Warm Ups & Short Answers

1. Warm Ups &Short Answers Unit 5 1920s

2. Name:__________________________ Directions:Score each activity below using the “Social Studies Rubric” and the four point scale. Write your score on the line provided. If you do not have an activity for a day you had an excused absence, write the letter “A” on the line provided, otherwise write a “0”. Then add up your scores. Total Points (TP) _____ Actual Total (AT) _____ Notes: • Total Points (TP) is the sum of your warm up scores. To determine your TP, add up the scores for all of your warm ups/written activities. • Actual Total (AT) is the number of warm ups multiplied by four (a perfect score). To determine your AT, count the number of warm ups you were present for and multiply this number by four (the true actual total – perfect attendance). TOTAL SCORE _____/10

3. Closure: Total War World War I has often been referred to as the first “total war”. Read the statements below and respond to the tasks that follow. • Define the concept, “total war”. • Explain in what ways WWI was a total war. • Include relevant details and examples from at least FOUR of the documents, and your knowledge of U.S. history. SCORE-------------

4. SA: Irony of WWI Read the statement below. • Explain how WWI was a war “to make the world safe for democracy.” • Describe TWO attacks on civil liberties in the U.S. during WWI. • Assess the validity of the statement above. SCORE_____

5. SA: Treaty of Versailles • Explain ONE argument in the U.S. Senate against ratifying the Treaty of Versailles. • Describe the impact of America’s refusal to ratify the Treaty. • Remember to include details and examples to support your answer. The United States did not join the other vic-torious Allies in signing the Treaty of Versailles at the end of World War I. SCORE-------------

6. SA: Return to Normalcy Read the statement below. • Identify three specific events and/or legislation from the Progressive era that Harding is indirectly criticizing in the statement above. • Describe what you think Harding meant by a “return to normalcy.” • Explain why you think Harding was successful campaigning on a promise of a “return to normalcy” in 1920. • Include relevant historical details and examples in your response. SCORE-------------

7. The 1920s Stock Market GameCritique & Closure • How much money did you make? • What procedures worked? Which did not work? Why? • What caused some stocks to rise and fall? • What are some difficulties of buying on margin? What are some positive points of buying on margin? • Did anyone sell out before the end of the game? Why? SCORE-------------

8. SA: 1920s — The Ku Klux Klan The 1920s was a decade of intolerance and conflict in American society. An example of this conflict can be seen in the increased influence of a new Ku Klux Klan. The table below summarizes a number of important facts about the first and second Klans. • Identify ONE major similarity and ONE major difference between the first and second Klans. • Describe THREE factors in the 1920s led to growth of the Klan. • Include specific examples and details from the table and your study of history to support your answer. SCORE-------------

9. KKK – The Invisible Empire

10. KKK – The Invisible Empire • Identify ONE major similarity between the first and second Klans. • white supremacy group • use terrorist tactics • Identify ONE major difference between the first and second Klans. • First in the South vs. Second in US • response 2 Reconstruction vs. response 2 immigration & WWI • anti-African American vs. anti-non white Christians • Describe THREE factors in the 1920s led to growth of the Klan. • Describe THREE factors in the 1920s led to growth of the Klan. • rise in Nativism ► anti-new immigrant/anti-Jew feelings • rise in Christian fundamentalism ► anti-Jewish/anti-Catholic • Great Migration ► anti-black in North • rejection of internationalism ► anti-new immigrant/anti-Jew • Red Scare ► anti-new immigrant/anti-Jew feelings • Job shortages ►anti-new immigrant

11. SA: 1920s – KKK* • Identify THREE groups opposed by the Ku Klux Klan. • Explain why these groups were targeted during this time period. • Remember to include details and examples to support your answer. The 1920’s was a time of cultural changes and conflicts. One group that became powerful was the Ku Klux Klan, who opposed certain changes.

12. SA: Business of Government Read the statement below. • Describe the U.S. government’s economic policy during the 1920s. • Explain the significance of the statement above in regards to U.S. economic policy in the 1920s and the long-term impact of those policies. • Include relevant historical details and examples in your response. SCORE-------------

13. SA: Business of Government Read the statement below. laissez-faire Fordney-McCumber Tariff “… No right to strike.” Teapot Dome Scandal buying on margin installment buying (credit) • Describe the U.S. government’s economic policy during the 1920s. • Explain the significance of the statement above in regards to U.S. economic policy in the 1920s and the long-term impact of those policies. • Include relevant historical details and examples in your response.

