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Monday, April 21, 2014

For the Remainder of the Semester...

Check the Edmodo site and not this. It is much easier to post everything on Edmodo (where we can actually link to files). Check it EVERY DAY!!! There's a ton of good new stuff there. Thanks!

Tuesday, April 15, 2014

Upcoming Test Dates

Ch. 21 April 22
Benchmark: April 25
Ch. 22/23 Test: April 29
STAAR: May 8

Saturday, April 12, 2014

SATs (Wednesday April 16, 2014)

Attention All Juniors : 
Juniors have registered at school for the SAT that is being given at Bellaire HS on Wednesday, April 16th. All juniors need to log back into their Collegeboard.org account (a great place to get SAT tips and hints) and click on SAT registrations and print out their Admission Ticket. Students will need to bring these with them to school on April 16th. Also bring a calculator and regular #2 pencil (not mechanical).

Here are some helpful links:
SAT Practice; News Article on SAT Prep; Chron.com Article on SAT Prep; Khan Academy SAT Prep; Article on Khan Academy SAT Prep; College Board and Khan Academy; SAT Practice Test

Thursday, April 10, 2014

Ch. 22 Overview

USH: Unit 6 - Ch. 22 – THE CIVIL RIGHTS MOVEMENT (1960-1978)
OVERVIEW: Public frustration with the federal government grew in the 1970s as the Watergate scandal broke, the energy crisis emerged, and the economy continued to weaken. Democrat Jimmy Carter was elected president with a promise to reform government. Numerous obstacles, including a worsening economic situation, hampered his presidency. In this chapter you will learn how Ronald Reagan was elected president in 1980 and set out to reform the economy and foreign relations.
VOCAB: Nonviolent Resistance, Sit-Ins, SCLC, MLK, SNCC, Congress of Racial Equality, Freedom Riders, James Meredith, Medgar Evers, Civil Rights Act of 1964, Council of Federated Organizations, 24th Amendment, Freedom Summer, People Getting Hurt in this Fight, Mississippi Freedom Democratic Party, Voting Rights Act, Nation of Islam, Elijah Muhammad, Malcolm X, Stokely Carmichael, Black Power, Bobby Seale, Huey Newton, Black Panther Party, Kerner Commission, Poor People’s Campaign, Busing, Affirmative Action, Quotas, Ralph Abernathy, University of California v. Bakke, Carl Stokes, National Black Political Convention
THE CIVIL RIGHTS MOVEMENT – AN OVERVIEW: African Americans continued to work for equality during the 1960s, a decade dominated by the civil rights movement. Under the leadership of Martin Luther King Jr. the civil rights movement utilized nonviolent resistance to end segregation and work for equal rights. These efforts led to the passage of major legislation. Other civil rights leaders advocated separatism and violent resistance, however.
1. Professional sports begin to be integrated when Jackie Robinson begins to play baseball for the Brooklyn Dodgers.
2. In Brown v. Board of Education, the Supreme Court declares school segregation is unconstitutional.
3. In 1955. Rosa Parks refuses to sit in the back of a bus in Montgomery, Alabama, sparking the Montgomery Bus Boycott.
4. In 1957, President Eisenhower sends the National Guard to integrate Central HS in Little Rock, Arkansas…The Little Rock 9: Nine African-American students who 1st integrated Central HS.
5. In 1961, sit-ins in segregated restaurants begin in Greensboro, North Carolina.
6. In 1962, Freedom Riders reveal that interstate transportation remains segregated in the South
7. Martin Luther King, Jr. leads demonstrations against segregation in Birmingham, Alabama.
8. MLK leads demonstration against restrictions on voting rights in Selma, Alabama.
9. In 1963, a massive March on Washington demands federal action on civil rights.
10. In 1964, Congress enacts a Civil Rights Act banning segregation in public accommodations.
11. In 1965, Congress enacts a Voting Rights Act to forbid restrictions on voting by blacks and other groups based on race and ethnicity.

