The Boas & Braman Experience


January 2017

Homework for Wednesday Night

When you arrive in class Thursday, February 2nd, bring with you your notes on these readings:

Selections from Chapter 4 Section 1:

  • 187-188 timeline sequence and central terms for the unit
  • 189-192 FDR and the Good Neighbor policy

Unit 7 Overview

For our exploration of American involvement in WWII, we will include in the scope of our exploration three main themes:

  • the U.S. involvement in WWII and the emerging Cold War
  • domestic affairs during wartime
    • Changing roles of women and minorities
    • The internment of Japanese Americans (w/comparisons to Canada/Latin America)
  • Links to the modern day – Executive order on immigration and the role of the court

When we transition to postwar roles and responsibilities, we will consider especially:

  • the Cold War and role of the United States in world affairs
  • the dynamic of women in the workplace
  • the race relations and movement towards civil rights for all

The content for our unit will arrive in five main ways:

  1. assigned reading from the IB History of the Americas Textbook (see selected pages below)
  2. reading packets on U.S. foreign policy (due 2/3) and Japanese-American internment Zinn, PBS, etc.
  3. notes from video – Rabbit in the Moon (in-class); The American Century 1936; 1941
  4. any supplemental lectures
  5. a web activity on

IF you want to get ahead, these are the likely readings to be assigned out of chapter 4 in the IB textbook:

Selections from Chapter 4 Section 1:

  • 187-188 timeline sequence and central terms for the unit (due 2/2)
  • 189-192 FDR and the Good Neighbor policy (due 2/6)
  • 194-197 Hemispheric reactions to events in Europe and Asia
  • 198-202 Neutrality and then Pearl Harbor (due 2/6)

Section 4.3:

  • 212-219 Minorities
  • 219-221 Women; Conscription

Section 4.4:

Section 4.5:

  • 230-233 Use of the atomic bomb (Due 2/10)

Our unit assessment is planned for February 16th.  It may change if student learning necessitates it.  Format to be decided.

Note to self: Exam-style questions page 240

Have you seen Google today?

Check it out.  Here’s more on Fred Korematsu from Time magazine.

Details on your project…

Looking ahead, we will start Second Semester by working toward a comparison between the 1930’s and the current administration. You will be expected to do a comparative historical comparison (in a mini-essay form) that involves the following components:

  • You are making a policy recommendation for the current administration
  • Find a modern-day issue or topic (taken from Trump’s inaugural or the response)
  • Historical Comparison of a similar issue (compare today to the 30’s/40’s)
    • The need
    • The historical policy
    • Your evaluation of the efficacy of the policy
  • A range of historical/political perspectives on the historical or current issue
  • Your advice to readers/learners about what to pay attention to in order to determine the efficacy of the Trump Policy
  • Your response/analysis will need to include cited economic data from both the 1930-1940 as well as cited modern data that is parallel.

An example of what you will be doing is this editorial by Jon Talon in the Seattle Times. Your response should be four-five paragraphs (a brief intro and conclusion, and two (or three) body paragraphs that include all of the bulleted components above as well as a works cited).

Here is the basic timeline for your efforts (& in parentheses, the category they go into).  Changes are in strike through; new information (all of which is merely clarification) is in bold:

  1. Monday – Determine topic, scope and direction of project (process)
  2. Tuesday – conduct research and draft your comparison (process); have an outline with links to articles before class begins Wednesday.
  3. Wednesday – Begin supplemental reading assignment (TBD)  Homework: Find additional data and work to research and incorporate perspectives.  Outlining your thoughts into essay form is suggested.
  4. Thursday – Finish begin comparative draft (process); conduct peer editing (participation)
  5. Friday – in class: work to incorporate evaluation and perspective.  Continue drafting.  Here is the rubric that you will see when you peer edit in  Don’t forget to peer review someone’s essay in after you have uploaded your draft.  IF you were unable to complete a peer review by Sunday, I have created a new assignment so you can peer edit a draft of your peers’ writing.  Go to and try  again.  You do NOT need to peer edit again if you managed to complete a peer editing earlier; only one peer editing is required.  
  6. Tuesday –   Project due (culminating) BEFORE CLASS BEGINS, you should upload your essay to; [Possible] fishbowl presentations for your topic (participation)

After that, likely a way to assess our understanding of both the historical and current events.  Details to follow.


A historical weekend

What a busy weekend it has been…

On Friday, the 45th President has been inaugurated. President Trump gave his inaugural address and laid out the plan for his presidency. Although Trump claimed that a million people attended, most argued that fewer people saw the Trump inaugural than Obama’s 1st inaugural in 2009. (This comparison is only relevant because of the response of Trump’s press secretary Saturday.) Here is a copy of President Trump’s inauguration speech.  Here is an article from the Miami Herald about his use of facts.

With your group, consider what his priorities are. Please also note what his policies are. What approach will President Trump take in terms of:

  • Health Care
  • Foreign Policy – NATO, tariffs, TTP, ISIS
  • Immigration policy – the wall
  • Taxes – Here is a breakdown from Foxnews
  • Economic policy – infrastructure, job creation
  • ‘America first’ – a phrase with a history

Then, Saturday morning, the administration argued that the press had under-represented the numbers of people who attended the inauguration.  The conservative Wall Street Journal argued otherwise.   Compare for yourself. On Sunday, his advisor argued that there were ‘alternate facts’ about the inaugural. Monday, the issue continued to develop when Press Secretary Sean Spicer asked whether or not he intends to tell the truth at all times (in his position) and later arguing that it was the ‘most viewed’ inauguration ever.  This will likely be an interesting theme through the President’s term. There will be a great discussion about what is really true and who decides what is true and what is myth.

