End of Year - Day 4

Greetings! Welcome to the last week of junior year!

To wrap things up for our class, we have a few final pieces. Here is your work for the next two days, along with suggested amounts of time for each (although you may find it takes less time). Please be sure to do them in order.

1. Brain Wave activity (30 minutes)
2. Reflective writing (60-90 minutes)
3. Tile project (30 minutes) 

We will start class on Tuesday / Wednesday (at 1:15 pm) with a short zoom call to check in and to discuss whatever questions you have. The links to the meetings will be in the Schoology update.

Also, on Friday, for our final class together (!) we will have a zoom meeting to share our tiles and have some closure. We look forward to seeing all of you (zoom cameras on!) for our final time together. We will post links to those meetings on Thursday night in a Schoology update.

End of year - Day 3

Happy Friday!

For today's discussion, you will need the opening statement and questions you created on Thursday.

Remember - the times for the discussion are a little different tomorrow. Be sure to check this document to remember which group you are in, which time your discussion is, and to find the zoom link.

At the end of your discussion today, please take a few minutes to respond to the questions in this document. Don't forget to submit them to Schoology!

See you in the discussion!

Also - we will start class on Tuesday / Wednesday with a zoom call at 1:15 - it will be short but we will use it to preview our final week together!

End of Year - Day 2

Here is a link to your work for Thursday.

Please let us know if you have any questions!

End of Year - Day 1

Greetings! We hope you had a great weekend!

Here is a link to the work for Tuesday / Wednesday of this week.

The Progression of MLK's work

This document contains the details for your work for both Thursday and Friday of this week.

Selma

Happy Tuesday!

This week we will complete our look at the Civil Rights Movement and the 1950s/1960s.
Today, our focus is on the set of marches from Selma to Montgomery, Alabama in 1965.
Here are your instructions for today:

1. 5th/6th period: Selma handout
2. 7th/8th period: Selma handout

We look forward to seeing you in our discussion on Friday!

Sharing responses and discussion

Happy Friday!

For today, you should start by going back to the Flipgrid for your class. Spend about 15 minutes watching different videos from your classmates. Choose two to respond to by recording a video. Think about: what did you learn from this person's piece of writing? What ideas or perspectives in their piece are new to you? What does it lead you to think about?
Here are links to use:

1. 5th/6th Flipgrid
2. 7th/8th Flipgrid

Then, we look forward to seeing you in our discussion. Remember, there are new groups for this week.

Please refer back to this document both to see your group and for the zoom link to the discussion.

At the end of the discussion, please take a moment to complete this short feedback form.

See you soon!

Malcolm X

Greetings!

Please click on this link to see the work for class today.

The March on Washington

Greetings! Happy Tuesday / Wednesday. We hope you all had a good weekend and are doing well. It was wonderful to see so many of you in the zoom discussions last week! We hope you find them not only interesting and engaging for what they are but also helpful in terms of keeping your mind fresh and busy. These continue to be very challenging times for all of us. Please know we are thinking and caring about all of you and are here for you however we can be helpful.

For class, our look at the civil rights movement continues today with a landmark event - the March on Washington. This handout describes the different videos, images, and texts you'll explore today.

Please let us know if you have any questions. Also, based on suggestions from you, we will be changing up the discussion groups for Friday - they will still be at the same times but you will be with a different group on people - that will give you the chance to see more folks from class!

Birmingham

Greetings!
Here are the instructions for Thursday and Friday, April 23 and 24. 
The links to our zoom discussions for Friday are in the document.
See you then!

Protest and Intro to JFK

All of the information you need for your next class period (Period 56=4/21, Period 78=4/22) is in this document:
1960's Day 4-JFK, Sit-ins and SNCC

Education and Housing - Discussion #1

Happy Friday!