Tuesday, April 1, 2014

Ch. 20 Test Study Guide (April 8, 2014)

1. Textbook Page(s) to Look Over: 617 #s 1, 3, and 4
2. Define: Fair Deal, Taft-Hartley Act, National Highway Act, GI Bill of Rights, LULAC, Brown v. Board of Education, Civil Rights Act of 1957, Little Rock 9, Urban Renewal (and who it hurts), Modern Republicanism, Baby Boom
3. Know the following people: Dwight Eisenhower (R), Harry Truman (D), Martin Luther King Jr, Felix Longoria (know his story)
4. Read over ALL of the Graphic Orgs, except section 2, and especially Section 1!!!

*UPDATE: Please make sure you go over the study guide above. Next week is the 1st week of the final 6-weeks of this school year!!! Wow! Project grades are coming, along with notes grades and this test, so let's try and start out as strongly as possible! Grades trended downward during the 5th 6-weeks and hopefully that will change during the last 6-weeks! Do not forget April 16 (SATs), May 8 (STAAR US History), and EVERY Tuesday is a test day in class!!! Do not give up and keep working hard (or start working hard for some of you)! Please do great work, we are rooting hard for you!

Friday, March 21, 2014

Ch. 19 Test Study Guide (Test Wednesday April 2, 2014)

1. Study these from the textbook: Pg. 587 #s 1-3
2. Define: Potsdam Conference, Nuremberg Trials, United Nations, Cold War, Containment, Satellite Nations, Berlin Blockade, Berlin Airlift, Truman Doctrine vs. communism, Marshall Plan, Domino Theory, NATO, CIA, U-2 Incident, HUAC, the Hollywood 10, Sputnik
3. What is mutual assured destruction mean in context with nuclear weapons?
4. Know who the following people are: Joseph McCarthy, Alger Hiss, The Rosenbergs,

This is not a hard test. Please study hard and come in and do great work! See y'all next week!

Saturday, March 15, 2014

Have a Great Spring Break and Project Directions!!!

Coach Durning and I wish you all a great Spring Break! Rest up, have some fun, and do some good studying! You will see overviews below and there will be some study guides and other assortedness posted in the coming days! Please be advised that when we get back we are going to hit the ground running! You will need to bring your A-games because we have a lot to cover before SATs and STAAR hit, so be prepared!!! No excuses please! Come in, get great work done, and then let's move on! Have fun and below I will post what the picture project directions!

Due Date: Mintz: Tuesday March 25 and Durning: Friday March 28, 2014.
Project Directions: Recreate a famous picture/moment from Chapters 13-18 (like we did last semester). Then using Pixlr.com, or the photo editor of your choosing (i.e. Photoshop, etc), cut yourselves out and insert into the original picture (making it look like the original). Use whatever app to place both photos side by side and then you are done with this part.
Turn in Directions: I will put a link into Edmodo to turn in. Turn in the photo and the following mini-report - 1. Names of all group members, 2. Why your group choose this project (2-3 sentences), 3. How your group liked this version of the project vs. last semesters (2-3 sentences), and 4. Anything else your group would like us to know about the project or your effort. Thanks for your work and Coach Durning and I cannot wait to see the results!!! Email smintz@houstonisd.org if you have any questions!!! Turn in through the Edmodo link, please do not email in. **Only email in the mini report if it proves to hard to turn in through Edmodo (I'm not sure if it will let you attach multiple things). The pictures must be turned in through Edmodo.

