This document provides guidance for students to create newsreels about the impact of World War II on different groups in America. It outlines the process for students to take on roles like chief researcher, lead story director, and producer. It provides sources and terms for different groups including GIs, Japanese Americans, women, African Americans, Jewish Americans, and Mexican Americans. Students will write scripts, rehearse, and present their newsreels. The document includes a rubric to evaluate the newsreels.
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docxrobert345678
3
Lesson 7 Discussion
Team 3: United States Business Leader, Laborer and Government Leader (president/legislative member)
Part 1: Although you are all responsible for your own posts, I randomly separated the class into three groups (teams) to focus our discussions and ensure deeper participation into the specific country's perspective on NAFTA. Please follow the sequence below to stay organized with your research and contributions. POST YOUR SUBMISSION IN THE DISCUSSION BOARD ASSIGNED TO LESSON 7 (Not your team's board). Title your post - Your Country and your name
Begin by reading chapters 14 and 15 of the textbook, and the
North American Free Trade Agreement (NAFTA)
Links to an external site..
Part 2:
Then each complete an analysis using the following facts pattern:
CONSIDER THE FOLLOWING: Free trade among these nations have both pros and cons. Imagine that you represent the country assigned to you by your professor, and then speculate about both the positive and negative effects that NAFTA may have on the country you are assigned from the perspectives of the individuals listed (business leader, laborer, government); share your speculations with the class. Be sure to include the following in your post:
1. Provide information about the benefits of free trade to ALL countries involved (this can be a table)
2. From the perspectives of the country and parties I assigned you to: Discuss what the drawbacks are of free trade – provide specific examples supported by researchable data,
3. Respond to 2 classmates (1 person from your same team AND another person from another team
From the perspective of the country and parties I assigned you to: Discuss what your predictions and recommendations are for the future of NAFTA.
When replying to your classmates' posts:
Read your classmate's post and reply to no less than two of your classmates and a question.
Your question should be one of the following three types:
· Clarification Based: This kind of question helps the writer by asking your peer to clarify points that you think could be more fully explained.
· Evidence question - When a writer states something as fact rather than personal opinion, your peers argument is stronger if they cite evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if the student states something as fact but doesn't cite evidence.
· Hypothetical question - This kind of question helps the writer by asking your peer to test their argument by applying it to a situation that you specify.
Please note that a discussion is an exchange. Participate regularly and solicit feedback from your peers.
Posts needing a response:
Student 1:
Stude.
Clinical Field Experience C Social Studies Mini-Lesson Plan.docxbartholomeocoombs
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard:
Arts standard:
Grade level:
Learning objective:
1-2 learning objectives:
Instructional strategy:
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
Formative assessment:
Part 3: Reflection
Advance Questions for Exam #1 of Tuesday, October 30
1. American presidents by custom address the United Nations General Assembly during its annual opening session in NYC each September. Their speeches or addresses are oftentimes used as a way to frame a particular view of the world. They might offer a judgment on whether conflict or cooperation, realism or idealism, best describes the nature of political humankind.
View 48-minute “Watch President Obama Deliver His Final Speech at United Nations.” Offer an informed opinion. Was President Obama’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion.
1. Same question, different American president. Watch 41-minute “President Trump addresses U.N.” Offer an informed opinion. Was President Trump’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion.
1. A 10-question interactive quiz on recent Nobel Peace Prize recipients is stored on BlackBoard. Access and take “Quiz: How Much Do You Know About Nobel Peace Prize Winners?”
How you score on this online quiz is unimportant (and will be known only by you). This exercise is solely to introduce students to various “actors” in global politics, in this case actors who have been awarded a very prestigious prize.
I took the quiz and read of recent recipients of the Nobel Peace Prize. Yes or No (self-grading)
1. Read “The Arrow of History,” an op-ed by the Washington Post’s Charles Krauthammer. Explain how Krauthammer distinguishes between realists and idealists.
1. I read chapter 1 of the textbook or e-textbook, The Globalization of International Relations. Chapter 1 covers a broad swath of I.R. topics including globalization, state and non-state actors, global geography, and the evolving international system. Yes or No (self-grading)
1. Summarize David Brooks’ “All Politics is Thymos (Recognition).” In your response, offer a present-day example of how the human need for recognition is seen or plays out in global politics.
1. Section 1.3 of the course textbook introduces the framework of geography and of how world regions differ from each other. The global North – global South gap between the industrialized, relatively rich countries of the North and the relatively poor countries of the South is arguably the most salient or important factor at the system or global level of analysis. What percentage of the world’s population lives in the global North? What percentage lives in the glob.