All of the information you need for today, including zoom links, is contained in this document:

• 1950s - Housing and Education + Discussion #1

Brown v. Board of Education/Emmett Till

Greetings scholars!
Here are your two tasks for today:

1) First, you'll be reading the Supreme Court's Brown v. Board of Education opinion. Prior to this, Plessy v. Ferguson was the leading case interpreting the 14th Amendment. The questions that you'll answer as you read will allow you to identify the 1954 Court's reasoning and interpretation of that Amendment to the Constitution.
You can find the Brown Opinion on page 124 of your binder. You'll also note that the Court had to issue a second opinion in the case which is found on page 126 of your binder. Please answer the questions in the linked document and then submit your responses to Schoology. There is a link to an electronic version of the Court's opinions in the document if you need it.
Brown Decision Questions-Complete Version
*NOTE-Court opinions are underlined when writing and when referring to the Supreme Court, it is capitalized whether using the full title or just referring to it as the Court.

2) We'll begin to examine the impact of the Brown decision by looking at what happened to Emmett Till soon after the second opinion was issued. Here is the link to the video and corresponding questions that you'll answer:
Emmett Till-Amstuds 56
Emmett Till-Amstuds 78

Post WWII America

Greetings American Studies Scholars,
We hope everyone had a great holiday weekend. Here is the plan for today:
1) We will start with a short Zoom meeting to introduce our new unit. Please check your emails for the link. You can find the unit calendar on the class blog and here: Unit 9: Civil Rights and the 1960's

2) Next, in order to provide context for our unit, you'll watch The Century: Best Years: 1946-1952. Please click your linked assignment below. As you watch, there will be questions to answer to check for understanding. Please work to answer them accurately. The video is about 42 minutes long. Including answering questions, this should not take you longer than 52 minutes to complete.

• Period 56 Assignment
• Period 78 Assignment

3) Next, after the broad overview provided in the video assignment above, we will begin to focus in on our major topic for this time period which is a return to the question of Civil Rights and race relations. If you recall, we finished our look at Native Son in the 1930's and 40's as the nation was still struggling with racial violence and segregation. Today, Mr. Kramer will present a lecture that begins to look at the legal fight against the system of segregation. As you watch, you may use this document to take notes either electronically or by hand: NAACP Legal Strategy Notes. You may also take notes in your notebooks if that is easier. If you have questions along the way, please write them down to ask during our next Zoom meeting.  Click the link below to begin the lecture:

• Mr. Kramer Lectures on the NAACP Legal Strategy 
• NOTE-If you want to watch a short depiction of Kenneth Clark's "Dolls Test" that Mr. Kramer described in the lecture, click on this video: Separate But Equal or see below.

Short Talk Project - Day 2

Greetings! It was great to see so many of you in our zoom call this morning!

We hope your look through your short talks has been both interesting and enlightening. We also hope you were able to find a theme linking several of them together.

Your work for today is all described in this handout.

We will be hosting an optional zoom call for the first 15 minutes of class on Thursday (from 10:30-10:45 for 5/6 and from 1:15-1:30 for 7/8). You will receive an email with the invitation. Please join us if you have any questions about the project. Also, if there are parts of the play or any other topics from the unit you want to talk about, we'd be happy to do that too!

Short Talk Project - Day 1

Happy Wednesday!
We'll start today with a short zoom call. On it, we'll discuss the play and spend some time previewing the assignment you'll be working on today and tomorrow.
Be sure to check your email for the link and password!

Your work for today is all contained in this document. Please take the time to read through all of the instructions. You should have plenty of time to complete this portion during today's class time.

Please email us if you have any questions!

All My Sons

Greetings! Happy Monday! We hope you are doing well.
These are not easy times with so many parts of our lives turned upside down.
We hope you were able to do something that brought you happiness this weekend!

For today you will be finishing All My Sons. You can read it, watch the play here (Act II starts at 52:45), or watch the play while following along in the book.

When you are finished, here are some questions to consider in your notes or a journal response:

Consider Chris Keller’s world view versus his father’s: One is guided by a sense of responsibility to the greater community, the other by a sense of responsibility to family. Is one of these moral compasses inherently right or wrong?

