P08_HUS- The Nation Prepares for its 4th Centennial Era (1954 – Present)

P08_The Nation Prepares for its 4th Centennial Era (1954 – Present) 

The activity will generally cover the years 1954 through the Present. Of course, there may be a few exceptions that reach to an earlier or later date. Unit08 and Unit09 of the course textbook, as well as additional outside source materials, will offer a skeletal outline with sufficient flesh (pardon the Biology reference) for the period this project will cover.

The 64 years these topics span are squarely within the American Imperium that arose during and after WWII. The nation faces challenges on a global scale given its global presence. While the challenges to US economic and military might are to be expected with a new global responsibility. Challenges have and will materialize that causes all citizens to pause and ponder a question that the Founders undoubtedly debated: What is The United States? Unlike the material aspect of the economy and the military, the question of what ‘We’ are is philosophical. Such a challenge may be the greatest we’ll face in the decades yet to come.

In this project student groups will select and analyze significant challenges of the latter 20th C./ early 21st C. That analysis, shaped by group-level debate, will supply the content for a 35 minute class lesson. The goal is just as much to inform as it is to ignite additional civil debate.

This era in our nation’s history is largely relegated to two branches of our United States History Research Primer. These branches are: The American Imperium and Civics, Society & Us.

Phase I

1. Please open the P08_The Nation Prepares for its 4th Centennial Era mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 Goals of a “Great Society”
02 Civil Rights as Universal Rights
03 Man on the Moon: Tech Challenges & Tech Successes
04 Supreme Court Decisions (relevant today)
05 Abuse of Power and Authority
06 Terrorism

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file and Lesson Plan in accordance with the guidance provided by Mr.V.

3.Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file and updated lesson plan before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand? Does your lesson plan (including activity and quiz) reflect the content presented and delivered?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

-Sources properly credited/ cited.

P08_The Nation Prepares for its 4th Centennial Era Presentations

Below are the presentations created by all the research groups for this project session. Take advantage of the hard work your peers put into the research and presentation.

01. Goals of a “Great Society“ (Period 2, Period 9, Period 10)

02. Civil Rights as Universal Rights (Period 2, Period 9, Period 10)

03. Man on the Moon: Tech Challenges & Tech Successes (Period 2, Period 9, Period 10)

04. Supreme Court Decisions (Period 2, Period 9, Period 10)

05. Abuse of Power and Authority(Period 2, Period 9, Period 10)

06. Terrorism (Period 2, Period 9, Period 10)

Administrative Data w/ regards to teacher preparation:

Purpose: To continue the refinement of researching skills and streamlining the creation of research findings. We, in this project, expand beyond the one-way presentation model to incorporate the audience as active participants.

Objective: Produce a classroom lesson (presentation, activity, & assessment) of 30 – 35 minutes in length with the exclusive purpose of educating the audience on a particular curriculum topic by inciting questions, discussion, and debate.

Overall Goal: To actualize the ‘Purpose’ and achieve the ‘Objective’ by addressing the following standards:

-RH.11-12: Cite specific text sources.

-RH.11-12.3: Evaluate various explanations to determine which best conforms to text evidence.

-RH. 11-12.7/9: Evaluate and integrate sources appearing in a variety of formats.

-WHST. 11-12.1: Write arguments on specific content.– Honing Presentation Skills

Pu07_WWII and its Aftermath

Axis

2. The ‘period name’ given by historians for the years of genocide that resulted in the deaths of ~10,000,000 victims of Germany’s WWII era.

5. Acronym: A missile, uniquely launched from a submarine, with the capability of delivering a warhead (nuclear or conventional munition) over great distances, even between continents. A major element of the competition between Super-Powers of the Cold War.

7. A set of practices, beliefs, and objects that are dominant or ubiquitous in a society at a given point in time. An iconic representation of this during the WWII era were comics and comicbooks… 2 Words

10. Acronym: National Socialist Party of Germany

11. General Francisco Franco, Benito Mussolini, and Adolf Hitler are all classified as this type of ruler.

13. Acronym: Women’s branch/ Auxiliary of the US Navy during the WWII era.

15. A spike in economic activity resulting from the increased participation of former servicemen seeking homes after WWII… 2 Words

18. WWII era, US sponsored economic revitalization plan meant to accelerate the recovery of devastated European nations… 2 Words

21. From June 1948 to September of 1949 this was a response to a blockade of Berlin sponsored by the Soviet Union in 1948. Its purpose was to transport supplies to the people of West Berlin.…2 words

23. Lead scientist of the Manhattan Project. A key player in the coordination of efforts between the US military hierarchy and the scientists working on the project.

