Mrs. Bobbi Gillitzer

Advances in War Technology

Directions: Go to Central’s homepage.  Click on “Classrooms,” then “SS,” then “Gillitzer.”  Scroll to “U.S. History Notes.”  Click on Advances in War Technology. Use the sites to answer the worksheet questions.

The War in the Air – http://www.firstworldwar.com/airwar/summary.htm

1. When the war first started out was there a lot of usage of aircraft? (Paragraph 4)

2. How much training did a pilot need in order to fly a plane in 1914? (Paragraph 8)

3. By the end of the war, what three areas had been improved greatly? (Paragraphs 9)

4. What is the difference between the “pusher” layout and the “tractor” layout for a plane? (Paragraphs 9&10)

5. There are four main categories that aircraft were discovered, experimented with and refined. What are they? (Paragraph 13)

Weapons of War: Poison Gas – www.firstworldwar.com/weaponry/gas.htm

1. What was the reason for the development and use of poison gas in WWI? (Intro.)

2. Who used poison gas first in WWI? (Section 1)

3. How did the Germans miss their opportunity to attack the French? (Section 4)

4. Why was the effectiveness of poison gas diminishing in the war? (Section 12)

5. What sort of protection was used to protect from Poison Gas? (Section 13)

Weapons of War: Machine Guns – http://www.firstworldwar.com/weaponry/machineguns.htm

1. Starting out in August of 1914, how would one describe the machine guns being used? (Intro. and Section 1)

2. What did the British High command think about using the machine gun? (Section 2)

3. When established in fixed point sites, was the machine gun successful? (Section 5)

4. Most historical accounts of WWI tended to describe the strengths of the machine gun in battle as what? (Last Section)

5. As the war developed what where machine guns adapted for use on? (Last Section)

Options for Battles or Weapons Graphic Organizer

Airplanes

Trench warfare

Convoy system

Flamethrowers

Grenades

Pistols

Machine Guns

Poison Gas

Rifles

Tanks

Trench mortars

1^st Battle of Ypres

2^nd Battle of Ypres

3^rd Battle of Ypres

1^st Battle of the Marne

2^nd Battle of the Marne

1^st Battle of the Somme

2^nd Battle of the Somme

Gallipoli

Tannenberg

Belleau Wood

Cantigny

Chateau-Thierry

Meuse-Argonne

St. Mihiel

Verdun

1920s Web Quest

The Task:

The period after World War I was called the “Roaring ’20s”. Hollywood movies, magazines and other popular culture of the day made it seem like people in the 20’s did nothing but party. But historians and other students of the past consider the 1920s the beginning of modern America — a decade that helped set the tone for the rest of the century.

So, your task is to complete this Web Quest and record your answers in the following steps below.

The Process

Step 1: Let’s get a quick introduction to the 1920s. View the six web pages there and write a brief summary of the site (at least 1 paragraph). Just click on the links Roar or Yawn at the bottom of each page to continue to the next page at the site, Learner.org

Step 2: Check out Flapper Station for some genuine 1920s entertainment. Spend some time looking around at this site to get acquainted to the real 1920s. When you’re finished, find a fashion or fad to sketch that represents the 1920s. Write a brief description to explain it.

Step 3: The average yearly salary in 1925 was $1,236. How does this compare to the U.S. average salary today? Complete a Google search to find out the average salary today, then click on this link to calculate how the 1925 salary is worth in today’s money.

Step 4: Learn how installment plans increased consumption and led to the growth of consumer debt. Explain how installment buying changed the way Americans lived at the Installment Plans.

Step 5: Looking for a good deal? Check out the opportunities available in Florida during the 1920s at the Lawless Decade. View the timeline and click on the year 1924. Write a summary explaining the real estate bubble and how it burst.

Step 6: Next, take a look at some of the other issues at this site (Lawless Decade) and choose one to discuss. Write a summary of the issue you selected and explain its importance to the ’20s (1 paragraph).

Step 7: Finally use the Lawless Decade site again to learn how the stock market crashed in 1929. Explain what happened and what we learned from the Crash of ’29 (1 paragraph).

Another good site to research these questions is 1920-30.com Try this one if you can’t find the answers on the sites listed above.

