Topic 12 Concept Guide

Formative Assessment

Topic. 12 Study Concepts

Truman Doctrine: A policy set forth by President Truman which gave financial aid to countries fighting Communism. Truman asked Congress for $400 million to give to Greece to fight Turkey, a Communist country.

Containment Policy: The Containment Policy was the United States' foreign policy during the Cold War. Its purpose was to use military and economic strategies to not let the spread of Communism occur and to prevent the domino effect.

Bay of Pigs Invasion: The Bay of Pigs Invasion was an unsuccessful U.S. military action to invade southern Cuba. The objective was to overthrow the Cuban Government of Fidel Castro.

U.S Foreign Policy with regard to Korea and Vietnam: The United States was involved in the Korean War and the Vietnam War to contain Communism and to prevent the Communist takeover of South Vietnam.

Intervention: The United States Government intervenes when it feels the need to. For example, the U.S. will send money to countries fighting Communist countries, provide military supplies/training/troops, support, etc.

Cold War Development: Prior to World War II, the Soviet Union and the United States were friends. However after World War II, they became enemies due to the fact that the Soviet Union successfully tested nuclear weapons. Not only that, the space race and other events added to the start of the Cold War.

War Powers Act: A federal law intended to check the power of the President in committing the United States to an armed conflict without the consent of Congress. Basically, the War Powers Act prevents the U.S. President from using the military however he wishes, unless there is an emergency, such as an attack upon the U.S.

World War II Foreign Policy Vs. Post - WWII Foreign Policy: Prior to WWII American foreign policy was isolationist. We felt that other nations problems, particularly their wars, were their own business and we avoided getting involved unless we felt directly threatened. However, as a result of WWII, our foreign policy shifted to a containment policy, which meant that we were going to contain Communism as much as possible because Communist countries hold threats to peace and freedom.

Limited War: Fighting in a limited war means that a certain country cannot or will not use all of their available resources.

Containment in Europe: The Marshall Plan was an example of containment in action. The Marshall Plan provided $12 billion in U.S. aid to 16 countries in Western Europe to help them recover from World War II. Containment was designed to prevent the Soviet Union from expanding its powers beyond its own area.

Main Points of the Division of Germany: After the defeat of Germany in WWII the country was split between East and West. West Germany was a parliamentary democracy, and a NATO member. East Germany was a totalitarian Stalinist dictatorship allied with the Soviet Union. West Germany consisted of France, Great Britain and the United States, while East Germany consisted of only the Soviet Union. However, Berlin, inside of East Germany was split between Communism and Democracy.

Douglass MacArthur dismissal: President Harry Truman fired him for making public statements that contradicted the official policies of the United States Government.

Korean War Similarities with Persian Gulf War: Both wars were supported by the United Nations. Both wars represented the United States intervening in an area to protect the area's best interest. Like during World War II, the U.S. troops expected full support from their country and warm welcome homes. However, both wars were highly unsupported at home.

Nuclear Test Ban: After the Cuban Missile Crisis, the tensions between the United States and the Soviet Union began to ease. In 1963, the U.S., Great Britain, and the Soviet Union agreed not to test nuclear weapons, except those underground. 

 

Long Term effect of Vietnam: The United States became weary of sending troops for extended military action abroad.

Peace Corps: A federal government organization, set up in 1961, that trains and sends American volunteers abroad to work with people of developing countries on projects for technological, agricultural, and educational improvement.

End of the Cold War: The fall of the Berlin Wall and the separation of the Soviet Union.

Domino Theory: Theory that if one state in a region came under communism than the surrounding countries would follow in a domino effect.

Nixon's Detente: Easing of the tensions between the Soviet Union and the United States. Policies were put into place to help our relationship with the Soviet Union/Communism.

MLK vs. Malcolm X

For the past few weeks, we've been learning about and discussing the Civil Rights Movement. During the lesson, two famous names were mentioned; Martin Luther Kind Jr. and Malcolm X. Although both men were very inspiring men of their time, they were vastly different in their methodology.  

MLK believed in peaceful protesting and demonstrations of the unwillingness to accept the inequality that existed towards blacks. He also believed that everyone (whites, blacks, Hispanics, Asians, etc) should all live in peace on earth. They should all treat one another respectfully and equally for the betterment of our children. He highly believed in civil disobedience. “Pray for guidance and commit yourself to complete nonviolence in word and action as you enter the bus... Be loving enough to absorb evil and understanding enough to turn an enemy into a friend. If cursed, do not curse back. If pushed, do not push back. If struck, do not strike back, but evidence love and good will at all times. If another person is being molested, do not arise to go to his defense, but pray for the oppressor and use moral and spiritual force to carry on the struggle for justice.” Martin Luther King Jr. believed that if you turned around and opened your arms to hug the instigator, the impact would be much greater. 

