Here is where you will find all of our class recaps and HW assignments.  If something changes from the syllabus, it will be noted here.  If students need to study a concept more, it will be noted here.  Basically everything will be noted here! 

Today was a great first day of class and I enjoyed getting to meet so many new students.  We discussed the syllabus and our homework for the week.  We also went over my personal expectations and policies (which are all listed on the syllabus).  Finally, we ended the class with a little game to get our brains more familiar with the timer period we will be studying.  For HW, students should complete their name tent and bring it back to class next week.  Additionally, students should read, take notes, and complet pages 1-13 in their binder/book.  

Today we played Timeliner!  Make sure you know those dates!  We also went over pages 1-13 in our book, which was our assigned HW.  For this week's HW, you should complete to page 20. 

Today we took our first test and completed our first notebook check.  If you bring in a piece of paper with five presidents'  names on it, I will add five extra credit points to your test. 

Today we reviewed our test, discussed the beginnings of the Progressive Era, and learned when the Nintendo Corporation was established (1889!). For homework this week students need to complete to page 48.  If they did not get anything in their notebook finished from this past week, remember to do that as well.  Additionally, if students would like to earn more points back on any of the essay questions on their test (NOT the multiple choice) they may bring in a corrected test with additional information written IN A SEPARATE COLOR (or a typed paragraph, which I will run through AI checking software) for more points back on their essay questions. 

Today we worked in groups to complete the information about the Progressive Era, specifically focusing on Amendments 16-19.  We also discussed Teddy Roosevelt and his contributions.  For HW complete Woodrow Wilson, Women Contributors (especially from Tennessee), and the Unit Two Review.  Our next test will be October 2nd.

Today we reviewed the test and I explained that extra credit options always available on my website (these have been there since the beginning of the year). We also spend a great deal of time reviewing what was homework (we had a lot).  We were able to work up to page 71.  Next week, we will begin discussing the reasons for WWI. For HW, complete to page 84. 

Today we really reviewed what lead to WWI using the key term MANIA.  We'll have a review week next week (10/30) and then our third test on 11/6. 

Today we played a review game using puzzle pieces and everyone had a study guide for the test next week.  HW was 96-104

Today we took a test over WWI.  Complete pages 105-112 for HW

Today we played a game called Listography to review general history terms and events.  We did a deeper dive on the Harlem Renaissance by looking at some art from the time period.  If you did not complete your art response, please do that for HW, along with pages 114-125

Today we worked together to complete a collaborative poster on the following 1920s topics: Prohibition, Scopes Monkey Trial, Flappers, Fashion, and Candy Bars! For HW, please complete up to page 127.  Everything from page 1-127 needs to be complete before Christmas Break. 

You will need colored pencils, markers, and/or other colorful art supplies.  You will have the entire class period to complete the assignment and it will count as a test grade, so make sure it is excellent work! 

Welcome back to class!  Today we got back into the swing of things by completing a timeliner and then we added in putting a group of presidents in chronological order as well.  Some groups made it to part two of the presidents and matched a description to their presidents. We also started annotating Unit Five (The Great Depression).  We had a bit of a preview, so we had an introduction to President Hoover and Hoovervilles, as well as FDR, the New Deal, and The WPA. For HW, students should complete all of Unit Five and be prepared for the Unit Review and Test Prep on 1/15.  We will have a test on 1/22. 

Today we played Five in a Row to review for our Unit test, which will be next week (1/22).  Make sure all notebook materials are complete! We put the last unit in our notebook along with our new materials for the start of the spring semester. 

Today we did a major annotation practice for concepts 1 & 2.  Here are the questions we answered in the margins or on the backs of our papers.
Concept 1:
What is communism?
What is fascism?
What is totalitarianism?
Who was the leader of Italy?
Who was the leader of Russia?
Who was the leader of Germany?
What is the difference in communism, fascism, and totalitarianism?

Concept Two:
What were the concepts that FDR felt were threatened?
What were the four key elements that FDR used to protect America during the start of WWII?
What is the Quarantine Act (we listed 3-5 facts about it)?
What was the Land-Lease Act (we listed 3-5 facts about it)?
What was the Four Freedoms Speech (we listed 3-5 facts about it)?
We didn't get the the Atlantic Charter, but that was the goal.

We also had a new timeliner and introduced a few new dates.  Homework for this week is Concept 6, 7, & 8.

