McCarthyism impact on Society- he thought that Hollywood was feeding communistic thoughts into the American public through movies without them knowing, went after the "Hollywood Ten" (top ten writers, producers, and directors) altering their credibility and scaring their careers
Communist "Witch Hunt" and impact on those accused- everyone working in the American government was checked and investigated for any signs of communistic relations and tried... but they had to prove their innocents
Space Race impact on government policies- More money was put into the education system along with billions of dollars going into space programs, US felt week technologically wise so Kennedy worked hard to put a man on the moon by the end of the 60's reaching their goal in July 20Th 1969
Cold War mind set for the U.S. Government and public- US view of the USSR before going into war wasn't good only really uniting because they had a common enemy but during the War there was still subtle hints of dislikement, after the War the animosity between the two only grew stronger and most things became a competition; the Space Race and an increase in weapons were a few results along with a "second red scare"
Relationship of suburbs, automobiles, and roads- people wanted to live the "American Dream" so most of them wanted to live in the suburbs and have one if not two cars parked in their driveways which then resulted in highways needing to be made due to the over crowded roads
Baby Boom- 1946 thur 1960s peaking in 1955, one baby being born every 7 seconds, still affecting the U.S. today with Social Security...never before had so many people retiring at the same time
Urban-Suburban Pattern- busnies district --> inner city low income --> suburbs middle class --> spaced suburbs high class
GI Bill- government giving money to soldiers so that people volunteer to be a soldier vs having to draft, helped get ride of draft
Expansion of the Middle Class- USA made and sold things, buying and selling houses that are all built almost the exact same, economic boom due to War; Consumer boom
Monday, April 4, 2011
Thursday, March 31, 2011
Blog Daily Week 08
I. Setting
A. Casablanca, Morocco in unoccupied Africa
1. During World War II
II. Introduction
A. Non-native Morocco habitents
1. Running away from cops
2. Getting shot and/or arrested for possesing letters of transit
B. Rick
1. Owner of a popular Cafe in Casablanca
2. Exiled American
3. Former freedom fighter
4. The "cool" guy
C. Rick's friend
1. Shady guy who knows he is being looked for
2. Has letters of transit
D. Rick and friend
1. Friend gives letters to Rick for hidding
2. Rick puts in piano of loyal friend/ employ
E. Nazi Major Strasser
1. In Casablanca
2. Looking for Victor Lazlo
3. Making sure habitants of Casablanca know Germains have the power
F. Police Officer
1. Friend of Rick
2. Isn't on Germain side
3. Arrest Rick's friend to impress the Major
III. Rising Action
A. Ilsa and her husban Lazlo go to a cafe
1. Turns out it's Rick's Cafe but Ilsa or Lazlo don't know yet
2. She realizes that she knows the pianist (Sam)
3. Ilsa asks Sam to play a song that reminds her of an old lover
4. Rick hears the song and becomes upset
5. Rick goes to yell at Sam for playing to then see Ilsa
B. Lazlo
1. During the song incident he is ordering a drink
2. A man recognizes him and warms Lazlo about the Major who is also at the cafe at the time
C. Rick and Ilsa
1. They talk about their past
-They were lovers in Paris when Ilsa thought Lazlo had died
-Their relationship was a "don't ask" kind of a thing
-Nazi Germains invated Paris and Rick wanted to leave with Ilsa
-Ilsa agreed with Rick's proposal
-Before it was time to go Ilsa found out Lazlo was alive and stood Rick up
2. They have many secret encounters throughout the moive
D. Letters of Transit
1. Everyone is looking for the letters
2. The Major want's to arrest Lazlo
3. Lazlo and Ilsa are looking for a way to flee
4. Their is talk that Rick has the letters
5. Lazlo asks Rick for the Letters of Transit
6. Rick ,still upset about losing his love, refuses to sell them
7. Lazlo learns of Rick and Ilsa's past
8. Rick and Ilsa plan to let Lazlo leave while staying in Casablanca
IV. Climax
A. Rick and Police Officer
1. They make a plan so that Lazlo can get arrested while Rick keeps the gal
2. Plan is in action
3. Rick threatens to shoot the police officer if he doesn't let Lazlo go
4. They all go to the plane
