The New Deal

Today you'll be working with partners to more fully explore the New Deal, its critics, and its impact. Day one we'll be focused on continuing to gather and discuss information and tomorrow, you'll work with your group to make some conclusions about the era in a creative fashion. Please follow the instructions in this assignment:

New Deal Web Activity and Collage

Here are your groups:

1. Eli, Seth, Andrew, Hope
2. Charlie, Isabel, Zach, Meshi
3. Allison, Talia, Gil, Anthony
4. Jesus, Sarah, Zoe, Alina
5. Luke, Will, Matt, Miles

FDR's First Inaugural and the New Deal

Today in class we'll start by taking this assessment asking you to do some analysis of the document that you read and annotated for homework today.
FDR First Inaugural Analysis Assessment
We'll finish by continuing our notes from yesterday as we watch the last 15 minutes of The Century: Stormy Weather.

The Great Depression

Today we'll begin by taking a short quiz on Boom to Bust. Then, after a brief discussion, we'll watch the first part of the next episode, Stormy Weather, using this notetaking sheet as we watch. We'll watch approximately the first 31 minutes of the video and pause and discuss as needed.
Your homework for tonight is in the American Reader. Make sure you have it with you for class tomorrow.

1920's-Boom to Bust

After submitting your foreign policy analysis today, we'll turn our attention to the period immediately following WWI, looking to identify the domestic issues that will continue to frame the country's responses as world events continue to unfold. To do so, we'll make use of the Century documentary series by watching the episode, Boom to Bust which is linked and posted below. You'll watch individually on your chromebooks, filling out the study guide that Mr. Kramer handed out in class as you watch. Watching individually will give you the opportunity to stop and go back if you need to relisten to some of the information.
The new assignment sheet is posted and lists your homework for tonight.

Jus in Bello-Soldiers' Stories

Today we're going to focus on how soldiers' stories are told through film and literature. We'll begin by looking at these two clips from the film Sgt. York: Sgt. York. 1st clip (start -6:05) 2nd Clip. As you watch, you'll consider what these clips are saying about the causes of the war and the soldiers' reasons for fighting.

Then, you'll hear a dramatic reading of Ch. X from Dalton Trumbo's Johnny Got His Gun highlighting key lines and phrases as you read along that indicate what this soldiers' perspective is on the causes of the war and reasons for fighting. At the conclusion of the reading, you'll respond in your notebooks by putting each piece into "dialogue" with each other, considering which is more aligned with your point of view and why.

If time at the end of class, we'll also look at at Metallica's video for the song One that is based on Johnny Got His Gun. Here is a link to the lyrics. Again, we'll respond to what we see and hear in our notebooks, considering how this song impacts our thinking.

WWI on the Homefront (Internal Jus in Bello)

Today we'll continue work on our Homefront Web Activities.  When finished, Mr. Kramer will introduce part 2 of the Foreign Policy Writing Assignment which is to be submitted to turnitin by class time on Wednesday, 3/16.

Wilson and Norris Argument.

Today, we'll watch the next section of Shell Shock (6:17-31:05) and take notes as we watch.  We'll then explore the words that Woodrow Wilson used to justify the war and examine how Sen. Norris responded by returning to notions of Just War Theory, specificall jus ad bellum.  We'll use this document to do our analysis: Wilson/Norris and JWT. Make a copy of the document and share it with your partner. You both should have a copy of your completed work in your U.S. History folders.

The Road to World War One

After Mr. Kramer does a quick review of the reading for today, identifying the MAIN causes of WWI, we'll use our best judgment and expertise to determine when (or if) the United States should get involved by filling out this chart: Should the United States Enter WWI?
We'll then watch the first section of The Century: Shell Shock, taking notes as we watch and listening for aspects of Just War Theory. At the end of class, we'll return to our charts and decide if the images or information from the video influenced us to change our selections.

Just War?

Today we'll begin by applying the Just War Theory to the Spanish-American and Philippine-American Wars. We'll reintroduce it by looking at this short video.

Then, we'll fill in this chart with facts and details that help to determine whether the elements of JWT are met: SPAM and PHAM JWT Analysis.
We'll then spend some time interpreting the changes made to American foreign policy by Teddy Roosevelt's Corollary to the Monroe Doctrine.
Tomorrow, our in-class Foreign Policy Writing (Part I,)  will focus on the ideas you've been discussing over the last few days. In order to prepare, here is your HOMEWORK:

Choose your evidence (six pieces total) for your two paragraphs for Foreign Policy Writing (Part I,). You will be able to bring one sheet of paper with a list of that evidence (no analysis or interpretation) to class. Your evidence sheet must be PRINTED as you will not be allowed to access it electronically in class. You will submit your evidence sheet and it will be assessed as part of this assignment. Anything aside from facts or details or quotations from primary sources (the historical record, The Roosevelt Corollary) will result in a grade deduction. You may write the name of the Just War theory element and a definition of that element as well.

Debating America's Role in the World

Today, after a brief meeting with others that prepared the same option, you'll be put into groups and asked to discuss the three different options. To do so, you'll first make a copy of this document and share it amongst the members of your group: Spanish American War Options Analysis. Then, as one person TALKS through their option, another member of the group will take notes in the corresponding row on the chart. You'll take turns until all members have had the opportunity to speak and listen.
When finished, you'll answer the questions at the bottom of the chart and move on to the second part of your task which is to attempt to develop a coherent American foreign policy based on the options given.