Ch. 20 Overview

USH: Unit 5 - Ch. 20 – SOCIETY AFTER WW2 (1945-1960)
OVERVIEW: The end of WW2 renewed Americans' optimism about the future. Soon, however, the country was caught up in a Cold War with the Soviet Union. President Truman's commitment to contain the spread of communism led to greater US involvement in Korea and a growing suspicion that there were spies at home. The Cold War intensified as President Eisenhower stepped up the nuclear arms race. In this chapter you will learn how Americans adjusted to the domestic transition from war to peace.
VOCAB: GI Bill of Rights, Employment Act, Council of Economic Advisors, Taft-Hartley Act, Committee on Civil Rights, Dixiecrats, The Election of 1948, Fair Deal, Automation, Baby Boom, Juvenile Delinquency, Rock ‘N Roll, Modern Republicanism, Highway Act, Building the Burbs, The Growth of TV, Consumerism, Social Activities, Elvis, Beats, Urban Renewal, Brown v. Board of Education, Thurgood Marshall, Little Rock 9, Rosa Parks, Montgomery Improvement Association, Martin Luther King Jr., Civil Rights Act of 1957, Felix Longoria, LULAC, Ralph Ellison, Jack Kerouac
POST-WW2 SOCIETY – AN OVERIVEW:
1. THE POST-WW2 US SAW MANY CONFLICTS
- Conflicts over LABOR UNIONS, CIVIL RIGHTS, and any EXPANSION OF THE NEW DEAL into such areas as national health insurance, housing, full employment, welfare benefits
2. RAPID GROWTH OF THE ECONOMY:
- Allowed many Americans to move to suburbs and have more children; Became known as the BABY BOOM
- Apparent in the rapid spread of TV
3. TRUMAN and the FAIR DEAL:
- Promised: FULL EMPLOYMENT, HIGHER MINIMUM WAGE, NATIONAL HEALTH INSURANCE PROGRAM, AFFORDABLE HOUSING, INCREASED AID TO FARMERS, EXPANSION OF WELFARE BENEFITS
- FAIR DEAL had limited success in an INCREASINGLY CONSERVATIVE postwar political climate
- Americans had become LESS ENTHUSIASTIC about reform programs that would further expand the gov
- Most people, weary of the upheaval of recent years, just wanted PEACE, STABILITY, and PROSPERITY
4. THE RISE OF YOUTH CULTURE:
- High school attendance becomes universal
- ROCK ‘N’ ROLL arises
- Others also questioned CONFORMITY, especially the BEATS
5. THE CIVIL RIGHTS MOVEMENT BEGINS:
A.  BROWN V. BOARD OF EDUCATION, 1954
- Reverses PLESSY V. FERGUSON (1896), which had established the legality of “separate-but-equal” schools; Shown through the hardships of the LITTLE ROCK 9
- Declares segregation in public schools ILLEGAL
B. MONTGOMERY BUS BOYCOTT: After desegregation in school efforts succeeded, the fight moved towards desegregating transportation, such as forcing African Americans to ride in the back of buses
- Begins in 1955 in Montgomery, Alabama when ROSA PARKS refused to move to the back of a city bus.
- MARTIN LUTHER KING JR. (MLK) was MIA’s spokesman
- MLK was a Baptist minister, who was an ENERGETIC and MOVING SPEAKER
- White protesters used INTIMIDATION and VIOLENCE to try and stop the protests
C. SHOWDOWN IN LITTLE ROCK, 1957: Integration of Central High School in Little Rock, Arkansas, can only take place after President Eisenhower sends in the National Guard
D. CIVIL RIGHTS ACT OF 1957: Congress passed the 1st new civil rights law since Reconstruction; Also passed laws to protect voting rights and to study violations of civil rights
E. HISPANICS, ASIANS, and INDIANS became increasingly motivated to also fight for their rights
- FELIX LONGORIA: Deceased Mexican American WW2 vet, from TX, whose remains were turned down for burial by the only funeral home in his hometown; TX Senator LBJ had him buried at Arlington National Cemetery after a huge outpour of criticism
- LULAC: Formed in 1929 – fought for Hispanic rights in the same way that the NAACP championed African American rights
- LULAC, like the NAACP, fought against segregation: Menendez v. West Minster School District (1945) and Delgado v. Bastrop ISD (1948) found that school segregation in CA and TX was illegal for Mexican American students
- ASIAN AMERICAN Challenges: Discrimination; Belief that they did not fit the American “IDEAL”; Continued nativism
- AMERICAN INDIAN Challenges: Relocation and termination policies; Gov pressure to assimilate
6. THE NONAFFLUENT SOCIETY:
- Late 1950s: 30-40 million in the US living in poverty
- The RURAL POOR: Rural residents, particularly farmers, represented the poorest segment
- Although FARMING PRODUCTIVITY INCREASED from 1950-1960, FARM INCOMES SHRANK b/c foreign countries were importing less food after WW2
- AGRICULTURE PRICES FELL DRAMATICALLY, small farms were hurt, and migrant workers struggled w/ employment
- Many still had NO INDOOR PLUMBING OR ELECTRICITY
- By 1960 more than 20 million city-dwellers were LIVING IN POVERTY
- AFRICAN AND MEXICAN AMERICANS were moving into cities in greater #s, though were faced with poverty and discriminatory real estate pricing