Malcolm X's ideology, on the other hand, would only satisfy the instigator more because he believed, “... if someone puts a hand on you, send him to the cemetery.” Fighting back never resolves an issue. 

Therefore, even though both men were very influential in their words, I believe that MLK made a greater impact based on his civil actions.

College Education Survey

Race Key:

W: White AA: African American A: Asian H: Hispanic NA: Native American PI: Pacific Islander O: Other

Race - Total Number of People - High School Graduates - College Graduates

 W-10-10-10

H-8-6-3

A-5-5-4

AA-5-5-3

Based on this data, you can infer that other races aside from the white population had less of an opportunity to go to college, where as they had an almost equal opportunity to graduate from high school. Reasons for these results could include: the amount of money it requires to be able to receive a college education, the issue of very few or no college scholarship/loan opportunities available, students dropped out due to various reasons, or due to their culture/beliefs, etc. The fact that I asked teenagers about their parents could make a difference, as well.

I Am Poem

I am a member of the Little Rock Nine.

I wonder if they will ever understand how I feel.

I hear their heartless words every single minute of the day.

I see the anger and frustration in their eyes.

I want to be treated with respect for who I am.

I am a member of the Little Rock Nine.

I pretend to be strong, unaffected, and unconcerned, but

I feel my heart pounding inside of my chest.

I need to feel accepted.

I worry that I will never be safe while I am at school.

I cry only when I am in the protection of my own home.

I am a member of the Little Rock Nine.

I understand that I am not being given what I deserve.

I believe that I can make it through this, no matter how hard it becomes.

I dream that one day my children will not be judged solely based on the color of their skin.

I try to be optimistic.

I hope that change will come one day.

I am a member of the Little Rock Nine.

Topic.11 Concept Guide

Formative Assessment

Topic.11 Study Concepts

MLK and Civil Disobedience

-Martin Luther King Jr. once said, “Pray for guidance and commit yourself to complete nonviolence in word and action as you enter the bus... Be loving enough to absorb evil and understanding enough to turn an enemy into a friend. If cursed, do not curse back. If pushed, do not push back. If struck, do not strike back, but evidence love and good will at all times. If another person is being molested, do not arise to go to his defense, but pray for the oppressor and use moral and spiritual force to carry on the struggle for justice.” When someone puts you down, they do it to feel like they've won against you. They expect a reaction out of you; a hurt and angry reaction. However, Martin Luther King Jr. believed that if you turned around and opened your arms to hug them, the impact would be much greater. Not one person will feel like they've won if you hug them instead.

Power of the “Mob”

-An organization can easily be destroyed by using violence. Not only that, but a movement can be brought to an end by assassinating the leaders one by one. Therefore, larger numbers of people and greater force can result in more power either way.

Plessy v. Ferguson vs. Brown v. Board of Education

-In Plessy v. Ferguson, the U.S. Supreme Court decided that a Louisiana law mandating separate but equal accommodations for blacks and whites on intrastate railroads was constitutional. This Supreme Court decision was overturned by Brown v. Board of Education. Brown v. Board of Education was the mark that began the Civil Rights Movement. In 1950, Oliver Brown sued Topeka, Kansas School Board on behalf of his eight year old daughter. Based on where they lived, Brown's daughter was unable to attend the nearest school because it was a “white” school. Therefore, she'd have to travel a much farther distance to attend school on a daily basis. Topeka's lawyers argued that their policy met the “separate but equal” law. In the end, the Supreme Court declared that segregated schools were inherently unequal and unconstitutional. The Supreme Court believed that “gradual desegregation” would be the best way to go.

Civil Rights Goals

-African Americans wanted to be treated equally, but not separate and equally. Therefore, they wanted segregation to come to an end.

Eisenhower's Role in Little Rock

-Orville Faubus ordered the Arkansas National Guard to prevent the Little Rock Nine from entering the school. Even though President Eisenhower never supported the Brown v. Board of Education decision, he strongly believed in upholding the law of the land. Therefore, his response to Faubus was to send in the 101^st Airborne to Little Rock to protect the students and to allow them to enter the school.