1
SAMPLE PREPARATION OUTLINE
STUDENT:
INSTRUCTOR:
COURSE: COMM 2200-XX
DATE:
TITLE:
Specific Purpose: To inform my audience about the nature, extent, and symptoms of panic
attacks.
Central Idea: Panic attacks are serious medical conditions whose fearful symptoms affect
millions of people.
Introduction
I. Attention: I can't breathe, my arms are tingling, I'm really dizzy, and it feels as if
my heart is about to fly out of my chest. When this happened to me three years ago
at an outdoor concert, I was really frightened. At the time, I had no idea what was
going on.
II. Topic: My doctor told me later that I had experienced a panic attack.
III. Credibility: I have learned a lot about my condition during the past three years, and
I did additional research for this speech from sources such as the National Institute
of Mental Health and the American Psychiatric Association as well as others.
IV. Preview: Today I would like to inform you about the nature of panic attacks, the
people affected most often by them, and the options for treatment.
(Transition: Let's start with the nature of panic attacks.)
I. Panic attacks are a severe medical condition with a number of physical and mental
symptoms.
2
A. As defined by the National Institute of Mental Health, panic attacks involve
"unexpected and repeated episodes of intense fear accompanied by physical
symptoms."
1. The attacks usually come out of nowhere and strike when least
expected.
2. Their length can vary from a few minutes to several hours.
B. There are a number of symptoms common to most panic attacks.
1. Physical symptoms include a pounding heart, shortness of breath,
lightheadedness, and numbness or tingling sensations in the arms
and legs. (Baskin)
2. Mental symptoms include acute fear, a sense of disaster or
helplessness, and a feeling of being detached from one's own body.
(Transition: Now that you know something about the nature of panic attacks, let's look at
how widespread they are.)
II. Panic attacks affect millions of people.
A. According to the American Psychiatric Association, six million Americans
suffer from panic attacks.
B. Some groups have a higher incidence of panic attacks than do other groups.
1. The National Institute of Mental Health reports that panic attacks
strike women twice as often as men.
2. Half the people who suffer from panic attacks develop symptoms
before the age of 24. (National Institutes of Health)
3. Presentation aid (United)
(Transition: Given the severity of panic attacks, I'm sure you are wondering how they can
be treated.)
III. There are two major options for treating panic attacks.
A. One option is medication.
1. Antidepressants are the most frequently prescribed medication for
panic attacks.
2. They rearrange the brain's chemical levels so as to get rid of
unwanted fear responses. (Choy)
B. Another option is cognitive-behavioral therapy. ...
BOOK REVIEW DIRECTIONSFrom Praha to Prague Czechs in anVannaSchrader3
BOOK REVIEW DIRECTIONS
From Praha to Prague: Czechs in an Oklahoma Farm Town
Philip D. Smith
University of Oklahoma Press: Norman, OK, 2017
You should fully answer all questions in complete sentences using paragraph form. Do not number your answers. This should be a book review and not a numbered assignment. I have numbered the questions for your benefit, only.
If you get information from the book, please put page number in parenthesis after the appropriate sentence or paragraph. This is the way I want your page references: (129). You should have page references for all of your factual answers. -- (23) is the only way I want your reference noted.
You do not need footnotes unless you refer to an outside book review. If you use a book review or any other source you will also need to include a works cited page. Footnotes or Endnotes should be done according to the Chicago Manual of Style.
I would much rather you just read the book and think about it for yourself.
Remember, write in complete sentences using paragraph form.
Things you need to include in your Review:
1. Early in your paper, identify the thesis of this book. In other words, what is the author trying to say? What is his primary point(s)?
2. Give a quick discussion of the sources the author used in this work. Were they mainly primary or secondary sources? Please do not only look at the bibliography for this question. Look at the footnotes. Many times, a primary source will be used over and over while a secondary source might be used only once or twice. Remember, a primary source is material written during the period studied. Primary sources include newspapers, census records, diaries, journal accounts, church records, fraternal association records, etc… Secondary sources are books, articles, and other material written long after the events of the period studied.
3. Describe the formation of Prague, Oklahoma. What was the importance of the railroad in the creation of Prague? Don’t forget important people in the formation of the town.
4. Was religion important in the early days of Prague? Discuss the religious landscape of the frontier farming town.
5. How did the Prague Czechs attempt to maintain their social, cultural, and linguistic heritage in their new environment? Be specific.
