An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
This document discusses how Walt Disney and his animation studio contributed to American propaganda efforts during World War II through the production of educational and military films. It describes how characters from Disney films, like Mickey Mouse and Donald Duck, appeared on the nose art designs of American warplanes. The nose art helped personalize the planes and boost soldiers' morale. Disney produced many propaganda films with anti-Nazi messages that were popular at the time, such as Führer's Face. The document also provides context on how nose art became an industry during the war and analyzed Disney's 1943 film Victory Through Air Power, which promoted the importance of air power for the war effort.
The document discusses an upcoming presentation on the satirical novel The Mouse That Roared by Leonard Wibberly, which uses humor and exaggeration to satirize American foreign policy and treatment of smaller countries by depicting a tiny country invading the United States. The presentation will cover vocabulary, themes, relationships, the Cold War context, and include a discussion of satire versus farce as literary techniques.
The document discusses the history of political and socially conscious filmmaking in the United States from the 1920s through the 1990s. It covers early films made for African American audiences by Oscar Micheaux in the 1920s-1940s. It then discusses the rise of leftist documentary film collectives in the 1930s that addressed issues of poverty and racism. During World War II, propaganda films were produced to explain America's involvement in the war. The 1960s saw the emergence of counterculture and New Left films critical of the Vietnam War. Political films continued in the 1970s reflecting the tumultuous times. The document concludes with brief mentions of Gulf War films in the 1990s and changes in the film industry during that decade
This document provides summaries of 12 iconic photographs that helped shape history. It describes the photos, photographers, and historical context and impact of photos such as the first photograph in 1827, Lindbergh's landing after the first solo transatlantic flight in 1927, the execution of Ruth Snyder in 1928, a 1930 lynching, Dorothea Lange's 1936 photo "Migrant Mother", Robert Capa's 1936 photo from the Spanish Civil War, the 1937 Hindenburg disaster, the 1941 attack on Pearl Harbor, Robert Capa's 1944 photos from Omaha Beach on D-Day, and the famous 1945 photo of the Iwo Jima flag raising.
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
This document discusses how Walt Disney and his animation studio contributed to American propaganda efforts during World War II through the production of educational and military films. It describes how characters from Disney films, like Mickey Mouse and Donald Duck, appeared on the nose art designs of American warplanes. The nose art helped personalize the planes and boost soldiers' morale. Disney produced many propaganda films with anti-Nazi messages that were popular at the time, such as Führer's Face. The document also provides context on how nose art became an industry during the war and analyzed Disney's 1943 film Victory Through Air Power, which promoted the importance of air power for the war effort.
The document discusses an upcoming presentation on the satirical novel The Mouse That Roared by Leonard Wibberly, which uses humor and exaggeration to satirize American foreign policy and treatment of smaller countries by depicting a tiny country invading the United States. The presentation will cover vocabulary, themes, relationships, the Cold War context, and include a discussion of satire versus farce as literary techniques.
The document discusses the history of political and socially conscious filmmaking in the United States from the 1920s through the 1990s. It covers early films made for African American audiences by Oscar Micheaux in the 1920s-1940s. It then discusses the rise of leftist documentary film collectives in the 1930s that addressed issues of poverty and racism. During World War II, propaganda films were produced to explain America's involvement in the war. The 1960s saw the emergence of counterculture and New Left films critical of the Vietnam War. Political films continued in the 1970s reflecting the tumultuous times. The document concludes with brief mentions of Gulf War films in the 1990s and changes in the film industry during that decade
This document provides summaries of 12 iconic photographs that helped shape history. It describes the photos, photographers, and historical context and impact of photos such as the first photograph in 1827, Lindbergh's landing after the first solo transatlantic flight in 1927, the execution of Ruth Snyder in 1928, a 1930 lynching, Dorothea Lange's 1936 photo "Migrant Mother", Robert Capa's 1936 photo from the Spanish Civil War, the 1937 Hindenburg disaster, the 1941 attack on Pearl Harbor, Robert Capa's 1944 photos from Omaha Beach on D-Day, and the famous 1945 photo of the Iwo Jima flag raising.
The document provides short descriptions of 16 historically significant photographs. Some of the photos depict human suffering during times of war, poverty, and natural disasters, bringing attention to social issues. Other photos capture iconic moments like V-J Day in Times Square and the Tiananmen Square protests. The photos were taken by famous photographers and journalists and received international attention and awards upon their publication.
The document provides short descriptions of 16 historically significant photographs. Some of the photos depict human suffering during times of war, poverty, and natural disasters, bringing attention to social issues. Other photos capture iconic moments like V-J Day in Times Square and the Tiananmen Square protests. The photos were taken by famous photographers and journalists and have been widely reproduced around the world.