Rights of the Accused

-Gideon v. Wainwright: 6^th Amendment requires counsel for defendants who are unable to afford their own attorneys.

-Escobedo v. Illinois: Criminal suspects have the right to counsel during police interrogation.

-Miranda v. Arizona: Criminal suspects must be informed of their right to consult with counsel prior to interrogation.

Chavez and the United Farm Workers

-Cesar Chavez was a Mexican-American who was born in Arizona. He founded the United Farm Workers (UFW). He helped to organize strikes. He organized civil disobedience for migrant workers. He organized the Delano Grape Strike, which was a boycott on table and wine grapes. He participated in several fasts to support different social issues. He was anti-immigration. He fought for Mexican-American's rights.

FHA and ADA

-FHA stands for the Fair Housing Act. This act outlawed refusal to sell or rent a building to any person because of their race, color, religion, etc. ADA stands for Americans with Disabilities Act. This act requires facilities to provide equal access for Americans with disabilities. For example, ramps, elevators, handicapped bathroom stalls, shorter sinks, etc.

Purpose of Filibusters

-Prevent the opposing side from talking

-Used in House of Representatives and Senate

-Used to stop Civil Rights Legislation

Sit-Ins and Other Protests

-Lunch counter sit-ins were when people who believed in equal rights would sit down in a restaurant, pick up a menu, and wait to be served. If they were not served, they would continue to sit there while the people against them would throw anything such as food and drinks at them until the police showed up to arrest them. The catch was... after the first group was arrested, the second group would come and so on and so forth. The lunch counter sit-ins began in 1960 and by 1961, 70,000 people had participated, which made it very effective.

-Rosa Parks was arrested for refusing to give up her seat on the bus to a white man, even though she was sitting in the black section. This brought along the Montgomery Bus Boycott. For 381 days, blacks boycotted buses in Montgomery by carpooling. The Supreme Court ruled Montgomery City ordinance unconstitutional, which led to blacks being able to sit wherever they wished.

-The Freedom Riders were bus loads of people who were brought to the deep south of the United States to violate the Jim Crow laws.

Topic.10 Concept Guide

Formative Assessment

Topic.10 Concept Guides

McCarthyism Impact on Society

-Senator Joseph McCarthy

-McCarthyism is the practice of publicizing accusations of political disloyalty or subversion without insufficient evidence.

-House Committee on Un-American Activities: Charges Hollywood writers, directors, producers, and some actors with Communist propaganda.

-The McCarthy Hearings: He finally accused the wrong person (Secretary of the Navy), destroying his credibility/reputation.

-Repercussions of McCarthyism: If you were thought to be a homosexual, you were accused of being a Communist. Over three hundred actors, authors, and directors were denied work through the Hollywood blacklist.

-”Hollywood Ten” were more of the ten famous producers, directors, etc.

Communist “Witch Hunt” and impact on those accused

-A “Witch Hunt” is a group of people who are targeted without evidence due to certain accusations.

-Mostly by anti-communist groups.

Space Race impact on government policies

-Battle between the Soviet Union and the U.S for supremacy in outer space exploration.

-In 1957 the Soviet Union put Sputnik (about the size of a basketball) into space.

-The United States responded to that by putting a large amount of money into education. Why? More education meant more intelligence, which is what the U.S. needed to beat the Soviet Union in something else.

-In 1969 two U.S. astronauts landed on the moon.

-Started off the Cold War.

Cold War mind set for the United States Government and public

-The U.S. wanted to out due the Soviet Union in technology. Hence, putting more money into education.

-U.S. feared Communism and being defeated.

Relationship of suburbs, automobiles, and roads

-William Levitt came up with the concept of the suburbs.

-Levittown: In 1949, 150 houses were being built every week. Cost: $7,990 or $60/month.

-Living in the suburbs increased the use of automobiles.

-Interstate Highway Act of 1956: Cost = $32,000,000,000 ---> 41,000 new miles of roadway.

Baby Boom!

-1946-1960

-Peak was in 1955. In 1955 one baby was born every seven seconds.

-Causes of the baby boom: 20 years of tough times ---> Great Depression (1929-1939) and World War II (1941-1945); Removal of social and economic restraints that kept people from having families.

Urban-Suburban Pattern

-Business District: inner city-low income.

-Inner Suburbs: middle income families. Smaller sized homes compared to the outer suburbs.

