Mr. Plencner's Classpages

	Super Module Theme Mobilization definition The Collectivists: FDR and the “Good War”, 1929-1945 Essential Questions Why would people who lived through WW2 refer to it as the “good war,” as Studs Terkel did? To what extent did New Deal collectivism impact the American efforts in WW2? How united were Americans in dealing with the challenge of the war? How did the New Deal experience shape Americans' response to the challenge of WW2?

	Required Readings (read, note, & know the gists of these chapters & articles) David Emory Shi, America: A Narrative History, pp. 1208-67. Andrew Kersten, “African Americans in World War II,” OAH Magazine of History 16, no. 3. (Spring, 2002): 13-7.(link) Roger Daniels, “Incarcerating Japanese Americans,” OAH Magazine of History 16, no. 3. (Spring, 2002): 19-23. (link) Judy B. Litoff & David Smith, “Women in a World at War,” ,” OAH Magazine of History 16, no. 3. (Spring, 2002): 7, 9-12. (link) Richard Griswold del Castillo, “The L.A. Zoot Suit Riots Revisited,” Mexican Studies 16, no. 2 (Summer, 2000): 367-91. (link) Secondary Info (Click on underlined title to skim/review.) PBS, "Zoot Suit Riots," American Experience video

	Primary Source Documents (Click on [link] to see.) Pathe newsreel, “Blitz in London,” 1941 video Charles Lindbergh, "America First," 1941 link A. Philip Randolph, "March on Washington," 1941 link Dr. Suess, Political Cartoons, 1939-45 link Newsreel footage, “Pearl Harbor,” 1941. video Franklin Roosevelt, “Declaration of War Message,” 1941 video, reading Winston Churchill, “Address to U.S. Congress,” 1941 video, text Anita Boyer, “He’s 1-A in the Army,” 1941. video FDR, "Executive Order 9066," 1942 link War Activities Board, “Explanation of Internment,” 1942. link Aiko Herzig-Yoshinaga, "Interview on Internment," 1942 link Office of War Info, “Your War & Your Wages,” 1942 link Redd Evans, “Rosie the Riveter,” 1942 video & lyrics Wartime Canning Tips, 1942. link USOPA, “What Price Control Means for You,” 1942 link USWPB, “Get in the Scrap,” 1942. link USWPB, “Salvage,” 1943. video Walt Disney, “Der Fuhrer’s Face,” 1943. video USDA, “Food for Freedom Handbook,” 1943. link Dorothy Dandridge & Paul White, “Zoot Suit,” 1942. video Cab Calloway, “Geechy Joe,” 1943. video Zoot Suit Riots as covered by newspapers, 1943. link Bracero Program Documents, photos and letters, 1943. link Pathe newsreel, “Allies Surge Across Normandy,” 1944. video Pathe newsreel, “Battle of the Bulge Newsreel,” 1944. video Pathe newsreel, “Iwo Jima,” 1945. video US Gov’t, “Women’s Land Army,” 1945. link U.S. Gov’t OPA, “A Negro Community…,” 1945. link Radio Reports of FDR’s death, 1945. audio Battle of Manilla newsreel footage, 1945. link Primary Sources about the Hiroshima & Nagasaki Bombing, 1945. link Top Secret cabal to Adm. Nimitz, 1945. link Truman, “Address on Bomb,” 1945. video & draft The Telegraph, “Footage of Hiroshima Bombing,” 1945. video US Army Film, Evidence at Nuremberg Trials, 1945. video Universal, V-Day news footage, 1945. video
	Things to Know Terms to Know: America First Committee, Lend-Lease Act People to Know: A. Philip Randolph, Gen. Dwight Eisenhower, Pres. Harry Truman, Tuskegee Airmen Events to Know: Great Migration, Randolph's March on Washington, Pearl Harbor Attack, Executive Order 9066, D-Day, Battle of Midway, Battle of Iwo Jima, Battle of the Bulge, Zoot Suit Riots, Bracero Program, Bombing of Hiroshima/Nagasaki, V-Day

1. Pre-Module Preparation: Read the module’s main reading and/or overview essays, textbook pages, as assigned in preparation for the cycle, keeping in mind the essential question. Do any notes that may have been assigned. Look for main ideas and theses of authors. Also note any key and important facts. Skim through the primary sources too.

2. Phase A in Class: In class we will discuss the essential question and articles. Pay attention and prepare for your homework by asking questions and contributing where you can. A seminar on the main reading may be part of this phase. Phase A at Home: You will be assigned a QED (quod erat demonstratum); which is a 3 paragraph argument. Paragraph one is written using the G-Method and paragraphs 2 and 3 support it with PEEL. This is meant to be a work in progress but must be written in academic tone. It should address the essential question from a particular perspective chosen by you (choose a branch and a concept here). When you write use articles and PSDs as evidence, always cite them properly inline or with footnotes. After writing, you should be post the QED on the module’s Brightspace discussion board (when available). Look at what your classmates posted and comment on at least one other students’ arguments with questions, ideas, ideas for further studies. Or, if you're bold, go ahead and challenge them politely and with facts.

3. Phase B in Class: You and your classmates will lead discussion in a semi-formal Writing Seminar wherein you should be prepared to defend their particular ideas and arguments from your QED and ask questions of others. Mr. Plencner will fill in gaps when needed. Phase B at Home: You will have to take the work done on their QED and expand it into a 5 paragraph, more formal essay in response to the essential question. It will be a masterpiece of history and something you should be proud of to include in the history book you are writing. There may be time in class to peer edit and review this with teacher and classmates before final submission. This will be submitted typed up and complete.