1. Is Joe Keller basically a decent member of society? Do you accept Chris’s idea that his father is “no worse than most men”? Or is what Joe did actually evil?
2. What do you think about the revelation of Larry’s suicide at the end of the play? What does it mean to the different characters? How does it impact the overall story?
3. In what ways does the experience of war impact this play? Knowing what you about the war and the homefront, were you expecting Joe to explain his actions in other ways?

Next, you'll write three short talks to wrap up your look at the play. Here are the topics:

1. Keller's moral choices
2. Larry's letter
3. One character's perspective of the whole story: Chris, Annie, or Kate

Lastly, on Wednesday we will start with a short zoom call to talk about the end of the play and the short talks project you'll do that day. Be sure to watch your email on Tuesday for the link and the password (we have to send a password now for zoom calls)

We miss you! Stay safe!

The Atomic Bomb / All My Sons

Greetings! Happy Friday! It was great to see so many of you on the zoom calls yesterday. We for sure need to have either a bake-off or at least an American Studies cookbook! Here is the plan for today - feel free to work with a partner for any of it.

1. Make a copy of this document: Values in a Time of War. It takes you through a series of short writing prompts and videos, leading to some short talks about the dropping of the Atom Bomb. When you are finished, submit your work to Schoology.
2. Review Act I of All My Sons. You can do this in a number of different ways.
1. You can review your work from this study guide we did in class. Some of you turned this in and some of you took it home to complete it. You do not need to submit a completed version of it. However, if you do want to see yours, please email Mr. Rigler and he will send you pictures/scans of it.
2. You can re-read the text itself.
3. You can watch Act I of the play from this video. It is a great production and the play directly follows the book. The one exception is a short opening scene that actually gets referred to in the play but does not appear as its own scene. You may even want to follow along in the book as you watch. Act I takes about 52 minutes to watch. (You will be watching the rest on Monday, so if you just want to watch the whole thing, you certainly can.)
4. There is nothing to turn in from this review work.

That's it for today! 

The weather looks like it will be nice - hopefully, you can get outside for a little bit! 

See you next week!

World War II and Covid-19

Greetings American Studies Scholars!
We'll start today by getting together via Zoom! Please check your email for the link, meeting id and PASSWORD in order to get into the meeting. Period 56 will meet at 10:30. Period 78 will meet at 1:15.
The instructions for the rest of your class period are here:
World War II and Covid-19

Welcome Back?!

Greetings and welcome back!

We hope this message finds you and your family well. Not only does it feel like forever since we’ve seen each other, but also it seems like those days were from another world. Thinking of the changes we’ve experienced since then is mind-boggling and upsetting and frustrating and challenging in many ways.

We want this day to be about coming back together, about having ways to process what you have been thinking and feeling, and also about pushing the ways you are writing and thinking about it all. Some of what we are going to ask you to do today echoes questions we asked nearly two weeks ago during the “Acts of God” days, but much has changed since then.

To begin with, please spend some time writing in your journal about these prompts: 

1. Reflect on the range of emotions you have been experiencing during this time. Start by making a list of them and then choose one to explore further.
2. What have you been doing with your time? Are there things you wish you did more / less of? What are those, and what plans do you have to address this in the future? 
3. Of the things you’ve read and seen and heard, write about a particularly compelling story. It might be a video you watched, people you read about, or even things you’ve experienced in your own neighborhoods (real or virtual). 

Next, watch this video, starting at 2:28 and just up to 4:30. When you are done, respond to these two prompts: 

1. What do you think about the connections he is making between what is happening now and what happened during World War II, based on what we’ve learned about it?
2. We had you pause the video before he fully names “what matters most” - based on what he has been saying, what is the rest of that sentence? Do you agree with what he is saying? Why / why not? 