Depression Era Webquest

People in History

President Franklin D. Roosevelt http://www.whitehouse.gov/history/presidents/fr32.html

1. President Roosevelt was related to a man who had served as President of the United States before him. Who was that man, and how were the two men related?
2. To what international organization did he devote much of his time into planning, prior to his death?

First Lady Eleanor Roosevelt http://www.whitehouse.gov/WH/glimpse/firstladies/html/ar32.html

3. What was her newspaper column called?
4. How is Teddy Roosevelt related to Eleanor Roosevelt?

Jesse Owens http://www.jesseowens.com/about/

5. How did Jesse get his nickname?

6. Summarize his success in the 1936 Olympics.

The Rise of Adolph Hitler http://www.historyplace.com/worldwar2/riseofhitler/new.htm

7. What was the name of the book Hitler wrote while in prison?

8. Who was the Hitler Youth? Did girls belong to this group?

Orsen Wells http://www.transparencynow.com/welles.htm

9. On October 30^th 1938…What event did people think had happened to the earth?  List some things people heard on the radio.

10. How did listeners respond?

Charles Lindberg

11. Summarize the kidnapping of the Lindberg baby using the following site: http://en.wikipedia.org/wiki/Lindbergh_kidnapping

Historical Events

Dust Bowl http://www.livinghistoryfarm.org/farminginthe30s/water_02.html

      12. What was the Dust Bowl?

13. Name 4 states it affected.

Hindenburg http://www.infoplease.com/spot/hindenburg1.html

14. What sort of rooms did the Hindenburg have in it?

15. Where was the Hindenburg scheduled to fly and how many passengers died?

We Made Do…Surviving the Great Depression

16. Choose from one of the letters written to First Lady Eleanor Roosevelt. Read 2 letters. What were people asking Eleanor to do for them? http://newdeal.feri.org/eleanor/db0238.htm

Buildings of the 1930’s

GOLDEN GATE BRIDGE http://www.inetours.com/Pages/SFNbrhds/Golden_Gate_Bridge.html

17. When did the bridge open?

EMPIRE STATE BUILDING http://history1900s.about.com/od/1930s/a/empirefacts.htm

18. How much did it cost to build?

19.  How long did it take workers to complete construction of the Empire State Building

Hey, what did people do for fun??

Monopoly http://www.answers.com/topic/monopoly-game

     20. Most of the places on the Monopoly® board game were named by the game’s inventor for places in a real U.S. city. What city is that?

Mickey Mouse http://www.hiddenmickeys.org/Secrets/Mickey.html

21. What was Mickey’s original name?

22. What was the password for the Invasion of Normandy?

Holocaust Webquest

Directions: Use Mrs. Gillitzer’s U.S. History website (under U.S. History assignments). Click on Holocaust Webquest. Use the links provided to answer the questions.

Task 1: Use the websites to answer the questions.

Adolf Hitler

http://www.history.co.uk/biographies/adolf-hitler

1. Where was Hitler born?
2. Early in his life, what career did Hitler hope to have?
3. Summarize his role in WWI.
4. When did Hitler become Chancellor of Germany?
5. Why was Hitler not supposed to invade the Rhineland?
6. How and when did Hitler die?

Attack on the Jewish

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005681

7. What does anti-Semitism mean?
8. What did the Nuremburg Laws do?
9. What happened on Kristallnacht?

Heinrich Himmler

http://www.bbc.co.uk/history/historic_figures/himmler_heinrich.shtml

10. What did the outbreak of WWII allow Himmler to do in regards to Jewish people?
11. What was the Final Solution?
12. How did he die?

Task 2: Concentration and Death Camps

Use the links to help you label the map on the next page.

http://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005144&MediaId=354

1. Label the following bodies of water:

Atlantic Ocean           Black Sea        North Sea       English Channel

2. Shade in the Axis Powers: Germany Italy
3. Mark the following concentration camps

Bergen-Belsen           Ravensbruck              Dachau                       Buchenwald

4. Mark the following death camps

Auschwitz                   Chelmo                       Treblinka                   Belzec

5. What is the difference between an extermination camp and a concentration camp?

6. Where were all of the extermination camps located?

Task 3: Nuremburg Trials

Google Nuremburg Trials. After reading about the trials, write 1-2 paragraphs summarizing the reason behind the trials and the results.

