Third Nine Weeks
Go To:
Day 1
MUSH
Jan. 5, B3
Makeup questions and notes:
Ch.
Text questions on pg. 327
1. Three
descriptions of
2. The Bolshevik
Revolution in
3. Why did
4. Four countries
that made up the “Big Four” who negotiated the Treaty of
5.
6. Which
provision of
7. Reservationists
approved the idea of a
8. Three
countries formed as a result of the 1919 Treaty of
9.
10. The result of
the failure of the
10.4
1. French towns were
obliterated from the map (gone—destroyed died in the r
2. if the whole world
does it…
3.
4.
5.
6.
7.
8.
9.
10.
List
Reintroduce the class—discuss
how we changed from an isolationist country to being involved in world
affairs—idea of empire.
Discussion on
Expansionism—what is it? Why would folk
be expansionist and why would folks not want to be expansionist?
American Foreign Policy—How
America deals with other countries. Our
foreign policy under the Progressives was “guided by an uneasy mixture of
idealism and self-interest.”
Idealism-thinking about how things would be in a perfect
world.
Every country would take care of its people—the best way
they know how.
People treated fairly
People treated with respect
Equality of persons would be recognized
Self-interest-thinking about how things would be in order for
Every country better do what is best for
Better do it in an American way
MUSH
Jan. 9 B3
Opener: What is your favorite
period in
Using your book, answer
these 10 questions.
1.
What was so controversial about the Trial of Sacco and Vanzetti?
Trial was very biased. Judge was
anti-immigrant. Their trial was based on very little evidence
2. What was the “Red Scare” of the 1920’s? List
four factors that led to the Red Scare.
Bolshevik Revolution, radical
politicians, The Great Migration, declining wages
3. Why did Attorney General A. Mitchell Palmer
establish the General Intelligence division
(FBI) in the Justice Department?
It was a way to gather information
about radical activities.
4.
List three ways the steel manufacturers broke the strike by 350,000 steel
workers in 1919.
Provoked riots, broke up union
meetings, and turned public against strikers
5.
What are the causes and effects of the Great Migration?
African Americans were getting low
wages in the South $.50, lynching still going on, bow weevils ate large portions of the cotton crop forcing workers to
find alternative places to work (North)
6.
Why had racial tensions increased after WWI?
Everyone (African-Americans,
immigrants, veterans) was competing for jobs
7.
What was Marcus Garvey’s goal for the “Black Star Line”?
Wanted to take all the Africans back
to
8.
Why was Prohibition created?
Men returned from war and spent time
in the bars, alcohol was “intoxicating” to human nature
9.
Why was there a resurgence in the women’s suffrage movement?
Progressives wanted to women’s vote,
after WWI they felt they had proved themselves to the world to be able to vote.
10.
Why did Progressivism decline after WWI and during this period?
Isolationist policy, thought
progressivism was perhaps too radical for the
(Makeshift hospital
in
during the Spanish
Flu Pandemic)
The Communist Manifesto--http://www.anu.edu.au/polsci/marx/classics/manifesto.html
ID’s (potential test questions)
The
Red Scare
Prohibition
The
Great Migration
A.
Mitchell Palmer
Marcus
Garvey
Closer:
MUSH
Jan 11, B3
Opener:
The decade of the 1920s was one of
cultural tension in
(A) the Scopes Trial
(B) the Chinese Exclusion Act
(C) the uproar over the Sacco-Vanzetti verdict
(D) Prohibition
(E) the re-emergence of the Ku Klux Klan
Excerpt from a speech by Warren Harding “
What did Harding mean by “Normalcy”?
Why do you think Harding’s message appealed to the people?
·
Section
2: The Republican Influence
Objectives:
Explain
the policies of Harding, Coolidge, and Hoover
Describe how Republican foreign policy
fostered the international expansion of big business
o Harding and the
§
Return
to Normalcy
§
Oil deposits in
Was set aside by the government as Navy oil
reserves
Albert Fall took bribes from oil companies
so they would be able to tap into those oil wells
Modern day government scandals?
