don't want to present it, you don't have to. Due: 2/25/20
Propaganda Primary Sources
Project #1 Handout

Margin Questions​CANCELLED
Chapter 21 An Emerging World Power(1890-1918)

Margin Questions Ch 21,1,2,3,5,7

Chapter 22 Cultural, Conflict, Bubble, and Bust (1919-1932)
Margin Questions Ch 22, 1,5,6,9

Chapter 23 Managing the Great Depression,
Forging the New Deal (1929-1939)

Margin Questions Ch 23, 1,2,4,8

Chapter 24 The World at War (1937-1945)
Margin Questions Ch, 2,6,8
Margin Questions Ch 21
Margin Questions Ch 22
Margin Questions Ch 23
Margin Questions Ch 24

https://www.smore.com/tyvjs-dbq-grading-activity

PERIOD 7 (1890-1945)

PERIOD 7: 1890–1945
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.

Key Concept 7.1:
Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, & related social changes such as urbanization & mass migration.

I. The continued growth and consolidation of large corporations transformed American society and the nation’s economy, promoting urbanization and economic growth, even as business cycle fluctuations became increasingly severe. (WOR-3) (ID-7) (WXT-3) (WXT-5) (POL-3)

A. Large corporations came to dominate the U.S. economy as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques.
​

B. The United States continued its transition from a rural, agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants, and international migrants who continued to flock to the United States.

C. Even as economic growth continued, episodes of credit and market instability, most critically the Great Depression, led to calls for the creation of a stronger financial regulatory system.

II. Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources. (WXT-6) (WXT-7) (WXT-8) (POL-3) (ENV-5) (CUL-5)

A. In the late 1890s and the early years of the 20th century, journalists and Progressive reformers — largely urban and middle class, and often female — worked to reform existing social and political institutions at the local, state, and federal levels by creating new organizations aimed at addressing social problems associated with an industrial society.

Key Concept 7.1 B.
Progressives promoted federal legislation to regulate abuses of the economy and the environment, and many sought to expand democracy. Teachers have flexibility to use examples such as the following:
• Clayton Antitrust Act, Florence Kelley, Federal Reserve Bank

III. National, state, and local reformers responded to economic upheavals, laissez-faire capitalism, and the Great Depression by transforming the United States into a limited welfare state. (WXT-8) (POL-2) (POL-4) (ID-3) (CUL-5)

A. The liberalism of President Franklin Roosevelt’s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy. • National Recovery Administration, Tennessee Valley Authority, Federal Writers’ Project

B. Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even as conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope.
• Huey Long, Supreme Court fight

C. Although the New Deal did not completely overcome the Depression, it left a legacy of reforms and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party. • Social Security Act, Federal Deposit Insurance Corporation (FDIC)

Key Concept 7.2:
A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

I. New technologies led to social transformations that improved the standard of living for many while contributing to increased political and cultural conflicts. (ID-6) (ID-8) (WXT-3) (WXT-5) (CUL-3) (CUL-6) (CUL-7)

A. New technologies contributed to improved standards of living, greater personal mobility, and better communications systems.
Teachers have flexibility to use examples such as the following:
• radio, motion pictures, automobiles

B. Technological change, modernization, and changing demographics led to increased political and cultural conflict on several fronts: tradition versus innovation, urban versus rural, fundamentalist Christianity versus scientific modernism, management versus labor, native-born versus new immigrants, white versus black, and idealism versus disillusionment.

C. The rise of an urban, industrial society encouraged the development of a variety of cultural expressions for migrant, regional, and African American artists (expressed most notably in the Harlem Renaissance movement); it also contributed to national culture by making shared experiences more possible through art, cinema, and the mass media.
• Yiddish theater, jazz, Edward Hopper

II. The global ramifications of World War I and wartime patriotism and xenophobia, combined with social tensions created by increased international migration, resulted in legislation restricting immigration from Asia and from southern and eastern Europe.
(ID-6) (WOR-4) (PEO-2) (PEO-6) (PEO-7) (POL-7) (WXT-6)

A. World War I created a repressive atmosphere for civil liberties, resulting in official restrictions on freedom of speech.

Key Concept 7.3
B. As labor strikes and racial strife disrupted society, the immediate postwar period witnessed the first “Red Scare,” which legitimized attacks on radicals and immigrants.

C. Several acts of Congress established highly restrictive immigration quotas, while national policies continued to permit unrestricted immigration from nations in the Western Hemisphere, especially Mexico, in order to guarantee an inexpensive supply of labor.

III. Economic dislocations, social pressures, and the economic growth spurred by World Wars I and II led to a greater degree of migration within the United States, as well as migration to the United States from elsewhere in the Western Hemisphere. (ID-6) (ID-8) (PEO-3) (WOR-4)

A. Although most African Americans remained in the South despite legalized segregation and racial violence, some began a “Great Migration” out of the South to pursue new economic opportunities offered by World War I.

B. Many Americans migrated during the Great Depression, often driven by economic difficulties, and during World Wars I and II, as a result of the need for wartime production labor.

C. Many Mexicans, drawn to the United States by economic opportunities, faced ambivalent government policies in the 1930s and 1940s.
Teachers have flexibility to use examples such as the following:
• Great Depression–era deportations, Bracero program, Luisa Moreno

Key Concept 7.3:
Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

I. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific. (WOR-6) (WOR-7) (ENV-5) (POL-6)

A. The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist

 Key Concept 7.3
ventures of the time, and racial theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe.

B. The American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia.

C. Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and,
later, interventionists and isolationists.
Teachers have flexibility to use examples such as the following:
• dollar diplomacy, Mexican intervention

II. World War I and its aftermath intensified debates about the nation’s role in the world and how best to achieve national security and pursue American interests. (WOR-4) (WOR-7) (ID-3) (POL-6)

A. After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles.

B. Although the American Expeditionary Force played a relatively limited role in the war, Wilson was heavily involved in postwar negotiations, resulting in the Treaty of Versailles and the League of Nations, both of which generated substantial debate within the United States.

C. In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism, which continued to the late 1930s.

 Key Concept 7.3
Teachers have flexibility to use examples such as the following:
• Washington Naval Conference, Stimson Doctrine, Neutrality Acts

III. The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence and transformed both American society and the relationship between the United States and the rest of the world. (WOR-4) (WOR-7) (ID-3) (ID-6) (POL-5)

A. The mass mobilization of American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to improve their socioeconomic positions.

B. Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation,
​and the decision to drop the atomic bomb raised questions about American values.

C. The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals.
• Atlantic Charter, development of sonar, Manhattan Project

D. The dominant American role in the Allied victory and postwar peace settlements, combined with the war-ravaged condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth. 
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Guided Lecture Notes 7.1
Guided Lecture Notes 7.2
Guided Lecture Notes 7.3
"I hate Indians. They are a beastly people with a beastly religion." - Winston Churchill
"This hatred killed. To give just one, major, example, in 1943 a famine broke out in Bengal, caused – as the Nobel Prize-winning economist Amartya Sen has proved – by the imperial policies of the British. Up to 3 million people starved to death while British officials begged Churchill to direct food supplies to the region. He bluntly refused. He raged that it was their own fault for "breeding like rabbits". At other times, he said the plague was "merrily" culling the population."
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