-Outer Suburbs: high income families. Larger homes than the inner suburbs.

GI Bill

-Provides economic benefits for returning World War II veterans.

-One year unemployment compensation.

-Provided loans.

Expansion of the middle class

-The returning soldiers of WWII and no social or economic restraints provided the opportunity to have more children, resulting in the baby boom.

-Many families moved to the suburbs, resulting in the increased use of automobiles (Vehicle Registration: from 25,000,000 in 1945 to 60,000,000 in 1960) and the Interstate Highway Act of 1956.

-Increase of credit card usage: from 7 million in 1945 to 60 million in 1960.

Casablanca Outline

Casablanca

I. Characters

• Richard “Rick” Blaine
• Ilsa Lund
• Victor Laszlo
• Captain Louis Renault
• Major Heinrich Strasser
• Signor Ferrari
• Ugarte
• Yvonne
• Sam
• Annina Brandel
• Jan Brandel
• Berger
• Carl
• Sacha
• Pickpocket
• Singer
• Abdul
• Italian Officer Tonelli
• Emile

II. Setting

• Casablanca, Morocco
• World War II

III. Introduction

• Rick Blaine
• Owner of Rick’s Café Americain
• Ilsa Lund
• Rick’s ex that left him back in Paris
• Now married to Victor Laszlo
• Victor Laszlo
• A Resistance Leader
• Escaped from a Nazi concentration camp

IV. Rising Action

• Ilsa and her husband Victor arrive at Rick’s Café where Ilsa spots, Sam, the pianist. She asks him to play, “As Time Goes By,” a song that her and Rick once liked.
• Rick angrily goes over to Sam to see why he is playing the song, but then he sees Ilsa and understands.
• Laszlo and Ilsa plan to escape to America. Laszlo hears that Rick has the letters of transit needed to escape safely.

V. Climax

• Victor Laszlo attempts to get the letters of transit, but Rick refuses to give them up.
• Rick’s Café is shut down by the German military.
• Ilsa then tries to get the letters of transit from Rick, but he does not fall for her schemes.
• Rick has a flashback of Paris.

VI. Declining Action

• Laszlo claims to know that Rick loves Ilsa and asks for the letters of transit for her sake.
• German officers burst in and arrest Laszlo.
• Rick insists to Louis that Laszlo must be released. He says that Laszlo can be arrested on a more serious charge, possession of the stolen letters of transit.
• Rick tells Louis that he, himself, plans to escape with Ilsa with the letters of transit, and also tells him that he should wait until Laszlo has the letters before they arrest him,

VII. Ending

• The police attempt to arrest Laszlo like they and Rick had planned, but Rick, in actuality, tricked them. That way, Ilsa and Laszlo can escape.
• Rick insists that Ilsa leave with Victor. At first she declines, but then later accepts.
• After goodbyes, Victor and Ilsa board the plane. Just then Strasser arrives. He calls the radio tower to prevent the plane's taking off, but Rick shoots him, and the plane leaves.
• The French police then arrive and Louis tells them to round up the usual suspects, covering for Rick.
• Louis congratulates Rick on becoming a patriot and then, he too, becomes a patriot.
• Louis tells Rick that he can help him escape and that he will come too.
• The movie ends with Rick saying, “Louis, I think this is the beginning of a beautiful friendship.”

Topic.09 Study Concepts

Formative Assessment

Topic.09 Study Concepts

* Role of Women during WWII

-Women were responsible for taking over the jobs that men left behind while they were    fighting in the war.

-Women also served as nurses to care for the soldiers during the war.

* Use of the Atomic Bomb

-Japanese bombed Pearl Harbor bringing the U.S. into the war. U.S. retaliated by dropping two atomic bombs on Japan.

-U.S. used the atomic bomb as a threat to other countries.

* U.S. Foreign Policy: Before, During, and After the War

-The U.S. attempted to stay neutral again by passing the neutrality laws.

-After Japan bombed Pearl Harbor, the U.S. Supreme Court declared it “okay” to violate Constitutional Rights of Japanese-American people, which led to internment camps.

* Effects of the War on Europe

-Loss of many lives.

-Economic/Financial turmoil.

* Effect of Pearl Harbor Attack

-Brought the United States into World War II.

-Dropped two atomic bombs on Japan.

-Violated Constitutional Rights of Japanese-American people à Internment Camps.

* Neutrality Acts

-Embargo on arms sales.

