Propaganda and World War II: Part 1

For this part of WWII you and your comrades will go forth and find me some most excellent examples of propaganda from WWII. For each piece of visual (poster) propaganda you find you will need to answer the following things:
1. Tell me what the piece is about, what is it referencing, what is the piece trying to say?
2. What type of propaganda is it? Justify your answer.
3. You and your fellow fellowship members will place yourself in the time period and locale of the propaganda (you will become its intended audience) - rate on a scale of 1 to 10 how effective you find the piece to be at relaying its message. Of course - justify your answer.

Here is your challenge, or quest if you will, find me propaganda from the following timer periods and places:

Pre-WWII
- Pro-Germany/Nazi (2 examples)
- Anti-Germany/Nazi (2 examples)

During WWII
- Supporting the War Effort
    - Germany
    - France
    - Britain
    - United States
    - Japan
- Holocaust
    - How the US/Allies viewed this event

You and your flock of propaganda detectives will create a Google Doc, share with each other, to insert your pics of propaganda into and answer your questions over. Once you have found all of the requested materials you will share it with me.

To be continued ...

Imperialism: A Tale of Politics or Economics?

Each group will take a look at the Imperialist quest and journey of 5 countries - Japan, France, England, Spain, and Germany. Through these countries we can see the different results of Imperialist efforts around the world. The big question is ...
Were the efforts of Imperialist countries success because of political strategies or economic policies (of both the countries themselves and/or corporations within those countries)?

To help you answer this question, and gather the background information needed to back-up you stand you and your group will ...
1. Create 3 maps for each country, each map showing the
    territories/colonies of that country during the periods of ...
        a. 1800-1810
        b. 1840-1860
        c. 1890-1900

2. In looking at how these maps changed, you will need to be able to answer -
        a. What changed? (did the colonies increase or decrease in number? why?)
        b. What led to this change? A matter of new political ideas, economic policies, or
            technological change?

 
3. Analyze your answers for each country, and then come to an answer (with support) for the big question. You will post your argument in answering the big question, support for your point of view, and links to the sources you used in a well organized blog post that includes your maps (which you should reference in your post).

Age of Revolutions

As a class we will create a master timeline of some of the revolutions from 18th century to early 20th century. This is by no means an extensive list, but the ground floor of revolution and calls for independence through-out the world. All of these revolutions and fights for independence we will be looking at have a common theme. Once we have the whole timeline created, we will examine that theme more closely.

We have already signed-up for your revolution/independence battle, now here is what you will be doing for them.
1. Discover the years in which your revolution took place.
2. Discover the major figure(s) that led the revolution. There may be one or multiple, and if your revolution had phases, list the major one for each phase.
3. Discover who they were wanting independence from - a certain country, ruling class, political party, way of life?
4. Discover major battle or events of the revolution.
5. Discover if they had outside help during their fight (either/or political and military assistance)

Once you have this information, you will construct a timeline of your revolution/fight for independence. You will list the major events (with photos/drawings) during the revolutions, and state how the revolution/fight for independence ended (again photo/drawing). Also on the timeline, for your major figures you will need a photo, quick bio, and their role within the revolution. And lastly you will need to include a map showing where your revolution took place.
Your group's timeline is due by the end of class on Thursday March 19 - we will then piece all of the timelines together in class on Friday and discuss the common theme among them all.

Fire Up the Tardis - Let's Fix the Industrial Revolution

Your job is to correct some of the problems that urbanization created during the Industrial Revolution. In class we identified several overall problems that occurred during the Industrial Revolution - from over-population, pollution, work conditions, to poor city planning.

With a partner you need to

Part I

1. Identify a specific problem (so within work conditions, you may want to solve for safety of women in the work place - remember the long hair problem)

2. Identify a modern technology to solve your problem (I'm taking the hair bands/ponytail holders back)

3. Then create a 2 to 3 min organized presentation, with visuals (use Keynote), to tell me 

A. Why that problem is the most pressing problem of the Industrial Revolution to solve

B. Why/How your technology will solve for the problem

C. How it would change/improve life during the Industrial Revolution

4. You will give your presentation on Friday (if you won't be here Friday - either a) film your presentation b) give your presentation early c) your partner will have to carry the whole load of the presentation and you are still responsible for the presentation)

Part II

You will re-create a more organized Industrial Revolution city. Using the provided pieces (see the front table), create a city including the following items ...