Ch. 19 Overview

USH: Unit 5 - Ch. 19 – THE COLD WAR (1945-1960); BHS
OVERVIEW - THE COLD WAR: After WW2, the US clashed with the Soviet Union over such issues as the Soviet dominance over Eastern Europe, control of atomic weapons, and the Soviet blockade of Berlin. The establishment of a Communist government in China in 1949 and the North Korean invasion of South Korea in 1950 helped transform the Cold War into a global conflict. The US would confront Communism in Iran, Guatemala, Lebanon, and elsewhere. In an atmosphere charged with paranoia and anxiety, there was deep fear at home about “enemies within” sabotaging US foreign policy and passing atomic secrets to the Soviets. Quick understanding:
1. WW2 was followed by a Cold War that pitted the US (Capitalist) and its allies against the Soviet Union (communist) and its supporters
2. This conflict was called the Cold War (no direct military conflict), but it would flare into violence in Korea and Vietnam and in many smaller conflicts
3. The period from 1946 to 1991 was punctuated by a series of East-West confrontations over Germany, Poland, Greece, Czechoslovakia, China, Korea, Vietnam, Cuba, and many other hot spots
VOCAB: Potsdam Conference, Nuremberg Trials, United Nations, Zionism, Satellite Nations, Containment, Cold War, George Kennan, Baruch Plan, Atomic Energy Act, Truman Doctrine, Marshall Plan, Berlin Blockade, Berlin Airlift, NATO, Warsaw Pact, Brinkmanship, Communism in China, Korean War, Central Intelligence Agency, Nikita Khrushchev and the U-2 Incident, Hydrogen Bomb, National Security Council, House Un-American Activities Committee, Hollywood Ten, Alger Hiss, Julius and Ethel Rosenberg, Internal Security Act, Joseph McCarthy, Billy Graham, Sputnik, NASA, National Defense Education Act
WHAT WAS THE US LIKE: In 1945, the US was a far different country than it subsequently became. Nearly a third of Americans lived in poverty. A third of the country's homes had no running water, two-fifths lacked flushing toilets, and three-fifths lacked central heating. More than half of the nation's farm dwellings had no electricity. Most African Americans still lived in the South, where racial segregation in schools and public accommodations were still the law. The number of immigrants was small as a result of immigration quotas enacted during the 1920s. Shopping malls had not yet been introduced.
Following WW2, the US began an economic boom that brought unparalleled prosperity to a majority of its citizens and raised Americans expectations, breeding a belief that most economic and social problems could be solved. Among the crucial themes of this period were the struggle for equality among women and minorities, and the backlash that these struggles evoked; the growth of the suburbs, and the shift in power from the older industrial states and cities of the Northeast and upper Midwest to the South and West; and the belief that the US had the economic and military power to maintain world peace and shape the behavior of other nations.
THE COLD WAR:
A. The phrase The Cold War refers to the political and military tensions between the US and the Soviet Union and their allies following WW2 and only ending in 1991, when the SU disintegrated
B. It was called a Cold War because there was no direct military conflict between the US and the Soviet Union, though they did struggle for global power
C. Indirect military conflicts did take place in Korea, Vietnam and elsewhere
HOW DID THE COLD WAR BECOME A MILITARY CONFRONTATION BETWEEN THE US AND SOVIET UNION?
1.  POTUS Harry Truman announced the Truman Doctrine in 1949. He declared that it was the policy of the US "to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures."
2. The US adopted the Containment Policy to take steps to prevent Soviet expansion
3. The US implemented the Containment Policy through:
A. The Marshall Plan, which provided economic aid to restore Western Europe’s economic health
B. The creation of West Germany, which combined the US, British, and French sectors of occupied Germany
C. The establishment of NATO, a military alliance between the US, Canada, and Western Europe
D. An airlift in response to a Soviet blockade of West Berlin.
4. The Cold War was accompanied by fear of Communism at home:
A. This fear is known as McCarthyism after Wisconsin Senator Joseph McCarthy
B. McCarthy contended that Communists had infiltrated the US government
C. Fear of Communist subversion was intensified by 2 cases of apparent espionage:
D. A former high-ranking State Department official, Alger Hiss, supplied Soviet agents with classified US documents
E. Julius and Ethel Rosenberg apparently passed atomic secrets to Soviet agents
F. In 1954, the Senate voted to condemn McCarthy for conduct unbecoming to his office. He had made reckless charges of Communist subversion of the US military.

