Hope you did okay in the stock market today, young historian! You got a little crazy there, didn’t it? Crazy enough to cause the greatest financial crisis in American history? Let’s find out.
Obviously, we are moving from the roaring 20s to the very depressing 30s – the Great Depression. To prepare for our next class, your task is to spend some time looking at some basic information about the Great Depression – some arguments for studying it, some general statements and statistics, and an overview of the causes of the economic disaster. Use the document provided in class andthe blend space here to get some background knowledge.
In our next class, we will take a look at some of the statistics of the depression, the causes, and how President Hoover handled – or didn’t handle – the challenges of the nation.
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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.
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!
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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After almost three 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 you close your 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.
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 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?
MAKE SURE YOU SIGN IN TO THE VIDEOS WITH YOUR USM GA ACCOUNT!
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 MONDAY (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. 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 (AndroidiOS), and also try the Layar app (AndroidiOS).
See you in France on Monday!
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After the class intro, hopefully you have a decent (yet basic) 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 …
A great animated map that gives an overview of the short term cause of the war – the assassination!
An AWESOME three part video on the assassination of the Archduke from the BBC – Part 1 / Part 2 / Part 3
AND NOW … SHOULD THE US GET INVOLVED IN THE GREAT WAR?
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 thehandout from classand 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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