Please do not talk at this time Jan 28HW: Complete as much of your class Cornell Notes as you can…Quiz on 1930’s (Chpt 15, sec. 2-4)

Making Cornell Notes Complete- Check your Cornell notes for Chapter 15.4- You will turn these in before the quiz Tuesday.

Proficient- B grade Includes proper heading and page set-up following the Cornel Notes Model Content is summarized in student’s own words (not copied from the book or a

friend) Left hand side contains subject headings and key vocabulary, underlined and

right hand side contains vocabulary definitions Right hand side follows an outline form or uses indentations to make content

clear Left-hand side contains at least one above the surface question and/or

meaningful graphics that summarize key info after notes are taken Right hand side contains answers to above the surface questions Main ideas from the entire reading are contained in the summary at the end of

the notes (1 summary per assignment) Note: Summaries will be read to judge student mastery of note taking and

content

Now, Get out your Road to War Notes!

For an A you ALSO need

Social/Political/Economic Highlighting

and a BSQ!

Italy Attacks Ethiopia, 1935

Italy Attacks Ethiopia, 1935

Emperor Haile

Selassie loses to superior Italian

technology and

training

This is a direct violation of treaties Italy has signed and pledges made at the League of Nations by Italy.Video: United Streaming- Italy’s Invasion and Conquest of Ethiopia

What will the USA do?

Ethiopia begs the League of Nations for help…

What will Europe do?

What will the League of Nations do?

NOTHING BUT TALK!

Above:What does a Rabbit symbolize?What does a Snake symbolize?What does a Bow mean?

Below:What is this Cartoon saying about the League of Nations?

Tell your partner what you see in this picture.

The Ineffectiveness of the League of Nations

The Ineffectiveness of the League of Nations

No Authority. No Military. Members Make and Break Promises.

How are these things preventing the League from being effective?

Fascists Royalists (people

supporting the king)

Anarcho-Syndicalists. Communists. Republicans Socialists.

Anarcho-Syndicalists. Communists. Republicans Socialists.

TheNational

Front[Nationalists]

TheNational

Front[Nationalists]

ThePopularFront

[Republicans]

ThePopularFront

[Republicans]

The Spanish Civil War:1936 - 1939

The Spanish Civil War:1936 - 1939

The Spanish Civil WarThe Spanish Civil War

The Spanish Civil War:A Dress Rehearsal for WW II

The Spanish Civil War:A Dress Rehearsal for WW II

Today, Spain: Tomorrow, The World

What makes you good at War?

Practice, Practice, Practice!

Video: United Streaming- Italy and Germany Aid Franco in Spain

“Guernica” by Pablo Picasso… Tell your partner…“Guernica” by Pablo Picasso… Tell your partner…

What does this painting tell you about the nature of war in the 1930s?

With your partner, pretend that you are the characters below. You live in Nazi Germany during the 1930s. To your partner, explain what Fascism is and its effects on you based on how you think your character would react to this form of government and society.

Member of the Gestapo Jewish business ownerMovie director Army veteran of WWINewspaper editor in Munich High School teacherFactory owner 16 year old boy or girlFactory worker

Activity: Cookie StoryListen to the story about the German boy and his

mother.

Explain- what the mother should do next on the bottom of your Cornell Notes page. You will Describe what the Mother should do and then say Why.

Please do not talk at this time Jan 29HW: Chapter 16.1 Cornell Notes Due Friday (pg. 20A/B)

Please get out your Road to War Notes!

Activity: Cookie StoryListen to the story about the German boy and his

mother.

Explain- what the mother should do next on the bottom of your Cornell Notes page. You will Describe what the Mother should do and then say Why.

Directive Word: Pg. 18A

Please add the following information in the white box to your Binder….

Explain/Analyze/Account: Make the subject easyto understand by giving clear reasons and details.

Show the “below-the surface” meaning. Answer the question HOW or WHY.

Practice: Turn to your partner and explain what your Freshman year was like. Make sure your partner really understands what you mean, specifically. Do not use “dead” words like nice, ok, good, bad, and so on….

Japan Seeks An Empire• Japanese Expansion:

– As a small island, the Japanese are desperate for raw materials from its neighbors.