Today we started off with a new timeliner that incorporated the presidents as well.  This was pretty challenging! Then I handed back the last test we took and students had to write reflection about their test grade, specifically focusing on their test preparation.  We then reviewed concepts 3-7 by working with partners to write "Dr. Rowe" responses for the prompts.  We will be having a test on Unit 6 concepts 1-7 next week, so I would like to see everyone who made below a 90 improve his or her grade significantly.  I offered a suggested study timeline and suggested study ideas.  As a reminder, notebooks will also be due next week, so make sure all the work is completed. Here are some potential test questions since there is not a review for this unit:  These would be great to use as practice for the test.

Concept 1:
Describe the main characteristics of fascism. Then explain why this system of government appealed to people in countries facing economic or political crisis.

Describe the core ideas of communism. Then explain why some citizens might have supported it even after seeing strict government control under leaders like Stalin.

Describe what makes a government totalitarian. Then explain how totalitarian leaders maintain control over their citizens.

Describe one major similarity and one major difference between fascism and communism. Then explain why both systems can still become totalitarian governments.

Describe how fascism or communism spread beyond one country. Then explain why other nations were willing to adopt similar systems of government.

Concept 2:
Describe the main idea of the Quarantine Speech. Then explain what it suggests about Roosevelt’s view of neutrality.
Describe the purpose of the Four Freedoms speech. Then explain why these freedoms were important during a time of global conflict.
Describe the goals of the Atlantic Charter. Then explain how it showed cooperation between the United States and Great Britain before the U.S. officially entered World War II.
Describe what the Lend-Lease Act allowed the United States to do. Then explain how this policy moved the country closer to involvement in the war.
Describe how Roosevelt’s response to world crises changed between the Quarantine Speech and the Lend-Lease Act. Then explain what this shift reveals about America’s position in world affairs.

Concept 3:
Describe how the United States responded to the persecution of European Jews before entering World War II. Then explain why the U.S. government was hesitant to take stronger action at that time.
Describe what happened when U.S. forces liberated concentration camps during the war. Then explain how this discovery affected American understanding of the Holocaust.
Describe U.S. immigration policies for Holocaust survivors after the war. Then explain how these policies reflected both compassion and limits.
Describe one example of American support for European Jews before, during, or after the war. Then explain whether you think that response was sufficient. Support your reasoning.
Describe how the U.S. response to European Jews changed from before the war to after the war. Then explain what this change reveals about American priorities and global responsibility.

Concept 4:
Describe the events of the attack on Pearl Harbor. Then explain why this attack led the United States to declare war on Japan.
Describe the role of American policies such as economic sanctions and aid to Allied nations before Pearl Harbor. Then explain how these policies increased tensions with Axis powers.
Describe how public opinion in the United States changed after Pearl Harbor. Then explain why this shift was significant for entering the war.
Describe the alliance system that developed after the United States declared war. Then explain how Germany’s declaration of war affected America’s involvement in the conflict.
Describe two major reasons the United States entered World War II. Then explain which reason you believe was most important and why.

Concept 5:
Choose one of the listed leaders and describe his role in World War II. Then explain one significant decision he made and how it affected the outcome of the war.
Describe the leadership style of one Allied leader (Churchill, Roosevelt, Stalin, Eisenhower, Marshall, Truman, or MacArthur). Then explain how that leadership style influenced wartime strategy.
Describe the goals and actions of one Axis leader (Hitler, Mussolini, or Tojo). Then explain how those actions contributed to the expansion or outcome of the war.
Describe how two of the listed individuals worked together or opposed each other during the war. Then explain how their relationship shaped major wartime events.
Describe one turning point in World War II and identify which leader played a key role in that moment. Then explain why that leader’s actions were significant.

Concept 6:
Describe the geographic location and military strategies used in the Battle of Midway. Then explain how geography helped determine the outcome of the battle.
Describe the challenges U.S. forces faced at Iwo Jima or Okinawa. Then explain how geographic features made these battles especially difficult and deadly.
Describe the geographic setting of D-Day (Normandy). Then explain how both the Allies and the Germans used geography to their advantage.
Describe one major military strategy used in either the Pacific or European theater. Then explain how that strategy contributed to victory in a key battle.
Describe one battle from the Pacific theater and one from the European theater. Then explain how geographic and military factors influenced the outcomes differently in each region.

