US History

Unit 6, Week 2

Homework, Week of 1/13-1/17•Monday

•Add new vocab: internment

•Tuesday

•Cornell Notes on p. 466-469

•Block Day

•Finish worksheet. chart

•Study vocab for card quiz

Agenda: Monday, 1/13

•HOT ROC- propaganda

•Jigsaw activity (35.4-35.8)

●HOT ROC- propaganda

What are some commonalities between

these four posters? (era, theme, characteristics)

* No need to write this down

Dehumanization:

● Dictionary: To deprive of human qualities such as individuality, compassion, or civility

● In war propaganda: the enemy was depicted as animal-like/sub-human and their facial features were exaggerated to insult them

http://www.thedailybeast.com/articles/2012/04/18/how-war-can-make-dehumanizing-and-horrific-events-seem-normal.html

•Add internment camp to your glossaries

Jigsaw activity

1. Japanese Americans

2. Women

3. African Americans

4. Jewish Americans

5. Mexican Americans

● For your assigned group, read the appropriate section and explain to what extent the founding ideals were gained or lost. Give specific examples.

Population Group

Democracy Liberty Opportunity Rights

Japanese Americans (35.4)

Women (35.5)

African Americans (35.6)

Jewish Americans (35.7)

Mexican Americans (35.8)

Agenda Tuesday 1/14

– American Ideal live!● Contestants and rounds● Spectrums● Thesis statements (if time)

● HW: Cornell Notes on p.466-469

● For your assigned group, read the appropriate section and explain to what extent the founding ideals were gained or lost. Give specific examples.

Population Group

Democracy Liberty Opportunity Rights

Japanese Americans (35.4)

Women (35.5)

African Americans (35.6)

Jewish Americans (35.7)

Mexican Americans (35.8)

American Ideallive!

Welcome to American Ideal live! And I’m your host – Teacher Seacrest.

•Prep: Get together with other members of your group to compare notes on your section.

•Each group will send up a new contestant for each round.

•Contestants will compete with each other for the best response to the statement.

American Ideallive!

●The audience will be the judges. As judges you must add notes to your chart on what you hear from each contestant.

●After each round the judges may ask follow-up questions or give comments on the performance. (3 minutes maximum)

●The judges will vote for a winner for each round.

●New contestants come up for each of the 5 rounds. The group can help the contestant during follow-up questioning.

Round One

•Topic: World War II provided me (or my people) with the best opportunities of any group in America.

•Contestants: One woman, one African-American, one Jewish-American

Round Two

•Topic: During World War II my people faced worse discrimination than any other group.

•Contestants: One Mexican-American, one Japanese-American, one Jewish American, one African-American

Round Three

•Topic: During World War II I was denied more rights than any other group in America.

•Contestants: One Japanese-American, one African-American, one woman.

Round Four

• Topic: I felt more free to do what I wanted to do, try new things or express my ideas than any other group in America, thanks to World War II.

•Contestants: One woman, one African-American, one Jewish-American.

Round Five

Topic: The US gov’t should build a monument to recognize my people’s experiences during World War II (and what would you want it to say?)

Contestants: One person from each group

Ideals spectrum

•At the bottom of your chart, add a spectrum for rights and another one for opportunities that ranks all 5 groups from most to least.

Example:

Most liberty________________________________________Least liberty

Women Jewish-Ams Mex-Ams Af-Ams Jap-Ams

Wrap up: thesis statement

Evaluate the impact of World War II had on rights and opportunities for all minority groups.

*evaluate: write a statement of what happened; provide evidence that supports and contradicts that statement. Write a final conclusion, based on what you judged as the most important factors.

Homework

•Read and take Cornell Notes on p.466-467

Agenda: Blockday, 1/15-1/16

•HOT ROC: Finish American Idol

•Ideals Spectrum

•Thesis Statement

•Homework Check: pgs 466-467

•Comparison chart of strategies and fighting in Asia and Europe during World War II, using ch. 36

•HW: Complete the chart for Chapter 36

•Study for vocab quiz

Round Five (*HW Check during prep)

Topic: The US gov’t should build a monument to recognize my people’s experiences during World War II (and what would you want it to say?)

Contestants: One person from each group

Ideals spectrum

•At the bottom of your chart, add a spectrum for rights and another one for opportunities that ranks all 5 groups from most to least.

Example:

Most liberty_______________________________________Least liberty

Women Jewish-Ams Mex-Ams Af-AmsJap-Ams

Wrap up: thesis statement

Evaluate the impact of World War II had on rights and opportunities for all minority groups.

*evaluate: write a statement of what happened; provide evidence that supports and contradicts that statement. Write a final conclusion, based on what you judged as the most important factors.

●Thesis statement analysis

● Share thesis statements with 3 people near you.

● Choose the best elements of each thesis statement to make the strongest thesis statement Write this on your white board.

● Share out with the class.

1. Use Chapter 36.2 (HW Notes), 36.3, 36.4, and 36.5 to help you fill in the information on the Pacific and European fighting.2. Once you have those 2 columns completed, fill in any similarities you see between the two, in the middle column.Population Group Pacific War Similarities European War

Goals

Allies (in the region)

Key battles, weapons used, bombings

Impact of war on civilians

Agenda: Friday 1/17/13

•Vocab Quiz

•Navajo Code Talkers activity

•Add nuclear weapon to glossary

●Navajo Code Talkers

●Navajo Code Activity

• Pick a Partner• In pairs, write down a short (school

appropriate) message using the Navajo Code

• Form a group of 4– Read aloud your code to the other pair and have them

decode your message– Switch

• Share with the class

• If interested (full Navajo code): http://www.history.navy.mil/faqs/faq61-4.htm

● Navajo Code- Modified version: ALPHABET NAVAJO WORD ALPHABET NAVAJO WORD ALPHABET NAVAJO WORD

● A WOL-LA-CHEE ● A BE-LA-SANA● B NA-HASH-CHID ● B SHUSH● C MOASI● C TLA-GIN● D BE● D CHINDI● E AH-JAH● E DZEH● F CHUO● F TSA-E-DONIN-EE● F MA-E● G AH-TAD● G KLIZZIE● H CHA

● H LIN● I TKIN ● I YEH-HES● J TKELE-CHO-G● J AH-YA-TSINNE● K JAD-HO-LONI● K BA-AH-NE-DI-TININ● L DIBEH-YAZZIE● L AH-JAD● M TSIN-TLITI● M BE-TAS-TNI● N TSAH● N A-CHIN● O A-KHA● O TLO-CHIN● P CLA-GI-AIH

● P BI-SO-DIH● Q CA-YEILTH● R GAH● R DAH-NES-TSA● R AH-LOSZ● S DIBEH ● S KLESH● T D-AH● T A-WOH● U SHI-DA● U NO-DA-IH● V A-KEH-DI-GLINI● W GLOE-IH● X AL-NA-AS-DZOH● Y TSAH-AS-ZIH● Z BESH-DO-TLIZ