o Silent
§
Yankee
Background
§
Policies
Toward Business
Appointed business people to government commissions that regulated business
Selected supreme court justices who rule
against Progressive legislation
Named conservatives to cabinet positions
o Herbert Hoover, The Wonder Boy
§
Secretary
of Commerce
§
Attitudes
Toward Business
o Republican Foreign Policy
§
The
Dawes Plan
Allies receive loans from the
When war ended, allies wanted war
reparations right away
French marched troops into
Charles Dawes to try it diplomatically
Hyper-inflation—carrying money in buckets
Dawes worked with them to set up a payment
plan
Paid last payment in Oct 2010
§
The
Disarmament around the world
Limited countries army, ships, and weapons
§
The
Kellogg-Briand Pact—Banned war in the world, but unfortunately
·
Section 4: The Changing Nature of Work
Objective:
Identify how scientific management changed the workplace
Explain white-collar job growth
Identify the kinds of white-collar jobs that most women
held
Describe the office environment
o
Henry Ford
§
Working for Henry Ford
§
First Sexual Revolution
Romantic
love—Before this, there were arranged marriages for economic purposes
Courting
o
Scientific Management
o
The New White-Collar Workers
§
Scientific Management Creates New Jobs
§
The Lure of Sales—Tons of stuff to buy
§
The Advertising Worker—Paid very well but
the job was like a revolving door
o
Women in the Workforce
§
Typecasting Women—Typists
§
Shop Clerks and Telephone Operators—Switchboard
operators
§
Men and Women in the Office—Management
|
Harding |
Coolidge |
|
|
|
|
ID’s
Dawes Plan
Henry Ford
View movie: The Jazz
Age after lecture. Stop at the end of
Film
Questionnaire—The Jazz Age
1. What are the qualifications to be a Knight of the Ku Klux Klan?
Male, white, Anglo-Saxon, Protestant
2. What was the kind of haircut women were getting at this time?
Bob haircut—short; Flapper style
3. What was a popular dance during the 1920’s?
The
4. What were three ways of transporting alcohol during prohibition?
Boat, car, on foot
5. Why was there a rise in crime during Prohibition?
The massive amounts of money to be sparked violence between crime bosses
6. Who is public enemy #1?
Al Capone
7. What city was a popular vacation spot?
8. Who was the famous pilot who flew the first non-stop
flight from
Charles Lindbergh
9. Why was this accomplishment so important?
No one had ever accomplished this; made the world smaller
10. What threats did he face on his voyage?
Fog, storms
11. Name four popular sports that were enjoyed by crowds in the 1920’s?
Racing, baseball, golf, football
12. One of
garage and the abolition of poverty everywhere.”
Describe the picture…
What is it saying?
MUSH
Jan. 13, B3
Pageant Lectures (Chapter 32)
Opener:
Fun Fact: Because the 18th
Amendment and the Volstead Act did not make it illegal to drink alcohol, only
to manufacture and sell it, many people stockpiled liquor before the ban went
into effect. Rumor had it that the Yale Club in
Finished The Jazz Age
and went over answers.
Review PowerPoint on Post
WWI
Listen to a snippet of Jazz
music.
MUSH MONDAY, JAN. 17 Martin Luther King Jr. Day—NO SCHOOL
MUSH
Jan. 18, B3
Opener:
Name five leisure-time activities that emerged during the Jazz Age.
Students took quiz on Chapter
12 Section 3: Cultural Conflicts.
·
Section
3: Cultural Conflicts
o
The
Power of Religion
Clarence Darrow—Defense
“Agnostic
William
Excerpt from the Scopes
Trial:
Clarence Darrow - If today you can take a thing like evolution and
make it a crime to teach it in the public school, tomorrow you can make it a
crime to teach it in the private schools, and the next year you can make it a
crime to teach it to the hustings or in the church. At the next session you may
ban books and the newspapers. Soon you may set Catholic against Protestant and
Protestant against Protestant, and try to foist your own religion upon the
minds of men. If you can do one you can do the other. Ignorance and fanaticism
is ever busy and needs feeding. Always it is feeding and gloating for more.
Today it is the public school teachers, tomorrow the private. The next day the
preachers and the lectures, the magazines, the books, the newspapers.
Should religion be allowed in
government?
·
Crosses
in the Night (KKK)
Played "Strange
Fruit”—by Billie Holliday about the lynching’s of the KKK
Used
the paper to make them look better
Shut
down after Stephenson went to prison
1. Overproduction of goods
2. High prices of industrial
goods
3. Low wages
4. Speculation
5. Recession in Railroad,
Mining, Textiles, and Agriculture
6. Installment buying
Working in pairs, look up these definitions/questions
1.