– “Real” countries have Empires. – Feelings of Superiority- The Japanese

government used feelings of superiority to unite the Japanese people in order to industrialize fast enough to compete with Europe. They did their job a little too well. Japanese people are fed racist propaganda.

– Weak Government- The new government in Japan can’t stand up to the military.

Japan’s Expanding Empire

Effects of Axis Aggression…

Effects of Axis Aggression…Please add this to Pg. 18A

Directive Word: Describe- To paint a picture with words. Write about a subject so that it can be visualized. Make clear how it looks or how it occurred by providing revealing details.

How would you describe the fighting in China?

Rhineland, March 1936

Austria, March 1938

Sudetenland, Sept. 1938

German Territory

Meanwhile, back in Europe….

September 1938

March 1939

November 1938

March 1939

1938- September Germany invades Czechoslovakia’s Sudetenland

1938- November Hungary (with German support) invades southern Czechoslovakia

1939- March Hungary and Germany invade the rest of Czechoslovakia

Now we have “peace in our time!” Herr Hitler is a man we can do

business with.

Now we have “peace in our time!” Herr Hitler is a man we can do

business with.

How does Europe and the League of Nations respond to these aggressions?

Appeasement: The Munich

Agreement, 1938

Appeasement: The Munich

Agreement, 1938

British Prime Minister Neville Chamberlain

(If we give Hitler a cookie, Czechoslovakia, he will calm

down and stop invading people!)

Please add these notes to the bottom of your note handout

Czechoslovakia Becomes Part of the Third Reich: 1939

Czechoslovakia Becomes Part of the Third Reich: 1939

What is going on with this woman?

Is she happy or sad about Czechoslovakia being handed over to the Germans in the Munich Agreement?

Why is she giving the Nazi salute?

The Nazi-SovietNon-Aggression Pact, 1939

The Nazi-SovietNon-Aggression Pact, 1939

Foreign Ministers von Ribbentrop &

Molotov

Telling the story….Find a new partner….

• Tell the story of the time leading up to WWII.

• Start with “Once upon a time, at the end of WWI, the Treaty of Versailles was signed….”

• Person 1 starts talking and keeps going until they can’t think of anything else to say… when that happens they say “and Then….” and Person B takes over.

• On the next slide you will see a few topics you should know about. Work these topics into your story. You can look them over in your notes now….

Quiz Time!

1930’s Quiz!

Please do not talk at this time Jan 30/31

HW: Chapter 16.1 Cornell Notes Pg. 20A- Due Fri.

Advisory Day!

Please get out your course selection sheet that you got this morning.

We will talk about your options for next year!

See Advisory Day PPT

Please get a WWII Begins Cornell Notes Handout…

This will be Pg. 21A/B in your Notebook

Poland Attacked: Sept. 1, 1939

Poland Attacked: Sept. 1, 1939

Blitzkrieg [“Lightening War”]

Blitzkrieg [“Lightening War”]

Where is THIS arrow coming from?!?

Who is helping the Germans win in Poland?

Why would they do that?

First look at the Invasion Arrows…

What do they tell you?

What is this Blitzkrieg?

• A military strategy to win war

• A massive technologically advanced attack

• Psychological warfare

• Watch the Video and record evidence of each of these things in your notes…

Use the new video clip to help you complete your notes…

German troops on the march through Poland

German Troops March into Warsaw

German Troops March into WarsawPoland

surrenders in 28 days.

All that TALK had gotten the countries of Europe No Where At All.

Chaos Ensues….

Blitzkrieg, 1940

Blitzkrieg, 1940

Hitler, His army trained, experienced and well supplied with advanced weapons and machines, attacks everywhere at once!

April 9th - Norway and DenmarkMay 10th – Belgium and the NetherlandsMay 13th- France

Invasion of FranceBased on these images and the quote that follows, explain what the Invasion of France was like…

Breezing Into France-- Major General Erwin Rommel, commander

of the Seventh Panzer Division

The people in the houses were rudely awakened by the din of our tanks, the clatter and roar of tracks and engines. [German] troops lay bivouacked beside the road, military vehicles stood parked in farmyards and in some places on the road itself. Civilians and French troops, their faces distorted with terror, lay huddled in the ditches, alongside hedges and in every hollow beside the road. We passed refugee columns, the carts abandoned by their owners, who had fled in panic into the fields. On we went, at a steady speed, towards our objective... The flat countryside lay spread out around us under the cold light of the moon. We were through the Maginot Line!