Friday, March 7, 2014

Ch. 18 Test Study Guide (March 11, 2014)

**UPDATED!!!** We are very sorry about this, and this will be explained in class, but this is the new study guide for the Ch. 18 Test. Upside, no textbook page numbers and most is exactly the same (it might not look the same now but what you're studying is).
1. People to Know: Albert Einstein, Franklin D. Roosevelt, Adolf Hitler, Rosie the Riveter
2. Definitions to Know: Island-Hopping, Kamikazes, Internment (and who it affected), the Holocaust, Manhattan Project, Enola Gay, D-Day, A-Bomb, Potsdam Conference, Hiroshima and Nagasaki, Zoot-Suit Riots
3. _________ attacked Poland, starting WW2.
4. The Great Depression was ended by WW2 era ____________
5. During World War 2, African Americans, women, and Mexican Americans found new opportunities in ________________
6. WW2 was a truly ___________ war
7. Why did the US enter WW2 in 1941? ________________
8. Allied Powers included: ___________, _____________, ____________
9. Axis Powers included: ___________, _____________, ____________
10. How many terms did FDR serve as POTUS? ________

Saturday, March 1, 2014

For the Week of March 3-7, 2014

1. Do not forget that the Ch. 17 Test is on Tuesday March 4, 2014. The study guide is below, make sure you read over it, check out the charts and graphs on the listed page #s (from the book - physical and online), and ask any questions on Monday if you have any. The Ch. 18 test will be a week from Tuesday (March 11, 2014) and the study guide will be posted soon.

2. Coach Durning and I would like to thank all of you for your fearlessness in doing your work (for those doing it) on the laptops! We are so proud that you are enhancing your skills, trying new things, and working on empowering yourselves to be a professional part of our digital age! For those who do their work on the laptops: make these notes, and all the work, yours. Don't be afraid to try different fonts, sizes, pics, charts, smart art, etc. because this stuff is for you! It is supposed to make you better and if you don't like bold sentences and tables, then don't forget that we encourage you to try new things and see what works for you!

3. Turning in Work/Completing Work: Overall most of our students come in, do their work, turn their work in, are awesome, and make coming to BHS fun every day! But there has been an increasing amount of people in our classes who are not coming in and doing the above. The # of people procrastinating, people literally playing games on their computers (or watching movies), and not turning in work is becoming problematic for all involved. You are not in class to play games and not do work. You are not in class to play games with people and cause headaches for your classmates and your teachers. If this message is directed to you: either fix this problem now or we are going to be getting rid of laptops in our classes. Be cool. Its not hard. Heed this warning.

4. Mintz's classes have started the Moment in Time Project. Durning's will shortly. We are very excited!

5. Mintz has to drop off his car (for repairs) and pick up a rental car on Monday at lunch and 5th period. Please know that I will not be around at lunch (for tutorials) but I will be around after school. Please let me know if you want any help in the afternoon and have a great, productive, rest of your weekend!

Sunday, February 23, 2014

Ch. 17 Test Study Guide (Test: Tuesday March 4, 2014 )

1. Textbook: Read pg. 525 #s 1 and 3; Read the quote from William E. Borah on pg. 502 (Eyewitness to History); Look over the Graph (Interpreting Graphs) on pg. 519 - Fortune Magazine 1939 Survey on War; Look over the Map (Interpreting Maps) on pg. 519/520 - German and Italian Expansion 1935-1941
2. Why is December 7, 1941 a date which will live in infamy? The bombing of _______________
3. Know examples of FDR's Good Neighbor Policy
4. Mexico nationalized their oil fields (know what that means)
5. Italy, Germany, and the Soviet Union are examples of totalitarian states
6. Define: Disarmament, Popular Front, Anti-Semitism, Blitzkrieg
7. Know which country the following people are associated with: Benito Mussolini, Joseph Stalin, Francisco Franco, and Winston Churchill
8. Know the members of the Allied and Axis Powers
9. Why were leaders such as Winston Churchill against appeasement when dealing with Germany?
10. Why did the US support Latin American caudillos?
11. What were the results of the nonaggression pact between Germany and the Soviet Union?
12. There will be 2 STAAR questions on the test (FYI) over info that we have covered to start truly testing your preparedness; Homesteaders built sod houses because access to timber was limited by distance and lack of transportation AND the transcontinental railroad contributed to the closing of the western frontier by greater ease of travel which resulted in higher demand for unclaimed territory