Concept 7:
Describe the role of an individual American soldier during World War II. Then explain the types of sacrifices soldiers were required to make during the war.
Describe the contributions of one special fighting force (Tuskegee Airmen, 442nd Regimental Combat Team, 101st Airborne, or Navajo Code Talkers). Then explain why their service was especially significant.
Describe the challenges faced by one of these special units. Then explain how those challenges made their achievements more meaningful.
Describe how one of these groups helped the United States succeed in a specific battle or mission. Then explain how their actions impacted the overall war effort.
Describe how the experiences of these special fighting forces reflected larger issues happening in American society at the time. Then explain how their service influenced change after the war.

Today we took our test!  I am excited to see the improvement in the students' grades.  The notebooks looked improved from last time too!  This week for homework, students need to do 171-183 (Concept 8-half of 12).  Please be thorough and the goal is to highlight important information and write at least one note per highlight per page. 

Today was a great class!  We reviewed Concepts 8-12 in Unit Six.  We'll have a test on Concepts 8-14 next week (this is the second WWII test).  You will want to study!  I promise there will be a big pay off (besides a great grade) if you do the studying.  The format of this test will be slightly different (I think you'll like it). 
We also went over the Test A for this concepts 1-7.  I did see an improvement in grades, so I can tell everyone was studying and attempting to do his or her best!  Keep it up!

Here are some potential test questions if you would like to practice.  I suggest working on one concept a day until the test and then next Wednesday, doing a quick review of everything for the test. Reread your notes and try and quiz yourself.

US.53 — African Americans during WWII (FEPC & Truman Integration)

1. How did World War II create new opportunities for African Americans, and why did discrimination still persist despite these changes?
   
   

2. Was the Fair Employment Practices Committee effective in reducing discrimination? Use evidence to support your reasoning.
   
   

3. How did the experiences of African Americans on the home front differ from their experiences in the military during WWII?
   
   

4. To what extent did Harry S. Truman’s decision to integrate the armed forces represent a major shift in American society?
   
   

5. Did World War II do more to advance or delay civil rights for African Americans? Defend your position with evidence.
   
   

US.54 — Women in WWII Workforce & Military

1. How did women’s roles during WWII challenge traditional gender expectations?
   
   

2. What does Rosie the Riveter represent, and how did propaganda shape public attitudes toward women working?
   
   

3. Did women’s contributions during WWII lead to long-term equality, or were gains temporary? Explain.
   
   

4. How do figures like Cornelia Fort help us understand the broader role of women during the war?
   
   

5. Why were women encouraged to enter the workforce during the war, and what happened when the war ended?
   
   

US.55 — Japanese Internment & Korematsu Case

1. Was the internment of Japanese Americans a violation of constitutional rights? Why or why not?
   
   

2. Do you agree with the decision in Korematsu v. United States? Use evidence and reasoning to support your answer.
   
   

3. Can national security ever justify limiting individual freedoms? Explain your position.
   
   

4. How might fear and prejudice have influenced decisions about internment during WWII?
   
   

5. What lessons from Japanese internment should influence how the U.S. responds to crises today?
   
   

US.56 — Home Front (Rationing, Propaganda, etc.)

1. How did different home front efforts (rationing, bond drives, factory conversion) work together to support the war?
   
   

2. How did the shift to wartime production change the U.S. economy and workforce?
   
   

3. What do events like the Zoot Suit Riots reveal about racial and cultural tensions during WWII?
   
   

4. How did wartime propaganda influence public behavior and attitudes? Was it effective?
   
   

5. Why did many Americans move to cities during WWII, and how did this change American society?
   
   

US.57 — Manhattan Project & Atomic Bomb

1. Was President Harry S. Truman justified in using the atomic bomb? Why or why not?
   
   

2. Should scientific advancements like those from the Manhattan Project be used in warfare?
   
   

3. How might different groups (U.S. leaders, soldiers, Japanese civilians) view the decision to drop the bomb?
   
   

4. How did the development of atomic weapons change the nature of warfare?
   
   

5. How did the atomic bomb influence global politics after WWII?
   
   

US.58 — Yalta & Potsdam Conferences / Cold War Beginnings

1. How did decisions made at the Yalta and Potsdam Conferences contribute to the start of the Cold War?
   
   

2. Why did tensions increase between the United States and the Soviet Union after WWII?
   
   

3. Were the agreements about Germany fair and effective? Why or why not?
   
   

4. How might the Soviet Union and the United States have viewed the outcomes of these conferences differently?
   
   

5. Could the Cold War have been avoided based on decisions made at Yalta and Potsdam? Explain your reasoning.
   
   
   HINT: STUDY THE EXECUTIVE ORDERS :)