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.

Writing and Citing

Today we'll begin by submitting our thesis statements in order to receive feedback on it to move forward.

Next, we'll discuss Chicago Style Citations (footnotes and bibliography) as well as how to incorporate our research into our papers (paraphrasing vs. quoting).  These links will be helpful:

• Creating Footnotes in Chicago Style (a satirical model)
• Sample Paper with explanations (not this assignment)
• Chicago Manual of Style (with automatic citation tool)
• Chicago Formulas for footnotes and citations
• Categories of Sources
• Citation Chart 

*Don't forget about the Writing Tips and Inexcusables

Starting the Writing Process

Happy Tuesday! We hope you had a great Presidents' Day weekend!

Today you will work with a group of three people to develop the thesis statement for your essay.

• Groups of 3-4

Then, you will use the "initial organization" work from over the weekend to move ahead with organizing your essay.

Make a copy of these documents for your use today:

• Holocaust and Immigration - Essay Assignment
• Holocaust and Immigration Research Paper - Forming a Thesis

Continuing Our Research

Today we continued researching issues, policies and historical precedent using the databases.

During the 2nd part of class, we discussed how to use the internet to do research if necessary. This link will be helpful for you to evaluate web resources:

• Evaluating Internet Content

For next class (Tuesday or Wednesday) you will complete this form, submitting it to Schoology before class:

• Initial organization form

Refugees and Asylum-Seekers - the research continues

This chart is a guide to the research as well as an overview of the whole project. 
Please be sure to make a copy of it.

Sharing Articles and Gathering More Information

We'll start today by sharing the articles we read over the weekend.  Please make a copy of this chart for your use today:
Refugees in the United States Articles
Next, we'll read a pro-con from CQ Researcher about the current Trump administration policy in regard to refugee resettlement.  We'll pause and write in our journals, considering questions that these raise as well as which side you are more drawn to.
Next, we'll use the Opposing Viewpoints and Points of View Databases to find at least one more article. We'll put that article into our charts.
For Homework:
Read the following article and do a journal response, considering how this article influences our initial ideas about refugee resettlement:
"These People Aren't Coming From Norway"...
PDF Version

Refugees and Asylum Seekers

Happy Friday! As our work turns to contemporary questions about Refugees and Asylum Seekers, here is what will happen in class today:

1. Share (read aloud) one of the paragraphs you wrote yesterday from the "America and the Holocaust - Conclusions" assignment
2. With a partner, briefly share / compare notes you took last night about the two videos, making sure you have a good working definition of "Refugee" and "Asylum Seeker." You will also share the questions you created.
3. Head to this website: twobillionmiles.com
1. You will be following the story of an individual refugee and will be able to make a variety of choices along the way.
2. Keep track of the decisions you make and the issues you face on this worksheet (we'll give you a printed copy).
3. You'll write a journal response at the end of your journey
4. This map will help:
   
Sharing information. You'll find another person in class who followed the story of a person from the same country of origin.
1. Compare / contrast the decisions you made and the results
2. You'll then sit with all of the people in class who followed stories of people from the same country of origin.
4. Policy-Making groups
1. Next you'll meet with people from a variety of countries of origin. Together you'll debate the questions we hand you for roughly 3-4 minutes each. Keep track of your discussion in your notebook.
5. HOMEWORK
1. Find an article about an issue related to refugees / asylum seekers.
1. It must be from the last 6 months
2. It must directly relate to the United States
3. It must be from a reputable news source.
2. Fill out this form with the title, source and url of your article: Refugees in the U.S. Articles
3. Read the article and then refer back to the questions you discussed with your group (linked below). Write a journal response to the article, naming the different issues that arise, based on what you discussed.
1. Who is a Refugee?
2. Who is an Asylum Seeker?

America and the Holocaust - conclusions

We'll start today by hearing your personal responses to the homework and the material on the Americans and the Holocaust website.

Next, you'll complete the next two sections of the chart.

Lastly, you'll respond to the material based on the questions in this handout.

For homework tonight, here are the directions:

1. Watch these two short videos (scroll down to them or use the links below)
2. Take notes, including definitions of what you consider to be key terms or concerns.
3. Create a discussion question about each video (put this in your notebook)
4. (If you did not complete the charts in class today, finish and submit them tonight)

America and the Holocaust

Here is our work for today:
1) Americans and the Holocaust: Immigration and Refugees
2) Americans and the Holocaust Online Exhibition

You must finish sections one and two of the online exhibition for Thursday.

How Did the Holocaust Happen?

Today we're going to build a layered timeline, working to answer the question, how did the Holocaust happen?
First, we'll do some prewriting, exploring what we already know and where we learned it.
Next, everyone will receive an identity card, annotating it for key details like country of origin, age, gender, victim group, the year when persecution began, the type of persecution.
We'll build the first layer of the timeline by putting the people on the timeline according to the year when their persecution began. We'll stop and respond in our journals, considering any patterns that emerge and any surprising stories,
We'll build two more layers of the timeline by adding key events from WW2 and the Holocaust and laws and decrees that were passed After walking the timeline, we'll return to our journals and see if we can identify any events that help to explain the patterns that emerged and/or why the persecution occurred when it did.

We'll do a final response to the question of "why the Holocaust happened."

We'll continue our discussion by watching a video that will add another layer to our thinking by showing us how citizens of Germany and other countries were also instrumental in constructing an environment that allowed the Holocaust to occur. We'll start by watching this video: Some Were Neighbors and then each student will be assigned a different group of people to study.

1. Neighbors 
2. Workers
3. Teenagers
4. Policemen
5. Religious Leaders
6. Teachers
7. Friends

FOR HW: Explore your assigned group of people. You should watch some of the interviews and videos and analyze some of the images and artifacts. When finished, complete a journal entry in response to what you learned. Be sure to use details from the site in your entry. You may consider any or all of the following questions in your response but you must respond to the last one:

• Why did the Holocaust happen?
• Why did people betray their personal loyalty?
• At what age should individuals be responsible for their behavior?
• Why were some able to make the choice to resist? 
• What attitudes and circumstances influenced people's actions?
• What motives might lead a trusted friend to abandon another? 
• *How might this group of people have impacted your person from the timeline activity?

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