Dunkirk Evacuated

June 4, 1940

Dunkirk Evacuated

June 4, 1940

• Allied soldiers chased all the way to the sea

• Every seaworthy vessel in England mobilized for the rescue

• Hitler almost wins the day that June, but enough soldiers are rescued to keep fighting the war.

France SurrendersJune, 1940

Hitler meets with Gen. Petain of France as France begins armistice talks

A Divided FranceA Divided France

Henri Petain Leads the new Vichy government.

He means to save as much of France as

possible.

Vichy France becomes the lapdog of Hitler and Germany. They do what they are told.

The French ResistanceThe French Resistance

The Free French

General Charles

DeGaulle

Neither Free nor actually in France, DeGaulle leads the Resistance (from England), making spies and saboteurs out of everyday Frenchmen and women. The citizens, still in France, smuggle in supplies from the Allies and disrupt the Germans whenever and wherever possible.

What would we call a small group of people attacking an unpopular government and blowing things up with small home made weapons today? So, what makes these people different?

Rome-Berlin-Tokyo Axis:The Tripartite PactSeptember, 1940

Rome-Berlin-Tokyo Axis:The Tripartite PactSeptember, 1940

WWII Battles Project, Pg. 22A/B

For this project you will learn a great deal about a particular WWII Battle. Each battle is important for one reason or another. Your job is to find out several things:

Who participated in the battle

Where and when it took place

What happened

Why is it important

Once you have that information you will create a product to teach the class in a creative way what you have learned.

Later we will share these products and take notes on them, so it is important to have your work done completely, accurately and on time.

Battle Name:

What Happened?

When did the battle happen?Specific Dates:

In relation to the greater war:

Where did the battle happen?Specific Geographic Location:

Geographic Type:

Who Participated?Countries:

Generals:

Why is this battle Significant?

This is the Graphic

Organizer you will fill out for

this assignment.

Be neat (or type)

People need to be able to read

your work.

WWII Battle Project Work Day

• Work on your Battle Project

Please do not talk at this time Feb 1

HW: WWII Battle Projects Due Monday

Please put your Chapter 16.1 Cornell Notes on your desk to be checked off

Please get out your WWII Battle Project Chart and Papers

Project Work Time!

Please do not talk at this time Feb 4

• Please get out you WWII Battle Project, your Pg. 23A Chart and a piece of paper.

• BTW: Tuesday is a Thursday Schedule, Thursday is a Tuesday Schedule

• You will take the CHSEE on Tuesday and Wednesday

HW: Finish Pg. 22C- Significant Battles Chart Chapter 16.2 Cornell Notes (Pg 19A) Due Thurs.

Please set up a piece of paper like this:

Pg. 22C- Significant Battles of WWIIBattle Name

Where and when did it happen?Who fought in the battle?

Why is it Significant?

Repeat this chart for at least 3

battles of WWII

Battle share out…• Set up your own battle project: Put your

project and your Battle Info Chart on your table for people to see…

• Go around the room and look at people’s projects. Use their Info Charts as needed to get the information you need.

• Record notes on at least 4 battles.– 3 Battles = C– 4 Battles = B– 5 Battles = A

Now Britain Is All Alone!Now Britain Is All Alone!

Great Britain.........................$31 billionSoviet Union...........................$11 billionFrance......................................$ 3 billionChina.......................................$1.5 billionOther European.................$500 millionSouth America...................$400 million

The amount totaled: $48,601,365,000

Great Britain.........................$31 billionSoviet Union...........................$11 billionFrance......................................$ 3 billionChina.......................................$1.5 billionOther European.................$500 millionSouth America...................$400 million

The amount totaled: $48,601,365,000

U. S. Lend-Lease Act,1941

U. S. Lend-Lease Act,1941

Lend-LeaseLend-Lease

US Economic Strategy- Lend money to other countries and then sell them supplies and weapons. US makes money selling goods AND makes money when the loans are paid back.

The Atlantic CharterThe Atlantic Charter Solidifies

alliance. Declares people

can choose their own government

Fashioned after Wilson’s 14 Points.

Calls for League of Nations type organization.