-U.S. battleships could not be armed.

-Americans could not travel on ships of countries at war.

* Purpose of Propaganda

-Propaganda –noun: information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.

-Encouraged rationing of sources, food, oil, etc.

-Encouraged sacrifices,

* Results of World War II

-Shaped the way that modern Europe is divided.

-United Nations established (keep the peace in the world)

-World Poverty

-Marshall Plan established (European countries had to come up with a plan for economic recovery. U.S.    would help by providing financial aid)

-Baby Boom

-Atomic fallout

-Nuremberg Trials

-Cold War

World War II Timeline

http://timeglider.com/app/

US WWII Helmet

http://cgi.ebay.com/US-WW2-swivel-loop-Sclueter-M1-helmet-near-mint-/250784067725?pt=LH_DefaultDomain_0&hash=item3a63e5308d


This helmet is a US WWII swivel loop Sclueter M1 helmet. I chose this helmet because I believe that every single helmet, no matter how old it is, tells a story. A story of a soldier and every single experience they went through while wearing their helmet. A soldier putting their helmet on represented their courage to fight for their country. It was their lifeline, and even though it may not have protected them to the fullest, it did lessen their chance of dying. A smaller chance of dying meant a soldier had the opportunity to return home and tell their story. The story the helmet symbolizes.

Samson Reichstein

After scrolling through the hundreds of Jewish ID cards, I decided to read about Samson Reichstein. I was left with a number of questions after I finished reading about him.

• Your father died when you were thirteen years old. What kind of impact did that have on your life from then on out? What was the responsibility you felt to your family? What work did you do to help support your family at such a young age?

• Even though death is a tragedy, did you feel relieved that your father did not have to go through the experiences you went through?

• You said that you and your wife got your son an exit visa, but it does not say what happened to him. Did he make it safely out of Germany? Why didn’t you and your wife go as well? Did you ever see your son again and if so, what was that experience like?

• What were you predicting when the Gestapo came to your door with deportation papers?

• Was it traumatizing for you to be separated from your wife on the train? What was going through your mind at that point? Did she ever tell you what happened to her while you were separated and if so, what did she say?

• In 1941 you were arrested and sent to jail. When the drunken SS guard was screaming, “Who killed the German soldier?” and no one answered, why did you choose to step forward when he asked “Who speaks German?” What was it like waiting there, waiting to be shot? Were you afraid of death? Since you were released and left unharmed, does that mean someone confessed?

• What happened to your wife?

Photo source:  http://www.ushmm.org/wlc/en/idcard.php?ModuleId=10006343

Cinderella Man

• The beginning of the movies introduces James Braddock’s wife Mae and his three children living in a house in New Jersey. At that point in time, James was a very successful and wealthy boxer.
• The next scene jumps straight to the Great Depression. Their living arrangements changed to a very small apartment in New York. They had barely enough money to pay the utility bills and barely enough food to feed their children.
• During a fight, James broke his hand. His boss, I guess you could say, revoked his boxing license. Because of that, James was no longer making any money from boxing. He had to make ends meet somehow, so he worked at the docks. Being selected to work every day was a slim chance, so he was lucky whenever he was able to work. However, working with the broken hand was tough on him.
• The utilities were shut off, causing the house to be very cold. One of his sons became sick.
• Over time, his wife, Mae, made the decision without his consent, to send their children away to live with extended family. She felt as though they couldn’t provide for them well enough.
• Braddock’s former manager offers him a fight, which win or lose he would receive $250. How could he say no?
• He won the fight, was re-given his boxing license, turned the utilities back on, and brought his children home.
• He made a huge comeback, which resulted in his nickname, “Cinderella Man.” He inspired so many people and gave them hope. He came back against all odds.
• After beating every single boxer in his division, he was considered the #1 contender. That title gave him the chance to fight Max Baer, the #1 heavyweight fighter.
• Braddock’s family, especially his wife, was very worried about him due to the fact that Baer had the reputation of killing two boxers in the ring.
• After 15 rounds, James J. Braddock won the fight and received the title Heavyweight Champion of the World.
• At the end of the movie, James and his family are back to where they were. They have money again, have a nice home, and are finally happy.

Genocide? Can't we all just get along?

