Review Week Day 1:Introduction and Explanation

• Objectives:

• Homework: – Review the “Unit 3 – The Great War: The Rise of the Military

Industrial Complex” and complete the Essay topic outline

• Due Write Now: – Make a CONCEPT MAP, exam section or explain a type of

formatting for the final exam that helps to “Show what you know”

Check for Understanding

• Why was Shek’s Nationalist Party popular with the US government?

• What is a Michigan Thesis Statement?

Activity 1

• Create a list of at least 5 facts, ideas or details from Unit 5 that should be assessed on the final exam.– 1.

– 2.

– 3.

– 4.

– 5.

Activity 2

• “X is Y because A, B, C”• Example:

World War I Notes

Review Week: Day 2The Great War & Modernity

• Objectives:– Review WWI– Read: “The Military Industrial Complex”– Discuss: Economic Shift– Hand out: Overview & Flow Chart

• Homework: – Read: “The World Propaganda War”

• Due Write Now: – Discuss with a partner what it means to be “modern”

Evidence of Modernity

• Propaganda• Warfare• Profitability• Breakdown of ‘Old-World’ Diplomacy– Modern Nation State

• Globalization

Activity 1: Read

• “The Military Industrial Complex”– Using the active reading I have done already WHY

ARE THESE SECTIONS HIGHLIGHTED?

“Economics of World War I”

• WWI– Start of business & government partnership– Economic mobilization

• Coordination between government/industry/ military

• American Government/Economic Roles1. Maintain anti-trust laws2. Economic regulation & planning3. Industrial self-regulation between government & business

• Shift– War enables the shift toward COORDINATION– Business = government– Need to make weapons

Themes

– Modernity

– Causal Relationships

– Continuity Amidst Change

Topics

World War I [1871 – 1914]– Breakdown of ‘old-world’ institutions– Culmination of Modernity– Perpetuation of Modernity

The Sykes-Picot Agreement [1916]– Neo-Imperialism– Britain/French Relationship– Arab Response

Topics

Global Depression [1929 - 1939]– Causes– Symptoms– Responses

Rise of Fascism [1919 – 1939]– Function of Necessity– Ideology & Structure– Argentina/Germany/Italy

Topics

Chiang Kai-Shek [1927 – 1949]– Leadership– Roll in WWII– Relationship to US

Color Scheme:Test Sections:

• Orange = Take Home • Green = Primer • Red = Factual • Blue = Creative• Purple = Synthesis

People Places/Events Concepts

Definition Chart

Review Week: Day 3Sykes-Picot & Global Depression

• Objectives:- Review Impact of WWI- Introduce Test Format Models- Neo-Imperialism- Regulation vs. Free Market

• Homework:- Read: “The Political Economy of Fascism”

• Due Write Now:- Look over the review sheet handed out and

determine what makes you most stressed out about this exam, talk to your partner about this.

1. What does the text ask?2. What does the image connote?3. What is happening?4. What is the rhetoric of the document?5. What are the symbols presented?

Propaganda Analysis

Color Scheme:Test Sections:

• Orange = Take Home • Green = Primer • Red = Factual • Blue = Creative• Purple = Synthesis

People Places/Events Concepts

Definition Chart

Matching & IdentificationReview (Facts)

• SS Lusitania– US ship carrying guns to England– Germany shoots down, US Joins WWI– Claimed ship was civilian, but actually

profiteering off of war• Triple Entente

– “Good Guys” of WWI– Leaders of the Treaty of Versailles– Designed Reparations of Germany

• League of Nations– Precursor to UN by Woodrow Wilson– Presided over treaties after WWI– Created Mandate System of rule for

Mid- Eastern Colonies of Britain France

Sykes-Picot (Facts)• Muslim Brotherhood

- Radical Islamic opposition party

- Backlash against the Sykes-Picot

- Form of new Arab Nationalism• Ottoman Empire

- “Sick man of Europe”, controlled the Middle East

- Collapsed after WWI- Land then became the Sphere

of Influence for European Nations

Sykes-Picot Map

1/10

3/10

5/10

7/10

10/10

Map of the Middle East

Land available in Collapse of Ottoman Empire

French and British work together to achieve similar

goal of regional control

Newly formed League of Nations requires that they create a false “mandate system” or plan toward

self rule

Differences between dark/light areas show the reality that control of the region was highly diverse

Quote Analysis• “I think you are another of these desert-loving English…

No Arab loves the desert. We love water and green trees; there is nothing in the desert. No man needs nothing.”– “Lawrence of Arabia”

• “It is just as important that business keep out of government as that government keep out of business.”– Herbert Hoover

• “The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.” [1937]– Franklin Delano Roosevelt

Concept Mapping:“Comparative Relationship”

Herbert Hoover Franklin Delano Roosevelt

Person A Person BHow are these people related? What is the concept that they are connected to?

H.H. was the president of the US during the start of the Great Depression, he believed in a largely hands off, laissez-faire approach to economic management F.D.R. was the next president after him and rejected many of his policies. F.D.R. created a plan, The New Deal, to maximize the government’s regulation of economic matters

Review Week: Day 4RISE OF FASCISM

• Objectives:– Review: “Austerity” vs. “Regulation”– Introduce Test Section Formats– Discuss: “Political Economy of Fascism”

• Homework:– Read: “World’s War-Time Debt to China”

• Due Write Now: [Type 1 Writing]– Listen to the songs.

• What are they about?• What is the tone of the song?• How does the song relate to our class themes?• ANYTHING!

Song Analysis

• “Rich Man’s War”– Relationship to WWI?

• “No Depression in Heaven”– Popular reaction to Great Depression?

• “Cult of Personality”– Nature of Fascist leadership?

Causal RelationshipsDepression:

• Hyper Inflation

• Global Depression

• Black Tuesday, 1929

• The New Deal

Fascism:• Ultra Nationalism

• Cult of Personality

• Austerity Policy

• Keynesian Economics

“Political Economy of Fascism”- “What are the social and political coordinates of Fascism?”

- “What is the cultural connotation of Fascist as an adjective?”

- “Describe State Capitalism in America during The New Deal.”

Teleological Questions

Examples:• “Why is Hyde School the best school?”• “What are the deeper benefits of being happy to do it?”

Definition:• “A question that implies a purpose or a final end.”

Function:• On the final exam you must: “ASK ME A TELEOLOGICAL QUESTION”

– Your question should illustrate a comprehension of information based on what the obvious answer would be