Prep sheet for wwi neutrality essay
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This document provides questions about multiple primary sources related to US neutrality and involvement in World War I. It includes questions about speeches and letters by President Woodrow Wilson and Secretary of State William Jennings Bryan addressing US neutrality and shifting policies. It also includes questions about propaganda documents aimed at influencing US public opinion, such as a political cartoon portraying America's decision to enter the war. The document requests an outline answering the source questions in a chronological essay analyzing the US transition from neutrality to active involvement on the side of the Allies against Germany.
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Who are the people in the photograph
The document discusses an unlabeled historical photograph that shows a group of young men dressed similarly to Boy Scouts making a gesture with their hands. Respondents debate whether the men are German soldiers affiliated with Nazis, American soldiers from a World War, or civilians from the early 1900s. They discuss what the photographer intended to convey, the photograph's importance in showing views towards Hitler or sacrifice during war, and questions it raises about following leaders or identifying the country and conflict depicted. Finding more information is suggested through research, museums, or contacting the photographer.
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The document analyzes 3 historical photographs and summarizes the people, situations, messages, and importance depicted in each photo. Photo 1 shows 4 boys in Hitler Youth around 1930-40s Germany. Photo 2 portrays American soldiers in Vietnam, showing desegregation. Photo 3 depicts men dumping alcohol during US Prohibition in the 1920s. The photographer's messages were likely propaganda for Photo 1, showing the lighter side of war for Photo 2, and enforcing the message of Prohibition for Photo 3. Each photo provides important historical context and raises questions for further analysis.
Photo analysis
The document discusses 3 historical photographs and asks questions to analyze them. Photo 1 shows Nazi youth doing a Hitler salute in Germany during WWII. Photo 2 depicts soldiers in Vietnam, showing the camaraderie of those fighting abroad. Photo 3 portrays prohibition, with well-dressed men dumping alcohol while poorer men watch less enthusiastically. The document seeks to understand the photographers' messages, the photos' historical importance, and how to find more context about each image.
Photo
The document describes three black and white photographs depicting:
1) German students waving to the photographer, reflecting daily life in Germany.
2) Young American soldiers in Vietnam, reflecting the harsh realities of war.
3) Workers pouring liquid, likely reflecting the economic crisis of the Great Depression.
Photo analysis
The photograph shows a group of German boys around 10-14 years old who appear to be part of a youth group based on their uniforms and coordinated hand gestures. It was likely taken in the 1930s or 1940s during Hitler's reign in Germany, making it historically significant. The photograph raises questions about the purpose of their group and meaning of their hand signal. Further research could provide more context about the photo.
Fys three photos analysis
This document discusses a photograph and asks a series of questions to determine the subject, context, and importance of the photo. Based on evidence in the photo and background knowledge, the photo depicts Hitler Youth members riding bikes to a Nazi rally in Germany. The photo is important for showing what life was like for German youth during this period of history. It could be used to research these individuals and their experiences after the war.
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This document outlines the origins of World War 2 and President Franklin D. Roosevelt's response to the escalating crisis in Europe and Asia between 1936-1940. It provides context and prompts for students to take on the role of FDR in responding to reporters' questions and drafting 30-second segments of his "Fireside Chat" radio addresses regarding how the US should respond to aggression by Germany, Italy and Japan. The document guides students through FDR's evolving foreign policy as the threat of war intensified year by year on the road to America's eventual entry into World War 2.
Pic analysis
The document discusses three potential photographs and asks a series of questions to determine the subjects, time period, message, and importance of each photo. For the first photo, the respondent determines it shows Hitler Youth members in Nazi Germany based on their uniforms and salutes. For the second photo, they deduce it depicts American soldiers in Vietnam based on the uniforms and weapon. And for the third photo, they conclude it shows Americans celebrating the prohibition of alcohol in the early 20th century due to the English letters, dumping of alcohol, and historical context of prohibition occurring in the US.
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Who are the people in the photograph
The document discusses an unlabeled historical photograph that shows a group of young men dressed similarly to Boy Scouts making a gesture with their hands. Respondents debate whether the men are German soldiers affiliated with Nazis, American soldiers from a World War, or civilians from the early 1900s. They discuss what the photographer intended to convey, the photograph's importance in showing views towards Hitler or sacrifice during war, and questions it raises about following leaders or identifying the country and conflict depicted. Finding more information is suggested through research, museums, or contacting the photographer.