Stock
2.
Speculation
3.
Margin
4.
Unemployment
5.
Depression
6.
Give a brief explanation of events leading to the stock market crash.
7.
Why did the stock market crash?
8.
Using the picture on pg. 420, describe the picture and what it is saying.
9.
How did
10.
Using the picture on pg. 424, what are some examples of irony in this picture?
11.
What famous song was produced during this period of decline?
12.
What measures did
13.
What was the Bonus Army?
14.
What did the Bonus Army want? Did they get it?
15.
Who won the election of 1920?
MUSH
Jan. 20, B3
Opener:
Name three causes of the Depression.
Reviewed
these terms:
1.
Stock-a share of a company
2.
Speculation – a risky business venture
3.
Margin- means that the brokerage house lends money to someone to buy
securities.
4.
Unemployment- no work
5.
Depression – a decline in the economy by low production and unemployment
6.
Give a brief explanation of events leading to the stock market crash. –
everybody started to sell their stocks at the same time (Speculation and
margin)
7.
Why did the stock market crash? Prices on the stock went down so brokers wanted
the money they lent back but no one had
the money they borrowed so prices on the stock dropped even more, so the
brokers sold the stock as the repayment for the loans.
8.
Using the picture on pg. 420, describe the picture and what it is saying.
Society is crumbling
9.
How did
10.
Using the picture on pg. 424, what are some examples of irony in this picture?
It shows pictures of Americans with the luxuries in life at the top and at the
bottom it shows Americans waiting in line for food.
11.
What famous song was produced during this period of decline? Brother can you
spare a dime?
12.
What measures did
He
still insisted that voluntary action and local programs were the best ways to
relieve the depression. Also, he obtained an approval for the RFC. He hoped
that the RFC would inspire confidence in the business.
13.
What was the Bonus Army? – they were veterans who didn’t get their bonuses from
the war so the protested and the government sent the army to obliterate them
14.
What did the Bonus Army want? Did they get it?
Wanted
their WWI pensions. No, Hoove sent in the National Guard to get rid of them.
15.
Who won the election of 1932?
FDR
Read:
FDR’s First Inaugural Address
1.
What type of document is this? (Ex. Newspaper, telegram, map, letter,
memorandum, congressional record)
2.
For what audience was the document written?
3.
What do you find interesting or important about this document?
4.
Is there a particular phrase or section that you find particularly meaningful
or surprising?
5.
What does this document tell you about life in this culture at the time it was
written?
6. What is FDR saying?
MUSH
Jan. 24, B3
|
Names: |
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Topic: |
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Great Depression Presentation Rubric |
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|
Categories |
5 points |
4 points |
3 points |
2 points |
1 points |
0 points |
|
|
Content |
Topic is addressed thoroughly with superior depth and
detail. |
Topic depth and detail are sufficiently addressed. |
Topic is addressed adequately with appropriate depth and
detail. |
Topic is poorly addressed, lacking depth and detail. |
Topic is not addressed with little support. |
Topic is not addressed. |
|
|
Accuracy |
Information is presented well and has clear direction. |
Information and structure is presented sufficiently. |
Information and presentation structure are limited. |
Information and presentation structure are lacking. |
Information and presentation have no structure. |
No information and structure. |
|
|
Time Limit |
5+ minutes |
4-5 mintues |
3-4 minutes |
2-3 minutes |
1-2 minutes |
Less than 1 minute |
|
|
Sources |
2 or more sources with appropriate/relevant information. |
2 sources with appropriate/relevant information. |
1 source with appropriate/relevant information. |
1 source with some reliable information. |
No reliable sources. |
No sources reported. |
|
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Respectfulness |
No disruptions |
|
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Disruptive |
|
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Student Score______
/ 25 points |
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Research Day in the library.
MUSH
Jan. 26, B3
Opener: In a paragraph
explain the following questions:
What is "buying on margin"?
How did it crash the Stock Market?
Worksheet over Chapter 13.1.
Read FDR’s First Inaugural Address and
answer the following:
1.
What type of document is this? (Ex. Newspaper, telegram, map, letter,
memorandum, congressional record)
2.
For what audience was the document written?
3.
What do you find interesting or important about this document?
4.
Is there a particular phrase or section that you find particularly meaningful
or surprising?