27. A facility or compound often reserved for the imprisonment or detainment of individuals who are viewed as ‘threats’ to the society. In many instances where these facilities were used, those imprisoned had not committed any legal crime. In extreme cases, they may also be slated for execution at the facility… 2 Words

28. The 1951 conviction and subsequent 1953 execution of this Husband-Wife pair for espionage and treason continue to be an iconic representation of Cold War paranoia.

29. A period of heightened tension between two nations without the expected violence normally experienced in traditional military conflict. It was not, however, benign since proxies were violently demonstrating the tension… 2 Words

32. In US history, an expression of the Cold War. Given its chronological placement between WWII and the Vietnam War, it has acquired the moniker of “The Forgotten War”… 2 Words

33. Acronym: The preeminent espionage agency of the United States whose origins stretch to the OSS of WWII.

34. An iconic US ’Spy’ plane central in the era of the Cold War.

35. An American foreign policy following the end of WWII whose stated purpose was to counter Soviet geopolitical expansion during the Cold War… 2 Words

36. German: “Lightning Warfare”

38. Acronym: Women’s branch/ Auxiliary of the US Army during the WWII era.

39. In US history, an expression of the Cold War. Its polarizing affect on US society manifested itself within the Counter-Culture and Civil Rights Movement. Some have come to classify it as “the only war the US ever lost”…2 words

40. The ‘philosophical’ barrier represented by the Communist European nations dividing ‘West’ and ‘East’ … 2 Words

41. A series of military tribunals held by the Allied forces after World War II for the purpose of bringing war criminals to justice…2 words

Democracy

1. A government or group policy with the ultimate aim of eliminating the existence of a targeted segment of a population.

2. This US President gave the order that ultimately ushered the world into the ‘Nuclear Age’ in the most violent setting.

3. Acronym: The official title of the Soviet Union and its component parts.

4. Supreme Allied Commander during WWII. Future (Republican) President of the United States.

6. A US program to supply Free France, United Kingdom, the Republic of China, and (later) the Soviet Union with food, oil, and materials (1941-1945). It’s precursor existed before US entry into WWII… 2 Words

8. A non-public business policy whereby a product is developed and marketed with qualities that will eventually force the consumer to discard and replace it after a designated period of use… 2 Words

9. A demographic spike in the birth rate attributable to returning WWII veterans after 1945… 2 Words

12. A presidential directive of Franklin Delano Roosevelt initiating the eventual internment of American citizens during WWII. …3 AlphaNumeric Words

14. A policy adopted and implemented by Britain’s Neville Chamberlain in the years before WWII. It was believed that German militaristic plans can be curtailed peacefully if European nations agreed to German claims/ demands for territories.

16. In WWII parlance, a place where an undesirable segment of the population would be relocated to. It’s purpose is to isolate that group, and in extreme cases of WWII, provide a ready supply of slave labor destined for eventual execution.

17. Code name for a top-secret WWII-era collaboration between the US military and a group of scientists stationed is Los Alamos, New Mexico. The purpose of the collaboration was the development, production, and deployment of a nuclear device before it could be done by the Axis Powers. Ultimately, that device would be used in Asia.

19. Acronym: A missile with the capability of delivering a warhead (nuclear or conventional munition) over great distances, even between continents. A major element of the competition between Super-Powers of the Cold War.

20. A comic book Superhero who came to represent, for many Americans, the values of the United States as it faced the Axis Powers during the WWII era. His beginning as a patriotic, but physically weak American, was a strong argument that anyone can contribute to the war effort and be a ‘hero’. 2 Words

22. His Cold War US ‘Spy’ plane was shot down and his eventual exchange for a Soviet spy in US custody has become immortalized in the movie “Bridge of Spies”.

24. This leader of the Soviet Union was at the helm during the iconic standoffs of the Cold War to include: The Cuban Missile Crisis and the shooting-down of Francis Gary Powers.

