Enjoy the Remainder of Your Break

Upon our return to school Monday we will finish up with the Korean War and then discuss Stalin's death, Peaceful Coexistence, and the Space Race. 

Until then, however, enjoy the 

Patriots v. Packers game Sunday! It will be the toughest game for the Pats before the Superbowl!

jhyer's prediction: Patriots 24 | Packers 17

Monday's ALMOST Double Quiz Study Guide

STUDY GUIDE FOR Monday's ALMOST DOUBLE Quiz

NOTE:  The 1/2 Test has been downgraded to a Double Quiz due to the impending snowstorm in Buffalo. So, you only need to know the following:

• Make sure you know your answers to questions 2, 2a. - 2f. under "U.S. Foreign Policy in the 1950s" on your NOTES.
• Know the difference between "rollback" and "containment."
• Be able to list the "Six Major Events" that caused the U.S. to feel it was losing political and technical race with the Communists in the 1950s. (Question 4 on U.S. Foreign Policy.)
• What is an ICBM?
• Know the formal names of North and South Korean and who led each at the beginning of the Korean War.
• Know - in general terms - how the Korean War unfolded.
• Know why MacArthur was fired by Truman.
• Who was John Foster Dulles? How did he view the United States’ role against the Communists?

1950s Foreign Policy: Korean War + Study Guide for Monday!

Korean War + Study Guide 

for Monday's Half-Test

First, be sure to finish your homework that is due tomorrow at 3:10 p. Find the instructions here.

STUDY GUIDE FOR Monday's HALF-TEST

• Make sure you know your answers to questions 2, 2a. - 2f. under "U.S. Foreign Policy in the 1950s" on your NOTES.
• Know the difference between "rollback" and "containment."
• Be able to list the "Six Major Events" that caused the U.S. to feel it was losing political and technical race with the Communists in the 1950s. (Question 4 on U.S. Foreign Policy.)
• What is an ICBM?
• Know the formal names of North and South Korean and who led each at the beginning of the Korean War.
• Know - in general terms - how the Korean War unfolded.
• Know why MacArthur was fired by Truman.
• Make sure you understand the 1950-era context of Gen. Douglas MacArthur's quote:  "Asia is where the communist conspirators have decided to make their play for global conquest.   If we lose this war, the fall of Europe is inevitable.   There is no choice but victory."
• How did Stalin's death impact the end of the Korean conflict?
• In a paragraph or two be prepared to address the Cummings' quote: “The civil conflict had not been worked through but frozen by outside intervention.” (Study questions No. 8 and 9 under the Korean War Notes.)
• Who was Dwight D. Eisenhower? How did he approach Communism?
• Who was John Foster Dulles? How did he view the United States’ role against the Communists?

The Korean War Homework

The Korean War - Containment in Asia

The NSC-68 in Practice

MacArthur dared cross this line - and then some!

DIRECTIONS: Read "Korean War 1950-53." It is in your shared Cold War Readings file. Please read it (p. 68-77) and answer the 9 questions which are at the bottom of your Cold War Notes.

Your answer are due by 3:10 p. on Friday, Nov. 21

Homework Due Monday 12:30 p. | 1/2 Test Friday

Don't Forget to Finish Monday's Homework

Due 12:30 p. 

Click for Instructions

Forward Looking: Half-Test on Friday 

(Topic 1950s Foreign Policy)

U.S. Foreign Policy in the 1950s Homework

U.S. Foreign Policy in the 1950s: 

Fear of Communism's Growth

Oh, great! Now China and North Korea have turned Commie.

Please complete the "1950s Foreign Policy." The reading is in your shared reading folder. All questions are at the bottom of your Cold War Notes document.

 

They are:

U.S. Foreign Policy in the 1950s

DIRECTIONS: Read the document, 1950s Foreign Policy, and answer the following 12 questions.

 

Your answers are due no later than Monday at 12:30 p.

Meet in the Computer Lab for Essay Test

Essay Test Tomorrow - Study - 

Meet in the Computer Lab Wed.!

You After Seeing Your New and Improved Essay Score!

Tomorrow - WEDnesday - you will write an essay based on the same prompt you wrote last Friday or did for a make-up on Monday. There are no tricks to this. It is Groundhog Day all over again. I expect to see improvement on your essay based on my comments and your work on responding to those comments. You will get a second essay grade which hopefully will be greater than the one you received on Friday’s essay.