5. What does this document tell you about life in this culture at the time it was written?
6. Underline any words you
don’t know and look them up in the dictionary.
7. What is FDR saying in his
speech?
8. There is a plan of action,
what is it?
9. What emotions are conveyed
in his speech?
Obama’s State of the Union
Address (Educational reforms):
MUSH
Jan. 30, B3
Opener:
Which of the
following individuals criticized the New Deal policies of Franklin Roosevelt.
challenging
(A) Alf Landon
(B) Huey Long
(C) Dr. Francis Townsend
(D) Father Charles Coughlin
(E) Herbert
Student presentations
Watched America: The Story of Us up
until The Dust Bowl
Day 10
MUSH
Feb. 1, B3
Opener:
Finished watching
Answer the following
questions in complete sentences:
1. What is the Glass-Steagall Banking Act?
2. Why was FDR a good candidate for
president?
3. What condition did FDR have?
4. What was the “Bank Holiday?
5. How did FDR establish a report with his
fellow Americans?
6. What is the 21st Amendment?
7. Why was there a loss of manhood during the
Depression?
8. Who ran against FDR in the election of
1932?
9. Was
10.
What
was Dr. Francis Townshend famous for?
11.
What
is a “tenant farmer” and how were they affected by the Depression?
12.
Why
was there a resurgence in the creation of unions?
13.
Explain
the significance of Charles Coughlin.
14.
What
is laissez-faire government?
15.
Explain
what the “court-packing plan” was?
16.
Who
won the election of 1936?
17.
Who
was Marion Anderson? Why was she significant?
18.
What
is the significance of the “Black Cabinet”?
19.
How
and why were the Native American Indians being reorganized at this time?
20.
What
were the lasting social effects of the New Deal?
MUSH
Feb. 3, B3
Students will take a pre-Test on WWII.
Exam on the Great Depression:
The Great Depression
Evaluation
The 1920’s and 30’s are nicknamed the times of “Boom and Bust”. In 2-3 paragraphs, describe the following:
1. Describe how the
2. Why is studying this area of history important (10 points).
3. Compare and contrast what happened in the 1930’s to what you’ve seen in today’s world (10 points).
This will be graded on content and whether or not you included enough thought within your paragraphs.
Complete WWII vocabulary terms if there is extra time.
MUSH
Feb 7, B3
Opener:
KWL Chart on WWII
Gave
back Great Depression Assessments – need to be more specific . . .
WWII
Unit Objectives:
Describe the rise of totalitarianism
and its impact around the World.
Describe the transition
between Isolation and War.
Describe how the
Describe changes in warfare
from WWI to WWII.
Describe how the war impacted
the
Describe the social,
political, and economic consequences of WWII.
Venn
Diagram – Compare and contrast the differences between Totalitarianism and
Democracy.
"Many forms of government have been
tried, and will be tried in this world of sin and woe. No one pretends that
democracy is perfect or all wise. Indeed, it has been said that democracy is
the worst form of government except all those other forms that have been tried
from time to time." - Winston Churchill
Pre
WWII Lecture
Totalitarian Regimes
·
·
·
·
·
·
·
·
Aryan’s
Semites wandered into the
Indo-Europeans wandered from
central
Aryan Myth – Germans are
modern-day Indo-Europeans predestined to fight the Semites
Kellogg-Briand Pact – Was
supposed to end worldly conflict and settle disputes diplomatically
Treaty of
Demilitarize
Sudetenland – part of
Reparations
Disarmament – reduced Navy
and standing army
Hitler hated our “melting
pot” – Jesse Owens
MUSH
Feb. 9, B3
Definitions
to know
Socialism – A social,
political, and economic system in which the major industries are nationalized,
but which comes to power through the consent of the governed.
Fascism – Totalitarian
philosophy that wants to preserve the old ways; Nationalism and racism usually
accompany.
Nazism (National Socialist
German Workers Party) – Fascist, anti-Semitic, anti-communist,
anti-democratic
Anti-Semitism – The hatred or
discrimination of the Jewish people.
Viewed PowerPoint on Rise of
Totalitarian States and the journey to WWII.
Read
excerpt from Mein Kampf by Adolf Hitler
MUSH
Feb. 13, B3
Opener: What was the motive behind
Worksheet over Chapter 15.1.