B. Lazlo and Ilsa
1. Ilsa doesn't want to leave but Rick convinces her to
2. Nazi Major comes wanting to stop them
3. They are getting on the plane
4. Rick kills the Major
V. Conclusion
A. Lazlo and Ilsa
1. Happily escape and start their lives up again in America
B. The police officer
1. No longer has to impress the Major
2. Goes back to his way of running Casablanca
C. Rick
1. Is no longer upset about his lover Ilsa
2. Goes back to running his Cafe
A. Casablanca, Morocco in unoccupied Africa
1. During World War II
II. Introduction
A. Non-native Morocco habitents
1. Running away from cops
2. Getting shot and/or arrested for possesing letters of transit
B. Rick
1. Owner of a popular Cafe in Casablanca
2. Exiled American
3. Former freedom fighter
4. The "cool" guy
C. Rick's friend
1. Shady guy who knows he is being looked for
2. Has letters of transit
D. Rick and friend
1. Friend gives letters to Rick for hidding
2. Rick puts in piano of loyal friend/ employ
E. Nazi Major Strasser
1. In Casablanca
2. Looking for Victor Lazlo
3. Making sure habitants of Casablanca know Germains have the power
F. Police Officer
1. Friend of Rick
2. Isn't on Germain side
3. Arrest Rick's friend to impress the Major
III. Rising Action
A. Ilsa and her husban Lazlo go to a cafe
1. Turns out it's Rick's Cafe but Ilsa or Lazlo don't know yet
2. She realizes that she knows the pianist (Sam)
3. Ilsa asks Sam to play a song that reminds her of an old lover
4. Rick hears the song and becomes upset
5. Rick goes to yell at Sam for playing to then see Ilsa
B. Lazlo
1. During the song incident he is ordering a drink
2. A man recognizes him and warms Lazlo about the Major who is also at the cafe at the time
C. Rick and Ilsa
1. They talk about their past
-They were lovers in Paris when Ilsa thought Lazlo had died
-Their relationship was a "don't ask" kind of a thing
-Nazi Germains invated Paris and Rick wanted to leave with Ilsa
-Ilsa agreed with Rick's proposal
-Before it was time to go Ilsa found out Lazlo was alive and stood Rick up
2. They have many secret encounters throughout the moive
D. Letters of Transit
1. Everyone is looking for the letters
2. The Major want's to arrest Lazlo
3. Lazlo and Ilsa are looking for a way to flee
4. Their is talk that Rick has the letters
5. Lazlo asks Rick for the Letters of Transit
6. Rick ,still upset about losing his love, refuses to sell them
7. Lazlo learns of Rick and Ilsa's past
8. Rick and Ilsa plan to let Lazlo leave while staying in Casablanca
IV. Climax
A. Rick and Police Officer
1. They make a plan so that Lazlo can get arrested while Rick keeps the gal
2. Plan is in action
3. Rick threatens to shoot the police officer if he doesn't let Lazlo go
4. They all go to the plane
B. Lazlo and Ilsa
1. Ilsa doesn't want to leave but Rick convinces her to
2. Nazi Major comes wanting to stop them
3. They are getting on the plane
4. Rick kills the Major
V. Conclusion
A. Lazlo and Ilsa
1. Happily escape and start their lives up again in America
B. The police officer
1. No longer has to impress the Major
2. Goes back to his way of running Casablanca
C. Rick
1. Is no longer upset about his lover Ilsa
2. Goes back to running his Cafe
Thursday, March 17, 2011
Week 08 Dailies
Topic 09 Concept Guide
Role of Women during WWII- The first time women were on base, they worked as nurses. Back in the home front they took over the jobs of the men since most of them where off at war. Some raised their kids alone being single mothers.
Cause and Effect of Use of the Atomic Bomb- U.S. scientist playing around looking to see how they can make a bomb more effective. U.S. used land that was mostly empty to test the bombs out, ruining the land. Once they knew they worked they wanted to get the point across to the Japanese that they aren't playing around and that they should give up because the U.S. will do whatever it takes to win. One of the two bombs killed 90,000 (Hiroshima) people, while the second bomb killed 70,000 (Nagasaki), both destroying land in the process, with out counting deaths later on caused by the radiation left by the bombs. Japan gave up after second bomb, good thing for the U.S. because at the time they only had two. Seeing the devastation caused by the Atomic Bomb some nations made a pact to not use theirs and U.S. said that they would stop the manufacturing along with trying them out to see if they work after the thermo-something other bomb.