Revisiting the Voyage of the Damned by Rafael Medoff | Prism cjhs
Secretary of State John Kerry referenced the voyage of the refugee ship St. Louis in discussions with the Senate about intervening in Syria. The St. Louis carried over 900 Jewish refugees from Germany in 1939 who were denied entry to Cuba and the United States, forcing the ship to return to Europe where many passengers later perished in the Holocaust. Kerry's mention of the St. Louis highlighted how America's reluctance to act and provide refuge contributed to Jewish suffering during the Holocaust, and suggested this history should influence discussions around responding to the Syrian civil war and Assad's treatment of civilians. The document then provides historical details about the St. Louis voyage and the Roosevelt administration's decision not to offer the refugees entry to the U.S. despite
1) The document discusses how American children were influenced by propaganda during World War 2 to support the war effort. President Roosevelt and the Office of War Information produced propaganda to generate public support for the war and involvement of children through activities like collecting scrap metal and buying war bonds.
2) The propaganda dominated all aspects of children's lives and they were made to feel responsible for contributing to the war in any way they could. Many children took on adult roles and responsibilities during this time.
3) While some children no longer see the propaganda as influencing them, it clearly shaped their views and moral perspectives during developmentally important years and continued to affect their lives in various ways after the war.
The document contains a collection of photographs from various time periods showcasing important historical events, people, places and moments. Some of the photos show the construction of iconic structures like the Eiffel Tower and Golden Gate Bridge, moments of war like the signing of the Japanese surrender and D-Day invasion, and cultural figures like John F. Kennedy, Winston Churchill and Jimi Hendrix. The photos provide a visual timeline of the 20th century through iconic images.
The Pulitzer Prize for Feature Photography in 1968 was awarded to Toshio Sakai of United Press International for his photo "Dreams of Better Times," depicting two American soldiers resting during heavy fighting in the Vietnam War. The photo shows the challenges faced by troops from weather and combat.
This document discusses many magazine covers that caused controversy due to their provocative or politically charged nature. Some of the covers mentioned include Janet Jackson on Rolling Stone, Dzhokhar Tsarnaev on Rolling Stone after the Boston bombings, Demi Moore posing nude and pregnant on Vanity Fair, and Time magazine asking "Is God Dead?" on their cover in 1966 which received significant backlash. The document also notes controversial covers featuring celebrities like Britney Spears, Kanye West, and Miley Cyrus among others.
Douglas MacArthur was a prominent American general born in 1880. He graduated from West Point and had a distinguished military career, serving in World War I and World War II. During WWII, he was put in charge of Allied forces in the Pacific and led the withdrawal from the Philippines, famously saying "I shall return." He later oversaw the occupation of Japan after the war. MacArthur's dismissal by President Truman during the Korean War was controversial. He spent his retirement in Manhattan and died in Washington D.C. at age 84.
The Pulitzer Prize Winners Photography 1942-2013 (1)guimera
This document provides information about Pulitzer Prize winning photographs from 1942 to 2013. It summarizes several individual prize winning photos, including details about the photographers, circumstances of the photos, and impact. It also provides context about the history and categories of the Pulitzer Prize for Photography.
Stunning Pulitzer Prize-winning photos: The real storiesguimera
The document provides summaries of Pulitzer Prize-winning photographs from 1945 to 1974. It describes the photos, photographers, equipment used, and circumstances surrounding the photos. Some of the notable photos summarized include the flag raising at Iwo Jima in 1945, Babe Ruth's final appearance in 1949, the assassination of Adlai Stevenson in 1960, and the napalm girl photo from the Vietnam War in 1972.
This document discusses how popular culture, such as films, television shows, music, and video games, have helped shape the national narrative around the 9/11 terrorist attacks and subsequent "War on Terror". It examines how these mediums have depicted American patriotism, fear, victimization, and the emergence of a collective national identity in response to the events. The essays in this book analyze popular culture works to better understand how 9/11 has been memorialized and how it permanently altered American national mythology. It argues that analyzing popular culture can provide insight into both the meaning and lasting impacts of 9/11 beyond just the official political rhetoric.
Douglas MacArthur was an American general who played a prominent role in the Pacific Theater during WWII. He commanded troops in the Southwest Pacific from 1939-1945, using island hopping tactics against the Japanese. MacArthur received the Medal of Honor for his service in the Philippines Campaign from 1941-1942. After the war ended, MacArthur was seen as a hero to many Americans when he fulfilled his promise to return to the Philippines and liberated the country from Japanese control.
Benjamin Davis Jr. was the first African American General and leader of the Tuskegee Airmen squadron in World War II. He graduated from college in 1936 and became a Brigadier General in 1941 after President Franklin D. Roosevelt selected him for leadership. Davis had a distinguished military career, leading the Tuskegee Airmen and becoming the first African American General, and authored an autobiography before passing away on July 4, 2002.
The document summarizes Tennessee's experiences and contributions during World War II, including:
1) Large-scale Army training maneuvers involving over 850,000 soldiers across 21 counties, which helped prepare troops for armored warfare.
2) Housing thousands of prisoners of war at camps in Tullahoma, Crossville, Memphis, Paris and Lawrenceburg.
3) Manufacturing items essential to the war effort through facilities in Nashville, Kingsport, Memphis, Cleveland and Oak Ridge, fueling the economic boom and helping the Allied victory.