Lecture over Pre-WWII:
· Rise of Militarism & Fascism
o
1931 –
Japanese Invasion of
§ Wanted their natural resources
o
1935 –
Italian Invasion of
o
1936 –
Spanish Civil War – Rise of Francisco Franco (Communist leader)
o
1937 –
Japanese Invasion of
§
o
1940 –
§
§ Each country would lend aid the others if
attacked
· German Aggressions
o
January 1933
– Hitler appointed Chancellor by President Hindenburg
o
February
1933 – Reichstag burns down
o
March 1933 –
Hitler disbands the German constitution
o
1938 –
Demands for Sudetenland—
o
Fall of 1938
– Jewish shops were taken away and given to non-Jews
o
1939 -
Invasion of
§ Sept 3,
o
1940 –
o
1941 -
Invasion of
o
German Home
front
§ Education – Hitler rewrote history
· Nazified everything
· Wanted to purify the German race – get rid of
Jews and the weak/deformed
§ Nuremburg Laws
§ Use of Rhetoric to persuade the German people
· European & Reactions
o
Appeasement
at Munich Conference –Handed over the
o
Nazi-Soviet
Non-Aggression Pact –
MUSH
Feb. 15, B3
Watch WWII Ken Burns Episode 1 From
Start to 27 minutes in.
Power Point: The Road To World War II
American Pageant: Franklin D. Roosevelt and the Shadow of
War
Hanson: Arsenal-of-Democracy
Day 16
Feb. 17, B3
Quiz over Pre-WWII
material.
Lecture:
· Negotiations were taking place between
the
· Secret Japanese fleet was on its way
toward
·
· Alert that negotiations fell through did
not arrive in time . . . failure of
· Morning of Sunday December 7th
1941
· Navy Personnel thought they were
· Damage:
o
Aircraft
carriers – none present!
o
Battleships:
§ 8 Battleships were sunk
§ Damage to the U.S.S. Arizona was the worst – 1000 men died
o
Human
casualties: 2,348
o
Airfields
destroyed
· Attacked the
· FDR delivered famous address to the
nation on December 8th
· War on
·
Listened to FDR’s “Infamy”
speech.
MUSH
Feb. 22, B3
Students will do the
following questions in pairs:
1.
2.
What
war tactics did the Germans use against
3.
On
page 502, use the picture to answer the following:
a.
Describe
what’s shown in the picture.
b.
What
is the picture saying?
c.
Should
the
4.
In
2-3 sentences, describe the Lend-Lease Bill and your opinion on whether you
think it was right.
5.
Describe
what Blitzkrieg is.
6.
Where
else did Japan attack before and after its attack on
7.
Why
do the French plant their trees so close to the road?
Watch clip from the movie
Introduce the short story Patriotism.
Feb. 24, B3
Opener: What
date did the Japanese attack
Review the following
questions:
Part 1
1.
2. What war tactics did the
Germans use against
3. On page 502, use the
picture to answer the following:
a. Describe what is shown in the picture.
b. What is the picture saying?
c. Should the
4. In 2-3 sentences, describe
the Lend-Lease Bill and your opinion on whether you think it was right.
5. Describe what Blitzkrieg
is. See pp.
6. Where else did Japan
attack before and after its attack on
7. Why do the French plant
their trees so close to the road?
Part 2 (Turn in up front)
1. Why was the Japanese
attack such a surprise to the Americans?
2. Did the
3. What was the estimated
number of casualties?
4. What was the purpose of
FDR’s speech on December 8th?
Read excerpt from Patriotism.
Notes:
Japanese Internment
·
Fear
of Japanese attacking
·
Two
months after the attack on
·
Worried
that they were radioing Japanese submarines of U.S. Navy’s position
·
Some
left the country – some moved inland
·
Some
conditions ranged from tolerable to wretched – military weren’t harassing them
·
Japanese
were allowed to garden and school their children
·
Koremastsu
vs.