So you might ask, what is genocide exactly? Genocide is the systematic and planned extermination of an entire national, racial, political, or ethnic group. There have been a number of acts of genocide in the past, such as the Rape of Nanking, and as the years go on, genocide continues today in various parts of the world. Regions which are currently at risk include: DR Congo, Sudan, Bosnia-Herzegovina, Rwanda, Burundi, and Chechnya in Russia. Whether or not the United States and like-countries should get involved in interventions related to these regions is a debatable topic. It would be understandable to say “Yes, we should get involved,” considering the amount of people that have died. However, I believe that we should only get involved to a certain extent. I do not believe that the United States should send any troops over to any countries at risk because then we would be risking the lives of our own soldiers. If we absolutely HAD to send soldiers over to maintain peace, it should only be for a certain amount of time. A short certain amount of time. Nevertheless, we could get involved in plenty of other ways and still help in some way. For example, we could ship over food and supplies to the people who need it, but as I said, the United States should only get involved in countries’ affairs to a certain extent. We have our own problems that need to be fixed and worrying 100% about another country won’t help us any. Can't we all just get along?

Don't Deny Us History

Dear Dr. Rhinehart,

            I have recently learned that high schools across the nation “deny” certain history to high school students. There is always something to be learned from history. So how are we supposed to learn about history if certain aspects of it are left out of our curriculum? That’s where Mr. Meechin comes in. At the beginning of the school year, he promised us, his students, that he would not leave anything out.

I’m sure you’ve never heard of an event called the Rape of Nanking. I definitely never learned or even heard about it until Mr. Meechin introduced us to it. The Rape of Nanking was a mass murder and war rape that occurred in 1937 following the Japanese capture of the city of Nanjing (Nanking) in China. There are probably so many other acts of genocide that I haven’t learned about such as DR Congo where 5.4 million people were killed.

Yes, I know that these topics included cruel, heinous, and gruesome actions, but no matter what the topics involve history matters a great deal. History explains why certain events occurred that made our world the way it is today. Robert Penn Warren said, “History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future.” We, as high school students, have the right to learn history. And when I say history, I mean all of it.

Sacco and Vanzetti

Was the Sacco and Vanzetti trial a fair case? Or was the idea of nativism too forceful and they were found guilty of association? Both Sacco and Vanzetti were Italian anarchists, or in other words, Italian immigrants who revolted against any established rule, law, or custom. I believe that the police force wanted to catch Sacco and Vanzetti because of their anarchist political views, not because of the “evidence” that was given. The evidence that was found at the scene is clearly not enough for a fair conviction.

None of the seven eyewitnesses identified Sacco until after his arrest, and several of the closest witnesses to the crime were not even able to identify him. Two defense experts testified that “bullet 3” could not have been fired from Sacco’s colt and it did not fit while he was on the stand. Sacco claimed that he had been in Boston trying to get a passport from an Italian consultant on the day of the crime. After he visited the consultant, he ate lunch at a restaurant. Seven witnesses stated that they did see Sacco at the restaurant. Sacco did lie during the initial police interview, but he claimed that he only lied because he did not want to be deported for his anarchist political views. No one claimed to have seen Vanzetti at all at the initial shooting. Vanzetti testified that he told a few lies when he was initially questioned because the country was in the grip of the Red Scare, and he feared for his own safety and that of his anarchist comrades. 

Therefore, I believe that the two men were only put on trial and put to death because of their anarchist political views.

Evolution vs. Religion

The Scopes Trial was one of the most significant events that took place in the 1920’s. It was an American legal case in 1925 in which John Scopes, a high school biology teacher, was accused of violating the state’s Butler Act. The Butler Act made it unlawful to teach evolution in school. However, religion was allowed to be taught. Nowadays, evolution is taught and religion is not. So if you think about it, the United States can’t make up its mind. In my opinion, I think that both should be taught in school as separate electives and only as electives. Meaning, evolution would only be taught in an elective class and not in a science class. Teaching evolution and religion as separate elective classes would give students the opportunity and option to learn one or the other, or both. Now considering there are so many religions in the world, there wouldn’t be enough to cover them all in class, but it is obvious that some would be learned. I know that people who grew up learning about their religion wouldn’t be very comfortable learning about evolution, and vice versa. So, having each as an option in school would benefit both sides.

