20s MADvertising!

Untitled drawing (1)As you learned in your breakout, advertising was a big part of the growing consumer society in the 1920s.  Instead of just informing people about a product, 20s advertisers tried to influence consumers to buy products through the use of slogans, temptation, and guilt. The modern advertisements we see today started in the 20s – can you create one? Let’s find out …

You will receive a 1920s topic in class today, and your goal is to create an advertisement that describes the historical topic and “sells” the topic’s importance to your classmates. Your process is as follows …

  • Research your topic for 10-15 minutes to find out the basic information and importance the topic had in relation to the 1920s (and the present).
  • Create a visual/print advertisement (one page of a Word or Pages document, saved as a PDF) in the tradition of the 1920s. The ad should have visuals and a catch phrase or slogan that helps sell the topic’s importance in the 20s (and today, if possible).
  • Create a 20-30 second radio advertisement to go along with the print ad. The radio advertisement should provide some essential information about the topic and discuss the importance of the topic in the 20s (and today, if possible). The radio ad should be saved as an .mp3.
  • SAVE BOTH ADVERTISEMENTS and upload them on Google Classroom. We will use these in class on Thursday and Friday for a little bit of 1920s MADNESS.

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How to save sound as an .mp3 on GarageBand

How to save a document as a .pdf

SOME SOURCES:

The Twenties – Roar or Yawn?

The Roaring Twenties overview from The History Channel

From Shmoop

From the History Channel

From Digital History

Some videos

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THE LEGACY OF WWI IN AMERICA’S STORY!

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We can’t wait to see how you will teach the public about America’s involvement in the Great War and commemorate the service of American men and women over there and over here!

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Frenchies – Missed class on Friday? Here is the Nearpod from class

CLICK HERE – Code is NHKEJ

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Peace after WWI? Learning Experience for March 9/10

Once the war ended, what happened?  An easy peace treaty meeting in Paris – typical, right?   Not so fast …

For your next class, preview the peace process that came after the war by reading and watching some content concerning the Paris Peace Conference and the Treaty of Versailles. The History Channel also has a decent overview video and reading.  You can also watch Peace, Diplomacy, and Reparation.  As you read and watch, you should be able to :

  • … generally describe Woodrow Wilson’s Fourteen Points.
  • … discuss why the rest of the “Big Four” opposed Wilson’s Fourteen Points.
  • … give a broad outline of the actual peace provisions of the Treaty of Versailles.
  • … discuss why the Treaty of Versailles was opposed by the Senate and some of the public in the US.
  • … describe how the Versailles process was a failure in the goal of continuous world peace.

Please come to class with some questions about the peace process, as we will discuss it in more detail.

You can also spend some time thinking about the legacy of the Great War – The War to End All Wars – World War I. This would be a great section on your WWI target display!

Check out Legacy of the War – World War I Centennial;  World War I Centenary: 100 Legacies of the Great War; A 100-Year Legacy of World War I – The New York Times; and WWI Casualty and Death Tables from PBS to THINK about the overall impact of the Great War, both globally and in the United States.  You may also want to check out the description of the Tomb of the Unknown Soldier at Arlington National Cemetery – four of you will lay a wreath there in six weeks.

 

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OVER HERE – Learning Experience March 8

What was the impact of the Great War in the United States?  Plenty! There are two video clips (with some embedded questions)  that you can use to prepare yourself for a class activity on the WWI home front.  Your focus questions are …

How did the government get more control over the economy and citizens’ lives in WWI?

What did citizens do to support the war effort at home?

How did WWI represent change in the lives of women, African Americans, and German Americans at home?

What happened to American freedoms during the war?

MAKE SURE YOU SIGN IN TO THE VIDEOS WITH YOUR USM GA ACCOUNT!


You can also take a look at how the Great War affected Wisconsin.  I have a podcast you should listen to regarding Milwaukee and you can also check out some of the following links below – mostly because you love history and Wisconsin …

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Learning Experience March 6/7 – Preparing to go Over There!

