New Deal Contd.

Today we'll wrap up our look at the New Deal.
First, in the groups from yesterday, we'll finish Section 3 of the Web Activity and write the concluding paragraphs.
Then, we'll consider how art influenced New Deal programs and American society's vision of it by creating some of our own in our groups.

• Explore the following links to get a sense of some New Deal propaganda posters as well as the type of art that New Deal artists were creating.
• https://vintagraph.com/collections/wpa-posters
• https://www.archives.gov/exhibits/new_deal_for_the_arts/index.html
• https://www.loc.gov/collections/works-progress-administration-posters/
• https://livingnewdeal.org/tag/new-deal-art/
• Then, as a group, choose one of the following:
• Create a poster supporting the goals and ideals of one of the New Deal agencies or acts listed in Section 1 of the web activity
• Create a poster protesting New Deal programs from the perspective of one of the challengers to the New Deal listed in Section 2 of the web activity.
• Create a poster from the perspective of one of the groups listed in Section 3 of the web activity. Poster could be supportive, critical or a mixed reaction to the New Deal.
• Posters must contain a slogan, a quotation from FDR's First Inaugural, and an image (or set of images). They must be carefully drawn and have artistic merit. Be CREATIVE!
• The "winning" poster (as judged by your classmates) will receive a valuable prize!!

With any time remaining in class, students will be able to work on the homework for the weekend:

Watch Evil Rising (begin at 3:15) and complete the study guide by hand.

Additional Note-If you missed either the first or second day of our work with FDR's "First Inaugural", it is available for you to finish in the Testing Center.

The New Deal

We'll spend the first part of class finishing our work with FDR's "First Inagural Address".  You will hand in the handwritten portion for questions 1-12. You are excused from completing question 13.

During the next part of class, we'll start by watching another clip from The Century: Stormy Weather taking notes in our notebooks as we watch.
Next, we'll dig deeper into the details and impact of the New Deal. You'll be working with a group to complete this activity about FDR's plans: New Deal Web Activity

1. Make a copy of the document for yourself.
2. Complete your assigned rows in Section One in your own document. 
3. When everyone in your group has finished their rows, describe your work to your group. Everyone should take notes in their chart as you speak. Your goal is to be conversational and not just have everyone copy exactly what you say. 
4. Complete the group response(s) for that section.
5. Repeat for Sections Two and Three.
6. Write the final reflection
7. Submit to Schoology when finished. 

Making Sense of the 20's and into the Great Depression

Today, we'll start by reviewing the slide shows you created in class at the beginning of the week.

• Period 56 Slideshow
• Period 78 Slideshow

In our notebooks, we'll respond by identifying and reflecting on the promises and problems of the era. Consider the different parts of society impacted by the events of the era: political, social, economic, and cultural.

1. Based on the slideshow, what was one of the main problems (issues, concerns) of the era? Name one or more of the slides where you see that happening and comment on it.
2. Based on the slideshow, what was one of the main promises (positive advances, ideals) of the era? Name one or more of the slides where you see that happening and comment on it.

Next, we'll watch the last five minutes of The Century: Boom to Bust and the first twenty minutes of The Century: Stormy Weather taking notes in our notebooks as we watch.  We'll return to our "characters" that we created for the slide show and consider how they may react to the events portrayed in our notebook.
We'll explore how Franklin Roosevelt proposed to address the issues faced by reading his First Inaugural Address, annotating for how he identified the problems and promises faced and discussing what messages he was sending to the nation. We'll use these questions to guide our work: First Inaugural Questions.

The 1920's

When you return to class after registration today, you'll meet with a partner to complete this activity:
1920's Bridge Day Assignment

*Note, you have to come to class to get your assigned partner/topic but if you're in line to register, you can begin by reading and taking notes from the overview.

War Poetry - Round 2 - Presentations; WWI Conclusions

Happy Friday!

Today we will listen to each other's war poems. Once again you will keep track of the winner for each round and then enter your choices in the Google Form below:

• War poems - 5th/6th
• War poems - 7th/8th

With the remaining time, you will be able to get started on the weekend homework.

• Here is a link to your work

Have a great weekend!

STAR test; Poetry work continues

Greetings! We are going to take the next round of the STAR reading test today. Please do your best on this reading comprehension test. Again, this is so I can understand how you read and learn, then offer you specific help. Do your best.

• Click here to go to the link for the test.
• For your username, use your email address
• Your password is ID number
• You will be presented with two choices - select STAR Reading
• Sometimes, the system will request a “Monitor Password.” If this happens to you, the password is “admin”
• If you are presented with a list of teachers, please select “Rigler”
• Take the test! Do the best you can!