This document provides summaries of iconic photographs published in Life magazine, including Alfred Eisenstaedt's "The Kiss" capturing a sailor kissing a nurse in Times Square on V-J Day; Gordon Parks' 1949 photo of Ingrid Bergman on the set of Stromboli during her scandalous affair with Roberto Rossellini; and Bill Eppridge's 1968 image of Robert F. Kennedy lying mortally wounded on the floor after being assassinated.
Jane Fonda was an American actress and political activist involved in opposing the Vietnam War. In the 1970s, she toured American military bases with an anti-war message. She also visited North Vietnam and was photographed sitting on an anti-aircraft gun, which greatly damaged her reputation among veterans. Former POWs said their torture was worse after meeting with Fonda. Though she later apologized, many still see her as treasonous for aiding America's enemies. The document also summarizes the 1964 Gulf of Tonkin incident that escalated American involvement in Vietnam.
The document discusses the 1941 Japanese attack on Pearl Harbor and the subsequent American entry into World War 2. It analyzes the 1942 film "Tora! Tora! Tora!" about the Pearl Harbor attack, noting several historical inaccuracies presented in the film that seem intended to glorify American forces and downplay Japanese resistance. The document questions whether historical truth can be obtained from films, as the perspectives are often limited and biased depending on who produces the film.
This unit plan focuses on teaching 11th grade students about the Korean War. It includes 5 learning objectives related to assessing atomic weapons, tracing Soviet and Chinese expansion, exploring the Truman Doctrine and containment policy, outlining major US-Soviet confrontations and fears of communism, and analyzing causes and consequences of US involvement in Korea and Vietnam. The unit will last one week, using class discussions, speeches, documentaries, and an excerpt to teach students about the war's origins, stages, realities, and ongoing impacts. Presentations, videos, and archives will be used through a projector and computer.
This unit plan aims to teach students about the Korean War through presentations, videos, and class discussions over the course of a week. The class of 11th graders has a variety of learning styles and backgrounds. On Monday, the class will discuss the geopolitical situation after World War II and the events leading to the Korean War. On Tuesday, students will take roles in a debate about whether the US should enter the war. Wednesday features a presentation on the stages of the war and a documentary. Thursday includes analyzing an episode of M*A*S*H and discussing the realities of war. On Friday, students will read an excerpt and write about the ongoing impacts of the Korean War. Technology like videos and speeches will supplement
This document provides context about World War 2 and efforts by Allied nations to rally support for the war effort. It discusses FDR's 1941 "Four Freedoms" speech promoting democracy. The speech inspired Norman Rockwell's famous paintings of the four freedoms. It also details how Hollywood movies like "Casablanca" and popular artists like N.C. Wyeth who created recruitment posters aimed to influence hearts and minds. Comic books depicted Axis powers as evil to inspire youth. The document examines various cultural influences that shaped public opinion in favor of Allied involvement in World War 2.
The document provides short descriptions of 16 historically significant photographs. Some of the photos depict human suffering during times of war, poverty, and natural disasters, bringing attention to social issues. Other photos capture iconic moments like V-J Day in Times Square and the Tiananmen Square protests. The photos were taken by famous photographers and journalists and received international attention and awards upon their publication.
The document provides short descriptions of 16 historically significant photographs. Some of the photos depict human suffering during times of war, poverty, and natural disasters, bringing attention to social issues. Other photos capture iconic moments like V-J Day in Times Square and the Tiananmen Square protests. The photos were taken by famous photographers and journalists and have been widely reproduced around the world.
Revisiting the Voyage of the Damned by Rafael Medoff | Prism cjhs
Secretary of State John Kerry referenced the voyage of the refugee ship St. Louis in discussions with the Senate about intervening in Syria. The St. Louis carried over 900 Jewish refugees from Germany in 1939 who were denied entry to Cuba and the United States, forcing the ship to return to Europe where many passengers later perished in the Holocaust. Kerry's mention of the St. Louis highlighted how America's reluctance to act and provide refuge contributed to Jewish suffering during the Holocaust, and suggested this history should influence discussions around responding to the Syrian civil war and Assad's treatment of civilians. The document then provides historical details about the St. Louis voyage and the Roosevelt administration's decision not to offer the refugees entry to the U.S. despite
1) The document discusses how American children were influenced by propaganda during World War 2 to support the war effort. President Roosevelt and the Office of War Information produced propaganda to generate public support for the war and involvement of children through activities like collecting scrap metal and buying war bonds.
2) The propaganda dominated all aspects of children's lives and they were made to feel responsible for contributing to the war in any way they could. Many children took on adult roles and responsibilities during this time.
3) While some children no longer see the propaganda as influencing them, it clearly shaped their views and moral perspectives during developmentally important years and continued to affect their lives in various ways after the war.
The document contains a collection of photographs from various time periods showcasing important historical events, people, places and moments. Some of the photos show the construction of iconic structures like the Eiffel Tower and Golden Gate Bridge, moments of war like the signing of the Japanese surrender and D-Day invasion, and cultural figures like John F. Kennedy, Winston Churchill and Jimi Hendrix. The photos provide a visual timeline of the 20th century through iconic images.
