Should the US have dropped the atomic bomb? chart

Using the packet, students will find evidence to support each argument on the poster.

• "Hiroshima as Victimization" will support the "NO" column.
• "Hiroshima as Triumph" will support the "YES" column.
• Document A will support both YES and NO
• For documents B-E, students will have to determine if the evidence supports YES or NO.  Evidence will then be placed on the proper place on the chart.
• DO NOT COPY DIRECTLY FROM THE TEXT!

Click here for the packet of documents!

Japanese Internment Camps

During class today (and to be completed for homework tonight), complete the chart involving 3 primary sources.

• Round 1: Video link - https://archive.org/details/Japanese1943 
• Round 2: Documents B and C

Due: Thursday, January 28

Japanese Internment Vocabulary Foldable

During class on Tuesday, we completed a vocabulary foldable as explained below.  If it is not finished, it is due on Wednesday.

Capstone introduction

In the Google Classroom class "10th Grade Capstone Project," students should complete the assignment "Choosing your Capstone Topic" Gathering Evidence paper.  Due Monday, January 25

Home Front during World War II

Using the links from Google Classroom to Blendspace, complete the chart (assignment in Google Classroom) and the Propaganda Poster form (one poster for each of the topics: women, African-Americans, consumers)

Isolation or Intervention before World War II

Students created a chart on the US foreign policy before World War II.  Due Tuesday, 1/19.

isolation - to keep to yourself
intervention - to get involved

Packet to complete the chart.

New Deal Policies

Monday 1/11 and Tuesday 1/12

Assignment is posted in Google Classroom.

As a class, we completed the chart for Social Security.  Each student then picked a paper with 3 programs.  If you need a paper, see Ms. McCarthy.

Great Depression activities

Monday, January 4 - Wednesday, January 6

• Monday: Students worked in groups to complete "Clue Sheet #1" in Google Classroom.  Once the chart was complete, the group answered 6 questions on their data.

1. What was happening to consumer prices during the 1920s? 1930s?
2. Which groups would be most negatively affected by the changes in prices you identified?
3. What was the trend in the unemployment rate in the 1920s? 1930s?
4. What was happening to spending by the federal government in the 1920s? 1930s?
5. What events might explain government spending patterns in the 1920s? 1930s?
6. What events occurred in the US or the world that would affect the peoples’ lives directly or indirectly in the 1920s? 1930s ? Explain that impact of two of these events.

• Tuesday: Students finished "Clue Sheet #1" in Google Classroom.  The group then began working on "Clue Sheet #2" and answering the 3 questions based on the data they gathered.

1. How are the overall employment trends related to income?
2. Why was farm income depressed throughout the 1920s?
3. What caused the trends in government spending during this time?

• Wednesday: Stock market simulation game with the whole class and continuing to finish Clue Sheet #2