Transcript Review Week Day 1

Review Week Day 1:
Introduction and Explanation
• Objectives:
• Homework:
– Review the “Unit 3 – The Great War: The Rise of the Military
Industrial Complex” and complete the Essay topic outline
• Due Write Now:
– Make a CONCEPT MAP, exam section or explain a type of
formatting for the final exam that helps to “Show what you
know”
Check for Understanding
• Why was Shek’s Nationalist Party popular with
the US government?
• What is a Michigan Thesis Statement?
Activity 1
• Create a list of at least 5 facts, ideas or details
from Unit 5 that should be assessed on the final
exam.
– 1.
– 2.
– 3.
– 4.
– 5.
Activity 2
• “X is Y because A, B, C”
• Example:
World War I Notes
Review Week: Day 2
The Great War & Modernity
• Objectives:
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–
Review WWI
Read: “The Military Industrial Complex”
Discuss: Economic Shift
Hand out: Overview & Flow Chart
• Homework:
– Read: “The World Propaganda War”
• Due Write Now:
– Discuss with a partner what it means to be “modern”
Evidence of Modernity
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Propaganda
Warfare
Profitability
Breakdown of ‘Old-World’ Diplomacy
– Modern Nation State
• Globalization
Activity 1: Read
• “The Military Industrial Complex”
– Using the active reading I have done already WHY
ARE THESE SECTIONS HIGHLIGHTED?
“Economics of World War I”
• WWI
– Start of business & government partnership
– Economic mobilization
• Coordination between government/industry/ military
• American Government/Economic Roles
1.
2.
3.
Maintain anti-trust laws
Economic regulation & planning
Industrial self-regulation between government & business
• Shift
– War enables the shift toward COORDINATION
– Business = government
– Need to make weapons
Themes
– Modernity
– Causal Relationships
– Continuity Amidst Change
Topics
World War I [1871 – 1914]
– Breakdown of ‘old-world’ institutions
– Culmination of Modernity
– Perpetuation of Modernity
The Sykes-Picot Agreement [1916]
– Neo-Imperialism
– Britain/French Relationship
– Arab Response
Topics
Global Depression [1929 - 1939]
– Causes
– Symptoms
– Responses
Rise of Fascism [1919 – 1939]
– Function of Necessity
– Ideology & Structure
– Argentina/Germany/Italy
Topics
Chiang Kai-Shek [1927 – 1949]
– Leadership
– Roll in WWII
– Relationship to US
Color Scheme:
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•
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•
Test Sections:
Orange = Take Home
Green = Primer
Red = Factual
Blue = Creative
Purple = Synthesis
Definition Chart
People
Places/Events
Concepts
Review Week: Day 3
Sykes-Picot & Global Depression
• Objectives:
- Review Impact of WWI
- Introduce Test Format Models
- Neo-Imperialism
- Regulation vs. Free Market
• Homework:
- Read: “The Political Economy of Fascism”
• Due Write Now:
- Look over the review sheet handed out and
determine what makes you most stressed out about this
exam, talk to your partner about this.
Propaganda
Analysis
1. What does the text ask?
2. What does the image connote?
3. What is happening?
4. What is the rhetoric of the document?
5. What are the symbols presented?
Color Scheme:
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•
•
•
•
Test Sections:
Orange = Take Home
Green = Primer
Red = Factual
Blue = Creative
Purple = Synthesis
Definition Chart
People
Places/Events
Concepts
Matching & Identification
•
Review (Facts)
SS Lusitania
– US ship carrying guns to England
– Germany shoots down, US Joins WWI
– Claimed ship was civilian, but actually
profiteering off of war
•
Triple Entente
– “Good Guys” of WWI
– Leaders of the Treaty of Versailles
– Designed Reparations of Germany
•
League of Nations
– Precursor to UN by Woodrow Wilson
– Presided over treaties after WWI
– Created Mandate System of rule for
Mid- Eastern Colonies of Britain France
Sykes-Picot (Facts)
• Muslim Brotherhood
- Radical Islamic opposition
party
- Backlash against the SykesPicot
- Form of new Arab Nationalism
• Ottoman Empire
- “Sick man of Europe”,
controlled the Middle East
- Collapsed after WWI
- Land then became the Sphere
of Influence for European
Nations
Sykes-Picot Map
1/10
Map of the Middle East
3/10
Land available in Collapse
of Ottoman Empire
5/10
French and British work
together to achieve similar
goal of regional control
7/10
Newly formed League of
Nations requires that they
create a false “mandate
system” or plan toward
self rule
10/10
Differences between
dark/light areas show the
reality that control of the
region was highly diverse
Quote Analysis
• “I think you are another of these desert-loving English…
No Arab loves the desert. We love water and green trees;
there is nothing in the desert. No man needs nothing.”
– “Lawrence of Arabia”
• “It is just as important that business keep out of government
as that government keep out of business.”
– Herbert Hoover
• “The test of our progress is not whether we add more to the
abundance of those who have much; it is whether we provide
enough for those who have too little.” [1937]
– Franklin Delano Roosevelt
Concept Mapping:
“Comparative Relationship”
Person A
How are these people related?
What is the concept that they are connected to?
H.H. was the president of the US during
the start of the Great Depression, he
believed in a largely hands off, laissezHerbert Hoover faire approach to economic management
F.D.R. was the next president after him
and rejected many of his policies. F.D.R.
created a plan, The New Deal, to
maximize the government’s regulation of
economic matters
Person B
Franklin Delano Roosevelt
Review Week: Day 4
RISE OF FASCISM
• Objectives:
– Review: “Austerity” vs. “Regulation”
– Introduce Test Section Formats
– Discuss: “Political Economy of Fascism”
• Homework:
– Read: “World’s War-Time Debt to China”
• Due Write Now: [Type 1 Writing]
– Listen to the songs.
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What are they about?
What is the tone of the song?
How does the song relate to our class themes?
ANYTHING!
Song Analysis
• “Rich Man’s War”
– Relationship to WWI?
• “No Depression in Heaven”
– Popular reaction to Great Depression?
• “Cult of Personality”
– Nature of Fascist leadership?
Causal Relationships
Depression:
Fascism:
• Hyper Inflation
• Ultra Nationalism
• Global Depression
• Cult of Personality
• Black Tuesday, 1929
• Austerity Policy
• The New Deal
• Keynesian Economics
“Political Economy of Fascism”
- “What are the social and political coordinates of Fascism?”
- “What is the cultural connotation of Fascist as an adjective?”
- “Describe State Capitalism in America during The New Deal.”
Teleological Questions
Examples:
• “Why is Hyde School the best school?”
• “What are the deeper benefits of being happy to do it?”
Definition:
• “A question that implies a purpose or a final end.”
Function:
• On the final exam you must: “ASK ME A TELEOLOGICAL
QUESTION”
– Your question should illustrate a comprehension of information
based on what the obvious answer would be