The Pulitzer Prize for Feature Photography in 1968 was awarded to Toshio Sakai of United Press International for his photo "Dreams of Better Times," depicting two American soldiers resting during heavy fighting in the Vietnam War. The photo shows the challenges faced by troops from weather and combat.
This document discusses many magazine covers that caused controversy due to their provocative or politically charged nature. Some of the covers mentioned include Janet Jackson on Rolling Stone, Dzhokhar Tsarnaev on Rolling Stone after the Boston bombings, Demi Moore posing nude and pregnant on Vanity Fair, and Time magazine asking "Is God Dead?" on their cover in 1966 which received significant backlash. The document also notes controversial covers featuring celebrities like Britney Spears, Kanye West, and Miley Cyrus among others.
Douglas MacArthur was a prominent American general born in 1880. He graduated from West Point and had a distinguished military career, serving in World War I and World War II. During WWII, he was put in charge of Allied forces in the Pacific and led the withdrawal from the Philippines, famously saying "I shall return." He later oversaw the occupation of Japan after the war. MacArthur's dismissal by President Truman during the Korean War was controversial. He spent his retirement in Manhattan and died in Washington D.C. at age 84.
The Pulitzer Prize Winners Photography 1942-2013 (1)guimera
This document provides information about Pulitzer Prize winning photographs from 1942 to 2013. It summarizes several individual prize winning photos, including details about the photographers, circumstances of the photos, and impact. It also provides context about the history and categories of the Pulitzer Prize for Photography.
Stunning Pulitzer Prize-winning photos: The real storiesguimera
The document provides summaries of Pulitzer Prize-winning photographs from 1945 to 1974. It describes the photos, photographers, equipment used, and circumstances surrounding the photos. Some of the notable photos summarized include the flag raising at Iwo Jima in 1945, Babe Ruth's final appearance in 1949, the assassination of Adlai Stevenson in 1960, and the napalm girl photo from the Vietnam War in 1972.
This document discusses how popular culture, such as films, television shows, music, and video games, have helped shape the national narrative around the 9/11 terrorist attacks and subsequent "War on Terror". It examines how these mediums have depicted American patriotism, fear, victimization, and the emergence of a collective national identity in response to the events. The essays in this book analyze popular culture works to better understand how 9/11 has been memorialized and how it permanently altered American national mythology. It argues that analyzing popular culture can provide insight into both the meaning and lasting impacts of 9/11 beyond just the official political rhetoric.
Douglas MacArthur was an American general who played a prominent role in the Pacific Theater during WWII. He commanded troops in the Southwest Pacific from 1939-1945, using island hopping tactics against the Japanese. MacArthur received the Medal of Honor for his service in the Philippines Campaign from 1941-1942. After the war ended, MacArthur was seen as a hero to many Americans when he fulfilled his promise to return to the Philippines and liberated the country from Japanese control.
Benjamin Davis Jr. was the first African American General and leader of the Tuskegee Airmen squadron in World War II. He graduated from college in 1936 and became a Brigadier General in 1941 after President Franklin D. Roosevelt selected him for leadership. Davis had a distinguished military career, leading the Tuskegee Airmen and becoming the first African American General, and authored an autobiography before passing away on July 4, 2002.
The document summarizes Tennessee's experiences and contributions during World War II, including:
1) Large-scale Army training maneuvers involving over 850,000 soldiers across 21 counties, which helped prepare troops for armored warfare.
2) Housing thousands of prisoners of war at camps in Tullahoma, Crossville, Memphis, Paris and Lawrenceburg.
3) Manufacturing items essential to the war effort through facilities in Nashville, Kingsport, Memphis, Cleveland and Oak Ridge, fueling the economic boom and helping the Allied victory.
This document provides summaries of iconic photographs published in Life magazine, including Alfred Eisenstaedt's "The Kiss" capturing a sailor kissing a nurse in Times Square on V-J Day; Gordon Parks' 1949 photo of Ingrid Bergman on the set of Stromboli during her scandalous affair with Roberto Rossellini; and Bill Eppridge's 1968 image of Robert F. Kennedy lying mortally wounded on the floor after being assassinated.
Jane Fonda was an American actress and political activist involved in opposing the Vietnam War. In the 1970s, she toured American military bases with an anti-war message. She also visited North Vietnam and was photographed sitting on an anti-aircraft gun, which greatly damaged her reputation among veterans. Former POWs said their torture was worse after meeting with Fonda. Though she later apologized, many still see her as treasonous for aiding America's enemies. The document also summarizes the 1964 Gulf of Tonkin incident that escalated American involvement in Vietnam.
The document discusses the 1941 Japanese attack on Pearl Harbor and the subsequent American entry into World War 2. It analyzes the 1942 film "Tora! Tora! Tora!" about the Pearl Harbor attack, noting several historical inaccuracies presented in the film that seem intended to glorify American forces and downplay Japanese resistance. The document questions whether historical truth can be obtained from films, as the perspectives are often limited and biased depending on who produces the film.