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The document analyzes 3 historical photographs and summarizes the people, situations, messages, and importance depicted in each photo. Photo 1 shows 4 boys in Hitler Youth around 1930-40s Germany. Photo 2 portrays American soldiers in Vietnam, showing desegregation. Photo 3 depicts men dumping alcohol during US Prohibition in the 1920s. The photographer's messages were likely propaganda for Photo 1, showing the lighter side of war for Photo 2, and enforcing the message of Prohibition for Photo 3. Each photo provides important historical context and raises questions for further analysis.
Photo analysis
The document discusses 3 historical photographs and asks questions to analyze them. Photo 1 shows Nazi youth doing a Hitler salute in Germany during WWII. Photo 2 depicts soldiers in Vietnam, showing the camaraderie of those fighting abroad. Photo 3 portrays prohibition, with well-dressed men dumping alcohol while poorer men watch less enthusiastically. The document seeks to understand the photographers' messages, the photos' historical importance, and how to find more context about each image.
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The document describes three black and white photographs depicting:
1) German students waving to the photographer, reflecting daily life in Germany.
2) Young American soldiers in Vietnam, reflecting the harsh realities of war.
3) Workers pouring liquid, likely reflecting the economic crisis of the Great Depression.
Photo analysis
The photograph shows a group of German boys around 10-14 years old who appear to be part of a youth group based on their uniforms and coordinated hand gestures. It was likely taken in the 1930s or 1940s during Hitler's reign in Germany, making it historically significant. The photograph raises questions about the purpose of their group and meaning of their hand signal. Further research could provide more context about the photo.
Fys three photos analysis
This document discusses a photograph and asks a series of questions to determine the subject, context, and importance of the photo. Based on evidence in the photo and background knowledge, the photo depicts Hitler Youth members riding bikes to a Nazi rally in Germany. The photo is important for showing what life was like for German youth during this period of history. It could be used to research these individuals and their experiences after the war.
Causes of world war ii students prompts
This document outlines the origins of World War 2 and President Franklin D. Roosevelt's response to the escalating crisis in Europe and Asia between 1936-1940. It provides context and prompts for students to take on the role of FDR in responding to reporters' questions and drafting 30-second segments of his "Fireside Chat" radio addresses regarding how the US should respond to aggression by Germany, Italy and Japan. The document guides students through FDR's evolving foreign policy as the threat of war intensified year by year on the road to America's eventual entry into World War 2.
Pic analysis
The document discusses three potential photographs and asks a series of questions to determine the subjects, time period, message, and importance of each photo. For the first photo, the respondent determines it shows Hitler Youth members in Nazi Germany based on their uniforms and salutes. For the second photo, they deduce it depicts American soldiers in Vietnam based on the uniforms and weapon. And for the third photo, they conclude it shows Americans celebrating the prohibition of alcohol in the early 20th century due to the English letters, dumping of alcohol, and historical context of prohibition occurring in the US.
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The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in support of becoming Nazi soldiers.
2) An image of happy American soldiers posing together in Vietnam War-era uniforms and weapons.
3) A prohibition-era photo depicting officials dumping alcohol that was confiscated, likely from smugglers.
Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
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The document describes 3 historical photographs with people and situations:
1) German children saluting Hitler showing Nazi influence
2) American soldiers in battle gear during WWII displaying military solidarity
3) Merchants happily dumping alcohol after Prohibition reflecting social change
Fys pic analysis
The document summarizes and analyzes three different photographs. For the first photo of boys on bikes, it infers that the photo was taken when the Nazi party was in power based on the boys making the Nazi salute. The second photo of US soldiers suggests it was taken during the Vietnam War based on the surroundings. The third photo of men pouring liquid down a drain is thought to be from Prohibition since the liquid foams, and the attire and language in the background point to an older photo.
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The document analyzes and summarizes 3 historical photographs. The first photo shows 3 boys doing the Nazi salute on bicycles, implying they are members of the Hitler Youth. The second photo shows racially diverse soldiers relaxing during the Vietnam War. The third undated photo depicts white men dumping water into a sewer, perhaps reflecting wasteful water practices in the early 20th century.
Fys pic analysis
The photograph shows three young boys doing the Nazi salute under Hitler's regime in Germany. It suggests that even children were indoctrinated to view Hitler as a leader at this point in time before the full extent of his evil was known. The photo provides insight into German society under Hitler's rule and raises questions about what the lives and mindsets of children and citizens were like during this period of history under the Nazi dictatorship.