U.S. Foreign Policy Before, During, and After the War- Before: not really planning on any wars starting up but if so not ready to get into them; not picking sides. During: still not wanting to get into the war but gave Brittan some ships to help them out while using the cover of "the Land-Leasing Act" that benefited the U.S. anyways; after the Bombing of Pearl Harbor nation became pro-war and fought with Allies. After: help Europe with trying to restore itself after all the disaster
Effects of the War on Europe- Liberated them but left a lot of damage emotionally and physically
Effect of Pearl Harbor Attack- President FDR gives spech and Congress decides to declair war on Japan--> Germany declairs war on U.S.-->the Japanese Internment--> Korematsu vs. U.S. Federal Government
Japanese Internment- in the 1940s all American Japanese living in the West Coast (aka: Exclustion Area) had to move and were militaryly escorted into jail like places, if did not move willingly in a time period given, because the U.S. Federal Government felt that they posed a danger to the State by being Japanese---> the U.S. Fed. Govt. was tried by Korematsu and the trial went all the way to the Supreme Court, Korematsu argued that it was against his Constitutional Rights to have to sell all his belongings and move into jail but the court ruled in favor of the U.S. Fed. Govt. stating that the Federal Government had the right to take any action against any type of Japanese because they felt they were a "clear and present danger".....years later after the war a "sorry" was said to the Japanese that were directly affected by getting twenty thousand dollars
Neutrality Acts- in 1937 goal of the two sets of Laws being to prevent the U.S. becoming involved in conflict. 1) Embargo on arms sales stopped for countries at war 2)U.S. battle ships can't be armed 3) Americans can't travel on ships of countries that are at war
Purpose of Propaganda- encourage non-pro-war citizens to become pro-war by pointing out the bad things going on and say that "WE" can win and that "WE" need "YOU" along with encouraging them to save save save that way the U.S. military can have more resources
Rationing- telling Americans to cut back and save; only get what they need....limited proportions trying to save on things like fuel so the troops can have more of them
Results of World War Two- Changed the future. Europe: no more Hitler and very few of the "Master Race" around to kill more, land hurting badly (destruction and debt), freeing land from the Nazi party. U.S.: economic boost, women lost their jobs they held during the war, unity as a nation, more suburban living, baby boom that still affects us today. Japan: massive amounts of deaths along with land destroyed for longer periods of times due to radiation from the atomic bombs
Role of Women during WWII- The first time women were on base, they worked as nurses. Back in the home front they took over the jobs of the men since most of them where off at war. Some raised their kids alone being single mothers.
Cause and Effect of Use of the Atomic Bomb- U.S. scientist playing around looking to see how they can make a bomb more effective. U.S. used land that was mostly empty to test the bombs out, ruining the land. Once they knew they worked they wanted to get the point across to the Japanese that they aren't playing around and that they should give up because the U.S. will do whatever it takes to win. One of the two bombs killed 90,000 (Hiroshima) people, while the second bomb killed 70,000 (Nagasaki), both destroying land in the process, with out counting deaths later on caused by the radiation left by the bombs. Japan gave up after second bomb, good thing for the U.S. because at the time they only had two. Seeing the devastation caused by the Atomic Bomb some nations made a pact to not use theirs and U.S. said that they would stop the manufacturing along with trying them out to see if they work after the thermo-something other bomb.
