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U.S. History: Conflict / Campbell Spring 2018: Home

U.S. History project: Conflict

                                                           

Project Description for Ms. Campbell's classes

Conflict Project

For this project, your group will be tasked with teaching about U.S. involvement in a particular conflict. Your group will use secondary source materials (books, databases, etc.) as well as primary source materials (photographs, letters, newspapers, propaganda, etc.) to explain the conflict. The objective is to teach the content with accuracy and creativity.

There will be an assessment on all of the conflicts presented at the end of the presentations. You will also each write a paper about a specific term or topic about your group’s conflict (or another conflict) that will be approved by the teacher.

Products:

  • Bulleted Notes

  • Class Presentation (Google Slides) with Primary Sources

  • Handouts (graphic organizers) for the presentation

  • Conflict Assessment

  • Individual Paper

Important Dates: (Note: these dates are subject to change)

  • Monday 2/26 - Friday 3/2 -- Research Days in the Library

  • Thursday 3/1 (1st) and Friday 3/2 (3rd + 4th) -- Bulleted Notes Due (Schoology)

  • Monday 3/5 -- All presentations and handouts are due (Schoology)

  • Monday 3/5 - Thursday 3/8 -- Class Presentations

  • Tuesday 3/20 -- Conflict Assessment

  • Wednesday 3/21 - Friday 3/23 -- Research Days for Paper (in classroom)

    • Thursday 3/22 (1st) and Friday 3/23 (3rd + 4th) -- Bulleted Notes (for paper) due

  • Monday 3/26 and Tuesday 3/27 -- Writing Days for Paper

  • Wednesday 3/28 (1st + 3rd) and Thursday 3/29 (4th) - Individual Paper Due

    • You will submit to Schoology AND turn in a printed copy

Wars

Civil War

WWI

WWII

Korea

Vietnam

Key Information:

For each war, your group will need to define and identify the following pieces of information as they pertain to the war. Include each in your handout and presentation.

  1. Key Causes of the war

  2. Combatants involved

  3. Alliances-

  4. Outcome -- Who won? Who lost?

  5. Terms of the peace -- How was the war settled? What happened as a result?

  6. Total number of casualties -- for the main combatants

  7. Technology

  8. Propaganda/media

 

The list that follows below explains what conflict-specific terms and details need to be included for your particular war. You will teach these  ALL of the terms to the class and will pick FIVE that your group decides are the MOST IMPORTANT.

Civil War

Election of 1860

Abraham Lincoln

Jefferson Davis

Robert E. Lee

Strengths and weaknesses of both sides

Secession of Southern states

Fort Sumter

Antietam

Gettysburg

13th Amendment

Emancipation Proclamation

54th Massachusetts Regiment

March to the Sea Campaign (Burning of Atlanta)

Appomattox

 

WWI

Archduke Franz Ferdinand

Gavrilo Princip

U.S. neutrality

Isolationism

Lusitania

The Zimmerman Note

Woodrow Wilson

“The world must be made safe for democracy”

American Expeditionary Force

Battle of Cambrai

Battle of Belleau Woods

Poison Gas

“Flaming coffins” and “dog fights”

Treaty of Versailles

Patriotism/anti-German sentiment

Flappers

Espionage Act 1917

Race Riots of 1919

Red Scare of 1920s

WWII

Axis Powers

Allied Powers

Cash and carry

Lend lease act

Poland invasion

Pearl Harbor

Battle of Midway

Iwo Jima

Okinawa

Battle of the Bulge

Adolf Hitler

Nazism

Fascism

Benito Mussolini

Winston Churchill

Manhattan Project

Blitzkrieg

D-days, Vdays, Double Victory

 

Korean War

Communism

Containment

Kim Il-Sung

Democratic People’s Republic of Korea

Syngman Rhee

Douglas MacArthur

Harry Truman

38th parallel

Armistice

“The Forgotten War”

P.O.W.s

Domino Theory

The Long Telegram

How does the Cold War impact?

Executive Order 9066

Desegregation of the military

Hiroshima/Nagasaki

 

Vietnam War

Ngo Dinh Diem

Viet Cong/Viet Minh

Ho Chi Minh

Ho Chi Minh Trail

“Hearts and minds”

LBJ

Gulf of Tonkin Resolution 1964

Richard Nixon

Tet Offensive 1968

My Lai Massacre 1968

1968 Global protests

Vietnamization

Hamburger Hill 1969

Kent State 1970

Pentagon Papers

How does the Cold War impact?