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This photograph shows a group of American soldiers taking a break during a war. The soldiers are smiling and relaxed, indicating they are on a break from combat. One soldier does not have combat boots on, further suggesting they are resting. The photographer aimed to capture the soldiers looking alive and well during a difficult time of war. The photo provides a glimpse into one of the bloodiest wars in history and shows the evolution of the American soldier's uniform over time.
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The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in support of becoming Nazi soldiers.
2) An image of happy American soldiers posing together in Vietnam War-era uniforms and weapons.
3) A prohibition-era photo depicting officials dumping alcohol that was confiscated, likely from smugglers.
Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
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Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
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The document describes 3 historical photographs with people and situations:
1) German children saluting Hitler showing Nazi influence
2) American soldiers in battle gear during WWII displaying military solidarity
3) Merchants happily dumping alcohol after Prohibition reflecting social change
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The document summarizes and analyzes three different photographs. For the first photo of boys on bikes, it infers that the photo was taken when the Nazi party was in power based on the boys making the Nazi salute. The second photo of US soldiers suggests it was taken during the Vietnam War based on the surroundings. The third photo of men pouring liquid down a drain is thought to be from Prohibition since the liquid foams, and the attire and language in the background point to an older photo.
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The document analyzes and summarizes 3 historical photographs. The first photo shows 3 boys doing the Nazi salute on bicycles, implying they are members of the Hitler Youth. The second photo shows racially diverse soldiers relaxing during the Vietnam War. The third undated photo depicts white men dumping water into a sewer, perhaps reflecting wasteful water practices in the early 20th century.
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The photograph shows three young boys doing the Nazi salute under Hitler's regime in Germany. It suggests that even children were indoctrinated to view Hitler as a leader at this point in time before the full extent of his evil was known. The photo provides insight into German society under Hitler's rule and raises questions about what the lives and mindsets of children and citizens were like during this period of history under the Nazi dictatorship.
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This photograph shows a group of American soldiers taking a break during a war. The soldiers are smiling and relaxed, indicating they are on a break from combat. One soldier does not have combat boots on, further suggesting they are resting. The photographer aimed to capture the soldiers looking alive and well during a difficult time of war. The photo provides a glimpse into one of the bloodiest wars in history and shows the evolution of the American soldier's uniform over time.
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The document describes three historical photographs. The first shows young boys doing the Hitler salute, suggesting they were part of the Hitler Youth movement. The second photo depicts federal agents pouring out alcohol during the Prohibition era. The third image features soldiers from the U.S. Army posing with guns at a base in Vietnam, implying they were unhappy to be fighting in that unconventional war.
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The document analyzes three historical photographs and asks questions to understand their context and significance. Picture 1 shows women cooking in a small kitchen and likely depicts poor living conditions. Picture 2 shows a young German boy shaking hands with a man resembling Hitler, capturing a meeting between families and the Nazi dictator. Picture 3 shows police dogs attacking a black man while officers do nothing, conveying the harsh reality of racism and segregation in the US. The photographs provide insights into the Holocaust, racism in America, and raise questions about the people and events depicted.
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The document discusses 6 historical photographs and analyzes the people, situations, messages, and importance depicted in each photo. For photo 1, it notes that the photo shows women canning food during the Great Depression. Photo 2 depicts Hitler greeting a young German boy, suggesting Hitler wanted to portray himself as friendly. Photo 3 appears to show police restraining African Americans during the civil rights movement. The document examines each photo in depth to understand the historical context and significance.
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Horst faas
The photographer who took this shot was Horst Faas, a German-born war photojournalist best known for his photography of the Vietnam War. He is famous for documenting real scenes of war through landscape photography that captured pain and suffering. This photo shows dead Vietnamese soldiers down a long dirt road over the shoulder of a distressed soldier, portraying the endless casualties of the Vietnam War through the soldier's tense facial expression. The landscape format provides context of the background and surroundings.
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The document discusses various concepts related to the media and its role as a gatekeeper of information. It provides clues about media gatekeepers, scorekeepers, watchdogs, and rules like the equal time and right of reply rules. It also mentions Theodore Roosevelt cultivating the press, the West Wing he built, and concepts like sensationalism and flighting.