14. SA: 1920s – Scopes Trial* The 1920s was a time in which urban and rural values conflicted. This conflict was tested in the 1925 Scopes Trial in which Biblical fundamentalism met Darwinian evolution in the summer heat of Dayton, Tennessee. • Identify the primary issue involved in the trial itself. • Describe TWO ways in which the conflict between rural and urban values was illustrated in the trial. • Assess what should be taught in a high school biology class. • Remember to include details and examples to support your answer. SCORE-------------

15. Scopes: Urban-Rural Split • URBAN • Open to social change and new ideas • Secular • Modern • Liberal • RURAL • Preferred traditional views of science, religion, and culture • Fundamentalist • Conservative

16. SA: The Wickersham Commission

18. SA: The Wickersham Commission Look at the picture and read the excerpt. • Identify TWO objects in the cartoon and describe their symbolic meaning in relation to prohibition. • Explain the message of the cartoon. • Include historical details and examples in your response. SCORE-------------

19. DBQ: U.S. Immigration Policy – Doc 6* We were tried during a time that has now passed into history. I mean by that, a time when there was . . . resentment and hate against the people of our principles, against the foreigner, against slackers, and it seems to me – rather, I am positive, that both you and Mr. Katzmann [have] done all . . . [that was] in your power in order to work out, in order to agitate, still more the passion of the juror, the prejudice of the juror, against us. . . . But my conviction is that I have suffered for things that I am guilty of. I am suffering because I am a radical and indeed I am a radical; I have suffered because I was an Italian and indeed I am an Italian; I have suffered more for my family and for my love beloved wife more than for myself. -Bartolomeo Vanzetti, to Judge Thayer upon being sentenced to death,Sacco‑Vanzetti case, April 9, 1927 • State two reasons the speaker in this passage believed he was brought to trial. • Explain how the trial reflected American’s fears and attitudes during the 1920s.

20. SA: Harlem Renaissance

21. SA: Harlem Renaissance (cont’d) Read the poem below. • Identify the symbolism Langston Hughes employs in the poem to describe the obstacles African Americans faced during the 1920s. • Describe the obstacles African Americans faced during the 1920s. • Describe efforts by African Americans and others during the 1920s to overcome these obstacles. • Include relevant historical details and examples in your response.

22. Venn: Are We Reliving the 1920s? • Identify THREE similarities between the 1920s and today. • Identify THREE differences each, between the 1920s and today. • Include specific details and examples. Create a Venn diagram comparing and contrasting the decade of the 1920s to the life [politics, economics, and society] of the United States today. SCORE-------------

23. 1920s vs. Today 1920s 2000s Similarities

24. 1920s vs. Today 2000s ► more equality for women & minorities ► Music: ??? ► Great Recession (← causes) ► Internationalism ► iEverything ► Intelligent design/ Bush ► September 11, 2001 ► Terrorism ► Patriot Act/’’Zona ► Workers’ rights ► NAFTA/GATT 1920s ► vast inequality (women & minorities) ► Music: Jazz ► Great Depression (causes→) ► Isolationism ► Radio, talkies ► Scopes trial/KKK ► World War I ► Red Scare/Communism ► Quota Acts/Palmer ► Few workers’ rights ► High Tariffs • Similarities • Republican • Laissez-faire econ. • ←End in financial crisis→ • Unregulated banks (fail) - • credit crisis - • over-speculation in market - • ← Tech eras → • ←Fundamentalism→ • Organized Crime (Gangs) • ← Post-traumatic event → • ← FEARS → • ← Nativism →

25. 1920s vs. Today

26. 1920s vs. Today

27. Name: Directions:Score each activity below using the “Social Studies Rubric” and the four point scale. Write your score on the line provided. If you do not have an activity for a day you had an excused absence, write the letter “A” on the line provided, otherwise write a “0”. Then add up your scores.

28. Total Points (TP) Actual Total (AT) . Notes: • Total Points (TP) is the sum of your warm up scores. To determine your TP, add up the scores for all of your warm ups/written activities. • Actual Total (AT) is the number of warm ups multiplied by four (a perfect score). To determine your AT, count the number of warm ups you were present for and multiply this number by four (the true actual total – perfect attendance). TOTAL SCORE _____/10