Reflecting on the OG's of the 1920's

The last couple of weeks in school we have been discussing the 1920’s and the different gangsters from that time period. We were given a small group project to research a given gangster and then present our work to the class. From these short presentations I learned that gangsters back in the 1920’s were genius in getting what they wanted. Even though the gangsters bootlegged, robbed banks, kidnapped, and murdered, they all planned out their next moves carefully. In doing so, they were able to commit the crime and escape with ease, or escape from jail if that was the case. The way I see it, the police force wasn’t very strong in the 1920’s, which allowed the gangsters to walk all over them. Nowadays, I don’t think the gangsters would be able to do what they did, get away successfully, and then do it again later.

Topic.07 Study Concepts

Formative Assessment

Topic.07 Study Concepts

The following concepts will be on the Topic.07 Formative Assessment.

The Scopes Trial: John Scopes was a biology teacher that chose to teach evolution in school and because of that he was arrested, but did not actually serve jail time. He had to pay a $100 fine, which he ended up receiving back.

Prohibition: Prohibition was the 18^th Amendment to the U.S. Constitution. It banned the manufacture and sale of alcohol. However, it did not ban the consumption, possession, or the transportation of alcohol. Prohibition, in actuality, produced more bars and more drinkers. Women Organizations felt as though alcohol increased violence and child abuse.

Flappers: “Flappers” were women who drastically changed their image in the 1920s. They sported short hairstyles, wore dresses with v-neck cuts that revealed their legs and shoulders, and they were comfortable with drinking and smoking in public.

Economic Issues (1920s): Buying a margin would cost you money (loss of it) if the stock dropped.

Dust Bowl: The Dust Bowl was a huge and widely spread dust storm that affected the lives of many. Contributing factors included: drought, mechanization, and over-farming. The Dust Bowl put a very large number of people in debt.

Agriculture Issues: In result of the Dust Bowl, there was an agricultural depression. Farming was impossible due to the droughts and over-farming, which led to debt.

Immigration Policies (1920s): The Immigration Act of 1924 states that ethnic groups are limited to 2% of 1890 census and that Asians are banned entirely.

Nativism: Nativism is the idea that Native-born Americans are superior.

Significant Literary Works (1920s): “How The Other Half Lives” by Jacob Riis, documents the living conditions in New York City slums in the 1880s.

“The Jungle” by Upton Sinclair, discusses the meat-packaging business. “Unsafe At Any Speed” by Ralph Nadar discusses the design and safety techniques of automobiles. All three of these authors draw attention to widely-known issues.

The Great Migration: In the 1920s there was a huge migration of African Americans from the Southern United States to the Northern United States, which was called The Great Migration, which resulted in the Harlem Renaissance.

Harlem Renaissance: This period in time was a huge awakening for African Americans. They were no longer quiet, and actually showed their lives to the public expressing themselves through their art, music, etc.

Sacco and Vanzetti: Sacco and Vanzetti were Italian Anarchists (people who are against all forms of government) who were accused of robbery and murder. For that, they were put to death.

Labor Issues (1920s): Nation’s desire for less government.

The Red Scare: Red = Communism

-Bolshevik Revolution- Lenin took over the power in Russia, leading Russia away from the U.S.S.R. People were afraid of those who expressed un-American behaviors.

-Palmer Raids- Raids of “communist” organizations.

Schneck v. The United States: Espionage and Sedition Acts were declared constitutional by the United States Supreme Court.

Acrostic Poem

Concept: 

P is for Prohibition, which was the 18th Amendment to the United States Constitution. 

R is for the Roaring Twenties and the modernization that came with it.

O is for the outlaws that "hooched."

Helping smuggling booze could land you in jail.

If a girl rejected a guy, she would close the bank.

B is for the Bolshevik Revolution - Lenin takes over the Russians.

I is for the Italian Anarchists, Sacco and Vanzetti.

T is for the "Two Americas," old and new.

I is for the Immigration Act of 1924.

O is for the Old Americans who were more uptight and conservative than the New Americans.

N is for the New Americans who were more rebellious. 

Opposing Concept:

R is for the Red Scare.

O is for the opposition toward quotas that disappeared.

Applesauce!

R is for revolutionary fashion where dresses showed gams.

Immigration Restrictions.

N is for your nice clothes, a.k.a. your glad rags.

G is for giggle water (alcohol), which became prohibited.

T is for throw up, or in other words, upchuck.

W is for your wedding ring, a.ka. handcuff.

Everybody had a good time.

Nothing good happened when you hit on some guy's moll.

The leader is the "Big Cheese."

It wasn't cool if you got gyped.

Espionage and Sedition Acts were declared constitutional by the Supreme Court.

Speakeasy! Shhh! Speak easy 'bout it.