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World War I was a global war that began in 1914 and ended in 1918. It involved many of the world's leading powers at the time which were divided into two opposing alliances: the Allies and the Central Powers. Tensions had been building in Europe for many years due to militarism, imperialism, nationalism, and a system of overlapping alliances. The assassination of Archduke Franz Ferdinand of Austria-Hungary by Serbian nationalists triggered a chain reaction that led to the war. The war was fought mainly in trenches along the Western Front and resulted in massive casualties with no clear winner until the United States joined the Allies in 1917. After years of devastating total war, the Allies emerged victorious, resulting
The Lusitania & Zimmerman Note
This document discusses key events that changed American foreign policy and led to US entry into WWI:
- The sinking of the British passenger ship Lusitania by a German submarine in 1915, killing 128 Americans, increased tensions with Germany
- The discovery of the Zimmerman Telegram in 1917, where Germany proposed an alliance with Mexico if the US entered the war against Germany, further angered Americans
- In a 1917 speech to Congress, President Woodrow Wilson argued that the US could no longer remain neutral given Germany's unrestricted submarine warfare, and that the world must be made safe for democracy, signaling America's entry into the war.
Hist 410 n week 7 final exam
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Question 1.1. (TCO 6) The 1914 assassination of the heir to the Austro-Hungarian throne was a factor in causing World War I. What else might be considered factors? (Points : 4)
British and German competition for the largest global empire
The arms race to create weapons to defend empires
The power of nationalism, which suggested that one’s nation is superior to others
All of the above
World war 1
This document provides background information on America's entry into World War 1. It discusses how over 2 million Americans served in Europe during WWI with enthusiasm to promote democracy. However, their first experiences in battle left them with a more realistic view of the horrors of war. It also mentions President Woodrow Wilson leading the US into the war in 1917 after tensions had been building in Europe following the assassination of Archduke Ferdinand. Key events that influenced American involvement included the sinking of the British ship Lusitania, which had American civilians aboard.
Hist 410 n week 7 final exam
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Question 1.1. (TCO 6) The 1914 assassination of the heir to the Austro-Hungarian throne was a factor in causing World War I. What else might be considered factors? (Points : 4)
British and German competition for the largest global empire
The arms race to create weapons to defend empires
The power of nationalism, which suggested that one’s nation is superior to others
All of the above
Pili1Baudouin,Your paper starts off on the right track.docx
The professor provides feedback on a student's paper about the American Civil War. The professor notes that the paper merely summarizes known events of the war without establishing a clear thesis or purpose. The paper also appears to use Google Translate in places, resulting in unclear writing. The professor recommends that the student identify a specific angle to study, such as the role of slave workers or Southern women, and redo the paper with a clear purpose in mind rather than just summarizing the general events of the war.
Pili1Baudouin,Your paper starts off on the right track.docx
Pili1
Baudouin,
Your paper starts off on the right track but you never establish a purpose of thesis to your paper. In other words, you are merely summarizing the Civil War. This is already known information You need a specific angle to study and present.
Additionally, it seems you are using Google Translate in many places because the redaction makes little sense.
Try finding a specific purpose and redo your paper. Think what it is about the Civil War that is interesting specifically. Maybe, you could study the role of slave workers in ending the war, or the role of Southern women in running the farms while the male soldiers were away fighting. To merely summarize the events of the war is not to have a purpose.
Prof. C. Gerdes
Baudouin Pili
The Civil War in the USA
Christopher Patke
March 30, 2020
The American Civil War
The civil war that occurs in the united states was one of the most significant histories among the events that happened in the United States of America. This Civil war took place among the 34 states. Among these states, there were those states who were slaveholding, and they announced their severance from the United States after the civil war became long-simmering [It is confusing to state that the severance happened after the Civil War “became long simmering.” This implies, but not firmly that separation happened after the Civil War started. You need to clarify.] and a lot of sectional tension reaching essential level and thus framing the confederate states of America.1
As the confederates, they insisted on going away,[word choice-secede is more specific than ‘going away”] claiming that it is their right to go away, but the Union and other states refuse them to go away as they did not agree on their head. [You use the term “go away” times in the same sentence.] The fight that took place within this period of about four years claims a lot of lives as nearly 1.5 million of the victims lost their lives as most of them were murdered while some died from the sickness wounded and injuries and others who were taken as prisoners also died. [You are citing numbers that you are not giving evidence for. You lose credibility from the reader because it looks like you are making the numbers up. Actually, the number of dead, as historians estimated is somewhere in the range of 650,000-75,0000.]
