1. Good Afternoon!!! 1.Advisory Day 2.Wrap Up Manhattan Project 3.Dropping the Atomic Bomb 4.War’s End and the Holocaust Essential Question: How did WWII finally come to an end? Homework: STUDY for TEST ON FRIDAY

2. Advisory Day: Warm-Up What are your goals next year…. – for school in general? – for social studies specifically?

3. Required Senior Choices Economics (fall semester)/ Civics (spring semester) AP Macroeconomics (fall)/AP US Government & Politics (spring) – You will sign up AP for both course or College Prep for both courses. All seniors at MVHS are expected to enroll in an on- campus Econ/Civics class and a senior English class. Any exceptions must be granted by an administrator.

4. AP Macroeconomics Covers fundamental economic concepts and then examines economy and market as a whole including measurement of economic health, government intervention and global trade Fast paced college level analysis in preparation for the AP test Problem sets and extensive practice and use of models and graphing Inquiry based instruction and learning requiring students engage in case studies and problem solving through daily discussion Economics Covers fundamental economic concepts and essential elements of micro and macro economics Content acquisition and practice is primarily in-class through collaborative work and discussion Regular practice and application of concepts Periodic in-class seminars and debates examining current economic issues and events Critical thinking assessment through critical thinking reflections and student led lessons

5. AP US Government & Politics Covers 6 major topics in US political science and government including: o Constitution, foundations of US system, federalism o political beliefs and behaviors, o political parties, interest groups and the media, o institutions of government o public policy o civil liberties and civil rights Fast paced college level analysis in preparation for the AP test Inquiry based instruction and learning requiring students engage in case studies and problem solving through daily discussion Civics Covers 4 major topics in US political science and government including: o foundations of US democracy, federalism, separation of powers and checks and balances o individual rights o civil society Regular practice and application of concepts Regular in-class discussion, simulations, and seminars examining current political issues and events Critical thinking assessment through critical thinking reflections and student led lessons

6. Homework AP Econ/AP Gov’t Reading from text 5- 6 nights a week Guided reading assignments Independent, self- motivated learning Econ/Civics Reading from text 3-4 times a week Guided reading assignments Critical writing reflections

7. Assessment Content assessments: Weekly formative assessments Summative: multiple choice and free response questions (no notes) College level vocabulary and analysis Comprehensive final Critical Thinking assessments: Periodic written reflections Participation in class debates, discussions Content assessments: Regular formative assessments both short answer and multiple choice Summative: unit summative assessments, multiple Choice (no notes) Critical Thinking assessments: Periodic written reflections Participation in class debates, discussions AP Econ/AP Gov’tEcon/Civics

8. Senior Electives WHAP --- (year-long) MEHAP --- (year-long) AP Psychology (year long)

9. WHAP Covers World History from 8000 BCE-present At least one hour ( 30-60 min) of homework on most nights, but at times 2 hours a night is required. Fast paced college level analysis of political, economic and social developments of each era Preparation for Advanced Placement test in May MEHAP Covers European History from 1400-present At least one hour of homework (30-60 min) on most nights, but at times 2 hours a night is required. Fast paced college level analysis of political, economic and social developments of each era Preparation for Advanced Placement test in May

10. WHAP In-class Activities include: lecture/class discussion writing activities group reviews research Types of assessments include: multiple-choice tests in-class essays oral reports class participation research products MEHAP In-class Activities include: lecture/class discussion writing activities primary source analysis simulations/debates Types of assessments include: multiple-choice tests in-class essays class participation debates written analysis

11. AP Psychology The scientific study of behavior and mental processes Topics Include: o Neuroscience o Nature vs. Nurture o Life Span Development o Sensation o Perception o States of Consciousness o Learning o Memory o Thinking & Language o Intelligence o Motivation & Work o Emotion o Stress & Health o Personality o Psychological Disorders o Therapy o Social Psychology.

12. AP Psychology In-class activities include: lecture/class discussion writing activities group reviews research Types of assessment include: multiple-choice tests in-class essays oral reports class participation research products 5-6 pages per night 3-4 nights per week. Fast paced college level analysis Preparation for Advanced Placement test in May

13. Advisory Day: Exit Ticket Look back at your goals…. – What senior year Social Studies course(s) seem to best meet your goals? Write a 1-2 sentence explanation of why – Please write “meeting requested” at the bottom of your Exit Ticket if you’d like to talk about the course offerings more in person!

14. Which claim on science research does the Eisenhower Speech (Doc C) more support? Document A Everett Mendelsohn, professor science/history at Harvard University, scientist perspective Scientific gets more political funding from big government and military, more influence Science still has the most power, science impacts the military more than the other way around Document B Ellen Woodward, asstistant admin of WPA, government perspective “production line”  no accountability Big strong nation invests in scientific research that makes weapons  science does what the government wants Shifts focus from innovation to military gain Government has control, determines the funding

15. Discussion Four Corners: The relationship between the Government, the Military and Scientific Research is: A.Overall Positive B.Mostly Positive C.Mostly Negative D.Overall Negative

16. Military-Industrial Complex

17. Another look…

18. F-35 Joint Strike Fighter “The $400 billion program to create a fleet of F-35 Joint Strike Fighter jets could have housed every homeless person in the U.S. with a $600,000 home. The full cost of the jets program could also fund the National School Lunch Program, which feeds about 31 million students annually, for the next 24 years.”—Think Progress

19. War’s End May 9, 1945 Germany surrenders (VE-Day) – Following relentless bombing campaign and subsequent Russian invasion September 2, 1945 Japan surrenders (VJ-Day) – Following atomic bomb attacks on Hiroshima and Nagasaki

20. Dropping the Atomic Bomb https://www.youtube.com/watch?v=NF4LQa WJRDg https://www.youtube.com/watch?v=NF4LQa WJRDg

21. How should we remember dropping the atomic bomb? Triumph Needed to end the war – Ended the war and saved lives Better than invading Japan – Japan strongly nationalistic – Citizens would die fighting – Japanese had mobilized EVERYONE for defense Alternative was a very long drawn out war that would have killed TONS of US soldiers Victimization Was it really necessary? – Might have surrendered without it, fewer lives lost Lots of death, memories of being bombed

22. Auschwitz: 1/27/1945-1/27/2015

23. America and the Holocaust Holocaust: German genocide of Jews in Europe Abandonment of the Jews – Strong anti-immigration laws prevent Jews fleeing the Holocaust to enter the US – Helping Jews seen as “politically dangerous” due to anti-Semitism

24. Wagner-Rogers Bill: Attempt at Reform “Many perceived the Wagner-Rogers Bill as “a Jewish bill,” and that perception was clearly a negative. Beyond the official halls of power, Jew- hatred was on naked display. The week of the hearing, the United Daughters of 1812 held their convention in Washington D.C. The organization’s president in her address argued against the bill because most of the children it would save were Jewish, and as this was a Christian nation, we should care for our own before letting in such foreigners. The bill soon died.”—Professor Robert Slayton