 

Details and Tips for Presentation: 

  • You should have at least 8 slides (including a title slide)

  • Begin with a hook to engage your audience

    • Use an image (photograph or propaganda poster) and have the students analyze it

    • Use a video clip (must be approved by the teacher) that shows the conflict

    • Use an excerpt from a novel or a poem to have the students analyze

    • Use a song that describes (or protests) the war

  • Your slides should be EASY TO READ and engaging to the audience

  • Avoid using too much text (or too little text)

  • Avoid simply reading off of the slides -- create your own notes to supplement the slides

  • Needs to include both key information and key terms

 

Details and Tips for Handouts:

  • The handout must include all of the key information and key terms

  • The handout is meant to help your fellow students to follow your presentation and prepare for the assessment

  • Your handout must include five most important key terms that will be on the assessment  

  • Your handout should be accurate, easy to follow, and informative

  • You can teach the information to the students in lecture style and through other teaching styles:

    • Through primary sources

    • Through group activities

 

The following lists are approved locations to find the information. ****DO NOT USE GOOGLE**** (Also, do not use any other types of general search engines as these can lead to biased, inaccurate websites.)

 

Secondary Sources:

   

Primary Sources:

Conflict Paper - Individual Paper

OPTION #1:

You will select one topic and two conflicts and compare the details of that topic between the conflicts. You will create a thesis statement that makes an argument about how the two wars compare to each other on the chosen topic. In order to create an effective thesis statement, you will need to create a research question.

For example, if you choose to research life on the homefront, you would then choose two conflicts and compare the homefront situations of that conflict.

  • For WWII and Vietnam, you could discuss how similar/different it was on the homefront during these wars.

    • Your research question might be: How supportive (or unsupportive) were Americans on the homefront during WWII and the Vietnam War?

    • Your thesis statement might be: Americans on the homefront were more supportive of the troops during WWII than they were during the Vietnam War because there were far fewer protests against WWII than there were against the Vietnam War.

Your paper will be 1 + ½  to 2 + ½ pages in length. You need to have at least three paragraphs including (but not limited to) an introduction, a body paragraph, and a conclusion. A possible structure for your paper could look as follows:

  • Introduction:

    • Dates and general description of WWII

    • Dates and general description of Vietnam War

    • General description of the home front during WWII

    • General description of the home front during Vietnam

    • Thesis Statement

  • Body Paragraph:

    • Specific evidence of support during WWII

    • Specific evidence of protest during Vietnam

    • Potential “counterargument” of protest during WWII

    • Potential “counterargument” of support during Vietnam

    • Reaffirmation of your thesis

  • Conclusion:

    • Restate important evidence

    • Restate general comparison between the wars and thesis statement

    • Significance of your thesis -- what does it mean for the U.S. (***DO NOT SAY “US” OR “TODAY” AT ANY POINT***)

 

List of Topics

Technology

Causes of the war

Home front

Propaganda

Soldiers’ experiences during the war

Remembrance of the war

Outcome of the war

OPTION #2:

You will select one war and one of the essential questions to answer based on that war. This paper will require a more in-depth analysis of that question. For your paper, you will need to provide both primary source evidence and secondary source evidence. The research question will be one of the essential questions, and you will come up with your thesis statement as the answer to the question. **You must use five (or more) key terms in your explanation.

List of Essential Questions:

  1. How and why did this conflict begin?

  2. How did technology affect the conflict? (Soldiers’ experiences, casualties, outcome, etc.)

  3. How did propaganda (or news sources) influence Americans’ perceptions of the war?

  4. Was the conflict a revolution or a war? Why?

  5. How did this conflict affect, or become a part of, the American Dream?

Structure:

Your paper should be at least 1 +½ pages and no more than 2 + ½ pages in length. You will need to have at least three paragraphs including (but not limited to) an introduction, a body paragraph, and a conclusion.

Example:

  • Question:

    • Was the conflict a revolution or a war? Why?

  • Thesis Statement:

    • The Civil War was more of a revolution than a war because it remained a conflict within the United States rather than being a war between two nations.

  • Introduction:

    • General information on the Civil War

      • Use some key terms

    • Definition of “war”

    • Definition of “conflict”

    • Thesis statement

  • Body Paragraph:

    • Key terms that defend your thesis

    • Primary source evidence of “rebellious states”

    • Secondary source evidence of “rebellion” or revolution

    • Potential counterargument

    • Restate/affirm thesis

  • Conclusion

    • Restate important evidence

    • Restate definition of revolution

    • Affirm thesis and state its significance (what it means for understanding the war)

Contact a Librarian

We are your librarians and we look forward to working with you. We are generally available in our offices for drop-in help before school, during lunch or after school. 

Terri Kaplan
Head Librarian
404-609-6336
Addie Matteson
Librarian
AddieMatteson@Westminster.net
404-609-6335

Maria Tassopoulos
Library Assistant
 

Hours

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Friday
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Closed weekends and school holidays

Hours subject to change in accordance with the school calendar