This unit plan focuses on teaching 11th grade students about the Korean War. It includes 5 learning objectives related to assessing atomic weapons, tracing Soviet and Chinese expansion, exploring the Truman Doctrine and containment policy, outlining major US-Soviet confrontations and fears of communism, and analyzing causes and consequences of US involvement in Korea and Vietnam. The unit will last one week, using class discussions, speeches, documentaries, and an excerpt to teach students about the war's origins, stages, realities, and ongoing impacts. Presentations, videos, and archives will be used through a projector and computer.
This unit plan aims to teach students about the Korean War through presentations, videos, and class discussions over the course of a week. The class of 11th graders has a variety of learning styles and backgrounds. On Monday, the class will discuss the geopolitical situation after World War II and the events leading to the Korean War. On Tuesday, students will take roles in a debate about whether the US should enter the war. Wednesday features a presentation on the stages of the war and a documentary. Thursday includes analyzing an episode of M*A*S*H and discussing the realities of war. On Friday, students will read an excerpt and write about the ongoing impacts of the Korean War. Technology like videos and speeches will supplement
This document provides context about World War 2 and efforts by Allied nations to rally support for the war effort. It discusses FDR's 1941 "Four Freedoms" speech promoting democracy. The speech inspired Norman Rockwell's famous paintings of the four freedoms. It also details how Hollywood movies like "Casablanca" and popular artists like N.C. Wyeth who created recruitment posters aimed to influence hearts and minds. Comic books depicted Axis powers as evil to inspire youth. The document examines various cultural influences that shaped public opinion in favor of Allied involvement in World War 2.
Graphic novels differ from comic books in that they are longer narrative works bound like books rather than monthly serialized issues. While comics were originally for entertainment, graphic novels address more serious topics for adult audiences. A key early graphic novel was 1978's 'A Contract with God' which helped establish the format as a serious literary medium, like 1986's 'Maus' which won a Pulitzer Prize.
The document provides steps for requesting writing assistance from HelpWriting.net. It outlines the 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
1865 a graceful exit in one momentous decision, Robert E. Lee sp.docxfelicidaddinwoodie
1865: a graceful exit: in one momentous decision, Robert E. Lee spared the United States years of divisive violence
Jay Winik
American Heritage. 59.4 (Winter 2010): p60.
Copyright: COPYRIGHT 2010 American Heritage Publishing
http://www.americanheritage.com/
Full Text:
AS APRIL 1865 NEARED, an exhausted Abraham Lincoln met with his two top generals, Ulysses S. Grant and William Tecumseh Sherman, to discuss the end of the Civil War, which finally seemed to be within reach. Nevertheless, the president--"having seen enough of the horrors of war" remained d conflicted. To be sure, the endless sound of muddy boots tramping across City Point, Virginia, and the heavy ruts left by cannon wheels marked Grant's preparations for a final all-out push to ensnare the Army of Northern Virginia. Yet Lincoln could not shake off his deep-seated fears that Robert E. Lee would Somehow escape Grant's clutches or, worse still, that his worn but still formidable forces would melt into the western mountains to continue the war indefinitely as marauding guerrilla bands. Nor was this idle speculation. Lee himself had once boasted that if he could get his army into the Blue Ridge Mountains, he could continue the war for another "20 years."
[ILLUSTRATION OMITTED]
Grant himself shared Lincoln's foreboding, later confessing, "I was afraid every morning that I would awake from my sleep to hear that Lee had gone ... and the war was prolonged." At one point during their final meeting at City Point, a morose Lincoln pleaded, "My God! Can't you spare more effusions of blood? We have had so much of it." Indeed, what most haunted him now was the belief that the war might end only after some final mass slaughter, or that it would dwindle into a long twilight of barbarism or mindless retaliation, as had happened in so many other civil wars, thus unleashing an endless cycle of more bloodshed and national division. To reunite the country, Lincoln believed the conflict's close must be marked by something profoundly different: a spirit of reconciliation.
But after four years of bloodletting, could it? Distressingly, on the fateful morning of April 9, 1865, the decision ironically seemed to be more in Lee's hands than in Lincoln's. When the first glimmer of sun broke around 5 a.m., Lee's vaunted army was at last surrounded, and the aging general now faced a decision that would forever shape the nation's history.
With gunfire still rattling in the distance, Lee convened a council of war. The talk turned to surrender, whereupon one of Lee's top aides protested that "a little more blood more or less now makes no difference." Instead he suggested that the Confederates play the trump card that Lincoln most dreaded and dissolve into the hills as guerrillas. As Lee carefully listened, he knew that this option was not lightly to be ignored. Just days earlier, the fleeing Confederate president, Jefferson Davis, had issued his own call for guerrilla struggle. And hundreds of Lee's men had alread ...