Please do not talk at this time Feb 5/6

HW: Chapter 16.2 Cornell Notes (pg. 19A/B) Due Thurs.Best Of Class Cornell Notes and Churchill APPARTS due Friday

• Please get out your WWII Begins Cornell Notes.

• We are going to finish these today!

Battle of Britain: The “Blitz”Battle of Britain: The “Blitz”

British children evacuate to countryside as bombing increases in the “Battle of

Britain”

The London “Tube”:Air Raid Shelters during the

Blitz

The London “Tube”:Air Raid Shelters during the

Blitz

With the Battle for Britain, Germany intentionally targeted Civilians in their

homes and not just military targets.

What effect did Germany expect this type of warfare to have?

King and Queen visit Londoners After the BlitzElizabeth refused to leave England despite being advised to travel to safety in Canada by the Cabinet. "The princesses would never leave without me, and I couldn’t leave without the King, and the King would never leave," she said. Buckingham Palace even took a direct hit during the height of the bombing although luckily no-one was hurt.

The Royal Air ForceThe Royal Air Force

Outnumbered, Outgunned, Out Manned: British Pilots (with a few Polish, American and Canadian friends) Defend their Homeland…

British Prime

Minister Winston Churchill

British Prime

Minister Winston Churchill

What effect does the Battle of Britain ACTUALLY have on

the people of

England?

Pg. 23A: APPARTS- Churchill’s Dunkirk Speech

• Read the speech and fill in the boxes for each piece of information.

• We are analyzing a primary source with this method.

• Use the focus question to answer How the Source is Significant.

Author

Place and Time

Prior Knowledge

Audience

Reason for Existence

The Main Idea

Significance Focus Question: How will this speech affect the actions of British Citizens? British Empire Subjects? American Allies?

Please set up

Pg. 23A like this:

Critical Thinking

Grade

June 4, 1940 Winston Churchill "We Shall Fight on the Beaches"House of Commons Following May 26, "Operation Dynamo," Dunkirk, the evacuation of 338,000 Allied troops to English shores.

....The British Empire and the French Republic, linked together in their cause and in their need, will defend to the death their native soil, aiding each other like good comrades to the utmost of their strength. Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail. We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God's good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.

How would you organize this list?

• Berries• Blackberries• Bread• Food• Fruit• Pasta• Spaghetti• Starch• Strawberries

What do you notice about the structure of this format?

I. FoodA. Fruit 1. Berries

a. Blackberriesb. Strawberries

B. Starch 1. Bread 2. Pasta

a. spaghetti

Note: This is a procedural activity. If

you are good at procedures, this won’t be hard for you. If you

aren’t good at procedures this will be difficult and take a lot

of concentration.

Title: Main Idea/Detail- Outline PracticePg. 24A

Now we want to create an outline. Outlines are organized like this:

I. Main Idea

A. Detail

1. Specific

B. Detail

1. Specific

2. Specific

I. Main Idea

A. Detail

1. Specific

B. Detail

1. Specific

2. Specific

The indentations and numbers of an outline have meaning.

Indentations mean “This thing describes or explains the thing above.

The numbers show the level of detail. The bigger the number type (Roman Numeral, Capitals) the more general the information (this makes it the main idea)

The smaller the number type (lower case, regular numbers,) the more specific the information.

So, in this example: A and B explain or describe I and the first 1 explains or describes A while the second 1 and 2 explain or describe B

• Get a paper on general MacArthur- Pg 25A/B.• At the top, brainstorm some qualities of a great leader

might have (intelligent, bold, trustworthy, etc)• Then read the paper.• Underline facts and details that would provide evidence

that General MacArthur WAS a great leader.• Circle facts and details that would prove he was NOT a

great leader.

• You can Highlight instead if you prefer….

MacArthur Bio

Index so far•Fascist Armies on the move- Pg. 15A•Chapter 15.4 Cornell Notes HW- Pg. 16A•Road to War Cornell Notes- Pg. 17A/B•Directive words- Pg. 18A•Pg 19 – Chapter 16.2 Cornell Notes•Chapter 16.1 Cornell Notes- Pg. 20A/B•WWII Begins Cornell Notes Handout Pg. 21A/B •WWII Battles Project Pg. 22A-C•Churchill APPARTS Pg. 23A•Outline Practice Pg. 24A•MacArthur Bio- Pg 25A