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An opportunity that may interest you:

Apply now to go on the Civil Rights Journey 2020! Join 45 of your classmates from HPHS and DHS on this amazingly powerful trip to Alabama on March 6th-8th. To find out more click the first link below and to apply click the second link

War Poem Project - Day 1

Here is the link to the handout for the second round of our War Poetry Project

Poetry Out Loud and the 14 Pts

Today we'll hear all of the poems that you've been working with. After each round, you'll select a "winner" of that round.
When everyone is finished, click on the appropriate survey below to input your winners:

• War poetry recitation 5th / 6th period
• War poetry runners-up - 5th/6th
• War poetry recitation 7th / 8th period
• War poetry runners-up - 7th/8th

During the 2nd part of class, we'll learn about Woodrow Wilson's vision for peace, the 14 Points.
Fourteen Points Summary
With any time remaining, students will be able to work on the homework assigned for the weekend.

Soldiers' Stories continued; Reciting poetry

We'll spend the first part of the day exploring the stories we watched and heard in E116 earlier this week, as well as Hemingway's "Soldier's Home."

Then we will turn our attention to the war poems. As a reminder, you will be reciting your poem in class tomorrow. You will work with partners and small groups to practice and refine your recitation. Here are some tools we'll use to score your presentation:

• Tips on Reciting; Description of scoring categories
• Score sheet

Your homework tonight is to practice your poem and be ready to have the best possible recitation tomorrow!

Soldiers' Stories

Today we'll focus on the American soldier's experience in war by examining three sources:

1)We'll watch The Great War: Collapse from  33:45-40:52. The section uses Harry Truman's WWI experience as the lens to look at the impact that Americans had in the war. Students took notes as they watched.

2) We'll look at the story of Sgt. Alvin York where we used clips from the film Sgt. York (not exactly what we watched but close) in order:

• Sgt. York Agrees to stay in the army
• Sgt. York Battle Scene
• Sgt. York Receives Awards

3) Finally, we listened to Mr. Kramer read Ch. 10 from Johnny Got His Gun
by Dalton Trumbo aloud.

There were responses to each story in our notebooks when finished.

Wilson's War Message

We'll start today by watching the next 12 minutes of Shell Shock (between yesterday and today we watched from the beginning to 25:50) in order to gain a greater sense of what the war was like before we further analyze Wilson's argument.

Last night, you read President Woodrow Wilson's War Message to Congress and answered questions about it. Today you will work with your partner to explore his ideas in depth before hearing another perspective.

Each person will start with a quote from the first seven paragraphs of his speech (not the same one) and then, in your notebook, respond to the following:

• Wilson believed the US should go to war (when / why)
• Quotation to prove this (you may list this by paragraph number and the first few words).
• 1 sentence of analysis / clarification

You will then pass your notebook to your partner. He/She will respond to your analysis, using a quotation from paragraphs 8-14 that either agrees with the same ideas or makes a different assertion. You'll receive your notebook back and finish by making a conclusion about Wilson's speech. Was it effectively convincing? Why or why not?

Then, we will read George Norris's "Against Entry into the War." You will repeat the same steps for his speech (again, selecting different quotations then your partner).

Next, you will revisit the conclusions you made about both Wilson and Norris - which did you find most convincing? Why? What new questions or thoughts do you have?

Then, some personal conclusions:

• “I believe the US should go to war  __(in these circumstances)___ because _______________”
• “I do not believe the US should go to war __(when what circumstances are true)__ because _______________.”

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Our work with war poems will continue with individual explorations of your poem. Please make a copy of this form to use for your work today.

Road to WWI

First we went over the Roosevelt Corollary and then Mr. Kramer reviewed the main causes of the War. After watching and taking notes from the first 13:00 of Shell Shock, we used the following document to begin analyzing the United States' decisions and actions:
Should the United States Participate in World War I?

During the 2nd part of class, we continued work with the poems that we selected earlier in the week using this document to begin our work: Getting to Know Your Poem

To help inspire our work today, here are a few examples of people reciting poems:



Here are our tasks for today:

1. Copy your poem into your notebook - yes, by hand - make sure you are able to read it. Write it a little bigger and a little clearer than you usually write.
2. Read your poem aloud
3. Examine your poem
1. Put a box around words you need to define
2. Mark natural breaks - word, line, sentence
1. See Nate Marshall's "god made the hundreds, man made it wild" for an example of the role of breaks
3. Highlight words/phrases - the center of gravity for each break
1. "I never said she stole my money" activity. 
4. Start the "Getting to Know Your Poem" handout

Imperialism; Course Recommendations

Course recommendations:

• English
• Here is a link to the DHS program of studies where you can find detailed descriptions of all courses
• Here is a link to the slideshow with descriptions of the different English classes
• Here is a link to a quick form to complete, naming your choices for next year
• Social Studies
• Here is a link to a slideshow with the descriptions of all senior year course offerings from the program of studies.
• If absent-please be sure to see Mr. Kramer for a form to fill out naming your choice for next year.

Here is a link to your classwork for today. 

American Imperialism

Here is a list of the poems we selected for you, based on your three choices - 5th/6th
Here is a list of the poems we selected for you, based on your three choices - 7th/8th

Happy 2020! War poetry project

Here is the handout to start our war poetry project.