This document provides background information and instructions for an activity analyzing World War II propaganda posters from the United States, Great Britain, Nazi Germany, and the Soviet Union. Students will be assigned to one of the four nations and analyze posters from that nation in small groups. They will then choose from several essay writing options to demonstrate what they've learned from comparing the posters. The document provides historical context on the use of propaganda during WWII and definitions of common propaganda techniques.
1. American propaganda posters during WWII aimed to increase support for the war effort and persuade citizens to conserve resources for soldiers. Posters depicted strong, patriotic Americans donating materials and joining the workforce and military.
2. Additional posters confronted viewers with the human costs of war by portraying imperiled citizens and wounded soldiers. Some showed acts of Nazi brutality to foster fear and the idea that the enemy could threaten Americans.
3. Other posters warned of enemy spies and the dangers of "careless talk," reminding citizens that small details could compromise soldiers' safety. Sacrifices by the Armed Forces overseas were also highlighted to prevent civilian complacency. Overall, posters aimed to appeal to emotions and patriotism through
This document provides information about editorial cartoons and their history. It discusses how editorial cartoons use techniques like caricatures, symbols, and humor to express a point of view. The summary highlights some key editorial cartoonists and their works, including Benjamin Franklin's 1754 snake cartoon, Thomas Nast's cartoons attacking Boss Tweed in the 1870s, and Herblock's political cartoons in the 1920s-1940s period. The document also outlines the origins of editorial cartoons in 16th century Germany during the Protestant Reformation.
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The document provides resources for teaching a unit on finding historical facts within the fictional novel "Bud, Not Buddy" by Christopher Paul Curtis. The resources include a book about a barber during the Great Depression, a website with timelines and firsthand accounts, information about jazz music depicted in the novel, photos showing hardship during the era, and activities for students to analyze the historical context within the story.
Longer School Days (500 Words) - PHDessay.com. 015 Essay Example First Day Of School ~ Thatsnotus. My typical school day essay. My First Day At School Paragraph For Class 9 - School Walls. proIsrael: Student My First Day At School Essay Secondary School. My first day at school essay - dradgeeport133.web.fc2.com. My First Day At School Short Essay In English - School Walls. Amazing High School Essay ~ Thatsnotus. First Day at School - GCSE English - Marked by Teachers.com. My New School Day Essay Contest | | wataugademocrat.com. Narrative essay: My last day at school short essay. 005 My Favorite Memory Essay High School Childhood Memories Narrative .... My first day of school short essay - writersunit.web.fc2.com. ENGLISH ESSAY ON MY FIRST DAY OF SCHOOL - YouTube. my first day at school essay | write essay on my first day at school .... My First Day In School Essay : Essay on My First Day In School in ....
Political cartoons from the Cold War era aimed to humorously represent controversial political issues in a simplified visual format. They used caricatures and symbols to comment on topics like the space race, arms race, and democracy vs. communism between the US and USSR. The cartoons were typically found in newspaper editorials and comics pages. Understanding political cartoons involves examining the exaggerated visual focus, surrounding context clues, implied audience perspective, relevant world events, and symbolic representations of groups or ideas.
This document provides background information on the history of comic books and the character of Wonder Woman. It discusses how Wonder Woman was created during a time when most female characters were damsels in distress. The document examines whether Wonder Woman represents a male power fantasy or a feminist ideal. It outlines the popularity of comic books in the 1940s and provides context on other early female superhero characters. The document also compares Wonder Woman's non-violent approach to solving problems compared to other male superheroes of the time who often used violence and caused accidental deaths.
Multiple Text Assignment - Bud, Not BuddyBobbieKeenan
The document provides resources for teaching a unit on finding historical facts in the fictional novel "Bud, Not Buddy" by Christopher Paul Curtis. The resources include a picture book, websites on the Great Depression and jazz, and photographs to enhance students' understanding of the historical context of the novel and provide different learning activities.
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This book is a collaborative project of Peter Pappas and his ED 424 ~ Computers and Educational Technology - a spring ’18 course at the University of Portland’s School of Education ~ Portland Ore. For more http://edtechmethods.com/publications/students-publish-tech-tips-for-teachers/
Six engaging World and US history lessons with historic documents empower students to be the historian in the classroom. Free at iTunes and as a downloadable PDF.
Holocaust Losses: Jewish Population before and after WWIIPeter Pappas
Jewish population by country before and after the Holocaust
Data from Simon Wiesenthal Center
For more see the Oregon Holocaust Memorial project ohm.edmethods.com
Collectivization and Propaganda in Stalin's Soviet UnionPeter Pappas
An interactive DBQ by Clarice Terry explores Stalin's and his use of propaganda. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
an interactive DBQ by Scott Hearron explores the question: Education for political participation, or indoctrination for political power? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
Imagination innovation space explorationPeter Pappas
An interactive DBQ by Mollie Pettit explores the question: What is the relationship between imagination and innovation within the context of space travel? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Sam Hicks-Savage explores the question "What do Historians do when the Written Record is Missing?"
A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
This is an excerpt from a student-designed multi-touch iBook. Designed by students in my Educational Methods class. http://edmethods.com
A fully functional version is available free at iTunes http://apple.co/1Y8gAhI
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Understanding World War II through the lens of comic
book covers.