45 houses

4 churches

5 stores

8 pubs

2 coal mines

6 nice houses

2 schools

26 factories

3 cemeteries

2 private schools

2 theaters

2 jails

3 hospitals

10 tenements

railroad connecting your coal mines to your factory district and a railroad line to out of town

add roads (half inch wide) and iron bridges as needed (all buildings will need road access)

Also on the front table are the land needed to organize your city upon with the river already included.

So I realize you are going to need some resources to gather background information for your project. Here are a few places to start ...
1. Your textbook is a very fine place to start
2. Google - remember good search rules use site:edu when searching
3. Here is a John Green video, you'll have to watch this on your own phone off the network or via VPN

The Good, The Bad, The Ugly: The Industrial Revolution

The Industrial Revolution changed society and business, not always in the most glorious of ways. Yes, there were lots of new developments, new jobs, new wealth. But as we talk about with all things dealing with economics - nothing comes free. From now to Spring Break, we will look at the Industrial Revolution - the good (new inventions!) and the bad (new pollution) and the ugly (child labor and death).

Wednesday and Thursday - it's the Urban Game!
We'll take a very quick journey from a small rural village to a urban center of industry, while looking at the social impact along the way.

Starting Friday - We'll become Time Lords! We will fire up the Tardis and travel back to the Industrial Revolution, taking a modern technology with us, and help solve a particular problem of the Industrial Revolution (that'll you'll identify) and then project forward how that would impact both that time period and the future (time can be a wibbly-wobbly-timey-whimy thing). More detail on this particular assignment to come, so check back on Friday.

French Revolution: The Gathering (of information)

Here are the three paintings from the French Revolution era that you will need to use for your OPTICs ... have fun and dig deep into French art.

The Tennis Court Oath by Jacques-Louis David

The Coup of 18 Brumaire by Francois Bouchot

The Coronation of Napoleon I by Jacques-Louis David

Trading the Enlightenment

Do you have Galileo's rookie card? How about the card of John Locke the year he won the MVP for philosophy? 

During the Renaissance, Europe awoke to new economic and artistic ideas (or rediscovered the classics in some cases). In the Enlightenment, Europe applies these new ideas and discoveries to the fields of science and government. As we saw looking at the greats of the Absolute Monarchs, governments were centered around a few very powerful people. But has people started to become more wealthy, thanks to new technologies and economics - yeah economics! - they wanted more power and say in the governments that they lived under.
During the Scientific Revolution and Enlightenment, there were some major steps forward in how peopled viewed the world around them and how they viewed the role of government. These ideas came from a lot of places, but we will focus on the following (the household names). 

Nicolaus Copernicus

Galileo Galilei

Francis Bacon

Rene Descartes

Thomas Hobbes

John Locke

Baron de Montesquieu

Voltaire

Jean-Jacques Rousseau

Here is what my challenge to you is ... create 'baseball' or 'trading cards' for all 9 of the scientist/philosophers. You will work in small groups to assist in the research phase but EACH student is responsible for creating 9 'baseball' cards on their OWN! Again, each of you will create your OWN cards for ALL of the scientist/philosophers.

In groups of 3, you will break-up the scientist/philosophers to research and then report back to your group members. Using this information you will create a 'baseball' card for each scientist/philosopher - 9 in total. Here is the directions and rubric for creating the baseball cards.

To aide you in your research, for each scientist/philosopher I will post two links. One of background information on their findings, beliefs, influence. And one of a primary source (something written by them), so that you can see for yourself (and use quotes) their ideas and influence. 

Nicolaus Copernicus

Background   Primary Source

Galileo Galilei

Background   Primary Source

Francis Bacon

Background   Primary Source

Rene Descartes

Background   Primary Source

Thomas Hobbes

Background   Primary Source

John Locke

Background   Primary Source

Baron de Montesquieu

Background   Primary Source

Voltaire

Background   Primary Source

Jean-Jacques Rousseau

Background   Primary Source

Your baseball cards will be due on Friday February 6th at the end of class - so work hard!