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US History

US History. Unit 7, Week 1. Homework for the week. Monday Cornell Notes from the textbook on your paper topic Tues/Wed Develop your thesis Thursday Read and Cornell Notes on p.507-509 Study Vocab for a card quiz Friday Essay outline due on Monday. Agenda, Monday, 2/3. HOT ROC

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US History

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  1. US History Unit 7, Week 1

  2. Homework for the week Monday • Cornell Notes from the textbook on your paper topic Tues/Wed • Develop your thesis Thursday • Read and Cornell Notes on p.507-509 • Study Vocab for a card quiz Friday • Essay outline due on Monday

  3. Agenda, Monday, 2/3 • HOT ROC • Review key points • Marshall Plan and Molotov Plan – understanding the ideological differences HW: Cornell Notes from textbook on your paper topic

  4. HOT ROC • Sorting the following terms into these three categories: economic assistance, foreign policy or alliances • NATO • Warsaw Pact • Truman Doctrine • World Bank • Marshall Plan • Molotov Plan • Containment

  5. NATO: North Atlantic Treaty Organization • 1949 • Military alliance • 28 Member nations “The Parties of NATO agreed that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all.”

  6. Warsaw Pact • 1955-1991 • Military alliance • Soviet Union, Central and Eastern Europe

  7. NATO and Warsaw

  8. “Soviet Threat” • Brainstorm: • Why was there conflict between the USSR & the US? Was one nation more responsible? • Possible reasons: • Division of Germany • Nuclear technology and competition • NATO vs Warsaw Pact • Marshall vs. Molotov Plans • Ideological differences between communism and capitalism

  9. Economic causes of the Cold War • Is capitalism more fair than communism? • What aspects of communism most scared Americans?

  10. Agenda, Tues-Wed, 2/4-2/5 • Writing workshop • Pre-writing – using info from the textbook • Computer lab time to research, Evaluating Sources info • Work on thesis development, Using handouts HW: Develop your thesis

  11. RESEARCH PAPERCHECKLIST

  12. WORKSHOP SECTIONS: CONTENT CITATION CAREFUL ATTENTION TO DETAIL

  13. THE CONTENT 1. Pre-write 2. Thesis statement & Outline 3. Claim sentences 4. Organization 5. Support 6. Introduction 7. Conclusion

  14. Pre-Write: Table of Contents • Prompt selection • Prompt analysis • Brainstorm • Research

  15. Pre-write • those who have selected their prompt and brainstormed for ideas can move on to “The Thesis” slide.

  16. Pre-write: selection • Read through the prompts and select the one about which you feel most comfortable and knowledgeable. • This selection might change as you plan out your response.

  17. Pre-write: prompt analysis • Analyze the question. Some prompts will ask you to state a viewpoint, some will ask you to discuss/explain (decide which). • Are all parts of the prompt understandable? What information would you need to include? • Look at the key terms and guiding questions. • Ask for clarification from instructor if necessary

  18. Pre-write: brainstorm part 1 • Prompt #4: Identify the main threats to American security during the Cold War (possible answers could include espionage, nuclear war, expansion of communism, falling behind in the arms race) • Topic: threats to US security during Cold War • Select 3-4 big concepts: espionage, nuclear war, communism, arms race

  19. Pre-write: brainstorm part 2 • For each concept, write down the definition and how it was a threat. (for other prompts, write how the concept proves or is related to the topic) • Research for better definition and ideas

  20. Research • Textbook and other books • Online resources - use variety of search words (e.g., US and Soviet Union dislike; difference; distrust; mistrust; suspicion) -> use synonyms - make sure the source is reliable (is it just a blogger? An organization? Does it cite sources?)

  21. #7 EVALUATING SOURCES

  22. THE CITATION Evaluating Sources is one of the most important part of your research process. A writer must consider the authority and value of each source (interview, database article, book, film, etc. . .) . Strong source materials help the reader trust the research. It’s your responsibility to make sure all of your sources are credible. NOTE: PLEASE REFER TO THE EVALUATING SOURCES GPAW WORKSHOP FOR REVIEW.

  23. THE CITATION When considering a source for your paper, be sure you know who wrote it. Many times this information helps us determine if the source is credible (or not), if the writer has done her own research (or not), and if we can rely on this information for our own papers (or not). Consider: Name? Degree? Expertise? Contact information? Other contributions to topic/field?