For the Week of Feb. 24-28, 2014

We will continue working on Chs. 17-18 and if there's time start on Ch. 19. For Mintz's classes: the chapter 17 test will be Tuesday March 4, 2014. I will post the date for Durning's classes when I know (I'm betting it will be the same - but we will see). The study guide will be up shortly. Make sure that ch. 18 notes are also getting completed. Please let me know if you have any questions about the notes or any laptop questions (i.e. how do I take a screenshot? How do I snap 2 windows together? How do I add hyperlinks to documents?) and have a great rest of your weekend!

Note for Mintz's 7th Period

Due to my doctor having to see me tomorrow @3:30, I will have to leave school by 2:50. Ms. Nocca or Coach Durning will come hang with y'all for the last 20 minutes of class. I am very sorry about this, I have things having to be like this last minute. But as always we will have some fun and a great day! See y'all tomorrow!

Thursday, February 20, 2014

Ch. 18 Overview


USH: Unit 5 - Ch. 18 – AMERICANS IN WW2 (1941-1945); Mintz/Durning; BHS
OVERVIEW: The economic distress of the Great Depression contributed to the rise of dictatorships in some nations. Military aggression by Germany, Italy, and Japan plunged the world into war. In December 1941 the Japanese bombed Pearl Harbor, bringing the US into WW2. In this chapter you will learn that the US and the Allies battled the Axis Powers on land and at sea in Europe, North Africa, and Asia. By August 1945 the Allies had won a difficult war.
VOCAB: War Production Board, Office of War Mobilization, Selective Training and Service Act, Douglas MacArthur, Bataan Death March, Chester Nimitz, Battle of the Coral Sea, Battle of Midway, Guadalcanal, The Battle of El Alamein, Braceros, Zoot-Suit Riots, Internment, Office of War Information, Rosie the Riveter, Fair Employment Practices Committee, Sonar, Genocide, Dwight D. Eisenhower, George S. Patton, George C. Marshall, D-Day, Holocaust, Battle of the Bulge, Yalta Conference, Island-Hopping, Kamikaze, Battle of Leyte Gulf, Battle of Iwo Jima, Battle of Okinawa, Harry S Truman, Manhattan Project, Albert Einstein, Enola Gay
WW2 – AN OVERVIEW: WW2 killed more people, involved more nations, and cost more $ than any other war in history. Altogether, 70 million people served in the armed forces during the war, and 17 million combatants died. Civilian deaths were ever greater. At least 19 million Soviet civilians, 10 million Chinese civilians, and 6 million European Jews lost their lives during the war.
WW2 was truly a global war. Some 70 nations took part in the conflict, and fighting took place on the continents of Africa, Asia, and Europe, as well as on the high seas. Entire societies participated as soldiers or as war workers, while others were persecuted as victims of occupation and mass murder.
WW2 cost the US a million causalities and nearly 400,000 deaths. In both domestic and foreign affairs, its consequences were far-reaching. It ended the Depression, brought millions of married women into the workforce, initiated sweeping changes in the lives of the nation's minority groups, and dramatically expanded the federal government's presence in American life.
CONSEQUENCES OF WW2:
1. The war ended Great Depression era unemployment levels and dramatically expanded government's presence in American life. It led the federal government to create a War Production Board to oversee conversion to a wartime economy and the Office of Price Administration to set prices on many items and to supervise a rationing system.
2. During the war, African Americans, women, and Mexican Americans found new opportunities in industry. But Japanese Americans living on the Pacific coast were relocated from their homes and placed in internment camps.
THE WAR AT HOME AND ABROAD: On September 1, 1939, WW2 started when Germany invaded Poland. By November 1942, the Axis powers controlled territory from Norway to North Africa and from France to the Soviet Union. After defeating the Axis in North Africa in May 1941, the US and its Allies invaded Sicily in July 1943 and forced Italy to surrender in September On D-Day, June 6, 1944, the Allies landed in Northern France. In December, a German counteroffensive (the Battle of the Bulge) failed. Germany surrendered in May 1945.
The US entered the war following a surprise attack by Japan on the US Pacific fleet in Hawaii. The US and its Allies halted Japanese expansion at the Battle of Midway in June 1942, as well as in other campaigns in the South Pacific. From 1943 to August 1945, the Allies hopped from island to island across the Central Pacific and also battled the Japanese in China, Burma, and India. Japan agreed to surrender on August 14, 1945 after the US dropped the 1st A-bombs on the Japanese cities of Hiroshima and Nagasaki.
THE DAWN OF THE ATOMIC AGE: In 1939, Albert Einstein wrote a letter to FDR, warning him that the Nazis might be able to build an atomic bomb. On December 2, 1942, Enrico Fermi, an Italian refugee, produced the 1st self-sustained, controlled nuclear chain reaction in Chicago.
To ensure that the US developed a bomb before Nazi Germany did, the federal government started the secret $2 billion Manhattan Project. On July 16, 1945, in the New Mexico desert near Alamogordo, the Manhattan Project's scientists exploded the 1st atomic bomb.
It was during the Potsdam negotiations that POTUS Truman learned that American scientists had tested the 1st atomic bomb. On August 6, 1945, the Enola Gay, a B-29 Superfortress, released an A-bomb over Hiroshima, Japan. Between 80,000 and 140,000 people were killed or fatally wounded. 3 days later, a 2nd bomb fell on Nagasaki. About 35,000 people were killed. The following day Japan surrendered.
Truman's defenders argued that the bombs ended the war quickly, avoiding the necessity of a costly invasion and the probable loss of many more lives. His critics argued that the war might have ended even without the atomic bombings, maintaining that the Japanese economy would have been strangled by a continued naval blockade, as well as that Japan could have been forced to surrender by conventional firebombing or by a demonstration of the A-bomb's power.
The unleashing of nuclear power during WW2 generated hope of a cheap and abundant source of energy, but it also produced anxiety many in the US and around the world.
*From Digital History

