2. How would you organize this list? Berries Blackberries Bread Food Fruit Pasta Spaghetti Starch Strawberries Please do not talk at this timeSept 12/13 HW: WWII Leaders Outline Work Day is Sept 17. Outline due Sept 18 th Chapter 16.2 Due Friday.

3. What do you notice about the structure of this format? I. Food A. Fruit 1. Berries a. Blackberries b. Strawberries B. Starch 1. Bread 2. Pasta a. spaghetti Note: This is a procedural activity. If you are good at procedures, this won’t be hard for you. If you aren’t good at procedures this will be difficult and take a lot of concentration.

4. Title:Main Idea/Detail- Outline PracticePg. 25A Now we want to create an outline. Outlines are organized like this: I. Main Idea A.Detail 1.Specific B.Detail 1. Specific 2.Specific I. Main Idea A.Detail 1.Specific B.Detail 1. Specific 2.Specific The indentations and numbers of an outline have meaning. Indentations mean “This thing describes or explains the thing above. The numbers show the level of detail. The bigger the number type (Roman Numeral, Capitals) the more general the information (this makes it the main idea)‏ The smaller the number type (lower case, regular numbers,) the more specific the information. So, in this example: A and B explain or describe I and the first 1 explains or describes A while the second 1 and 2 explain or describe B

5. Get a paper on general MacArthur- Pg 26A/B. At the top, brainstorm some qualities of a great leader might have (intelligent, bold, trustworthy, etc)‏ Then read the paper. Underline facts and details that would provide evidence that General MacArthur WAS a great leader. Circle facts and details that would prove he was NOT a great leader. You can Highlight instead if you prefer…. MacArthur Bio

6. What ARE some qualities of a great leader? What does GREAT mean? How is Great different than effective, successful or important? Put some characteristics from your MacArthur paper on the board. Qualities:

7. IntelligentIndependentSuccessful High Academic scores at West Point Worked to modernize US army Abandoned the Philippines and left his men behind Returned to the Philippines Ultimately beat Japan in the Pacific Rebuilt Japan and helped them write a new constitution Defied his Commander in Chief Said, “I will Return!” Issued his own policy statements about Korean War Became a 5 star general Recaptured many islands from the Japanese New Guinea Started reforms in Japan Land reform Political Reform Here are three characteristics of a great leader and some data from the reading… Get a quarter sheet of your own…Pg. 26B Was fired for insisting on nuking China

8. IntelligentIndependentSuccessful High Academic scores at West Point Worked to modernize US army Abandoned the Philippines and left his men behind Returned to the Philippines Ultimately beat Japan in the Pacific Rebuilt Japan and helped them write a new constitution Defied his Commander in Chief Said, “I will Return!” Issued his own policy statements about Korean War Became a 5 star general Recaptured many islands from the Japanese New Guinea Started reforms in Japan Land reform Political Reform Now make Bubble Graphs out of what goes together… These will make up the Evidence for the Body of your essay outline. Was fired for insisting on nuking China

9. Outline Form- Back on pg. 26B Make an outline like this on the back of Pg. 26 I. ___________________ A. ___________________ B. ___________________ 1. ___________________ C. ___________________ 1. ___________________ 2. ___________________ 3. ___________________ D. Explanation:

10. Rebuilt Japan and helped them write a new constitution Started reforms in Japan Land reform Political Reform Intelligent Secured Votes for women On a piece of binder paper, use the Bubble Graph to Outline Model, turn this bubble graph into an outline. (Add “I”, “A”, etc.) Still use Constitution today High Academic scores at West Point

11. Outline Form Fill in the outline with the information from “Intelligent”: I. Intelligent A.Graduated with high honors from West Point B.Rebuilt Japan by helping them write a new constitution. 1. Still in use today. C.Started reforms in Japan 1. Land reform 2. Political reform 3. Women’s right to vote D.Explanation: This part comes from you, not the evidence or the prompt. We’ll do this Later.

12. To use complete sentences in preparation for your essay: I. MacArthur was very intelligent. (claim) A. He earned some of the highest academic scores ever recorded at West Point Academy. (evidence) B. He rebuilt Japan and helped write their constitution. (evidence) 1. The Japanese still use this Constitution today. C. He started important reforms. (evidence) 1. He started land reform. 2. He started political reforms. 3. He secured voting writes for women in the new democracy. D. Commentary/Explanation... Great! You only have one more piece to add... the Explanation. This piece is Vital in any essay outline or essay. This is where you say HOW your evidence proves your claim. Our Claim is that MacArthur was intelligent. Our evidence is below that. Now say how the evidence proves he was intelligent. Write your How answer under your Outline Example.

13. Outline Example I. Quality 1 A. Evidence he had/ did not have quality 1 1. Specific detail B. Explanation of how evidence proves he had/did not have quality 1 Martin Luther King, Jr. I. Perseverance A.Evidence: When MLK faced hardships and violence in the fight for civil rights, he did not stop, but persisted in trying to overturn unjust laws. 1. Detail: MLK led marches in Birmingham, Detroit & Washington DC. B. Explanation: MLK showed perseverance in his life because he continued to lead his followers in the use of civil disobedience, even when he was thrown in jail and threats were made to his life. It is acceptable to label your outline with Evidence, Detail, Explanation if you want to.