By Karina Ramirez Velazquez
HOLY PROPAGANDA
BATMAN!
1
2. Welcome Historians! This book will help us
understand World War II through the lens
of comic book covers. I will give a brief
introduction on the start of the Golden Age
of comic books, and after an introduction
of the start of the World War II (1939) and
how that influence comic books. The
essential question for this book is: What
can early comic book covers tell us about
World War II? The target audience for this
book is ninth grade high schoolers. The
historical skills that will be studied are
sourcing, contextualization, corroborating,
and close reading.
The final project will be creating your own
comic book cover or meme against or for
the U.S. involvement during WWII. As well
as writing a reflection of 1-2 pages. This
introductory page will also give you an
idea of how to interact with this book.
Introduction
Did You Know?
INTERACTIVE 1.1 Click the “Did You know?” Tab
Meet the Author: Karina
Ramirez Velazquez is the
daughter of immigrant
parents from Michocan
and Morelia, Mexico.
Scroll up or down the image
Click the icons!
3. Comic Book History
The Golden Age of Comic Books is a
term to describe an era of American
comic books from the late 1930's,
when comic books where beginning
to boom, to the early 1950's. This
was the time that modern comics were first published
and their popularity increased. Many well known
characters where introduced, such as Superman,
Batman, Captain America, Wonder Woman, and
Captain Marvel. Most would say that the Success of
Superman in 1938 launched the Golden Age of
comic books. Superman was the first heroic of the
Golden Age comic that perpetuated the launch of
the superhero archetype. Characteristics or qualities
of a hero or heroine are brave, courageous, valiant,
superhuman, bold, fearless, daring, or noble. This
also introduced the audience to the villain archetype.
Characters like the Joker, Lex Luther, Doctor
Octopus, Thanos, Red Skull, and more. Good vs. Evil
was given a modern twist through the Golden Age of
Comic Books. Most importantly, the Golden Age
cemented comics as a mainstream art form that
created a new identity in American culture.
Batman was first introduced in Detective
Comics No. 27 of May 1939. Batman’s
popularity did not end at the Golden Age
Era. He is now an American cultural icon.
GALLERY 1.1 Detective Comics No. 27.
May, 1939
REVIEW 1.1 Pow! Pop Quiz Time!
Check Answer
Batman’s true identity is?
A. Steve Rogers
B. Bruce Wayne
C. Peter Pappas
D. Clark Kent
4. Continued ...
During the boom of the Golden Age of
Comics books the start of World War II was
in motion. Between 1939 and 1941
Detective Comics and All-American
Publications began to portray their iconic
heroes in red, white, and blue. You can see in many of the
covers superheroes battling the Axis powers. Comic book
sales increased during World War II. Because comic book
were cheap, portable, and created a venue of inspiration
these lead to authors to create patriotic stories of good
triumphing over evil. This is reflected in comic book covers of
Captain America dressed in stars and stripes battling Adolf
Hitler on his first issue. Superheroes were depicted doing
things to help war effort as well. Readers would see them do
things like deliver supplies, stop spies at home, and do what
they could to help to help at home.
Several writers of books were part of the Office of War
Information and the War Writer’s Board. The purpose of
those organizations were interested in give accurate
information about what was happening overseas. After the
end of World War II, the superhero genre lost momentum,
which many consider that being the end of the Golden Age
Era.
Boeing B-17 radar bombing through clouds: Bremen, Germany
November 13, 1943.
GALLERY 1.2 World War II Photos and Comic Book Covers
5. Captain Aero Comics
Captain Aero Comics was a war comic of the Golden Age Comic Book, appearing in
1941.
GALLERY 1.3 Read through Captain Aero Comic
Executive Order 9066:
“Whereas the successful prosecution of the
war requires every possible protection
against espionage and against sabotage to
national-defense material, national-defense
premises, and national-defense utilities as
defined in Section 4, Act of April 20, 1918,
40 Stat. 533, as amended by the Act of
November 30, 1940, 54 Stat. 1220, and the
Act of August 21, 1941, 55 Stat. 655 (U.S.C.,
Title 50, Sec. 104);
Now, therefore, by virtue of the authority
vested in me as President of the United
States, and Commander in Chief of the Army
and Navy, I hereby authorize and direct the
Secretary of War, and the Military
Commanders whom he may from time to time
designate, whenever he or any designated
Commander deems such action necessary or
desirable, to prescribe military areas in such
places and of such extent as he or the
appropriate Military Commander may
determine, from which any or all persons
6. INTERACTIVE 1.2 PIONEERS OF TELEVISION |
George Takei's life in an internment camp | PBS
Watch George Takei’s interview.
War at Home
Action Comics Vol. 1 No. 58 March, 1943.
GALLERY 1.4 World War II Comic Book Covers
On December
7, 1941, Japan
attacked the
United States
naval base at
Pearl Harbor. This attack led
to direct American
involvement into World War
II. The following day the
United States declared war
on Japan. During World War
II, the United States detained
over 110,000 Japanese
Americans and relocated
them in internment camps.