  24. THE CITATIONHere are some things to note when considering sources: Along with authorship, consider: • When was it published? • Is there any biased language? • Are the references listed? • Are there any grammatical errors or misspelled words? • Is it a scholarly source or not? • Is it from a .net or .com? Again: Refer to Evaluating Sources GPAW for help

  25. THE CITATIONPRINT THIS SLIDE FOR ACTIVITY # 7FILL IN EACH BOX WITH INFORMATION FROM ONE OF YOUR SOURCES.

  26. THE CITATION Remember, if you think that a source might not be reliable, do two things: • Please see your instructor for clarity. • Do not be afraid to set that source aside, and find a more reliable one.

  27. #1 THE THESIS

  28. Thesis definition Thesis Statement= What you plan to argue + How you plan to argue it Bad example: -> doesn’t include a specific topic -> doesn’t include a plan of argument

  29. Thesis statement • If your prompt asks for a viewpoint: agree, disagree, or quantify • If your prompt asks for an analysis: Identify and consider most important ideas. Then discuss what happens in a specific event and why it is significant.

  30. If your prompt asks to discuss: Summarize the overall content of your topic. Then pick out 1 or 2 points and say what you think about it. You can say the pro and con about the items involved.

  31. THE CONTENT The following are characteristics of a thesis. Is it : CLEAR ARGUABLE APPROPRIATELY QUALIFIED

  32. THE CONTENTThe following examples show a thesis sentence that is not clear and one that is clear. INCOMPLETE THESISCOMPLETE THESIS It decreases one’s ability to perform Smoking decreases one’s ability to quality work in the workplace. perform quality work in the workplace. This is not a thesis statement because This is a thesis statement because the it is not clear. What does the work “it” topic is clear: smoking. mean?

  33. INCOMPLETE THESIS SMOKING IS DANGEROUS TO A PERSON’S HEALTH. This is not a thesis statement because it is not arguable. COMPLETE THESIS SMOKING DECREASES ONE’S ABILITY TO PERFORM QUALITY WORK AT THE WORKPLACE. This is a thesis statement because it is arguable. THE CONTENTThe following examples show a thesis statement that is not arguable and one that is arguable:

  34. THE CONTENTThe following examples show a thesis statement that is not appropriately qualified and one that is appropriately qualified INCOMPLETE THESISCOMPLETE THESIS Everyone knows that smoking Researchers maintain smoking decreases one’s ability to perform decreases one’s ability to quality work in the workplace. perform quality work in the workplace. This is not a thesis statementbecauseThis is a thesis statement because it is not appropriately qualified.“Everyone” “[r]esearchers maintain” is appropriately Is too vague. qualified. “Researchers” is a specific topic.

  35. Thesis check • Exchange your thesis with a peer. • Check their thesis: - includes an opinion/argument about the prompt? -includes a plan on how they will argue? -all meanings clear? - nothing vague?

  36. Outline • Check if you have enough information to fit in the outline ->

  37. Agenda, Thursday, 2/6 • HOT ROC • State Department activity (in groups) • HW: Read and Cornell Notes on p.507-509, instead of a summary, respond to the question: Did the US lose China? • Study Vocab for a card quiz

  38. Foreign Policy during Truman/Eisenhower • Directions: As a group decide the best course of action for the United States to take in each of the scenarios described. • Imagine you’re in the State Dept and in charge of deciding our foreign policy. • Decide what you think is the best course of action to take based on the policies listed on the sheet. • Explain the policy that you’ve chosen and why you think it will work.

  39. Foreign Policy during Truman/Eisenhower • Use these policies to help make your decisions and be sure to mention them in your scenario decision. • Truman Doctrine- (1947) • Containment Policy- (1947) • Domino Theory- The belief that U.S. foreign policy should always assume that if one country “fell” to Communism that the countries near it would fall to Communism- that is, that regions and not just countries need to be protected.(1954) • Brinkmanship- The United States should be willing to go to the verge of war and use this as a threat to achieve what we want overseas. • Eisenhower Doctrine- The policy of the U.S. will be to safeguard the independence of any country or group of countries in the Middle East requesting aid against [Communist-inspired] aggression. (1957) • North Atlantic Treaty Organization (NATO)- (1949) • Warsaw Pact- (1955)

  40. Europe

  41. Scenario One: In 1947, rebel groups in Greece begin a civil war against the current government. Russia provides the rebels with weapons, while Great Britain arms the existing government, a dictatorship. Great Britain, feeling overwhelmed, asks the United States to help out. • Pick one of the following five actions to take and write a summary of the scenario and your decision in your notebook; • Refuse to get involved • Help by sending money to Great Britain and/or Greece. • Help by sending weapons • Help by sending air and/or ground troops to fight • Make your own solution • For each Decision, answer the following: • Why did you make this decision? • Which of the policies or agreements are you employing in your decision? • How do you expect the Soviet Union to respond to your actions and/or what message are you sending to the Soviet Union?