14. Pg. 27 A/B WWII Leader Outline Assignment Now you will repeat this process on your own with a leader of WWII. You will use an outline to prove that your leader Was or Was Not a Great leader. You MUST choose one. Lets review the assignment to see exactly what you need to do for each grade. You can find the assignment, examples of student work and the handouts on the different world leaders in the folder titled WWII Leader Outline Assignment in the documents folder on the web page.

15. Who should you do? You have 4 choices: Stalin- Russia Churchill- England FDR- USA De Gaulle- France Reading level gets harder You will need to print your own WWII Leader Biography. They are all in a file called WWIILeadersAll on the documents page. I have a few copies of each for people who can’t print their own or use the library to print. Just see me after class.

16. Notebook Pg. 28A Writing great Thesis Statements- Three Levels of Thesis Statements There are three levels of thesis statements. Level one- restate the prompt as a statement. Prompt: Was MacArthur a great leader? Level 1: MacArthur was a great leader. Level two- restate the prompt as a statement but include the word “because” and say why. Level 2: MacArthur was a great leader because he was intelligent, independent and a winner. Level 2 thesis statements are so useful because the three things you include after your “because” as the answer to your “why” become the three body sections of our essay or outline. This kind of thesis gives you a clear road map for where the essay and your reasoning are going. Once you have your Evidence, it is time to write your thesis statement. It is actually easier to do this once you know what you are going to say and what you have evidence for.

17. Ultimate Thesis of Ultimate Destiny… Level three- rephrase the prompt in a new way and include your own philosophy when you address the “why” aspect of your answer. Level 3: Greatness in leadership comes from serving ones own people and improving their lives. MacArthur used his intelligence, his ability to think independently and his drive to be a winner to get the American people through their darkest hours during WWII.

18. What makes a Thesis a Level Three Thesis? Level three- rephrase the prompt in a new way and include your own philosophy when you address the “why” aspect of your answer. Many of you asked how you know you have included your own philosophy, in order to get a Level 3 thesis statement and I was not able to articulate it, but after school I asked the head of the English Department and this is what she said: “Level three thesis statements include three pieces of evidence to prove the thesis statement, just like a typical Level 2. However, in a level 3 thesis, there is a deeper, underlining (below the surface) connection between the three pieces of evidence.

19. You may have the rest of this period to work on this. These handouts are a class set, so please do not take them. You will get Monday in the 209 computer lab to work on this assignment. It will be due Tuesday, Sept 18

20. Please do not talk at this timeSept 14 HW: WWII Leaders Outline Work Day is Sept 17. Outline due Sept 18 th Please get WWII Middle Cornell Notes, Pg. 25A

21. Operation Barbarossa: Hitler’s Biggest Mistake

22. Operation Barbarossa: June 22, 1941  3,000,000 German soldiers.  3,400 tanks.

23. The Russians Respond: Russian Scorch Earth Policy If we can’t have it…. No one will….. They burn the grain in the fields, poison the wells, tear down the houses, kill the farm animals. There will be nothing left for Hitler to use.

24. ASQ: What one Russian resource stopped Genghis Kahn and Napoleon both? The Deadly Russian Winter Only Russians Can Survive The Deadly Russian Winter Only Russians Can Survive Minimum temperatures for the Moscow area in late 1941: December, --20°F. The lowest Temperature recorded that exceptionally cold winter was -63°F. Still, Russians are Bitter. Stalin fought alone against Hitler in Europe from 1941 – 1944. Russia loses more soldiers and civilians holding the line than any other nation.

25. Battle of Stalingrad: Battle of Stalingrad: Winter of 1942-1943 German ArmyRussian Army 1,011,500 men1,000,500 men 10,290 artillery guns13,541 artillery guns 675 tanks894 tanks 1,216 planes1,115 planes

26. German losses at Stalingrad were staggering. The Sixth Army, under the command of Field Marshal Friedrich Paulus, began its campaign with 600,000 soldiers. On Jan. 31, 1943, Paulus disobeyed Hitler and surrendered. On February 2 the last of his remaining 91,000 troops turned themselves over to the Soviets. The Soviets recovered 250,000 German and Romanian corpses in and around Stalingrad and total Axis losses (Germans, Romanians, Italians, and Hungarians) are estimated to have been 800,000 dead. Of those taken captive, only 6,000 lived to return to their homeland. Official Russian military historians estimate that 1,100,000 Soviet soldiers lost their lives in the campaign to defend the city, all this in a span of six months.