Origins of the Cold War

Origins of the Cold War
http://www.historywiz.com/originscoldwar.htm

1. What are two reasons the Soviets mistrusted the U.S.?

2. What form of government was practiced by the Soviets?

Key Events and Dates of the Cold War
http://www.studyworld.com/newsite/reportessay/History/European%5CContainment_of_Communism-32441.htm

3. What does the policy of containment mean?

The Yalta Conference
http://www.thenagain.info/WebChron/World/YaltaConf.html

4. This site discusses the Yalta Conference of 1945 and its purpose. The conference set the Cold War into action by dividing Germany. Who were the Big Three at the conference?

5. How was Germany divided?

6. Who would control Berlin?

7. What were the U.S., Britain, and Russia given “supreme authority” over for the end of WWII?

The Iron Curtain Speech
http://www.fordham.edu/halsall/mod/churchill-iron.html

8. This site provides excerpts from Winston Churchill’s “Iron Curtain” speech about communism. Where did the Iron Curtain descend?

9. Who was in control behind the curtain?

10. What did Churchill want to prevent from happening again?

Berlin Airlift

http://www.trumanlibrary.org/teacher/berlin.htm

11. What 5 countries did Russia take over during Truman’s presidency?

12. What was Bizonia?

13. Summarize the last paragraph- what happened between the Soviets and America in Berlin?

The Cuban Missile Crisis

CMC- Missiles in Cuba

https://www.awesomestories.com/asset/view/Cuban-Missile-Crisis

1. Why did Russia want missiles in Cuba? (2 reasons)

2. Who was the leader of Russia? Of Cuba?

CMC- Operation Anadyr

https://www.awesomestories.com/asset/view/OPERATION-ANADYR-Cuban-Missile-Crisis

3. Khrushchev said the missiles were defensive. What did the US find out decades later about the missiles?

CMC- The Cuban Missile Crisis

https://www.awesomestories.com/asset/view/THE-CUBAN-MISSILE-CRISIS-Cuban-Missile-Crisis

4. How many Americans would die if missiles were launched?

CMC- Ex-Comm and the Crisis

https://www.awesomestories.com/asset/view/EX-COMM-and-The-Crisis-Cuban-Missile-Crisis

5. Who were Ex-Comm?

6. What is quarantine?

7. What was JFK worried about if he launched action on Cuba?

CMC- Clear and Present Danger

https://www.awesomestories.com/asset/view/A-CLEAR-AND-PRESENT-DANGER-Cuban-Missile-Crisis

8. What would the US response be if Cuba launched a missile?

CMC- Eyeball to Eyeball

https://www.awesomestories.com/asset/view/EYEBALL-TO-EYEBALL-Cuban-Missile-Crisis

9. What did Khrushchev say in response to the quarantine?

1. “We were standing eyeball to eyeball and the other fellow blinked.” What does that mean?

CMC- Battle Plans

https://www.awesomestories.com/asset/view/BATTLE-PLANS-Cuban-Missile-Crisis

1. Why was it a good thing the US didn’t invade Cuba?

2. What was the big deal about reaching DEFCON 2?

CMC- Close to the Edge

https://www.awesomestories.com/asset/view/CLOSE-TO-THE-EDGE-Cuban-Missile-Crisis

3. What did Khrushchev want the US to do regarding Turkey?

4. What did Castro want to do to US planes?

CMC- The Truth

https://www.awesomestories.com/asset/view/THE-TRUTH-on-ENDING-the-CRISIS-Cuban-Missile-Crisis

5. Summarize the agreement Bobby Kennedy and the Soviet Ambassador agreed upon.

Directions: Read each statement. Tally your score. The higher your score, the more privilege you have in your daily life. If you answer:

Yes= +1 No=  -1 Doesn’t apply to me= 0

1. I can arrange to be around people of my race most of the time (class and free time).

2. I can avoid spending time with people whom I was trained to mistrust and who have learned to mistrust my kind or me.

3. If I should need to move, I can be pretty sure of renting or purchasing housing in an area which I can afford and in which I would want to live.

4. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.

5. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.

6. I can turn on the television or open to the front page of the paper and see people of my race widely represented.

7. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is.

8. I can be sure that my children will be given curricular materials that testify to the existence of their race.

9. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.