o
Voted
down – military had right to take necessary precautions
o
Habeas
Corpus
·
Jan
1945 Interment ended
o
Stores
and homes were looted/defaced when they returned
·
Reagan
introduced legislation compensating Japanese survivors and issued an apology
Primary Source:
Executive Order No. 9066
[Concerning
Japanese Internment]
Executive
Order:
Authorizing the Secretary of War to
Prescribe Military Areas
Whereas
the successful prosecution of the war requires every possible protection
against espionage and against sabotage to national-defense material,
national-defense premises, and national-defense utilities as defined in Section
4, Act of April 20, 1918, 40 Stat. 533, as amended by the Act of November 30,
1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655 (U.S.C.,
Title 50, Sec. 104); Now, therefore, by virtue of the authority vested in me as
President of the United States, and Commander in Chief of the Army and Navy, I
hereby authorize and direct the Secretary of War, and the Military Commanders
whom he may from time to time designate, whenever he or any designated
Commander deems such action necessary or desirable, to prescribe military areas
in such places and of such extent as he or the appropriate Military Commander
may determine, from which any or all persons may be excluded, and with respect
to which, the right of any person to enter, remain in, or leave shall be subject
to whatever restrictions the Secretary of War or the appropriate Military
Commander may impose in his discretion. The Secretary of War is hereby
authorized to provide for residents of any such area who are excluded
therefrom, such transportation, food, shelter, and other accommodations as may
be necessary, in the judgment of the Secretary of War or the said Military
Commander, and until other arrangements are made, to accomplish the purpose of
this order. The designation of military areas in any region or locality shall
supersede designations of prohibited and restricted areas by the Attorney
General under the Proclamations of December 7 and 8, 1941, and shall supersede
the responsibility and authority of the Attorney General under the said
Proclamations in respect of such prohibited and restricted areas.
I hereby
further authorize and direct the Secretary of War and the said Military
Commandersto take such other steps as he or the appropriate Military Commander
may deem advisable to enforce compliance with the restrictions applicable to
each Military area hereinabove authorized to be designated, including the use
of Federal troops and other Federal Agencies, with authority to accept
assistance of state and local agencies.
I hereby
further authorize and direct all Executive Departments, independent
establishments and other Federal Agencies, to assist the Secretary of War or
the said Military Commanders in carrying out this Executive Order, including
the furnishing of medical aid, hospitalization, food, clothing, transportation,
use of land, shelter, and other supplies, equipment, utilities, facilities, and
services.
This
order shall not be construed as modifying or limiting in any way the authority
heretofore granted under Executive Order No. 8972, dated December 12, 1941, nor
shall it be construed as limiting or modifying the duty and responsibility of
the Federal Bureau of Investigation, with respect to the investigation of
alleged acts of sabotage or the duty and responsibility of the Attorney General
and the Department of Justice under the Proclamations of December 7 and 8,
1941, prescribing regulations for the conduct and control of alien enemies,
except as such duty and responsibility is superseded by the designation of
military areas hereunder.
Franklin
D. Roosevelt
The
White House,
February 19, 1942.
Braceros “Rosie the Riveter” FEPC Fair Employment
Practices Commission D-Day War Production Board Atomic Bomb Japanese Americans Teheran Unconditional surrender Ardennes Forest/Battle of
the Bulge WAACS & WAVES
Day 19
MUSH
Feb. 28, B3
Opener: Work on WWII
vocabulary
PowerPoint over the European
Front of WWII.
Part I
Part II
Read first page of Chapter 3
of Patriotism.
MUSH
Mar. 2, B3
Opener: Short Story on the
European Front of WWII
Watch clip from Patton –
Read rest of Chapter 3 of Patriotism.
Introduce Inventing the Concentration Camp.
MUSH
Mar. 4, B3
Objectives:
Define what the Holocaust is.
Describe the origins of the concentration
camp.
Describe the process by which concentration
camps were put into place.
Compare and contrast points of view from
the allied side and the German side.
Students will pair up and discuss the homework for
any missing answers or incorrect ones.
Discussion of Inventing
the Concentration Camp.
Notes over Concentration Camps:
Hitler's "Final Solution
·Targeted Jews, Gypsies, Slavs,
homosexuals, and the disabled
·11 million were dead - 6
million Jews (2/3 of Jews in
·Carried out by the SS - Nazi
military force
Methods of Extermination
·Gas chamber
·Crematorium
·Firing squad
·Hanging
·Starvation
·Experimentation
MUSH
Mar. 8, B3
Quiz over WWII
Watched The Boy in Striped
Pajamas.
MUSH, Mar. 10, MUSH B3
Finish watching The Boy in
Striped Pajamas
Video: The Fuhrer Gives a City
to the Jews
Worksheet 16.1: Mobilizing the
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