Next, it’s Flipgrid time! For those of you who joined us last week, thanks for helping us test out that technology. Your videos were powerful and also wonderful to see! For those of you who did not try it yet, here’s what you will do:

• Go to the Flipgrid for your class:
• 5th/6th: flipgrid.com/amstd56 - code is amstd56 
• 7th/8th: flipgrid.com/amstd78 - code is amstd78
• You’ll see the new topic for today, appropriately titled “Welcome Back?!” 
• Record and post a short video (more than 30 seconds, less than 90) with your responses to some or all of the questions from above
• Check back later and watch a bunch of videos from your classmates - you can respond either with a short video or just audio. Please respond to at least 3.

Lastly for today, we want to return to short talks. As you may recall, these are short pieces of writing that can exist in a wide variety of formats. If you want a reminder of some of the different formats, here is a link to a document we previously shared with you. Please write at least three short talks about life during the coronavirus, using these or other perspectives: 

• Yourself
• A family member 
• A Politician 
• A doctor / nurse / medical professional 
• A person whose business was either closed or is not able to work (for example, a musician or actor) 
• The USA 

Keep track of everything you write - we’ll return to it tomorrow!

If you have any questions, please email us: kkramer@dist113.org or nrigler@dist113.org
We will be actively monitoring our email during the school day and a little less frequently during the afternoon and evening.

Wednesday, March 18 - "Acts of God" Day 1

Greetings American Studies!

So these next few days aren't about formal education in many ways, but as you've seen in our class all year, there are other parts to being in school. For us, it's about our community and your voices.

While the assignments we post for these next three days aren't graded, we hope you'll spend some time with them in the spirit of keeping our community going strong, of taking the time to reflect on what you are experiencing, and of pushing your thinking to consider a variety of perspectives.

We'll start by asking you to write in your journal and/or to post something to our class Flipgrid. If you've never used Flipgrid before, you'll quickly see how easy it is to post video comments, view videos from each other, and even to share comments and feedback.

Here are the questions for you to explore:

1. How is the current COVID-19 situation (everything from school closing to plans canceled to sports and theater ceasing operations to restaurants stopping service to grocery shopping and beyond) impacting you personally? What are your feelings right now? What strategies are you using to cope with them?
2. What is the current situation telling you about what it means to be an American? This is a question we've been exploring all year, and certainly is taking on new levels of meaning in these challenging days.

When you are ready to post a video, here's how. Go the Flipgrid for your class period and use the code to get in:

• 5th/6th: https://flipgrid.com/amstd56 code "amstd56"
• 7th/8th: https://flipgrid.com/amstd78 code "amstd78"

There, you'll see a space to post your response to these questions. You can even look back at some of the previous responses from other questions (a few people tried it out over the weekend). This will be a tool we use once we get back to school, so trying it now will be helpful.

Tomorrow, we will be posting some suggestions of things you can do with your time - some directly linked to the class and plenty of others! Take care of yourself - keep your social distance - wash your hands! We miss you!

Special Monday post - Flipgrid!

Happy Monday!
We hope you had a great weekend and have been preparing for staying home for the next several weeks (months?). We set up Flipgrid to use for our class - check it out using the links below. Post a video! It is great to see everyone and keep our community going!

• 5th/6th: https://flipgrid.com/amstd56 code "amstd56"
• 7th/8th: https://flipgrid.com/amstd78 code "amstd78"

Special Saturday Post - E-Learning and Flipgrid

Greetings all! Happy Saturday!

We hope all is great with you and that you and your family are staying healthy and safe.

Once we get going with e-learning next week, we're gonna try a few different things so this is an informal way to get that going. We set up Flipgrid for our class. If you haven't used it before, it's super easy - a way for us to share videos and have a conversation. For now, we thought it would be a good way just to stay in touch.

It's easy to work - just go to the link for your class and type in the code:

• 5th / 6th: https://flipgrid.com/amstd56 with this code: amstd56
• 7th / 8th: https://flipgrid.com/amstd78 with this code: amstd78

Go check it out and post a response! Thanks!