U.S. Foreign Policy Before, During, and After the War- Before: not really planning on any wars starting up but if so not ready to get into them; not picking sides. During: still not wanting to get into the war but gave Brittan some ships to help them out while using the cover of "the Land-Leasing Act" that benefited the U.S. anyways; after the Bombing of Pearl Harbor nation became pro-war and fought with Allies. After: help Europe with trying to restore itself after all the disaster
Effects of the War on Europe- Liberated them but left a lot of damage emotionally and physically
Effect of Pearl Harbor Attack- President FDR gives spech and Congress decides to declair war on Japan--> Germany declairs war on U.S.-->the Japanese Internment--> Korematsu vs. U.S. Federal Government
Japanese Internment- in the 1940s all American Japanese living in the West Coast (aka: Exclustion Area) had to move and were militaryly escorted into jail like places, if did not move willingly in a time period given, because the U.S. Federal Government felt that they posed a danger to the State by being Japanese---> the U.S. Fed. Govt. was tried by Korematsu and the trial went all the way to the Supreme Court, Korematsu argued that it was against his Constitutional Rights to have to sell all his belongings and move into jail but the court ruled in favor of the U.S. Fed. Govt. stating that the Federal Government had the right to take any action against any type of Japanese because they felt they were a "clear and present danger".....years later after the war a "sorry" was said to the Japanese that were directly affected by getting twenty thousand dollars
Neutrality Acts- in 1937 goal of the two sets of Laws being to prevent the U.S. becoming involved in conflict. 1) Embargo on arms sales stopped for countries at war 2)U.S. battle ships can't be armed 3) Americans can't travel on ships of countries that are at war
Purpose of Propaganda- encourage non-pro-war citizens to become pro-war by pointing out the bad things going on and say that "WE" can win and that "WE" need "YOU" along with encouraging them to save save save that way the U.S. military can have more resources
Rationing- telling Americans to cut back and save; only get what they need....limited proportions trying to save on things like fuel so the troops can have more of them
Results of World War Two- Changed the future. Europe: no more Hitler and very few of the "Master Race" around to kill more, land hurting badly (destruction and debt), freeing land from the Nazi party. U.S.: economic boost, women lost their jobs they held during the war, unity as a nation, more suburban living, baby boom that still affects us today. Japan: massive amounts of deaths along with land destroyed for longer periods of times due to radiation from the atomic bombs
Wednesday, March 9, 2011
Week 06
1. On EBay I found a picture of a toy knife with a brass knuckle handle for sale that peaked my interest because I actually got to not only see but hold a real one. I was first amazed by it in 10Th grade when I had the chance to sing the French National Anthem near a tent that helped recreate a base on D-day. A good friend of mine had the role of a US solider and happened to need assistance getting ready. He asked me to hand him some props,the knife being one of them.
Because of the fact that I had to get ready to sing I didn't get the chance to see where he put the knife. On the second day of the reenactment I saw that he strapped the knife onto the outside of his boot, which to me made the knife cooler.
Using Google I found a picture that resembles the original one I held. Along with the picture I also found out that the knife was used during World War One and can still be seen today. The blades can differ in shape and size as well as the brass knuckles. The knife was used for defense, cutting down smallish things in your way, and part of a sneak tactic.
Bernard (Green) Greenspan
Born: Rozwadow, Poland March 6, 1911
1)As a Polish citizen, while Hitler came into power, did you ever think that he would succeed in capturing and taking over not just land but the minds of so many people through convincing them that Jews where the problem?
2)With your father fighting in WW1, when you got recruited into the Polish army was your father proud or did he not push for you going into the army and rather preferred you working on the farm?
3)Where you, or anyone in your family, happy to see the Germans? If so, when did you realise Hitler wasn't what you thought he was?
4)How impacting was it to see the Jews being carried in trucks to bushes that had hidden machine-guns and then hear the cross-fire while wondering if any were still alive when the shooting was over? How long did it take it for you to realise what was happening and how did you find out?
5)After Hilter died why did you stay in Poland and then move to the United States after moving to Israel?
Monday, February 14, 2011
Week 05
Dear Principal,
It has come to my attention that lamentably certain history is being edited out of classrooms. I feel that at a high school level, this should not be happening whether it is being edited out of textbooks or censored by school boards. Don't half inform us out of fear that the history is too strong, disturbing or controversial.
As a student I go to school to learn. I go to school expecting and trusting that my teachers are giving me precise information. In math, teachers don't half teach equations, but instead shine light on all angles to better our understanding. In my anatomy, english, nor french textbooks do they cut out needed information, yet my history book do? Why? This shouldn't be a Scopes Trail event.