Sunday, February 16, 2014

Class Happenings for Feb. 17-21, 2014

I hope everyone had a great weekend! This week we will be making sure Ch. 17 is good to go, STAAR QoDs, and will be slowly, but surely, moving towards WW2 (Ch. 18), and starting our Moment in Time picture/movie projects. The 1st thing you should do is find a group of 4-6 and find someone who is going to film you (everyone, including the person filming, must participate fully). We will go over this more in the coming days. Ms. Manraj will also be by on Tuesday to help you sign up for April's SATs. You will need your laptop every day, but Tuesday is especially important (do not leave it in your locker)!!! Hopefully everything will be back to normal now that we had our Sub day on Friday (thanks for your patience). Be good to go and let's have a great week!

Tuesday, February 11, 2014

Ch. 17 Overview; Notes on Edmodo

USH: Unit 5 - Ch. 17 – THE ROAD TO WAR (1921-1941)
OVERVIEW: WW1 left Europe in a state of chaos. Germany was required to pay substantial war reparations, and other European countries owed the US large war debts. In this chapter you will learn how after WW1 many Americans hoped to focus on matters at home. However, the Great Depression touched off global economic problems. The rise of dictators in Europe set the stage for another war. Dictators also took power in several Latin American countries. Other Latin American countries tried to reduce US influence in the region.
VOCAB: Isolationism, Disarmament, Adolf Hitler, Nationalize, Caudillos, Good Neighbor Policy, Totalitarian State, Anti-Semitism, Benito Mussolini, Fascist Party, Joseph Stalin, Nazi Party, Francisco Franco, Popular Front, Appeasement (and the Munich Conference), Nonaggression Pact, Allied Powers, Axis Powers, Winston Churchill, Lend-Lease Act, Blitzkrieg, Atlantic Charter, Pearl Harbor and Dec. 7, 1941