All My Sons - Act I

Today you will work with a partner to read and discuss Act I of All My Sons. This handout is the guide to your work. Although you will be with a partner, you will each be submitting your own completed handout.

• All My Sons - Act 1 work

Please check the calendar for tonight's work, which will lead into our discussion of the use of the atomic bomb. The reading is short, so if you want to go ahead with your reading of the next part of the play, feel free to do that.

War in the Pacific

As we continue to use the format of "short talks" in this unit, we want to expand the different types of writing they might include. Please use this handout both today and for the remainder of the unit as a guide.

• Short talk suggestions

Today, we'll start by watching three clips from Ken Burns' The War: "Firestorm", "The Old Man" and "It's Hell Up There (just first 5 minutes)" (unfortunately, not available online although the whole series is available on Netflix, Youtube and Amazon Prime) that will provide information about the end of the war in Europe. We'll work to list details that we notice in our notebooks and then do two short talks (one after "Firestorm", the other after the next two).

Next, we'll complete a map activity that gives an overview of the geography and strategy of the Pacific War.

We'll continue to examine the War in the Pacific by watching two additional film segments.

Here are the segments to watch.
Anatomy of the Pacific War
Ken Burns' The War: "Death March" (not available online-see above).

During the last part of class, we'll begin our look at All My Sons.

Why We Fight

Today, we'll continue to follow the exploits of the 101st Airborne Division as we see their movement into Germany and what they find there. We'll watch the episode Why We Fight from Band of Brothers  (this is not the full clip that we watched in class. If you have access to HBO or can rent the episode, we watched about the last 30 minutes of it).
After writing our reactions as well as listing any objects, images or symbols that were memorable, we'll watch the scene It Happened from Ken Burns' The War (*NOTE the linked clip is not the full clip we watched in class).
After writing our reactions as well as listing any object, images or symbols that were memorable, we also responded to these questions:  What do dramatic recreations of true stories do that documentaries can't? What do documentaries do that dramatic recreations can't? Which clip is more effective to tell this story and why?

We closed by using the information that we wrote to write a short talk.


A NOTE ABOUT YOUR HW FOR TONIGHT: The reading is actually the first part of preparation for Friday's class. Some of it is review, feel free to skim those parts.  You need to have both part one and part two read for Friday.

D-Day

We started today by taking a look at the first 3:21 of this video in order to remind ourselves of the human cost of war: The Fallen of WW2

Next, we recapped the war in Europe from December, 1941-June, 1944 by using the following animated map (with key).

• Animated Map
• Map Key

Finally, we focused on the invasion of Normandy on D-Day by using the following sources.

• D-Day Images
• D-Day Notes
• Eisenhower Letters
• Band of Brothers Planning
• Band of Brothers Parachute Drop
• Saving Private Ryan

For each, students kept track of important details, images, objects, etc. in their notebooks. 

Internment

Today we'll start in our groups and begin by discussing the work that we did in the first 3 sections of the "More Perfect Union" activity.

Then, with your group, you'll divide up the subsections in the remaining categories and share your work when you are finished. Each person should describe the information that they learned from their assigned subsection and other members of the group should fill out their chart based on what they hear. In the interest of time, you may share your charts with each other to be able to fill out the charts more efficiently. The person who completed each row should still work to explain what they learned to the other members of the group.

During the second part of class, we'll create a series of Haiku that will be our "short talk" response to this information.
Here are your instructions: Haiku Instructions 2020


*NOTE: Please purchase All My Sons by Arthur Miller at the bookstore ($13). You must have it in class by next Tuesday (56) or Wednesday (78). 

If you are buying it from Amazon or another source, please be sure to buy this version and not this version

THIS ONE

NOT THIS ONE!

Road to War - Pearl Harbor - The Homefront

Happy Monday Tuesday / Wednesday!