25. An iconic figure representing the moral and legal debate over the internment of US citizens based on racial/ ethnic background. His story, as well as that of others, has forced the nation to reexamine the meaning of ‘Citizen’. 2words

26. The targeted Japanese cities for the A-Bomb… 2 Words written in order of targeting.

30. A US geopolitical strategy to stop the expansion of Communism. It earmarked Cold War foreign policy for the United States and its allies.

31. German word. “Night of Broken Glass”. A precursor of the atrocities that will be perpetrated in WWII Germany.

37. US legislation that provided economic aid to former WWII servicemen that included education assistance. … a two-letter acronym followed by 1 Word

P07_HUS The American Imperium (1939 – 1970)

P07_The American Imperium 

The activity will cover from ~1939 (Great Depression Era) to 1970 (Cold War Era). Of course, there may be a few exceptions that reach to an earlier or later date. For my students, Unit07 of our textbook will offer a good skeletal outline for the period this project will cover.

WWII may be the single-most impactful event in the study of the era that follows. It could be said that the rise of the United States as a World Power, then, a Super Power can only be adequately explained by the events before and immediately after WWII. The development of this “American Imperium” is not exclusively a military matter and we will not be limited to it. In this project we will attempt to dissect the era from 1939 – 1970 by researching the topics listed below, in the fashion of previous projects.

This era in our nation’s history is largely relegated to three branches of our United States History Research Primer. These branches are: The Great Depression, WWII, and The American Imperium.

Phase I

1. Please open the P07_The American Imperium mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 WWII: The Combatants
02 WWII: History-Shaking Events
03 US Homefront: Japanese-American Internment
04 US Homefront: The Media
05 The Cold War
06 US Postwar Economic Boom

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accordance with the guidance provided by Mr.V.

3. Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P07_The American Imperium Presentations

Below are the presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. WWII: The Combatants (Period 2, Period 9, Period 10)

02. WWII: History-Shaking Events (Period 2, Period 9, Period 10)

03. US Homefront: Japanese-American Internment (Period 2, Period 9, Period 10)

04. US Homefront: The Media (Period 2, Period 9, Period 10)

05. The Cold War (Period 2, Period 9, Period 10)

06. US Postwar Economic Boom (Period 2, Period 10)

Administrative Data w/ regards to teacher preparation:

Purpose: To continue the refinement of researching skills and streamlining the creation of research findings. The project guidelines can be found by clicking the node link.

Objective: Produce a presentation of 8 – 10 minutes in length with the exclusive purpose of educating the audience on a particular topic of the course curriculum.

Overall Goal: To actualize the ‘Purpose’ and achieve the ‘Objective’ by addressing the following standards:

-RH.11-12: Cite specific text sources.

-RH.11-12.3: Evaluate various explanations to determine which best conforms to text evidence.

-RH. 11-12.7/9: Evaluate and integrate sources appearing in a variety of formats.

-WHST. 11-12.1: Write arguments on specific content.

– Honing Presentation Skills

P06_HUS The Roaring 20s and Great Depression

P06_The Roaring Twenties and Great Depression 

The activity will cover from ~1920 (End of the Progressive Era and advent of the ‘Roaring Twenties) to 1945 (the end of wartime, WWII, economic expansion). Of course, there may be a few exceptions that reach to an earlier or later date.

The post-war (WWI) economic expansion has some connection the Gilded Age pro-business policies of the Federal government. However, the start and end of WWI did impact the economy with respect to capacity and products being produced. The wealth of Gilded Age elites will be, generally, significantly washed away by the storm of the Great Depression.

Social and government , under the stress of two world wars and a roller coaster economy can’t remain untouched. If one looks closely, there are stark examples of a multi-tiered transition. The society/ government from pre-WWI, through post-WWI, Great Depression, and WWII eras is changing under the stress while exerting a force of change of its own. What emerges from 1945 is a United States that even our youth, today, can see a lineage to.

This era in our nation’s history is not selectively isolated in our United States History Research Primer. Instead, students are required to expand the reach of their research to ‘Eras’ that precede, proceed, or overlap the years from 1920 through 1945.