6. Did the Czechs of Prague participate in the local economy and other activities of the town? Discuss and give examples.
7. Discuss the everyday life of the Prague Czechs. Be specific.
8. How did the educational system change for the Prague Czechs? How do public schools affect the community?
9. Did the Prague Czechs participate in politics? Explain. Did they participate in community activities? Discuss.
10. Did the author convince you of his thesis? Why or why not? Give your overall feeling of the book. Did you like it? Why or why not?
IS-301 | BUSINESS COMMUNICATION
Group Project Spring 2021 | WORKPLACE DILEMMAS
...
DescriptionAn informative speech increases the audience members’LinaCovington707
Description
An informative speech increases the audience members’ understanding of a topic. For this speech, you will inform your audience about a significant popular culture product or personality from the last five years. “Popular culture (or "pop culture") refers to the traditions and material culture of a particular society. [In first-world countries], pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society's population. Pop culture is those types of media that have mass accessibility and appeal” (Crossman, 2020).
This assignment requires you to design and deliver an original 4-5 minute informative speech, with supporting PowerPoint slides.
For this speech, you will inform your audience about a topic by answering the questions:
· What is the most significant popular culture product or personality from the last five years and why is that product or personality the most significant?
The ideas in your speech must be supported by evidence. A minimum of three viable, relevant, timely sources is required. For this speech, you will confine your research to newspapers from across the country. You may choose from the following online newspapers:
· “LA Times”
· “Chicago Tribune”
· “USA Today”
· “Atlanta Journal-Constitution”
· “Detroit Free Press”
· “Arizona Republic”
· “The Dallas Morning News”
· “Boston Herald”
· “New York Post”
· “The Washington Times”
POWERPOINT SPEECH WORKSHEET
Do not complete this worksheet unless you have read the instructions for this speech. You will complete this worksheet easier if you follow the speech instructions as these instructions tell you exactly how to complete this worksheet.
Name:
INSTRUCTIONS
1. Fill in the blanks to create a preparation outline. Write your preparation outline in complete and correct sentences. Refer to the sample preparation outline in our textbook for guidance.
2. The speaking notes prompts follow the preparation outline. Fill in the blanks to develop speaking notes. Refer to the sample speaking notes outline in our textbook for guidance.
PREPARATION OUTLINE
You will fill in your answers after each colon (:). Write in complete sentences.
Introduction:
Central Idea: The most significant popular culture personality from the last five years is Kim Kardashian. She has influenced and impacted the fashion industry, home décor, lifestyles, and body image.
Preview:
Signpost (Transition):
Main Idea #1:
(Write your first Main Idea which will identify and explain the pop culture product or personality).
(A. Support #1 for Main Idea #1. Identify and explain.):
1. (Detail for Support #1 for Main Idea #1):
2. (Detail for Support #1 for Main Idea #1):
(B. Support #2 for Main Idea #1. Give examples.):
1. (Detail for Support #2 for Main Idea #1):
2. (Detail for Support #2 for Main Idea #1):
Signpost (Transition):
Main Idea #2 ...
JRN 380 Final Project Spring 2020 Select one of the tkarenahmanny4c
JRN 380 Final Project Spring 2020
Select one of the three options listed below to complete for your final project in this course.
1. Multicultural Profile
Conduct a face-to-face (this can be done virtually or by phone during quarantine) interview with
someone who is from one of the following groups to which you do NOT belong:
African American
Latino/Hispanic
Native American/American Indian
Asian American
Arab American
Muslim
Gay/Lesbian/Bisexual/Transgender
People with physical disabilities
Your interview must explore your interviewee’s experiences with the media (TV, radio, movies,
music, magazines, books, comic books, video games, and advertisements, which although not a mass
medium, is relevant to our class) and the media’s portrayals or representations of his/her cultural
group. The focus of your interview should be this person’s beliefs and feelings about how the
media treat members of his or her multicultural group. How have the media impacted her/his life?
How have the media helped to define who s/he is? Specific examples are needed.
Some of the questions you may want to ask include:
● How do you prefer to be addressed as a member of your group?
● Where did you grow up?
● How did you feel growing up as a member of your cultural group?
● Have you ever experienced insensitivity, prejudice, or discrimination because of your
race/ethnic background/religion/sexual orientation/age/disability? Please explain.
