Please refer to Emergency School Closure Lessons during the next few weeks until we are back in school. These assignments will be graded. Follow the pacing calendar posted below. 

Topic: Post-War Trends and the 1920s
The goal today was to look at economic and social trends during the 1920s broadly, in order to gain context for our new unit. If you were absent, look over the PPT posted here and the fill out the guided notes. 

Great Depression Pecha Kucha Project 
Please refer to the instructions sheet posted below. In pairs, you'll create a "Pecha Kucha" presentation that explores an aspect of the Great Depression in the Americas. If you were absent, please communicate with your classmates ASAP to find a partner or group (max=3). 
Due Dates: 

• Sources - 3/18 (B Day), 3/19 (A Day)
• Planning Document (posted below) - 3/24 (B Day), 3/25 (A Day) on TurnItIn
• Presentations - 4/1 (B Day), 4/2 (A Day)

This project is a summative grade.

Planning Document GoogleDoc (save a copy to your own Drive before editing) 

Quiz on 3/2 (A Day) and 3/3 (B Day) - see me to make it up if you were absent. 
REMINDER: Unit 5 Exam / Midterm is on 3/9 (B Day) and 3/10 (A Day).

(A and B day are doing these two lessons in a different order):
Topic: Significance of WWI to the U.S. (Review foreign policy and OPVL)
If you were absent, please review the PowerPoint below and "Wilson's Legacy" (we're reading this on Th. and Fri.). Please review the Unit 5 study guide and the materials under the "Writing Guide" tab for next week's test. 

Group mini-projects completed during class. The task is:
You will create and present a poster to teach your classmates about the effects of World War I on one other country in the Americas besides the United States.
Your poster design is up to you, but you must address the 6 concepts of history in some way:
CHANGE, CONTINUITY, CAUSATION, CONSEQUENCE, SIGNIFICANCE, PERSPECTIVES
Your poster and presentation must be supported by key details about the country’s involvement in World War I and/or the domestic effects of the war. 

The topics are:

• Conscription and the social effects of WWI in Canada
• Economic changes in Canada
• Post-war impact on Canada
• Argentina in WWI
• Brazil in WWI
• Mexico in WWI
  ​
  

Topic: League of Nations Debate 
In class, we engaged in a simulation of the Senate's debate over whether the U.S. should ratify the Treaty of Versailles and join the League of Nations. If you were absent, review the PowerPoint below , "Fall 1919" background information, and the three options of the debate. 

Topic: Securing the Peace (Wilson's role in the Paris Peace Conference)
CLASSWORK: 
Please read the article titled "Securing the Peace" and complete questions #1-13. 
Then, using the summaries of the Fourteen Points and the League of Nations, please complete the chart comparing the two, and answer questions #1-2. 

Topic: Domestic Impact of WWI  in the U.S.
If you were absent, please review the PowerPoint posted below and complete the guided notes. 
These are the two videos we saw in class: 
"Over There": www.youtube.com/watch?v=5v33jF5TGLw&feature=youtu.be&disable_polymer=true
"Harlem Hellfighters": https://www.youtube.com/watch?v=eEuoAl1elLU&feature=youtu.be
HOMEWORK - Due 3/2 at 8:45 a.m. 
Out of Many
Chapter 22 Reading and Questions – World War I in the United States
Due on TurnItIn on _____________ at 8:45 a.m.
Read Ch. 22. Answer the following in about 1 paragraph each, using facts and details from the textbook to support your response.

1. How did the federal government try to change public opinion about U.S. involvement in World War I?
2. How did mobilizing for war change the economy and its relationship to government?
3. What steps did the federal government take to suppress the antiwar movement?

Answer the following in 2-3 paragraphs, using facts and details from the textbook to support your response.
4. How did World War I alter the status of women and African Americans in the United States between 1914 and 1920? By what means were those changes accomplished? Were they permanent?

Topic: U.S. Entry into the First World War - Historiography
​Classwork Due on TurnItIn by 2/21 (A Day) at 8:45 a.m.
Read the “Key Debate” section on the historiography of U.S. involvement in World War I. Using the text, your notes, the timeline chart you completed, and the primary source “clues”, answer the following in a well-developed essay supported by details and historical evidence:

To what extent was it possible for the U.S. to maintain neutrality in World War I? 

Topic: U.S. Entry into the First World War Part 2​
If you were absent, use the "Timeline Documents" posted here to complete the "US Entry Timeline" graphic organizer. We will examine these events to answer: 

• Was it possible for the U.S. to maintain neutrality in World War I?
• What events pulled the U.S. closer to war between 1914 and 1917?

​Check your work against the PowerPoint. 
Note - I goofed on the June, 1916 slide and included a picture of a poster advertising the New Zealand Expeditionary Force instead of the American Expeditionary Force. Yikes. 

Topic: U.S. Entry into World War I Part 1
If you were absent, please see me to make up the foreign policy mini-quiz. 
Today we: 

• practiced writing an OPVL response using Wilson's Proclamation of Neutrality
• watched this video and discussed the reasons for and threats to neutrality: 
  ​ https://youtu.be/57JKPEryvXQ 
• took some notes - catch up with the PowerPoint below

Topic: Causes of WWI and US Neutrality 
Review the PowerPoint for an overview of the MAIN causes of World War I. 
We watched the Prelude to War videos from the Great War video channel: click here. 
and completed the video questions posted below. 
Classwork: 
Wilson's Proclamation of Neutrality analysis
How did Wilson appeal to the American people in his proclamation of neutrality?
Read the primary source.
On a sheet of paper,

1. List the origin and purpose of the source
2. List the value and limitations of the source
3. Copy the “bricks” on the white board.
4. Inside each brick, write down reasons, examples, appeals to emotion or logic, counterclaims, etc. that Wilson uses to “build” his argument.