Here is the plan for today:

1. Review the charts from Friday
1. Submit them to Schoology
2. Review Charles Lindbergh / America First
3. Pearl Harbor
1. Video
2. FDR's "Day of Infamy" speech
4. Short talk response
5. The homefront
1. Citizen Soldiers
2. Unexpressed Patriotism
3. The War Effort
4. Collective Sacrifice
6. Video - The Century (first 19 minutes)
7. WWII Posters
8. Donald Duck cartoon (see below)
9. Short talk response
10. Review homework (see calendar)

Road to WW2 and FDR Speeches

Greetings!
Sorry we're not there to join you today. You'll be working with your groups and your timelines today to complete the tasks listed in this handout: Road to WW2 Group Work. You should make a shared copy of this handout for your group to use. By the end of the period, EVERYONE should submit the work to Schoology. Your homework for the weekend is listed below the groups and in the new calendar that's posted.

PERIOD 56

Group #1 Haley Talia C. Apollos	Group #2 Jessica Sydney Tommy	Group #3 Amy Jackson Zach G.	Group #4 Ellie Drew Demi	Group #5 Paige Emily Elijah
Group #6 Talia S. Bailey Sam	Group #7 Samantha Jennifer Tyler	Group #8 Zach C. Nathan Ava	Group #9 Isabelle Ben Norah	Group #10 Lexi Eli Max Emma
Group #11 Becky Leah Don	Group #12 Nick Ella Savannah	Group #13 Jordyn Seth Cate	Group #14 Lucy Bradley Jeremy	Group #15 Lauren Julia Brady

PERIOD 78

Group #1 Sofia Zayne Isaac Eve	Group #2 Emmy Sulaiman Ojas Sami	Group #3 Zornitza Lexi E. Nick Jake	Group #4 Jesse G. Ian Zach Leah H.	Group #5 Sara Maddie Cameron Jessie
Group #6 Hannah Ariel Israel Justin	Group #7 Olivia Ethan Rachel	Group #8 Jordyn Ava Louie Thomas	Group #9 Noa Bella Mason Josh	Group #10 Brandon Jimmy Ellie Leah M.
Group #11 Lexi S. Megan Blake Trey	Group #12 Elisabeth Chloe Devin Russell

Individual HOMEWORK for the weekend:

1. Read and annotate pages 52-55 in your binder.
2. Read this brief biography of Charles Lindbergh
3. Read and annotate Charles Lindbergh’s Speech, “Who are the War Agitators?” (Binder 56-57)
4. Complete a journal response where you answer the following questions:

• What was the “America First” Committee? What did they believe?
• What was Lindbergh’s overall argument?
• Which groups does he single out as being responsible for the war and what is his reasoning for listing each?
• Based on your timelines, why do you think that Lindbergh was making this argument?
• In what ways does his argument contrast with Roosevelt’s position in his “Four Freedoms speech”?
• Describe your reaction to Lindbergh’s speech? Based on its context, what do you think of his argument?
• Describe any connections or links that you can make between any of the details listed above and the United States in 2020.

History Unfolded and Into WW2

Today we'll start by participating in a project for our Genocide Commemoration Day that is coming up at the beginning of April.
Here are your instructions: History Unfolded.

During the 2nd part of class, we will introduce WW2.
We'll start by watching the introduction to Ken Burns' documentary "The War"

As you watch, you'll create a list of things or objects that you notice in the video. We'll then respond to those images by writing a "short talk." This is a small piece of writing - no more than could fit on an index card. It can be in the form of a paragraph, a few sentences, a short poem, a dialogue - whatever you want. The idea is to express something about one of the specific objects that you noticed in the video.

• Short talk about the S.S. St. Louis
• We saw your arm sticking out of the porthole, waving to us. We stood on the dock, calling to you. So close we could see the wrinkles in your skin. So close we could see the fabric of your shirt. But so far. So close but so far. We saw you for those brief moments - so close. Then never again. Never again.