I can not fully grasp a subject, and I doubt fellow classmates can, if the part that impacts is taken out. A history teacher shouldn't have to say "the Rape of Nanking devastated China" and move on, or worse not even mention the genocide. From the very start of our academic carrier we were taught to ask the Five W's; who, what, when, where, and why; however, now as we advance they take them away. To only know that the Chinese and Japanese have a conflict that helps trigger World War Two doesn't do much for me and makes me feel like it must not be important if the teacher is so lightly going over it. A conflict doesn't make me think 300,000 killed and 20,000 raped.
More over, the life of those people that died are being degraded in a way by not talking about it. In 8Th grade a poster I saw a poster that really stuck with me that read "The worst thing we can do is forget." The background was of a little girl with older men faded in a concentration cap. The little girl had every day clothes on but with a the star of David sown on her dress while the older men were just skin and bones with very few clothes on. I agree with the poster, what a down fall it would be to forget the extent of the Holocaust and run the danger of it some day being erased from history. Don't let those deaths along with other acts of genocide not mean anything.
Each time teachers are forced to deny and skip a part of history to their students they are forced to conform and lower standards which then goes into a cycle that only leads to no history at all being taught. As a principal you should encourage classes teaching the subject they are meant to.
Sincerely, Natalia Riveros- Martinez
Student of Celebration High School
It has come to my attention that lamentably certain history is being edited out of classrooms. I feel that at a high school level, this should not be happening whether it is being edited out of textbooks or censored by school boards. Don't half inform us out of fear that the history is too strong, disturbing or controversial.
As a student I go to school to learn. I go to school expecting and trusting that my teachers are giving me precise information. In math, teachers don't half teach equations, but instead shine light on all angles to better our understanding. In my anatomy, english, nor french textbooks do they cut out needed information, yet my history book do? Why? This shouldn't be a Scopes Trail event.
I can not fully grasp a subject, and I doubt fellow classmates can, if the part that impacts is taken out. A history teacher shouldn't have to say "the Rape of Nanking devastated China" and move on, or worse not even mention the genocide. From the very start of our academic carrier we were taught to ask the Five W's; who, what, when, where, and why; however, now as we advance they take them away. To only know that the Chinese and Japanese have a conflict that helps trigger World War Two doesn't do much for me and makes me feel like it must not be important if the teacher is so lightly going over it. A conflict doesn't make me think 300,000 killed and 20,000 raped.
More over, the life of those people that died are being degraded in a way by not talking about it. In 8Th grade a poster I saw a poster that really stuck with me that read "The worst thing we can do is forget." The background was of a little girl with older men faded in a concentration cap. The little girl had every day clothes on but with a the star of David sown on her dress while the older men were just skin and bones with very few clothes on. I agree with the poster, what a down fall it would be to forget the extent of the Holocaust and run the danger of it some day being erased from history. Don't let those deaths along with other acts of genocide not mean anything.
Each time teachers are forced to deny and skip a part of history to their students they are forced to conform and lower standards which then goes into a cycle that only leads to no history at all being taught. As a principal you should encourage classes teaching the subject they are meant to.
Sincerely, Natalia Riveros- Martinez
Student of Celebration High School
Week 04
This picture is an over reaction of the people's expressions when James is paying back the money he was lent. I chose this scene because only for his kids did he swallow his pride and go ask for money and I feel like in this scene James goes back to feeling a little worthier and having some real hope in that things are turning around for the better. Sometimes people do things that to them seems like has no value but to another person it does. The way people looked at him and whispered while he walked up to the teller and gave money back, I think contributes to him feeling prominent and more empowered over his economic situation.
