World War 2 - a Major Impact on the Our Economy and Society
Essay by David Fonseca • May 29, 2018 • Essay • 1,272 Words (6 Pages) • 2,333 Views
Essay Preview: World War 2 - a Major Impact on the Our Economy and Society
Fonseca 1
David Fonseca
7th period
Final Essay
In this semester , the most important event that we talked about would be WWII because it had a major impact on the our economy and society. In wars they were mainly trying to prove to one country that they were either powerful and or to gain more allies. We learned about how every aspect of life is involved with wars or to the will to survive which was the most important thing back then. In today's society everything is being “Hand fed” not like back then. I had relatives that were involved in WWII, they lived in Poland which was when Germany was invading Poland. I have a slot of history from this war which is one of the reasons of why I pick this Event to be important. Ever since the wars, The society of other countries are either still damaged or are still trying to build up and restore everything. United States was the one that was affected by WWII. Things that are main factors from this was being affected by discrimination, Politics such as how elections make people feel, and how the deaths of people affected to those who were related to them. The most important thing about this semester is how United states was affected by WWII which caused people to fight against each other such as discrimination, and how United states fought the Soviet Union. The competition of nukes b/t USA and USSR increased competition and lead to them fighting which could have caused WWIII.(Dove Notes). USA made the nukes first which lead to USSR having spies and stealing the information that USA had to create nukes which lead to competition to build the most powerful nuke.(Dove Notes). WWII is important because it Lead to invasions such as how Poland which was invaded by Germany which created WWII. Therefore, these are reasons why WWII was important. When people often disagree on people's decisions as a whole community they often have protests and raid the streets full of people to prove what they believe in such as rights, and beliefs. Such as WWII People believed in one certain thing such as communism and democracy. USA and USSR were trying to spread the beliefs by the molotov plan and the marshall plan.(Dove Notes). This is because, USA and USSR both were competing to spread their beliefs such as USSR with Korea and USA tried to spread it with latin america such as Nicaragua. It can obviously express of how important it is to control the society by preventing total chaos which can lead to damage, death, and also safety issues
Fonseca 2
which is something that you don't want to happen as a community. Understanding the dangers of society problems, it impacts more on the damaging of raids and protests, but also those who lead the problem further such as a leader of the raid . It has proven that WWII has affected the community by people losing money and also racist by judging others.(Dove notes). The military's view toward African Americans during World War II reflected that of the wider American culture. (KQED) The evidence that I previously stated is mainly reflecting on how the community became more racist which also affected the people in that community because of their skin and the way they looked. This also illustrates discrimination which was also targeted about the previous leaders in WWII. For these reasons, A whole community is important because it represents a country, nation ,a and also yourself. A Community is not the only important part about our country, but is also is affected by WWII. When people are judged it's mainly based off from WWII such as having a own opinion about that race of what that race did. When we fight together as a community we fight with pride and dignity. We are a whole community not a separate community.
Excellent/ Exceeds All Requirements | Above Average/ Meets All Requirements | Approaching/ Meets Basic Requirements | Needs Improvement/Does Not Meet Requirements | |
Topic sentence or thesis claim | Exceptional organizational topic sentence/claim that provides the main idea of the paragraph; skillfully answers all parts of the prompt. | Well-written organizational topic sentence provides the main idea of the paragraph; clearly answers all parts of the prompt. | Organizational topic sentence or claim mostly provides main idea of paragraph; adequately answers all parts of the prompt. | Topic sentence or claim is not organizational and does not set up main idea of the paragraph; does not answer all parts of the prompt. |
Evidence, supporting details and analysis | Each paragraph provides three pieces of convincing and comprehensive evidence that supports topic sentence/claim. | Each paragraph provides three strong pieces of evidence that support topic sentence or claim. | Each paragraph provides three adequate pieces of evidence that support topic sentence or claim. | Each paragraph provides one or two minimal, or irrelevant, piece of evidence that may or may not support topic sentence or claim. |
Evidence is supported by the most salient and revealing facts/details. | Evidence is supported by the most relevant facts and details. | Supporting details are limited/could be more thorough. | Little or no use of facts and/or details. | |
Exceptional analysis of the evidence that connects to the topic sentence or claim. | Analysis does not summarize evidence and connects to topic sentence or claim | Analysis superficially connects evidence to claim | Analysis summarizes evidence or no analysis. May not connect to topic sentence or claim | |
Transition/ Progression of ideas | Consistent use of a variety of transition strategies to show the relationship between and among ideas; clear and concise concluding sentence summarizes main ideas | Clear progression of ideas, transitional strategies used to clarify the relationships between and among ideas; clear concluding sentence summarizes the paragraph | At times, uneven or unclear progression of ideas from beginning to end; inconsistent or unclear connections between ideas; concluding sentence may not summarize main idea | Frequent extraneous ideas may be evident; ideas are random and have unclear progression; missing concluding sentence |
Grammar and Conventions | Exceptional use of correct sentence structure, punctuation, capitalization, and spelling | Adequate use of correct sentence structure, formation, punctuation, capitalization, grammar usage, and spelling | Limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling | Infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling |
Consistently uses past tense verbs and third person point of view | Generally uses past tense verbs and third person point of view | At times, uses past tense verbs and third person point of view | Does not uses past tense verbs and the third person point of view | |
Academic language is appropriate for purpose and audience; use of active voice. | Language is generally appropriate for the audience and purpose; use of active voice | Vocabulary may be limited or somewhat ineffective for audience and purpose; active or passive voice. | Vocabulary is limited or ineffective for audience and purpose; passive voice | |
Introduction & Conclusion | Introduction has an engaging hook or interest grabbing statement; thesis is expertly written. | Introduction has a hook that interests the reader; thesis clearly states claims | Introduction is clear and purposeful; thesis is obviously stated and is easily understood | Introduction is unclear or unfocused and is missing thesis statement. |
Conclusion reinforces key points without restating them and clearly connects to larger ideas/themes | Conclusion reinforces key points without restating them and connects to a larger theme | Conclusion might repeat key points a bit, connects slightly beyond scope of essay | Conclusion repeats key points, does not connect beyond scope of essay |
...
...