Thursday 2-18-16I can explain how innovations in communications and technology contributed to the growth of mass culture in the post WW I era.I can describe the significant changes in internal and international migration patterns in the post WW I era. I can describe the growing influence of popular culture in U.S. society and the increased debates over the effects of culture on public values, morals, and American national identity.

Agenda1. Presentation: Main Ideas concerning the 1920s2. Short Answer Review3. Exercise: Creating a DBQ Prompt4. Essay Outlining Exercise5. Keep up with your reading

Prompt S28:

Study the Jordan Advertisement on the next page. 1. To whom is this ad targeted? Explain your answer. 2. What is the most prominent image used? Why? 3. How does this advertisement exemplify the technique of “word-magic?”

“Advertising ministers to the spiritual side of trade. It is a great power that has been entrusted to your keeping which charges you with the high responsibility of inspiring and ennobling the commercial world. It is all part of the greater work of regeneration and redemption of mankind.”

Calvin Coolidge, 1926

Short AnswerAnswer the following questions using the source material and your knowledge of American history. Note that the short answer questions do not require students to develop and support a thesis statement.

Creating a DBQ Prompt

1. For each document, complete the following information in the following format:

Document A

Summary of key points explaining content or author’s argument

Author’s Point of View

Author’s Purpose

Historical Context

Audience

2. Group the documents and explain your reasons.

3. Write a DBQ prompt for the documents.

Essay Rubric

Outlining Essay Prompts

Thinking StuffQueries: What are the key terms? What is the time period? What action is required?

1. Thesis

Queries: What information can I recall? What are the best SPICES to apply? What are my three main points?

2. Organization Topic sentence for each paragraph Three pieces of historical evidence

Queries: What is the bigger picture? 3. Contextualization (think time period)

Queries: Does this look like something else? Can I use a SPICE not in the prompt?

4. Synthesis (think connection)

Gold Team: Analyze the primary causes of the population shift from a rural to an urban environment in the United States between 1875 and 1925.

Red Team: Historians have argued that Progressive reform lost momentum in the 1920s. Evaluate this statement with respect to the following: regulation of business, labor, and immigrants.

Green Team: Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900).

Blue Team: Following Reconstruction, many southern leaders promoted the idea of a “New South.” To what extent was this “New South” a reality by the time of World War I? In your answer be sure to address the following: Economic Development, Politics, and Race Relations.

Potential Essays for the 1920s and 1930s

The 1920’s

1. The 1920’s witnesses an assault by rural and small town America on Urban America. Assess the validity of this generalization.

2. From 1790 to the 1870’s, state and national governments intervened in the American economy mainly to aid private economic interests and promote economic growth. Between 1890 and 1929, however, government intervention was designed primarily to curb and regulate private economic activity in the public interest.

Assess the validity of this statement, discussing for EACH of these periods at least TWO major areas of public economic policy.

3. In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920’s as the Roaring Twenties?

4. The legal, political, and economic rights achieved by minorities and women in the United States have come largely during periods of major reform movements, which both helped the struggles of these groups and set limits to them. Assess the validity of this statement for the history of one or more of these groups in the period 1830 – 1920.

5. The economic policies of the federal government from 1921 to 1929 were responsible for the nation’s depression of the 1930’s. Assess the validity of this generalization.

The New Deal 1932-1945

1. How do you account for the onset of the Great Depression of the 1930’s?

2. Account for the increased urbanization of Black Americans in the period 1914 to 1945.

3. The New Deal did not radically alter American business, but conserved and protected it. Assess the validity of this statement.

4. Despite artificial similarities, the domestic programs of the New Deal constituted a fundamental departure from those of the Progressive Era. Assess the validity of this generalization.

5. Although often defended and attacked on purely economic grounds, the federal tariff policies of the U.S. have been more important politically than economically. Assess the validity of this generalization in regard to TWO tariffs in U.S. history.

6. Despite often brutal clashes between labor and capital in the United States during the period 1865-1940, collective working-class protest did not constitute a basic attack on the capitalistic system. Assess the validity of this statement.

7. Analyze the ways in which the Great Depression altered the American social fabric in the 1930’s.

8. Identify Three of the following New Deal measures and analyze the ways in which each of the three attempted to fashion a more stable economy and a more equitable society.

Agricultural Adjustment Act Wagner National Labor relations ActSecurities and Exchange Commission Social Security Act

Isolationism and War

1. To what extent and why did the United States adopt an isolationist policy in the 1920’s and 1930’s?

Reading Schedule for January 2016

W - 1/6 Zinn Chapter 11 “Robber Barons and Rebels” pp. 253 to 265 (stop at first full paragraph) Stop here…In the 1880s and 1890s, immigrants were pouring in from Europe at a faster rate than before. They all went through the harrowing ocean voyage of the poor. Now there were not so many Irish and German immigrants as Italians, Russians, Jews, Greeks-people from Southern and Eastern Europe, even more alien to native-born Anglo-Saxons than the earlier newcomers.

Th - 1/7 Zinn 265 to 282 (stop at second full paragraph) Stop here…In this same period, those who worked on the land-farmers, North and South, black and white-were going far beyond the scattered tenant protests of the pre-Civil War years and creating the greatest movement of agrarian rebellion the country had ever seen.

F - 1/8 Zinn 282 to 295 (read to the end)M - 1/11 American Pageant 558-572T - 1/12 American Pageant 572-582W - 1/13 American Pageant 582-593Th - 1/14 ReviewF - 1/15 APUSH Test # 9 (23-25)M - 1/18 HolidayT - 1/19 American Pageant 594-610W - 1/20 American Pageant 610-625Th - 1/21 American Pageant 626-635F - 1/22 American Pageant 636-646M - 1/25 American Pageant 646-653T - 1/26 ReviewW - 1/27 APUSH Test #10 (26-27) moved to Tuesday 2-2-15Th - 1/28 American Pageant 654-661F - 1/29 American Pageant 661-668M - 2/1 American Pageant 668-678T - 2/2 American Pageant 679-688W - 2/3 American Pageant 688-695Th - 2/4 Zinn APHOTU 321-334F – 2/5 Zinn APHOTU 334-347M – 2/8 Zinn APHOTU 347-357T – 2/9 American Pageant 696-706 – Woodrow Wilson Timeline DueW – 2/10 American Pageant 707-719 – Progressive Awards ShowTh – 2/11 ReviewF – 2/12 APUSH Test #11 (28-30)

M – 2/15 Zinn APHOTU Chapter 14 “War is the Health of the State”T – 2/16 American Pageant 720-732W - 2/17 American Pageant 732-745Th – 2/18 Zinn APHOTU 377-387 / American Pageant 746-750F – 2/19 Zinn APHOTU 387-397 / American Pageant 751-755M – 2/22 Zinn APHOTU 397-406 / American Pageant 755-760T – 2/23 American Pageant 760-769W – 2/24 ReviewTh – 2/25 APUSH Test #12 (31-32)F – 2/26 American Pageant 770-778M – 2/29 American Pageant 778-791T – 3/1 American Pageant 792-799