27. The North African Campaign Fought in North Africa Axis Powers led by Erwin Rommel Allies led by Bernard Montgomery Both groups trying to seize oil in the Middle East and access to Italy (the back door of Europe)

29. Awesome Battles of WWII Flash Animation!

30. Please do not talk at this timeSept 17 HW: WWII Leader Outline due Tuesday Sept 18 Chapter 16.4 Cornell Notes (pg. 31A) Due Fri, Sept 21. Please go to the 209 Computer lab today to work on your Outline.

31. Please do not talk at this timeSept 18/19 HW: Chapter 16.4 Cornell Notes (pg. 31A) Due Fri, Sept 21. Please staple your rubric to your WWII Leader Outline. Double check for your name. Please turn this in. Then get out your WWII Middle Cornell Notes

33. Japan’s Expanding Empire- Only other countries have the resources they need! Remember this?

34. Pearl Harbor Attacked - Dec. 7, 1941 A date which will live in infamy! Japan wanted the natural resources like tin, iron and gasoline that the Americans had stopped selling them when the USA found out about what was happening in China. Japan saw American neutrality as a sign of weakness. They believed America would give up right away if attacked brutally enough.

35. Pearl Harbor from the Cockpit of a Japanese Pilot

37. USS Arizona, Pearl Harbor The only American ships to survive the attack untouched were lost in the Pacific Ocean trying to find Hawaii. Japan had reason to think the Americans could be intimidated into staying out of the War. Americans were not known for their great military prowess. Most people thought they chose not to fight because they weren’t any good at it.

38. President Roosevelt Signs the US Declaration of War BSQ: Why were the Japanese so surprised that the USA declared war on them?

39. Coffee House Chat You and your partner are two soldiers from WWII having a cup of coffee in the afterlife at a café in heaven. As you sip your latte, tell your partner about some of the battles of WWII that you know about. Be as specific as possible. Talk especially about the battle you are doing for the project. Talk about your battles as if you were one of the soldiers who fought in them. Try to impress your partner with all the dangerous things you have lived through! Whatever your partner says, try to beat it with an even more dangerous (but accurate!) battle experience.

40. Japan had already captured large sections of China and South Asia before WWII started but Japan needed the resources of the Dutch East Indies and geographic access of the American controlled Philippines. Japan’s strategy called for simultaneous attacks on Malaya, Thailand, American- held Guam and Wake, Hong Kong, Singapore, the Philippines, and Hawaii. When the USA joined WWII, the areas in red were under the control of American enemies, the Axis Powers. Americans weren’t very ready for such a massive undertaking.

41. Comparing Naval Power WarshipsU.S. FleetJapanese Fleet Battleships810 Carriers311 Cruisers2440 Destroyers90112 Submarines5663

42. BSQ: Why would Singapore be a valuable location to control?

43. Back to Pacific War Notes!

44. Japanese Kamikaze Planes: The Scourge of the South Pacific Kamikaze Pilots Suicide Bombers Death before dishonor. Death before surrender. Death before defeat. BSQ: What is the connection between the Kamikazi pilots, Japan’s views on surrender and Japan’s access to resources? Japanese Moto:

45. Allied Counter-Offensive: “Island-Hopping” Take only the lightly defended islands and skip the rest. Japan still has to spend soldiers and supplies on the others. Test Question Alert!

46. Turning Point in the Pacific The Battle of Midway was fought over and near the tiny U.S. mid-Pacific base at Midway atoll (island). (June 1942) ‏ After Midway, the two opposing fleets were essentially equals, and the United States soon took the offensive. With the battle of Midway, the US stops the Japanese expansion. From here the Japanese lose territory until the end of the war. Battle of Midway Island: Battle of Midway Island: June 4-6, 1942 What strategic advantage is there to stopping the Japanese at Midway?

47. Battle of Guadalcanal August 7, 1942, and February 7, 1943 Stopped the Japanese from getting the resources of Australia

48. The US uses “Island Hopping to advance toward Japan. They need to get close enough to bomb Japan directly.

49. US Marines on Mt. Surbachi, Iwo Jima [Feb. 19, 1945] Iwo Jima is striking distance from Japan. Americans can easily fly bombing missions to Japan’s civilian centers from here. ASQ: What advantage would attacking Japanese civilians give the Americans? Think strategically and emotionally.

50. As we watch the video on the Civilian Experience in WWII, Please record notes on pg. 32A Title: Civilian Experience in WWII How did Civilians suffer during WWII? In what ways were they harmed? How did civilians react to this suffering? How did they deal with being a Part of the war even though they were civilians? Consider these questions and record your notes in the Civilians and WWII box.

51. Think: Turn to your partner and tell them the part of the video that struck you the most. What was surprising or especially memorable? Then listen to their answer!

52. Index so far… Outline PracticePg. 25A MacArthur BioPg. 26A Characteristics of a Great Leader Pg. 26B Pg. 27 A/B WWII Leader Outline Assignment Pg. 28A Writing great Thesis Statements- WWII Middle Cornell Notes- Pg. 29A Chapter 16.2 Cornell Notes- Pg. 30A/B Chapter 16.4 Cornell Notes (pg. 31A) pg. 32A Title: Civilian Experience in WWII