Phase I

1. Please open the P06_The Roaring 20s and the Great Depression mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 The FBI and the Red Scare (1st Incarnation)
02 Hollywood’s View of the World 
03 Rise of the KKK (2nd/ 3rd Incarnation)
04 Consumerism and Advertising
05 Gender Norms
06 The Harlem Renaissance

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the P06_Roaring 20s and Great Depression project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accordance with the guidance provided by Mr.V.

3. Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P06_The Roaring 20s and Great Depression Presentations

Below are the links to presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. The FBI and the Red Scare- 1st Incarnation (Period 2, Period 9, Period 10)

02. Hollywood’s View of the World (Period 2, Period 9, Period 10)

03. Rise of the KKK- 2nd/ 3rd Incarnation (Period 2, Period 9, Period 10)

04. Consumerism and Advertising (Period 2, Period 10)

05. Gender Norms (Period 2, Period 9, Period 10)

06. The Harlem Renaissance (Period 2, Period 9, Period 10)

P05_HUS Progressive Era-A Time for Change

P05_Progressive Era- A Time for Change

The activity will cover a period of time from ~1877 (End of Reconstruction) to 1920 (advent of the ‘Roaring Twenties). Of course, there may be a few exceptions that reache to an earlier or later date.

The period marks another watershed period for the nation. The successes and failures of the Recontruction policy of the Federal government established the foundation for the succeeding era: The Gilded Age. The age is marked by an economic expansion partially energized by a developing Business-Government partnership. For more than a quarter-century that partnership witnessed the rise of national corporations with an economic dominance we’ve come to associate with trusts/ monopolies. This growing power over the economic engine of the nation creates an atmosphere where laws, or any semblance of ethical conduct, is set aside for increased profits. The Business-Government partnership is not conducive to a self-regulating economic system.

The accumulation of wealth into the hands of a small, economically elite, fraction of the population contributes to a ‘Have and Have Not’ social picture. Philanthropy becomes an increasingly benevolent product of this disparity, but it’s unable to level the playing field for the ‘Have Nots’. Civil unrest, peaceful and deadly, pushes the nation’s leadership to reconsider the Gilded Age partnership with ‘Business’. Those leaders, from the larger than life characters (Teddy Roosevelt) to unionizing coal miners who lost their lives in shoot-outs, were integral in asking for reforms and executing ‘Calls to Action’ that created “The Progressive Era.”

This era in our nation’s history is labeled ‘The Gilded Age *** Progressive Era’ in our United States History Research Primer.

Phase I

1. Please open the P05_The Progressive Era mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 Labor
02 Environment
03 Law: US Constitution & Federal Statutes
04 Foreign Affairs
05 National Finance
06 Prohibition

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to perform this phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the P05_Progressive Era project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accord with the guidance provided by Mr.V.

3. On the first class day after submitting your presentation file, Mr.V will allow you one final opportunity to edit the file after viewing it on the large screen. If the edits are substantial, submit a new file before 7PM that evening.

Consider the following as you prepare the presentation:

Be sure to…
-Control the balance between ‘text’ and imagery.

-Did you provide the content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P05_The Progressive Era Presentations

Below are the links to the presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. Labor (Period 2, Period 9, Period 10)

02. Environment (Period 2, Period 9, Period 10)

03. Law: US Constitution & Federal Statutes (Period 2, Period 9, Period 10)

04. Foreign Affairs (Period 2, Period 9, Period 10)

05. National Finance (Period 2, Period 10)

06. Prohibition (Period 2, Period 9, Period 10)

FilmQ09_President Carter’s Administration: Just like ‘Starting Over’.

1. In 1976, America celebrated its 200 th birthday. Why was the Bicentennial celebration so important to America? Why was it so necessary?

2. Why was America’s prestige, nationally and internationally, at an all-time low?

3. The 1970s is known as the “me” decade. What prompted the individuality and self- absorption that earned the decade this title?

4. In 1976, Georgia governor and peanut farmer Jimmy Carter became president of the United States. What was the appeal of this unlikely presidential candidate?

5. The 1970s were a time of political apathy. What caused this political apathy and malaise? Why had the American voters lost confidence in their government and leaders?

6. America in the 1970s experienced a severe energy crisis. Discuss how this crisis affected the American economy and society.