  42. Scenario One: In 1947, rebel groups in Greece begin a civil war against the current government. Russia provides the rebels with weapons, while Great Britain arms the existing government, a dictatorship. Great Britain, feeling overwhelmed, asks the United States to help out. • Pick one of the following five actions to take and write a summary of the scenario and your decision in your notebook; • Refuse to get involved • Help by sending money to Great Britain and/or Greece. • This was the basis for the Truman Doctrine. • Help by sending weapons • Help by sending air and/or ground troops to fight Make your own solution

  43. Scenario Two: In 1956, Hungarians rebelled against Russia’s control of their country. They are protesting in the streets that they want more freedom. The Soviet Union reacts by sending tanks into Hungary to stop the rebellion. The Hungarians are not nearly as strong as the Russians and their only hope for more freedom is if an outside country gets involved. • Do you: • Refuse to get involved • Help by sending money to Hungary • Help by sending arms to Hungary • Help by sending air and/or ground troops to fight • Make up your own solution • For each Decision, answer the following: • Why did you make this decision? • Which of the policies or agreements are you employing in your decision? • How do you expect the Soviet Union to respond to your actions and/or what message are you sending to the Soviet Union?

  44. Scenario Two: In 1956, Hungarians rebelled against Russia’s control of their country. They are protesting in the streets that they want more freedom. The Soviet Union reacts by sending tanks into Hungary to stop the rebellion. The Hungarians are not nearly as strong as the Russians and their only hope for more freedom is if an outside country gets involved. • Do you: • Refuse to get involved • Hungary was part of the Warsaw Pact and we thought it would provoke the Russians to war if we got involved. • Help by sending money to Hungary • Help by sending arms to Hungary • Help by sending air and/or ground troops to fight • Make up your own solution

  45. Asia

  46. Scenario One: After World War II, Korea was liberated from Japanese control and divided into 2 countries: North and South Korea. North Korea was controlled by Russia, and South Korea was controlled by a right-wing dictatorship. In 1950, North Korea attempted to reunite the country by invading South Korea. • Do you: • Refuse to get involved • Send money to help • Send air and/or ground troops • None of these suggestions works, I would rather do: • For each Decision, answer the following: • Why did you make this decision? • Which of the policies or agreements are you employing in your decision? • How do you expect the Soviet Union to respond to your actions and/or what message are you sending to the Soviet Union?

  47. Scenario One: After World War II, Korea was liberated from Japanese control and divided into 2 countries: North and South Korea. North Korea was controlled by Russia, and South Korea was controlled by a right-wing dictatorship. In 1950, North Korea attempted to reunite the country by invading South Korea. • Do you: • Refuse to get involved • Send money to help • Send air and/or ground troops • Working together with other countries through the United Nations, we fought a war in Korea for 3 years that ended with North and South Korea remaining 2 separate countries with the exact same border as at the beginning of the war. • None of these suggestions works, I would rather do:

  48. Scenario Two: After World War II, A Vietnamese leader named Ho Chi Minh writes to President Truman and asks for the US to help him and his people fight against France for their freedom. Truman does not respond. Later, President Eisenhower sends money to help Frances in its fight against Ho Chi Minh. In 1954 the Vietnamese finally succeed in driving the French out of their country after a stunning victory at Diem Bien Phu. At the peace treaty it is agreed that Vietnam will be divided into the North (communist) and the South (democratic). The North believes that this division is temporary and that they will reunite with the South, but France and the US assume that this division is permanent. • Do you: • Leave Vietnam to its own future • Leave US soldiers in Vietnam to help the South get started as a government • Help the South build up a military so it can take over the North. • None of these suggestions works, I would rather do: • For each Decision, answer the following: • Why did you make this decision? • Which of the policies or agreements are you employing in your decision? • How do you expect the Soviet Union to respond to your actions and/or what message are you sending to the Soviet Union?

  49. Scenario Two: After World War II, A Vietnamese leader named Ho Chi Minh writes to President Truman and asks for the US to help him and his people fight against France for their freedom. Truman does not respond. Later, President Eisenhower sends money to help Frances in its fight against Ho Chi Minh. In 1954 the Vietnamese finally succeed in driving the French out of their country after a stunning victory at Diem Bien Phu. At the peace treaty it is agreed that Vietnam will be divided into the North (communist) and the South (democratic). The North believes that this division is temporary and that they will reunite with the South, but France and the US assume that this division is permanent. • Do you: • Leave Vietnam to its own future • Leave US soldiers in Vietnam to help the South get started as a government • Help the South build up a military so it can take over the North. • This becomes the Vietnam War. More on that later. • None of these suggestions works, I would rather do:

  50. Latin America

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