Saturday afternoon, the single-largest series of protests in American History happened. On one day, over 1 million people took to American streets to protest the new President. Over 500,000 in Washington D.C. alone. Here is the Fox News report. Here is what the Seattle Times printed about the local protests – over 100,000 in the streets of Seattle. And it wasn’t just in a few cities. Here is a photo montage from CNN looking at the movement world-wide. In addition, here is a great historical overview about the history of protests in Washington D.C. from the L.A. Times.


Welcome to Semester 2

Final Exam Review

Here’s an initial list for the final exam (80 MC questions; one essay):

IB American Studies  B2     Semester 1 Final     Study Guide 

Colonial America & Revolution

Causes of the Revolutionary War

Foundations of US Politics

Articles of the Confederation

Branches of government

Checks and Balances

Electoral College

Amendment Process

Bill of Rights

Marbury v. Madison àJud. Review

Alien and Sedition Acts Nullification

Long Term Causes of Civil War

Sectionalism; Economics N & S

Entrenchment of Slavery


Missouri Compromise

Abolition Movement

Conditions of Slavery

Evolution of Racism

Racial Stereotypes

Compromise of 1850

Fugitive Slave Act

Bleeding Kansas, John Brown, etc.

Dred Scott v. Sanford

Civil War and Reconstruction

Election of 1860

Southern Secession & Confederate States of America

Military str. & weak. N & S forces

Key military events of the civil war (turning points)

Assassination of Abraham Lincoln

Economic consequences of War

Reconstruction Plans

13th, 14th, 15th Amendments

Fall of Reconstruction

Ku Klux Klan

Jim Crow laws

Plessy vs. Ferguson


Gilded Age

Gilded Age- Gilded vs. Reality

Reasons people went West


Robber Barons vs. Captains of Industry

Social Darwinism

In Late 19th Century:

  • Working conditions
  • Labor Unions
  • Immigration

Treatment of Immigrants




18th & 19th Amendments

1920s & 1930s

Causes of the Great Depression

Keynes and Hayek

Herbert Hoover v. FDR

The New Deal

  • Economic Philosophy
  • The 3 R’s
  • New Deal Programs

Critics of the New Deal

Legacy of the Great Depression & New Deal

(this section will have many other terms as part of it)

Here are the likely essay prompts (I reserve the right to reword a prompt if necessary).  You will see three of these for the test; you will choose ONE to write in 50 minutes.   

  1. With reference to at least ONE country of the Americas, to what extent was the Wall Street Crash of 1929 a cause of the Great Depression.
  2. “The prosperity of the 1920s in the Americas was more apparent than real.” Using examples from TWO countries in the Americas, evaluate the validity of this statement.
  3. Discuss the nature and effectiveness of the response to the Great Depression of either Hoover or RB Bennett.
  4. With reference to specific groups and individuals, analyse their reasons for opposition to the New Deal.
  5. To what extent was FDR’s response to the Great Depression conservative rather than radical?
  6. Evaluate the successes and failures of the New Deal.
  7. Examine the impact of the Great Depression on women and minorities in EITHER the United States OR Canada.
  8. Examine the social and cultural impact of the Great Depression in ONE country of the Americas.




For the week of January 9th

  • Chapter 28 – From Hooverism to the New Deal 1080-1089 (9) Due Tuesday, January 10th
  • IB Textbook Chapter 3.1 (in-class homework because of snow) – 120-130 Review of Causes and comparison to Latin America and Canada Due Wednesday, January 11th.  Sorry this took over an hour.  The schedule has been altered accordingly.
  • Chapter 3.2 (in-class Wednesday, the rest as homework Due Thursday, January 12th) – 130 – 134 Hoover’s responses; 135-139 FDR’s first New Deal
  • Chapter 3.2 (in-class Thursday, the rest as homework Due Friday, January 13th)  139-143 Second New Deal; 143-146 Roosevelt Recession
  • Chapter 3.3 (in-class Friday) 146-149 Critics and supporters of the New Deal

These Tindall and Shi readings will not be assigned, but would work well as final exam review:

Recovery Through Regulation 1096-1102 ; The Social Cost of the Depression 1090-1096 (10)

Culture in the Thirties 1102-1105; The Second New Deal 1105-1112 (10)

Roosevelt’s Second Term 1112-1120 (9) ; Legacy of the New Deal 1120-1123 (3)

Reading Assignments for Unit 6

Tindall and Shi – You will be tested on this material if you have a unit test; also, it will be included on your final exam.  IF you are quizzed, you will be able to use any notes you have hand written (not typed).

  • For Review – Chapter 26 – The Roaring Twenties 1030-1039 (10) Optional Wednesday, January 4th –
  • Chapter 27 –  1048-1049;1061-1067 (9) Due Thursday, January 5th
  • Chapter 27 – President Hoover 1067-1077 (11) Due Friday, January 6th

Looking ahead:

  • Chapter 28 – From Hooverism to the New Deal 1080-1089 (9)
  • Recovery Through Regulation 1096-1102 ; The Social Cost of the Depression 1090-1096 (10)
  • Culture in the Thirties 1102-1105; The Second New Deal 1105-1112 (10)
  • Roosevelt’s Second Term 1112-1120 (9) ; Legacy of the New Deal 1120-1123 (3)


Due Tuesday, January 10th

Due Wednesday, January 11th

Thursday, January 12th

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