7. In 1978, Dan White, a disgruntled city employee in San Francisco, murdered mayor George Moscone and openly gay city supervisor Harvey Milk. How did these murders help to advance the Gay Liberation Movement?

8. How did the disco scene of the 1970s reflect the political and social apathy of the era?

9. Iranian students held Americans hostage for over 400 days in the late 1970s. Why was Iran so anti-United States?

10. Ronald Reagan won the presidency in 1980 and became one of America’s most popular presidents. What was the appeal of this former actor?

Source: The Twentieth Century: America’s Time. “Starting Over”. (3 clips, about 15 min. each.)

R03_American Exceptionalism- JFK, 1961

Please note the source of the entire speech at the bottom of this webpage. The context of the speech is found in that source.

… It was here my grandparents were born—it is here I hope my grandchildren will be born.

I speak neither from false provincial pride nor artful political flattery. For no man about to enter high office in this country can ever be unmindful of the contribution this state has made to our national greatness.

Its leaders have shaped our destiny long before the great republic was born. Its principles have guided our footsteps in times of crisis as well as in times of calm. Its democratic institutions—including this historic body—have served as beacon lights for other nations as well as our sister states.

For what Pericles said to the Athenians has long been true of this commonwealth: “We do not imitate—for we are a model to others.”

And so it is that I carry with me from this state to that high and lonely office to which I now succeed more than fond memories of firm friendships. The enduring qualities of Massachusetts—the common threads woven by the Pilgrim and the Puritan, the fisherman and the farmer, the Yankee and the immigrant—will not be and could not be forgotten in this nation’s executive mansion.

They are an indelible part of my life, my convictions, my view of the past, and my hopes for the future.

Allow me to illustrate: During the last sixty days, I have been at the task of constructing an administration. It has been a long and deliberate process. Some have counseled greater speed. Others have counseled more expedient tests.

But I have been guided by the standard John Winthrop set before his shipmates on the flagship Arbella three hundred and thirty-one years ago, as they, too, faced the task of building a new government on a perilous frontier.

“We must always consider,” he said, “that we shall be as a city upon a hill—the eyes of all people are upon us.”

Today the eyes of all people are truly upon us—and our governments, in every branch, at every level, national, state and local, must be as a city upon a hill—constructed and inhabited by men aware of their great trust and their great responsibilities.

For we are setting out upon a voyage in 1961 no less hazardous than that undertaken by the Arabella in 1630. We are committing ourselves to tasks of statecraft no less awesome than that of governing the Massachusetts Bay Colony, beset as it was then by terror without and disorder within. …

Ponder

-What does JFK think has been Massachusetts’ role, and his new role, for the nation?

-What, if anything, is similar between Winthrop’s and JFK’s “City upon a Hill” reference?

Resource

[http://millercenter.org/president/speeches/speech-3364]
Accessed 15 Dec. 2016.
Edited for classroom use.

A04_HUS-Unit 04: Migration and Industrialization 1877 – 1917 (Ch.13 – Ch.16)

A04_HUS-Unit 04: Migration and Industrialization 1877 – 1917 (Ch.13 – Ch.16)

Purpose:

Along with class lessons and activities, these assignments for Ch.13 – Ch.16 will help us understand how the United States transforms itself from a mostly rural, agricultural society to an urban, industrial one.

The Essential Question is…
How did post-Civil War economic growth and industrialization impact the American lifestyle?

Themes:
– Economic Opportunity
– Diversity and National Identity
– Science and Technology
– Women and Political Power
– America in World Affairs
– Immigration and Migration
– Civil Rights

Given:
-Use the The Americans textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task:
We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. YOU DO NOT HAVE TO INDIVIDUALLY DEFINE THE TERMS.