Outline: Cinderella Man
1) Beginning
• James J. Braddock young light weight boxer that’s never been knocked out
• Married to Mae Braddock and has 3 kids, two boys and a girl
• Irish background living in New Jersey
• Economically stable
2) Four Years Pass
• Still married with kids, wife very supportive, living in New York
• Start of the Great Depression
• No stable job, losses boxing gig due to bad performances, money struggles
• Fighting on a bad hand for four years, not letting heal completely
• Son gets sick soon after electricity gets turned off
• Due to wife sending kids away James feels like he’s hit rock bottom
• Asks friends and ex-coworkers for money to turn power back on to get kids back home
3) Good Friend
• Best friend (also manager) gets him a fight that pays $250 win or lose
• June 14Th 1934 wins against heavy weight Griffin
• Goes and pays back the money lent to him
• Best friend works hard to convince the boss man to let James fight again
• Manager sells everything to get “Jimmy” in shape
• Nov. 13, 1934 fights another heavy weight and wins
• March 22, 1935 breaks ribs in a fight but still wins
4) New Friend
• A friend from the docks he met a couple years back is really struggling
• Friend has no more money and goes to Hoover Ville in Central Park
• Friend dies leaving behind a wife and kids to fend during the depression
5) Cinderella Man
• Gets new nick name from a reporter because for his inspirational life story
• Thanks to his success he gets ready to fight heavy weight Champion
• Max Baer on his way to the top kills 2 men while boxing
• Mae Braddock sacred for James’ life and doesn’t want him to fight but later understands why it’s so important to him to fight vs. Baer
• June 13, 1935 in Madison Square Garden Bowl fights an intense fight and comes out with a win, still never of been knocked out
6) Life After
• James continues fighting for another season but loses
• Goes on to own and work in construction of the Verrazano Bridge
• Moves and buys a house for wife and kids that they live in for the rest of their lives
http://www.jamesjbraddock.com/
http://www.jewishvirtuallibrary.org/jsource/biography/Max_Baer.html
http://depts.washington.edu/depress/hooverville.shtml
Thursday, January 27, 2011
Week 03
Formative Assessment
Topic.07
The Scopes Trial- A teacher named John Scopes goes to trial for teaching evolution in school which leads to a bigger picture of God v. Darwin
Prohibition- pushed mostly by women and smart business men, stating that manufacturing and distribution of alcohol is illegal, enforced by IRS, caused more trouble, crime and bars than anything, overrided by 21st Amendment
Flappers- ladies with short hair and a lot of make-up that wore dresses showing their knees, gams, and shoulders that also smoked and drank in public, got their names because the dresses they wore flapped and just hung
Economic Issues (1920s)- the demand for products grew due to a new concept called credit -buying with money that isn't really there- along with low interest rates and the introduction of the installment plan, professional guessers or better known as investors work with stock market speculation, people start buying shares of on margin -paying for a fraction of the price and "margin" paying for the rest and after you resell the stocks you pay off the margin price whether the value of your stock increased or decreased-
Dust Bowl-over farmed land not given enough time to recover so no nutrients holding the top soil down making the wind pick up and blow around dirt
Agriculture Issues- machines make farming easier and faster achieving maximum income at time but farmers getting greedy and not rotation the land
Immigration Policies (1920s)-Limiting immigrants and not allowing any Asians into the country mostly due to Americans being scared of foreigners
Nativism- Americans proud to be born and raised in the States
Significant Literary Works (1920s)- people where experiencing the power of the written word: Jacob Reese writes "How the Other Half Lives" , Elton Sinclair writes "The Jungle", and Ralf Nader (in the 1950s but correlated because the automobile was introduced in the 20s but no seatbealt) writes "Unsafe at Any Speed"
The Great Migration- African Americans moving from the rural south to the city north, caused racial tensions in places where they didn't exist before resulting in a new wave of KKK -larger and killing Jews, Catholics, Immigrants, and Divorcees among with Blacks-
Harlem Renaissance- African American embraced their color and culture for the first time, expressed themselves through arts such as music, literature, and art
Sacco and Vanzetti- Italian Anarchists, in 1927 sentenced to death later to find out that they might of not been guilty, followed Galleani Luigi -bomb Wall St. and made bombs-
Labor Issues (1920s)- while soldiers where away at war they got replaced at work and came back not having a job, women started working
The Red Scare- Americans became scared of anything non-American especially those who were foreign, Palmer Raids -big groups of people charged with conspiracy-
Schenck v. the United States- (in 1919) Charles Schenck, a member of the Socialist Party -a group of people that opposed the war and tried to get others to oppose believing that the war was being fought by the poor but only helped the rich- was tried for violating the Espionage Act, one of the first fights vs the State for the 1st Amendment
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