● How do you think the media have portrayed/represented people from your group? Are the
portrayals positive or negative? (You may consider asking about various types of media and
whether s/he has noticed a difference between portrayals in news media and entertainment
media.) Ask for specific examples -- the more the better (titles of movies and perhaps
character name if relevant; TV shows and characters; songs; names of video games; CNN,
FOX, or other news source; etc.).
● What messages about your cultural group have you gotten from the media? Ask for specific
examples. Again: are there different messages being presented in different media? Are
mediated messages different in news media than they are in entertainment media? Specific
examples will be helpful.
● What role have the media played in helping you to define yourself (as a member of your
cultural group)?
● Have you ever been interviewed by the media? Was your experience positive or negative?
(Please specify.) What advice would you give reporters about coverage of groups such as
yourself? (Again, ask for specifics.) (No need to include info about this if s/he has never
been interviewed by the media!)
Option 1A: Paper: At the top of the first page, provide me with your interviewee’s information
(single spaced):
Name of interviewee
City in which s/he lives
Your paper must not be a mere transcription of your interview, but you must include at least three
direct quotations from your interv ...
Part 1 The following questions are worth 5 points each.1. The.docxkarlhennesey
Part 1: The following questions are worth 5 points each.
1. The song, Fly Me to the Moon, was an important popular artifact during the historic context of the moon missions. Who sang this song? And, name one way this became a symbol of the moon missions.
Frank Simatra, it was played on the Apollo to the moon in 1969.
2. What is the definition of American exceptionalism?
different and unique view of United States.
3. Identify one of the ways America’s “special role” as exceptional is articulated.
self-rule
4. Who are the three principle examples of the contemporary space program? How do we refer to them? Although their goals seem similar, they do differ? What are their principle goals?
5. In our readings about technology, we learned a number of approaches to thinking about technology. What is the term that captures the idea that technology is the sole cause of cultural change?
Technological determinism
6. What is the term used to capture the idea that technological progress is equated with social progress?
Technological positivism
7. Group one presented on a number of recurring core narratives found in all of their films. Name one:
Unity
8. What is adventure capitalism? And, how does it fit with neoliberalism?
Part II: The following questions are worth 10 points each.
1. In module 1 we discussed the four dimensions of globalization, one that we didn’t talk about in depth is the ecological dimension. Identity and provide two (2) examples of this dimensions from the “space race” module. Briefly elaborate.
2. Our readings indicate an interesting collaboration between Lyndon B. Johnson and John F. Kennedy. Briefly identify and describe their individual roles and how they complemented each other.
Part III: The following questions are worth 20 points each (2-4 paragraphs).
1. Using the American Studies Approach look closely at the following photo, which is circulated with great frequency. 1) Text—Closely describe the text; 2) Context—identify two contexts that help the viewer make greater meaning of the text; 3) Power—lastly discuss what the photo tells us about power; 4) Briefly discuss one (1) insight you have about the photo that you hadn’t previously considered.
2. Cultural artifacts are powerful producers of dominant ideologies in that they reflect and shape key ideas about core narratives that serve to create a sense of unity among an “imagined community” (Anderson). As cultural artifacts, the four films presented by group one, draw on the core narrative about American exceptionalism through the figure of the “hero”. In this short essay, I’d like you to examine (identify and describe) at least two of the regulatory ideals about Americanness (nationality). Here I’m looking for qualities/characteristics.
The Anatomy of an Essay
Process and Structure
The Writing Process
Writing is a series of individual steps that are impossible to skip
Whether you space the steps out and complete them individually or ...
StatementWhen the United States entered into World War II, it.docxwhitneyleman54422
Statement:
When the United States entered into World War II, it sent an estimated 16 million troops overseas. Among them were nearly half a million Latinos. On the eve of war, most Latinos lived in rural areas, had incomes that lagged behind national averages so that poverty was enduring, lived with entrenched segregation, suffered from housing discrimination, had inadequate access to health care, and held very little educational opportunities.
Yet despite these atrocities, Latinos would come to serve in every branch of the U.S. Armed Forces and participate in multiple campaigns. From the beach invasions in North Africa & Sicily to the storming of Normandy, France as part of D-Day; Latinos were there. From the island hopping campaigns in the Pacific against the Japanese Imperial Army to serving in defense related industries states-side or for the Women’s Army Auxiliary Corp; Latinos were, again, there.
Moreover, the Latino soldier has the distinction of achieving more decorations for bravery on the battlefield than any other ethno-racial group involved in this conflict; from Congressional Medals of Honor to Purple Hearts, and so on, and so on down the line.