These notes (as Cornell Notes) are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

There are four chapters within Unit04. The chapter vocabulary listed below are divided into their respective sections. Your notes (as Cornell Notes) should be compiled for each section. Example: Your first reading Assignment will be from Unit04, Chapter13(a) Section01. We call this first assignment A04aS01. Therefore, you should compile notes (as Cornell Notes) for each section and label that file accordingly. Submit each assignment as a separate file. Label each submitted file in the format 2-digit Pd#_LastNameFirstName-FileLabel (Example: 09_SmithJohn-A04aS01). In this example 9th period student, John Smith, submitted his notes (as Cornell Notes) for A04aS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

A04a (Ch.13)
Changes on the Western Frontier

S01

Terms, Names, Phrases

– Great Plains
– Treaty of Fort Laramie
– Sitting Bull
– George A. Custer
– Assimilation
– Dawes Act
– Battle of Wounded Knee
– Longhorn
– Long Drive

S02

Terms, Names, Phrases

– Homestead Act
– Morrill Act

S03

Terms, Names, Phrases

– Grange
– Populism
– Bimetallism
– Gold Standard
– William McKinley
– William Jennings Bryan

A04b (Ch.14)
A New Industrial Age

S01

Terms, Names, Phrases

– Bessemer process
– Thomas Alva Edison
– Alexander Graham Bell

S02

Terms, Names, Phrases

– Transcontinental Railroad
– George M. Pullman
– Crédit Mobilier
– Interstate Commerce Act (Munn v. Illinois)

S03

Terms, Names, Phrases

– Andrew Carnegie
– Vertical and Horizontal Integration
– Social Darwinism
– John D. Rockefeller (Standard Oil)
– Sherman Antitrust Act
– Samuel Gompers
– American Federation of Labor (AFL)
– Eugene V. Debs
– Industrial Workers of the World (IWW)

A04c (Ch.15)
Immigrants and Urbanization

S01

Terms, Names, Phrases

– Ellis Island
– Melting Pot
– Chinese Exclusion Act
– Gentlemen’s Agreement
– Nativism

S02

Terms, Names, Phrases

– Urbanization
– Americanization Movement
– Tenement
– Mass Transit

S03

Terms, Names, Phrases

– Political Machine
– Graft
– Boss Tweed
– Patronage
– Civil Service (Pendleton Civil Service Act)
– Rutherford B. Hayes
– James A. Garfield
– Chester A. Arthur
– Grover Cleveland
– Benjamin Harrison

A04d (Ch.16)
Life at the Turn of the 20th C.

S01

Terms, Names, Phrases

– Frederick Law Olmsted
– Orville and Wilbur Wright
– George Eastman

S02

Terms, Names, Phrases

– Booker T. Washington
– Tuskegee Normal and Industrial Institute
– W. E. B. Du Bois
– Niagara Movement

S03

Terms, Names, Phrases

– Ida B. Wells
– Poll Tax
– Grandfather Clause
– Segregation
– Jim Crow Laws
– Plessy v. Ferguson
– Debt Peonage

S04

Terms, Names, Phrases

– Joseph Pulitzer
– William Randolph Hearst •Ashcan school
– Mark Twain
– Rural Free Delivery (RFD)

AN02b_A New Nation- Challenges: Western Lands and Native Peoples

Timeline: 1794 – 1850 and beyond
FQ: How will the Battle of Tippecanoe come to Reflect the Relationship between the US and Native Peoples?

I. The Needs of Native Peoples vs. Wants/ Goals of Colonial America

II. A Young Nation with Eyes Set on Western Lands

Activity: Map Analysis: Geographic significance of ‘Tippecanoe’
Ponder: Can a map analysis attach a geographic significance to the Battles of Fallen Timbers and Tippecanoe witch respect to US westward expansion?

States and Territories of the United States of America (1789)

Tippecanoe

Tippecanoe County

Major River Systems of the US

A. Land Ordinance of 1785
B. NW Ordinance Act of 1787
C. Milestones on the Frontier

1. British Forts on the frontier (Treaty of Paris 1783)
2. Battle of Fallen Timbers 1794
3. Lewis and Clark Expedition (1804 – 1806)
4. Battle of Tippecanoe 1811

Document Analysis: Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]

III. Lasting Legacies: Confrontation and Uneasy Settlements

Document Analysis: How the Indians Lost Their Land: Law and Power on the Frontier [http://www.ericfoner.com/reviews/020906lrb.html] (A book review by Eric Foner)

Ponder:
1. What is Professor Foner’s contention regarding the author’s position that native peoples were both victims and willing participants in the loss of their ancestral lands?
2. Does the purchase of land make it a legal transaction under the circumstances described by Professor Foner? (Note: A special reference is made by Prof. Foner to the Battle of Fallen Timbers)
3. How does Prof. Foner contextualize the ongoing conflict between the US and Native Americans as the 18th and 19th C. give way to the 20th C.?
4. Have native peoples continued their losses into the 21st C.?