This act is considered to be
the largest violations of civil
liberties in the nation.
7. Final Project
Instructions: Individually
or in a group you must
either create your own
comic book cover or a
meme supporting or
against U.S. involvement in World War
II.
Each student must write a 1 to 2 page
essay on your reflection of how did early
comic book covers tell you about World
War II. Can youth culture like comic
books or media effect our understanding
of an event or perceptions of people? Do
you see that happening today? Why or
why not? And what was your biggest
take away from this unit?
Sensation Comic Vol. 1 No. 13 January, 1943
GALLERY 1.5 Examples of a Comic and Meme
8. Reflection
Overall I really enjoyed and found value in creating a
document based lesson. This semester I’ve been
reading, Lies My Teacher Told Me, by James W.
Loewen and a quote that really stood out to me was,
“What would we think of a course in poetry in which
students never read a poem? (pg. 7).” I kept thinking about this quote
throughout this project because that’s how high school social studies have
been teaching history to students, poetry without poems! I feel document
based lessons is an alternative that fixes that problem. It gives students a
chance to work with primary resources and challenges them to be the
historians in the process. The challenge for me was which primary
resources did I wanted to use, and what questions did I want my students
to answer. I am glad I got to use a topic that I am super passionate about
and be able to use it as my document based lesson project. My plan is to
use this next year with my students at OPEN School.
What I gained most from this project was the skills of using google and the
book author program. I am already thinking of creating another document
based lesson on a different subject just so I can continue to grow my skills
in using this program to be a better teacher. My only feed back I would
give about this project is that it’s a bit difficult for people that may not
have a mac device on hand.
Comic book heroes like Wonder Woman are still influencing
American pop culture today. Many comic book heroes from the
past are being converted into live action films to still represent
hope for the future.
GALLERY 1.6 Sensation Comics Vol. 1 No. 1
9. Works Cited
http://www.loc.gov/pictures/item/2002719307/ - Cover Wonder Woman
https://en.wikipedia.org/wiki/Action_Comics_1 - Action Comics No. 1 Superman
http://dc.wikia.com/wiki/Detective_Comics_Vol_1_27 - Detective Comics No. 27 Batman
https://en.wikipedia.org/wiki/Captain_America - Captain America March No. 1
http://digitalcomicmuseum.com/index.php?dlid=14515 - Captain Aero Comic
https://commons.wikimedia.org/wiki/File:B-17F_Radar_Bombing_over_Germany_1943.jpg -Boeing B
photo
https://en.wikipedia.org/wiki/Invasion_of_Normandy - Landing supplies at Normandy photo and
German infantrymen
https://www.theguardian.com/artanddesign/2016/sep/01/leipzig-flat-poignant-memorial-clean-
beautiful-death-robert-capa-second-world-war - American soldier killed at Leipzig
https://en.wikipedia.org/wiki/Captain_America - Captain America punching Hitler in Captain America
March No. 1
http://dc.wikia.com/wiki/Action_Comics_Vol_1_63 -Superman fighting a Japanese soldier
http://dc.wikia.com/wiki/Batman_Vol_1_15 - Batman and Robin with a Machine Gun
https://en.wikipedia.org/wiki/Executive_Order_9066#Transcript_of_Executive_Order_9066U -
Transcript of Executive Order 9066
http://dc.wikia.com/wiki/Action_Comics_Vol_1_58 - Superman Propaganda against the Japanese
http://marvel.wikia.com/wiki/Captain_America_Comics_Vol_1_22 - Captain America punching
Japanese soldiers
http://dc.wikia.com/wiki/World's_Finest_Vol_1_8 - World’s Finest Comics
http://dc.wikia.com/wiki/Sensation_Comics_Vol_1_13 - Wonder Woman Sensation Comic
https://en.wikipedia.org/wiki/Wonder_Woman_(2017_film) - Wonder Woman Teaser Poster
11. This eBook is a collaborative project of Peter Pappas
and his Fall 2016 Social Studies Methods Class
School of Education ~ University of Portland, Portland Ore.
Graduate and undergraduate level pre-service teachers were assigned the
task of developing an engaging research question, researching supportive
documents and curating them into a DBQ suitable for middle or high
school students.
For more on this class, visit the course blog EdMethods
For more on this book project and work flow tap here.
Chapters in chronological order
1. Mysterious Bronze Age Collapse by Sam Hicks
2. From Revolution to Government by Valerie Schiller
3. Imagination, Innovation & Space Exploration by Molly Pettit
4. The Real Romanovs by Kelly Marx
5. World War I: The Human Cost of Total War by Anna
Harrington
6. Collectivization and Propaganda in Stalin’s Soviet Union by
Clarice Terry
7. Holy Propaganda Batman! by Karina Ramirez Velazquez
8. The Nicaraguan Literacy Crusade by Scott Hearron
EXPLORING HISTORY: VOL IV
i
Engaging questions and historic
documents empower students to be
the historian in the classroom.