10. I can be pretty sure of having my voice heard in a group in which I am the only member of my race.

11. I can be casual about whether or not to listen to another person’s voice in a group in which s/he is the only member of his/her race.

12. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods which fit with my cultural traditions, into a hairdresser’s shop and find someone who can cut my hair.

13. Whether I use checks, credit cards or cash, I can count on my skin color not to work against the appearance of financial reliability.

14. I can arrange to protect my children/siblings most of the time from people who might not like them.

15. I will not have to educate my children to be aware of systemic racism for their own daily physical protection.

16. I can be pretty sure that my teachers and employers will tolerate me if I fit school and workplace norms; my chief worries are not about others’ attitudes toward my race.

17. I can talk with my mouth full and not have people put this down to my color.

18. I can swear, or dress in second hand clothes, or not answer letters, without having people attribute these choices to the bad morals, the poverty or the illiteracy of my race.

19. I can speak in public to a powerful male group without putting my race on trial.

20. I can do well in a challenging situation without being called a credit to my race.

21. I am never asked to speak for all the people of my racial group.

22. I can remain oblivious of the language and customs of persons of color who constitute the world’s majority without feeling in my culture any penalty for such oblivion.

23. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider.

24. I can be pretty sure that if I ask to talk to the “person in charge”, I will be facing a person of my race.

25. If a traffic cop pulls me over, I can be sure I haven’t been singled out because of my race.

26. I can easily buy posters, post-cards, picture books, greeting cards, dolls, toys and children’s magazines featuring people of my race.

27. I can go home from most meetings of organizations I belong to feeling somewhat tied in, rather than isolated, out-of-place, outnumbered, unheard, held at a distance or feared.

28. I can be pretty sure that an argument with a peer of another race is more likely to get them in trouble than me.

29. I can be pretty sure that if I argue for the promotion of a person of another race, or a program centering on race, this is not likely to cost me heavily within my present setting, even if my colleagues disagree with me.

30. If I declare there is a racial issue at hand, or there isn’t a racial issue at hand, my race will lend me more credibility for either position than a person of color will have.

31. I can choose to ignore developments in minority writing and minority activist programs, or disparage them, or learn from them, but in any case, I can find ways to be more or less protected from negative consequences of any of these choices.

32. My culture gives me little fear about ignoring the perspectives and powers of people of other races.

33. I am not made acutely aware that my shape, bearing or body odor will be taken as a reflection on my race.

34. I can worry about racism without being seen as self-interested or self-seeking.

35. I can take a job with an affirmative action employer without having my co-workers on the job suspect that I got it because of my race.

36. If my day, week or year is going badly, I need not ask of each negative episode or situation whether it had racial overtones.

37. I can be pretty sure of finding people who would be willing to talk with me and advise me about my next steps in life.

38. I can think over many options, social, political, imaginative or professional, without asking whether a person of my race would be accepted or allowed to do what I want to do.

39. I can be late to a meeting without having the lateness reflect on my race.

40. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the places I have chosen.

41. I can be sure that if I need legal or medical help, my race will not work against me.

42. I can arrange my activities so that I will never have to experience feelings of rejection owing to my race.

43. If I have low credibility as a leader I can be sure that my race is not the problem.

44. I can easily find academic courses and institutions which give attention only to people of my race.

45. I can expect figurative language and imagery in all of the arts to testify to experiences of my race.

46. I can chose blemish cover or bandages in “flesh” color and have them more or less match my skin.

47. I can travel alone or with my spouse without expecting embarrassment or hostility in those who deal with us.

48. I have no difficulty finding neighborhoods where people approve of our household.

49. My children are given texts and classes which implicitly support our kind of family unit and do not turn them against my choice of domestic partnership.

50. I will feel welcomed and “normal” in the usual walks of public life, institutional and social.

Native American Map
A link to several maps showing different ways Native Americans were relocated in the U.S.

Wounded Knee

World’s Richest
The wealthiest people in the world. Did you make the list?

WWI Map
Use this for most of the locations.

How Rich Are You?

Market Watch
Use this site to get information on the current economy.

CNN Money
Use this site to find out about the current economy.

Cuban Missile Crisis

Who’s Who in the Sixties

Trading Cards
Use this site to create trading cards of important people.