A. Spiritualism (The Ghost Dance)
B. Treaty of Ft. Laramie
C. Protests: Wounded Knee, Alcatraz Seizure, Dakota Access Pipeline (to name a few)

-Who?
-What?
-Where?
-Why?
-How?

Resources
-The Americans, Ch.06, Ch.13
-Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]
-How the Indians Lost Their Land: Law and Power on the Frontier
By Stuart Banner (Harvard University Press, 2005)
London Review of Books, February 9, 2006 [http://www.ericfoner.com/reviews/020906lrb.html]. Accessed 27 Nov. 2016
-Treaty of Ft. Laramie [https://www.ourdocuments.gov/doc.php?flash=false&doc=42]
-Assorted Maps

Do Not Go Gentle into that Good Night

Dylan Thomas, 1914 – 1953

I was prompted recently to lookup the words to Dylan Thomas’ poem: Do not go gentle into that good night. I was listening to a podcast that was recounting the great speeches of Hollywood disaster films. One that was mentioned, and which I personally liked, was the speech given by the character who plays the President of the United States in Independence Day. The scene shows the remaining pilots of the US resistance preparing for a climactic battle against the invading aliens. In the speech, the president, Thomas Whitmore, taps into the significance of the day, July 4th, and the effort they are about to undertake:

Good morning. In less than an hour, aircraft from here will join others from around the world. And you will be launching the largest aerial battle in the history of mankind. “Mankind.” That word should have new meaning for all of us today. We can’t be consumed by our petty differences anymore. We will be united in our common interests. Perhaps it’s fate that today is the Fourth of July, and you will once again be fighting for our freedom… Not from tyranny, oppression, or persecution… but from annihilation. We are fighting for our right to live. To exist. And should we win the day, the Fourth of July will no longer be known as an American holiday, but as the day the world declared in one voice: “We will not go quietly into the night!” We will not vanish without a fight! We’re going to live on! We’re going to survive! Today we celebrate our Independence Day!

The one line that sent shivers down my spine was “We will not go quietly into the night!”. Powerful words that can uplift the soul at a time when gloom and doom would normally prevail. I found out that this line of the fictional speech had been drawn from a poem by Dylan Thomas. I then proceeded to search the Internet for biographical information on the Man and the Poem.

I shouldn’t have been surprised by what I uncovered about the short and troubled life of Mr. Dylan Thomas. It seems to me that many of the powerful and eternal words that have graced our ears over the centuries have come from troubled lives. It just may be impossible to express the depths of sorrow or the heights of joy unless one actually sojourns there. President Lincoln and Emily Dickinson are excellent examples of this theory I share. To this collection of immortal words I add Mr. Thomas’ poem:

Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.

Though wise men at their end know dark is right,
Because their words had forked no lightning they
Do not go gentle into that good night.

Good men, the last wave by, crying how bright
Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light.

Wild men who caught and sang the sun in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night.

Grave men, near death, who see with blinding sight
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.

And you, my father, there on the sad height,
Curse, bless, me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.

How can anyone deny the emotion? The defiance? The moral? From the emotional distress of the author I am encouraged to fight on. In the end, a defiant fight against an encroaching night means more than the final outcome. In fighting the night we brighten the light.

Source
I offer these sources for a superficial overview of the topic. Please delve deeper into the topic by exploring the links that appear at the end of the articles.

Background Dylan Thomas: https://m.poets.org/poetsorg/poem/do-not-go-gentle-good-night (https://m.poets.org/poetsorg/poem/do-not-go-gentle-good-night) Accessed 2 Oct. 2016

Independence Day http://www.imdb.com/title/tt0116629/quotes (http://www.imdb.com/title/tt0116629/quotes) Accessed 2 Oct. 2016

Background Emily Dickinson: https://en.wikipedia.org/wiki/Emily_Dickinson (https://en.wikipedia.org/wiki/Emily_Dickinson) Accessed 2 Oct. 2016