The Comprehensive Quarter Test to End All Quarter Tests . . . 3rd Quarter That Is!

Your Quarter 3 Comprehensive Test will:

• be on Thursday 3/22/12
• be ~80 multiple choice questions, with your best 70 graded (aka, "10 bonus questions")
• cover everything in USA history from the time when there wasn't a USA (dinosaurs perhaps, or at least pre-Columbus) through the beginning of the Cold War (Ch. 37)
• be the last grade for the third quarter

Things to Study (in rank order of importance):

• your Unit Tests from 23-26, 27-28, 29-1/2 30, 1/2 30-31, 32-34, 35-36
• your notes on the Cold War
• your Semester 1 Final Exam
• your Quarter 1 Comprehensive Test
• all other tests from Semester 1
• online practice test materials (see blog links)
• your prayer manual (...if you have one!)

Good Luck . . . and don't be like Phillip (see cartoon above if confused)!

It's Mini-Test Time Again . . . Ch. 35-36 WWII!

Thursday 3/15/12 . . .  ~40 points (plus bonus), including a special timed reading section . . . DBQ Friday 3/16/12 . . . you're welcome!

How about a video first?  If you are a history buff, you might like this YouTube clip of a PowerPoint on WWII in Europe.

Now check out some documents, cartoons, etc.!

1) Who, or what, was "America First" during World War II?

2) Who is napping in this cartoon, and what woke him/her/it up?

3) What does the cartoonist see as a problem in the USA during the war?  How does this cartoon relate to the next cartoon?

4) What is a "5th Column?"  What can you infer about the cartoonist's feelings toward Japanese-Americans during World War II from this cartoon?  How does this cartoon relate to the previous cartoon?

5) Read the document below:

• Where did Stimson feel the strength of the Japanese lay in the summer of 1945?
• What fears did Stimson have about the Japanese government?
• What did Stimson feel was the likely outcome of the war if the atomic bomb were not used?
• What is the main message Stimson was trying to put forward regarding the use of the bomb?

6) Read the document below:

• How did Truman justify the use of the atomic bomb against the Japanese?
• Why was he giving this address?

7) Read the documents below:

• What is the conclusion Arnold came to about the condition of Japan before the use of the atomic bomb?
• Did Eisenhower agree or disagree with Arnold's assessment of the condition of Japan?
• What was the point Eisenhower was trying to make about why it was, or was not, necessary to use the atomic bomb?

8) Does the term "appeaser" have a positive or negative connotation?  What is the cartoonist implying in this cartoon, and who might "the appeaser" be (the cartoon was published August 13, 1941)?

 9) For an animated map and some basic information on the Holocaust, click here.

10) And last, but not least, Donald Duck goes to war (1943) . . . check out the good duck/bad duck routine . . . how does this relate to the "Zoot Suit Riots" in Los Angeles?

Top Secret Extra Credit Opportunity . . . shhhhhhhhhhhhhh!

By Friday 3/16/12 at 11:59pm comment to the following post (first name, last initial, class period) . . . share this 2 point extra credit opportunity ONLY WITH THE COOL KIDS!

Background:
During World War II (and World War I), citizens and businesses were asked to sacrifice for the war effort . . . .

For example, Lucky Strike cigarettes gave up using green dye in their packaging so that the military could use the color . . . .



 Other propaganda encouraged people to plant Victory Gardens . . .

Or encouraged people to buy War Bonds . . . .

Rationing was also a major part of people's lives . . . .

And now for your questions . . .

Since we are currently, or recently have been, involved in two very costly "wars" (Iraq and Afghanistan = >$1 trillion so far):

1. What one thing would you be willing to give up/sacrifice in order to help support these "wars" and the massive USA debt to which they have added?
2. How would giving that thing up help the war effort and/or help pay down the war debt?

Your life is unique, so your answer should be unique, as well!

Good Luck!

Great Depression Solutions

What do you think . . . what should the government have done about the Great Depression?  CLICK HERE to share your survey thoughts!  
Why would you want to do this:  To have your voice heard (and for the 5 easy points!)
By when should you complete this:  Wednesday 3/7/12 at 11:59pm

Good luck!

Chapter 32-34 Mini Test . . . yes, I know . . . but be strong!

Thursday 3/8/12 !?!? . . . 45-50 questions, with bonus, graph bonus, and picture bonus!  Check out the visuals and links below to assist you:

1) Prohibition . . . whose brilliant idea was that?!?!  What regions/types of people supported prohibition?  Who was opposed?  How did people view it initially?  Why didn't it last?

2) What were some of Hoover's actions to end the Great Depression?  How well did they work?  How do these children feel about Hoover's efforts?

3) In the graphs below, in what year(s) did unemployment and bank failures take off?  What evidence do you see that government policies were helping to alleviate the worst problems of the Great Depression?

4) Is this cartoonist pro- or anti-New Deal?  How can you tell?

5) To which New Deal programs are these cartoons referring?  What was the purpose of each program?  How well did each program work in the long run?

6) Here are two questions to think about regarding government assistance to people during tough economic times:

• WWJD about the Great Depression? . . . good question . . . more importantly for this test . . .
• WWJMKD (John Maynard Keynes, of course!) about the Great Depression?  Check out this link to learn a little bit more about the man and his economic ideas. . .

"The engine which drives enterprise is not thrift, but profit." 
"Capitalism is the astounding belief that the most wickedest of men will do the most wickedest of things for the greatest good of everyone."
"It is better that a man should tyrannize over his bank balance than over his fellow citizens."
John Maynard Keynes

7) If you like unemployment, check out this animated map of unemployment these days . . .