At home, the Latino community also joined the war effort with unwavering commitment as they publicly displayed their patriotism by either purchasing liberty bonds, participating in Red Cross campaigns, or forming their own USOs (Senoritas USOs) for Latino service men who were typically barred from partaking in traditional USO activities
Worth mentioning are the contributions of Latinas to the war effort as they, by the thousands, worked in defense related industries filling in for absent spouses and sons gone off overseas. In these industries they worked as drivers of heavy machinery, as aircraft assembly line operatives, as medical personnel, as office workers, as translators, and in steel, railroad, and meat-packing plants.
Let it be known also, that it would be this generation who would come the lead the fight against discrimination throughout the U.S. The conflict overseas exposed Latinos to an international setting where men and women of different races and nationalities worked together for a common cause. It also created a new awareness of race and racism throughout the world. As such, Latinos became receptive to a more liberal and open society and returned home questioning the racial order and subordination of their own communities. In other words, they were deeply affected by continued discrimination as the country was still unwilling to extend full democratic rights to them. The end result was that the war would amplify an already entrenched civil rights movement that tried to deal with the gap between the doctrine of democracy the US advocated abroad and the racial prejudices against Latinos it continued to maintain at home
It is clear then, that Latinos and Latinas were very much committed to the war effort both overseas and states-sides and are absolutely dese.
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http://sandymillin.wordpress.com/iateflwebinar2024
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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.
2. Essential Questions
Unit Focus:
When should
the United
States go to
war?
Unit Focus:
What is
required to
achieve victory
in war?
Unit Focus:
How did
America
become a
superpower?
Activity Focus:
What kinds of
opportunities
and hardships
did the war create
for Americans at
home and
abroad?
Unit Focus:
What is the
proper role of the
government in
people’s lives?
Unit Focus: Did
America’s
involvement in
World War II and
the Cold War move
it closer or further
away from its
founding ideals?
3. GOAL
Can you create a newsreel
that explains the kinds of
opportunities and hardships
did the war create for
Americans at home and
abroad?
4. Work with your group to create a newsreel that
you will act out in front of the class. Your newsreel
should highlight the impact of World War II on
your assigned group. It should describe the kinds
of opportunities and/or hardships World War II
created for this group of Americans.
5. Preview:
Copy this table in your notebook:
M
Item
purchased
Daily
stamps
used
Total
stamps
used
T
W
Th
F
6. The government has put a new
policy in effect. You will receive a
stamp book with 100 stamps a
week to purchase your lunches.
You may not pack your own.
Using the menu, complete the
table by listing what you will eat
each day of the week. Then tally
the daily stamps used and the
total stamps used.
Sandwich
15 stamps
Hamburger
20 stamps
Juice
15 stamps
Hot dog
15 stamps
Pasta
15 stamps
Salad
10 stamps
Yogurt
10 stamps
Milk
10 stamps
Bottled water
5 stamps
Piece of fruit
10 stamps
8. The list below presents some of the problems the
federal government encountered during World War
II. In your notebook, write a sentence describing
how the government addressed each problem.
• The economy needed to be converted from
consumer production to military production.
• The government needed large amounts of money
to fight the war.
• Inflation and overconsumption threatened the
economy.
9. Step 1:
Assign roles. Review the roles and divide them up among the
members of your group. Make sure everyone understands her or his
responsibilities. Everyone will participate in the newsreel.
Chief Researcher: You will lead the group during Step 2. Make
sure all group members learn the key content about your topic.
Help brainstorm ideas for the script and participate in the
newsreel.
Lead Story Director: You will lead the group during Step 3.
Help brainstorm ideas for the script and participate in the
newsreel.
Human Interest Director: You will lead the group during Step
4. Help brainstorm ideas for the script and participate in the
newsreel.
Producer: You will lead the group during Steps 5 and 6. Help
brainstorm ideas for the script and participate in the newsreel.
10. Step 2:
Read the section in the Lesson for the topic assigned to
you. Then complete the corresponding Reading Notes.
The Chief Researcher is responsible for making sure all
group members can complete the Reading Notes for
your section.
11. Step 3:
Brainstorm ideas for a two- to three minute lead story. The Lead
Story Director will lead a group brainstorm about this segment.
The lead story must include
examples of at least four opportunities or hardships experienced by
the group during World War II.
all Key Content Terms in your section.
both sources from your transparency.
at least one prop.
After you have determined the content for this segment, decide
which two students will be the wartime news correspondents.
