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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!