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