They will deliver the lead story “live” from a “remote” location.
Each correspondent must incorporate one source into his or her
broadcast. If one source is an audio recording, be sure to preview
it first to make sure it will be played at the appropriate time
during the broadcast.
12. Step 4:
Brainstorm ideas for a two- to three minute human interest
story. The Human Interest Director will lead a group
brainstorm about this segment. The human interest story
must include
an on-scene interview with an individual who was directly
affected by the war.
questions about the background and experiences of the
featured individual.
at least one prop.
After you have determined the content for this segment,
determine which two students will be the on-scene
reporter and the interviewee.
13. Step 5:
Write the scripts for the lead and human interest stories
and gather props. The Producer should review both
scripts and make sure the props enhance the newsreel.
14. Step 6:
The Producer should lead the group in rehearsing the
newsreel. As you rehearse, the Producer should make
sure that
everyone is actively involved in the newsreel.
everyone speaks loudly and clearly.
the props are well integrated.
the group of Americans is identified at the beginning
of the newsreel.
15. Terms
G.I.s
G.I.
G.I. Bill of Rights
Japanese Americans
Executive Order 9066
Korematsu v. U.S.
Internment Camp
Women
Double Shift
Women’s Army Corp
African Americans
Double V Campaign
Tuskegee Airmen
Executive Order 8802
Jewish Americans
Steamship St. Louis
War Refugee Board
Mexican Americans
Zoot Suit Riots
Bracero
Pachucos
16. Home Front Newsreel Rubric
Advanced
Proficient
Basic
Below Basic
4
3
2
1
You stayed
focused and ontask during
preparation time.
You stayed
focused and ontask during most of
the preparation
time.
You stayed
focused and ontask during some of
the preparation
time.
Demonstrates
excellent analysis
and knowledge of
historic group.
Demonstrates
analysis and
knowledge of
historic group.
Demonstrates
Demonstrates little
some knowledge of knowledge of the
historic group.
historic group.
Criteria
Focus
X’s 3
Content
X’s 3
X’s 3
Information is
mostly historically
accurate and at
least 3 hardships
and/or
opportunities.
Information has
some historical
accuracy and at
least 2 hardships
and/or
opportunities.
Information is not
historically
accurate and/or
does not address
hardships and/or
opportunities.
X’s 2
X’s 2
X’s 2
Key terms are
poorly integrated
into the newsreel.
Key terms are not
integrated into the
newsreel.
The newsreel flows
smoothly most of
the time, with an
introduction, body,
and conclusion.
The newsreel flows
smoothly
sometimes, and
does not have a
clear introduction,
body, and
conclusion.
The newsreel does
not flow, or is
missing at least
one of the
following: an
introduction, body,
and conclusion.
Tone of voice,
enunciation, and
pace are
appropriate.
Tone of voice,
enunciation, and
pace are
appropriate most of
the time.
Tone of voice,
enunciation, and
pace are
inappropriate some
of the time.
Tone of voice,
enunciation, and
pace are
inappropriate most
of the time.
Superior creativity
and quality of
production.
Adequate creativity Creativity and
and quality of
quality of
production.
production lacking
in certain areas.
Information is
historically
accurate at least 4
hardships and/or
opportunities
X’s 2
X’s 3
Key terms are well Key terms are
integrated into the integrated into the
newsreel.
newsreel.
The newsreel flows
smoothly, with a
clear introduction,
Organization
body, and
conclusion.
Style
You often did not
stay focused and
on-task during
preparation time.
TOTAL SCORE = _________ x
1/2 = ________/20
Creativity and
quality of
production lacking
in many areas.
TEAM GRADE
17. Set up your notes for watching the
Newsreels.
Group
Hardships
Benefits
American GIs
Japanese-Americans
Women
African-Americans
Jewish Americans
Mexican-Americans
Incorporate the following vocabulary: G.I., G.I. Bill of Rights, Executive
Order 9066, Korematsu v. U.S., Internment Camp, Double Shift, Women’s
Army Corp, Double V Campaign, Tuskegee Airmen, Executive Order 8802,
Jewish Americans, Steamship St. Louis, War Refugee Board, Mexican
Americans, Zoot Suit Riots, Bracero, Pachucos
18. Discussion
What common hardships do you think American
endured during the war?
What common opportunities do you think Americans
gained during the war?
Do you believe the American ideal of opportunity was
advanced or restricted during wartime?
Editor's Notes
Other essential question: What impact do challenges abroad have on Americans at home?