The northern states, also known as the Union, were among the countries that stayed steadfast, and they did not announce any severance on America. The war had its root in the contentious issue of slavery, mainly the expansion of bondage into the western regions. Before the civil war emergence, the Southern regions were so delighted about one of the lightest tax rates on all current socialized social orders. [This makes no sense. What do you want to say?] Endeavors to raise war income through different systems for tariff demonstrated in sufficient. The Confederate Congress established a ...
Korean War
The document discusses containment case study 1, which is the Korean War from 1950-1953. It provides context about how the war began and the US and UN's involvement. It mentions that China became communist in 1949 and the US feared further communist expansion. The document also discusses General MacArthur and his differences of opinion with President Truman over strategy in Korea. Students are tasked with advising Truman on how to stop communism spreading without getting drawn into more wars. It provides sources to use in answering questions about the key events and outcomes of the Korean War.
254 c83-hcm is servant of taiwan
This document summarizes U.S. policy toward Vietnam from 1940-1950. It argues that U.S. policy was ambiguous and inconsistent, with President Roosevelt personally advocating independence for Vietnam but ultimately accepting French rule due to British opposition and strategic priorities. While Roosevelt discussed establishing an international trusteeship, the U.S. assured France of sovereignty over its colonies after the war. This allowed France to reestablish control over Vietnam in 1945 despite the rise of the Viet Minh independence movement, shaping the future conflict there.
Cld War03 Begins Web
The Cold War began in the late 1940s and lasted until 1991. By 1946, the wartime allies of the United States and Soviet Union had become hostile towards each other due to growing distrust. A propaganda war developed as each side denounced the other's policies. The term "Cold War" was coined to describe the tense relationship and threat of war between the two superpowers despite the lack of direct military conflict.
Final Draft Seminar
This document provides background information on the federal government's treatment of domestic communists and supporters of Axis powers (Italy, Germany, Japan) during World War II. It discusses the establishment of committees like HUAC to investigate these groups. While Italian fascist support was small and declined after the US entered the war, the government interned hundreds and arrested thousands of Italian Americans. German Nazi support was a greater initial concern, and Japanese propaganda outlets operated until 1940 when the US entered the war and interned over 100,000 Japanese Americans. The document establishes context for a planned analysis of how the government approached and treated communists and each Axis power's supporters during this period.
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Pili1Baudouin,Your paper starts off on the right track.docx
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Additional info for simulation study guide
This document provides a list of topics related to US history between the 1920s-1940s including reasons for US isolationism, the importance of the navy, 1930s electorate politics, Keynesian economics, Dollar Diplomacy and the Roosevelt Corollary foreign policy, the three main economic systems, influential women and novelists of the era, the NRA organization, and why the US entered WWI. The list appears to identify concepts and events that would be useful to review in order to gain a high-level understanding of US domestic and foreign policy during the early 20th century.
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This document outlines a class schedule for a US History course covering several topics from the 1920s to modern day, including the Great Depression, New Deal, World War II, Cold War, Nixon/Ford, Carter, Reagan, Bush, Clinton, Bush Jr., and Obama administrations. Key assignments include essays, simulations, debates, and a final AP exam review.
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This document discusses seven habits for effective living: begin with the end in mind, put first things first, think win-win, seek first to understand then to be understood, and synergize. It emphasizes the importance of planning for the future, prioritizing important tasks, considering others' perspectives, and cooperating to achieve mutual benefit rather than competition.
Directions for civil liberties activity
This document provides directions for a civil liberties activity where students will:
1) Complete a questionnaire about their opinions on civil liberties amendments.
2) Review key civil liberties amendments, wartime examples, and court cases about detention and the military.
3) Decide how court cases should be ruled and why based on what they learned.
4) Summarize arguments for and against detention and military commissions, incorporating comments from others.
5) Identify the most compelling arguments and which side has constitutional support.
6) Write a paragraph giving their opinion on the current balance between national security and civil liberties.
War examples
1) In 1866, the Supreme Court ruled in Ex parte Milligan that the military trial of Lambdin P. Milligan was illegal since civilian courts were still operating, and martial law cannot exist in such a situation. The ruling upheld the right to trial by jury.
2) In 1919, the Supreme Court upheld Charles Schenck's Espionage Act conviction for distributing leaflets urging draft resistance, establishing that free speech is not absolute and can be limited during wartime to prevent threats to national security.