Next, we'll write another short talk about one of the themes related to WW2 that is named in the video:

• Anger
• Arrogance
• Bigotry
• Victimhood
• Lust for Power
• Courage
• Perseverance
• Selflessness
• Faith
• Leadership
• Hunger for Freedom
• Unimaginable Brutality
• Short talk about lust for power.
• They were nobodys, our neighbors. They worked in shops, in offices, in factories. Just like us. They ate dinner together, walked in the park, washed their clothes and hung them our on lines in the wind. Just like us. Until one day they became better than us, or so they thought. Then they had power, or so they thought. They pointed at us, they distanced themselves from us, and then they took everything we had. Those nobodys. Who gave them that power?

HOMEWORK DUE FRIDAY:

1. Bring binders to class
2. Road to WW2 Timeline

Refugees - Conclusions; Intro. to WWII

Happy Paczki Day! Happy Mardi Gras!

Today we'll spend some time thinking about the issues you raised and explored during the process of researching and writing your paper.

After that, we'll think about the ways in which these issues are being addressed on the current legislative agenda. Part of that will result in a short letter you will write to Senator Durbin.

Please be sure to bring your binders to class starting Friday, February 28.

Research Paper - Rough Draft & Feedback

Happy Monday!

Today you will work with your group of three to give and receive feedback on your draft of your research paper. Please make copies of the form below to use for today's activity - share them with the author of the paper you are reviewing.

• Research Paper Feedback Form

When you have received both sets of feedback, please follow these steps:

1. Read the two sets of feedback you received
2. Open a new Google Doc 
3. Copy and paste both sets of feedback into this new document
4. Below the feedback, please write out your reflections on the feedback you received and your plan for editing your essay as you move toward completing it in the next two days. 
5. Submit this document to Schoology

Research Paper Work Day

Today, after we discuss organization and topic sentences, you will have most of the double period to work on your essay. Here are some important notes:

• A FULL rough draft (including footnotes) is due on Monday, February 24
• How long should the essay be? We imagine it will be 1000-1100 words. And in case you were wondering, when you do a word count footnotes are not included in that total.
• Your bibliography must be the last page(s) of your paper. 
• Regardless of which class you are in (56 or 78), your final essay (including your bibliography) must be submitted to turnitin via Schoology on Wednesday, February 26 by 1:15 PM. For period 56, you will NOT have class time on Tuesday to work on the paper. 
• You will also be turning in your Research Logs on Wednesday, February 26. 

For today, here are some things to think about:

1. Footnotes. You may need to refer to the links we posted on the blog yesterday if you don't know how to do this. The goal is to showcase your research - footnote everything you found on your own and used for this essay.
1. In order to cite information from the Americans and the Holocaust website, here is the format for both a footnote and the bibliographic reference.
1. Footnote: “Americans and the Holocaust,” United States Holocaust Memorial Museum, accessed February 25, 2019, https://exhibitions.ushmm.org/americans-and-the-holocaust/main.
2. Bibliography: United States Holocaust Memorial Museum. “Americans and the Holocaust.” Accessed February 25, 2019. https://exhibitions.ushmm.org/americans-and-the-holocaust/main
2. Rubric. For this essay, as we've noted, here's what a superior piece of writing will include:
1. A strong and complex thesis using the format given (concessive-main-because)
2. A clear and specific sense of a current issue/situation (content)
3. A unique and interesting connection back to the historical information about the Holocaust and the role of the United States (content)
4. A clear and specific recommendation for a future course of action (content)
5. Evidence to support the information in the above three areas (evidence)
6. Thoughtful analysis of that evidence, including explanations of terms and details about policies; the reasoning behind them; and explanations of how and why it works (analysis)
7. A well-designed flow to / progression of your ideas (organization)
8. A tight focus on your issue, eliminating irrelevant information (focus)
9. Footnotes and Bibliography are properly formatted and used (evidence; mechanics)
10. Powerful and engaging error-free writing using Times New Roman font. (grammar/mechanics)
3. Conferences. 
1. If you have questions about your work, you must first have a specific question you want to be answered (not just "is this good?").  We will be available for short, conversations about specific questions.