You should have a solid understanding of America’s entry into the Great War, including the rationale outlined by Woodrow Wilson in his war message to Congress. Now it’s time to go “Over There” and become part of the AEF – The American Expeditionary Force.  To prepare for your class experience ON WEDNESDAY (everyone), please carefully read Welcome to the AEF, using this  reading guide to direct you.  Make sure you listen to “Over There” by George Cohen – it’s a classic!  We will find out the challenges that the men faced in the trenches on the Western Front (check out this animation to get a preview, as well as the video below). You can think about the essential info for your WWI Legacy target display as well!

If you can, make sure you have a cell phone with a QR code reader, Aurasma (Android iOS), and also try the Layar app (Android iOS).

See you in France on Wednesday!

 

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The Legacy of WWI

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We can’t wait to see how you will teach the public about America’s involvement in the Great War and commemorate the service of American men and women over there and over here!

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Assignment February 28/March 1 – America gets involved in the Great War

REVIEW THE START OF WWI

After the class intro, hopefully you have a decent idea about the origins of the Great War – The War to End All Wars – WORLD WAR I.  Please review the material below  to get a better understanding about the long term causes of the war in Europe – and maybe think of some questions!  Want some more info?  Check out …


 AND NOW … SHOULD THE US GET INVOLVED?

We now know that war broke out in Europe in 1914, with the entire continent being affected by the “war to end all wars.”  The United States did not get involved militarily until 1917, however.  Did they need to join in the fray “over there”? In our next class, we will discuss American involvement in the war.  To prepare, you should also complete “Should America Enter the Great War”?” using the handout from class and the Advice  for Mr. Wilson website.  Make sure you follow the directions carefully – you should come to class with advice for the President!

 

 

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THE GREAT WAR – Some opening info …

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Editorializing Imperialism

Should the United States have been an imperial nation?

Let’s find out with some editorials – written and drawn! Here is the rubric!

Overall target – I can evaluate American imperialism from multiple perspectives.


I can develop an original editorial claim and support it with sufficient historical evidence.

For your EDITORIAL, you will write a SINGLE PARAGRAPH either supporting or opposing imperialism.  Your opinion should be the opposite of the one you present in your cartoon.  Type your editorial as a google doc using THE FORM AVAILABLE ON GOOGLE CLASSROOM and submit it on Google Classroom.

  • Make sure you have a topic sentence with a CLAIM or THESIS and key idea words in BOLD.  DO NOT simply use “America should have / should not have been an imperial nation for many reasons”.
  • Develop ONE KEY ARGUMENT, and have all of your supporting EVIDENCE relate to the key idea. (If your key idea is “apples”, support it with examples of apples – not bananas, kiwi, or blackberries.)
  • DO NOT USE “for many reasons” AS YOUR CLAIM or THESIS!
  • Make sure your evidence is specific and historically accurate. Use the resources provided and your American imperialism guide to come up with excellent supporting details.
  • Do not simply list the information from your notes.  Come up with an original thought or two.
  • Pay attention to the 6 traits of writing – ideas, voice, organization, word choice, fluency, and conventions
  • DO NOT USE FIRST PERSON!

HINT – Don’t overthink this! Look at your PROS and CONS from your debate notes, and then try to tie a few together.  You cannot use every bit of information about imperialism in one paragraph!


I can create an original and effective editorial cartoon using cartooning techniques.

For your EDITORIAL CARTOON, you will draw a SINGLE CARTOON either supporting or opposing imperialism.  Your opinion should be the opposite (pro/con )of the one you present in your editorial.

  • Make sure you have an ISSUE as the subject of your cartoon.  you can draw your cartoon about imperialism in general or a single specific event involving American imperialism.
  • Think of some of the TECHNIQUES you saw in the debate presentation  – symbolism, analogy, stereotype, exaggeration, caricature, references, sarcasm – but you can’t use them all
  • Have a clear and insightful comment (or thesis) – but not one that is too obvious
  • Pay attention to neatness and detail, and make it more than just a series of scratches on a piece of paper
  • Draw it on a full sheet of unlined printer paper, hand it in WITH YOUR NAME ON THE BACK, and take a picture of it so it can be shared online

HINT – The easiest way to create a cartoon is to think of your comment (thesis) first, then apply one or two of the techniques.  

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