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MADVERTISING – For class March 12/13

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, Pages, or Google Doc, 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 Wednesday and Thursday for a little bit of 1920s MADNESS.

Screen Shot 2016-03-08 at 3.16.02 PM

How to save sound as an .mp3 on GarageBand

How to save a document as a .pdf


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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Classifying and Evaluating the Roaring 20s

It was the best of times, it was the worst of times … a famous opening of a Charles Dickens novel? (yes)  A description of Taft’s hairline?  (no … only the worst there)  A framework for a way to look at the decade of the 1920s?  Absolutely!

You started analyzing the 1920s in class when you broke out of the decade.  Keep filling up those 20s buckets by using   using  America in the 20th Century – The Roaring 20s (usmstudent, wildcats), and also make your way through the 1920s – Roar or Yawn activity. If you are interested, and want some laughs), you can also watch our AHR! friend John Green as he discusses the great decade in The Roaring 20’s: Crash Course US History #32.

Then, on your separate document, start to evaluate the decade by classifying the events and idea of the decade in a different manner – was the decade “The Best of Times” or “The Worst of Times”?  Using your notes and the materials provided online, evaluate the various topics discussed by classifying them as positive or negative legacies of the decade.


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WWI – Educate, Commemorate, Honor

After two weeks of diving into the role of WWI in America’s story, we are excited to see how you will educate, commemorate, and honor the role of WWI in America’s story.  As we close our current study of WWI (and hopefully continue to investigate this under publicized yet incredibly important part of our country’s story), please take some time (90 seconds) to respond clearly and confidently to the flipgrid prompt below.

I can’t wait to see the World War I National Memorial when it is completed in Washington DC!  Not this, year gang – but we will drive by the site in April.

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Want more from the trenches “Over There”? Check it out …

So, Doughboy – how were the trenches? After today’s class, you hopefully have an idea about the challenges American had when they were part of the trench warfare in World War I – and remember, they didn’t have it nearly as bad as the other Allies (or the Germans)! Want to learn more?  I did, so I went to France and Belgium to find out all about WWI on the Western Front.  You can see some of my experiences on my travel blog at

Wan’t more? Check out the sites listed below.

Want some actual letters from the trenches?  Check out …

Want some games? 

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The War to End All Wars? PEACE after WWII … for March 6/7

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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Get ready to go “OVER THERE” on Monday, March 4!

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. You also should understand the role that Americans played o the home front during WWI and how the war changed the lives of so many.

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 MONDAY (everyone), please carefully read Welcome to the AEF, using this  reading guide to direct you.  We will find out the challenges that the men faced in the trenches on the Western Front. You can think about the essential info for your WWI Legacy target display as well!

Make sure you listen to “Over There” by George Cohen – it’s a classic! (And you may be singing it …)

If you can, make sure you have a cell phone, download HP Reveal (Android iOS), and also try the Layar app (Android iOS).

See you in France on Monday!


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The Great War OVER HERE – Preparation for the WWI Home Front

What was the impact of the Great War in the United States … and in Milwaukee?  Plenty! There are two video clips (with some embedded questions)  that you can use to prepare yourself for a next 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 conflict and change in the lives of women, African Americans, and German Americans at home?

What happened to American freedoms during the war?

What happened on the home front in Milwaukee?

Take some notes on your class handout – we will learn more in out next class!

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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Should the US Get Involved in the Great War? Preparation for February 22/25


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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ASSESSMENT – Editorializing Imperialism

Should the United States have been an imperial nation?

Draw your response!

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

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

You’ve seen a to of them in the last few weeks, so now it’s your turn to create an editorial cartoon commenting on American imperialism. You will draw a SINGLE CARTOON either supporting or opposing some aspect of imperialism, either general or specific.

  • 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 about the comments brought up in our debates!
  • Think of some of the TECHNIQUES you saw in the recent cartoons in class  – symbolism, analogy or comparison, 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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