3) During WWII, the Supreme Court upheld the internment of Japanese Americans in Korematsu v. United States, deferring to claims of military necessity, though the decision was later criticized for failing to
Court cases
Milligan v. national security regarding habeas corpus and fair trials. Schenck v. national security regarding freedom of the press. Japanese removal v. national security regarding deprivation of life, liberty and property.
Detention and military
The document discusses two government actions taken after 9/11 to fight terrorism: detaining individuals without charges and establishing military commissions to try non-citizens accused of terrorism. Supporters argue these are necessary to prevent future attacks and protect national security. Critics argue the detentions violate civil liberties and due process, while the commissions could permit indefinite detention and secret trials lacking civilian appeals. There is ongoing debate around balancing security concerns with protecting constitutional rights.
Civil liberties war examples
1) In 1866, the Supreme Court ruled in Ex parte Milligan that the military trial of Lambdin P. Milligan was unconstitutional since civilian courts were still operating. The ruling established limits on martial law.
2) In 1919, the Supreme Court upheld the Espionage Act conviction of Charles Schenck for distributing leaflets urging draft resistance, establishing the "clear and present danger" test for limiting free speech during wartime.
3) In 1944, the Supreme Court upheld the internment of Japanese Americans in Korematsu v. United States, deferring to claims of military necessity, though the decision was later criticized for failing to adequately protect civil liberties during wartime hysteria.
Student worksheet 1
The student worksheet presents a questionnaire asking whether the government should have certain rights if they suspect an individual of terrorist activities. The rights inquired about include obtaining private records without consent, conducting searches and surveillance without warrants, indefinite imprisonment without charges, secret identities and trials without civilian juries or rights to legal counsel and appeals.
Amendments for consideration
The document summarizes key clauses from the US Constitution and amendments that guarantee civil liberties and rights. It includes clauses protecting habeas corpus, freedom of religion, freedom of speech, right to privacy, due process, right to a fair trial, and equal protection under the law.
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Your self-esteem and confidence can be thought of as a personal bank account, with deposits representing positive behaviors like keeping promises to yourself, acts of kindness, and using your talents, while withdrawals are negative behaviors such as breaking promises, isolation, self-criticism, and neglecting your abilities. Maintaining a healthy bank account through deposits leads to benefits like resilience, positivity, and goal-driven behavior, whereas a poor account marked by withdrawals can result in depression, peer-pleasing, and insecurity.
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Prep sheet for wwi neutrality essay
- 1. DBQ-WWI Neutrality Doc a 1. What is Wilson saying to Congress? 2. What is the magic of August 19, 1914? Doc B 1. What is the major point of this letter? 2. What are the 3 major arguments that he makes? Doc C 1. What is the role of the Sec of State? How does he get this job? 2. How does the fact that this is written years after the war ended impact how we view the document? 3. What is the general message of the document? Doc D 1. How does Bryan feel about this war and the US role in it? 2. How does he justify our relationship with the British? 3. Break down each argument and summarize it here. Doc E- 1. What is the purpose of this document? 2. Who sent this document to the New York Times? Document F 1. Why does it matter that the Lusitania was carrying ammunition? 2. How does this impact US participation in the war? Document G 1. What is the purpose of Wilson’s speech to Congress? 2. What events have transpired to explain the difference between Doc A and Doc G? 3. Where does Wilson stand at the end of this document? Document H 1. Who is Arthur Zimmerman? 2. What is the purpose of the document? 3. How does this impact US participation in the war? Document I 1. Describe all of the parts of the picture. 2. Explain why the title is appropriate for the time/issues. 3. How do we know who the python stands for in the cartoon? 4. Why Des Moines? Why would you find a cartoon like this in Iowa in 1917? Hint: look at the demographics there-who lives there, what kinds of jobs, how do they vote, etc? Just think about it-you do not need research to get this one.
- 2. Planning Sheet-please list years when appropriate since this is a chronological essay. Body One-Show how the US was neutral. List at least 5 specific pieces of info that illustrate our desire to stay out of war. List all documents that point to the US attempt to stay neutral. Body two-Show how the US policy is beginning to shift to be sympathetic to the Allies. List 5 pieces of info to illustrate your point. List all documents that show the shift. Body three-Show how the US makes the decision to openly join the Allied forces and stand against Germany. List 5 pieces of info that illustrate your point. List all documents that defend this position.