Essay Test (AGAIN!) Wednesday!

Preparing for Wednesday's Essay Test

Don't be this student! Review & Study

Great job on your first essays as juniors. Excellent effort. Now, let’s do it again!

You will have another Essay Test on Wednesday after returning from our one-day holiday in honor of our Nation’s veterans.

1. First, everyone did a very good job with the basic structure of the essay, which includes an introduction, conclusion, and the body of the essay. Most paragraphs started with a topic sentence and focused on one main point. So, AWESOME FIRST EFFORTS as Juniors!

2. Second, in order to get ready for the exam, I want you to spend time during class today and as homework, carefully reading my comments on your essay. Please thoughtfully “reply” to my comments using the comment function within Google documents. DO NOT “RESOLVE” THE COMMENTS. If you have any questions or the need for further clarification, please ask me during or after class today. Don’t wait until Wednesday.

3. Third, on Wednesday you will write an essay based on the same prompt. There are no tricks to this. It is Groundhog Day. I expect to see improvement on your essay based on my comments and your work on responding to those comments. You will get a second essay grade which hopefully will be greater than the one you received on Friday’s essay.

Essay Prompt

“Mutual fears and the search for security were the reasons for the breakdown of East–West relations between 1945 and 1949.” With specific reference to developments in this period, to what extent do you agree with this statement?

Here is the grading scale explanations we went over in class:

I.B: 2/7  Sturgis: 55-64

1. Answers reveal little understanding of the question.
2. While historical details are present, they are largely inaccurate and/or of marginal relevance to the task.
3. There is little or no understanding of historical context or historical processes.
4. While there may be a recognizable essay structure, there is minimal focus on the task.

I.B: 3/7  Sturgis: 65-73

1. Answers indicate some understanding of the question.
2. There is some relevant historical knowledge, but it is limited in terms of quantity and quality.
3. There may be some attempt to place events in their historical context.
4. Understanding of historical processes and (where appropriate) comparison and contrast may be present but underdeveloped. (Alternatively, there is SOME attempt(s)at a coherent argument that requires further substantiation in order to be considered analysis.)
5. While there may be a recognizable essay structure, the question is only partially addressed.

I.B.: 4/7  Sturgis: 74-79

1. Answers indicate that the demands of the question are generally understood.
2. Relevant historical knowledge is present and applied but is not fully or accurately detailed and is presented in a narrative or descriptive manner. Alternatively, there is coherent argument that requires further substantiation. Relevant critical commentary is implicit.
3. There has been an attempt to place events in their historical context and to show an understanding of historical processes and (where appropriate) comparison and contrast.
4. There is evidence of an attempt to follow a structured approach, either chronological or thematic.

I.B.: 5/7  Sturgis: 80-86

1. Answers indicate that the demands of the question are understood and addressed though not all implications are considered.
2. Relevant, largely accurate historical knowledge is present and applied as evidence. Answers may attempt some critical commentary.
3. Events are generally placed in their historical context. There is an understanding of historical processes and (where appropriate) comparison and contrast.
4. There may be some awareness (“some” at best) of different approaches to, and interpretations of, historical issues and events. However, responses that mainly summarize the views of historians and use these as a substitute for, rather than a supplement to, the deployment of relevant historical knowledge cannot reach the top of this band.
5. There is a clear attempt to structure answers either chronologically or thematically.

Grades are Posted - Don't Open Exams no Matter What!!

No Homework

Your 1st Quarter Grades are Posted on Gradebook

Preview of our Next Segment, The 1950s: Stalin Dies!

See you Monday. Please be prepared to work on your Essay Exams. However, do not open them until I instruct you to do so.

2Q - 1st Week Preview: Quiz Mon. & Test Fri.!

Previewing Next Week: Dbl. Quiz & Test

Yeah! Freedom! ... 'Merica!

On Monday we are wrapping up the Berlin Airlift and the splitting of Germany and creation of NATO. And then....

On Monday there is a map double quiz on the East and West blocs in Europe. There will also be a couple of questions related to last week's lessons. (You will either know or not!)

To see a copy of the map, see Friday's blog post or look in your shared reading folder for a .jpeg of the map.

There will be a Origins of the Cold War Essay exam on Friday. We will spend the two days leading to the exam going over what you need to know to be successful on this essay. Your score will be more focused on mechanics rather than content.

So, in short: 

Quiz Monday

Essay Test on Friday

These will be your first grades of the 2nd quarter.