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

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)

A03_HUS- Era of Growth and Disunion 1825 – 1877 (Ch.09 – Ch.12)

A03_HUS-Unit 03: Era of Growth and Disunion 1825 – 1877 (Ch.09 – Ch.12)

Purpose:
Along with class lessons and activities, these assignments for Ch.09 – Ch.12 will help us understand why expansion may have aggravated the nation’s regional and philosophical differences.

The Essential Question is…
How did Westward expansion force the nation to address longstanding, unresolved, conflicts between it’s philosophical bedrock and social/ economic norms?

Themes:
– Economic Opportunity
– Diversity and National Identity
– Immigration and Migration
– Women and Political Power
– State’s Rights
– Civil Rights
– Science and Technology
– Voting 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 Unit03. 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 Unit03, Chapter09(a) Section01. We call this first assignment A03aS01. 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-A03aS01). In this example 9th period student, John Smith, submitted his notes (as Cornell Notes) for A03aS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

A03a (Ch.09)
The Market Revolution

S01

Terms, Names, Phrases

– Samuel F. B. Morse
– Specialization
– Market Revolution
– Telegraph
– John Deere
– Cyrus McCormick

S02

Terms, Names, Phrases

– Manifest Destiny
– Treaty of Fort Laramie
– Santa Fe Trail
– Oregon Trail
– Mormons
– Joseph Smith
– Brigham Young
– “Fifty-Four Forty or Fight!”

S03

Terms, Names, Phrases

– Annex
– Stephen F. Austin
– Alamo
– Antonio López de Santa Anna
– Sam Houston
– Republic of Texas

S04

Terms, Names, Phrases

– Gadsden Purchase
– Forty-niners
– Gold Rush
– James K. Polk
– Zachary Taylor
– Republic of California
– Winfield Scot
– Treaty of Guadalupe Hidalgo

A03b (Ch.10)
The Union in Peril

S01

Terms, Names, Phrases

– Wilmot Proviso
– Secession
– Compromise of 1850
– Popular Sovereignty
– Stephen A. Douglas

S02

Terms, Names, Phrases

– Fugitive Slave Act
– Underground Railroad
– Harriet Tubman
– Harriet Beecher Stowe
– Uncle Tom’s Cabin
– Kansas-Nebraska Act
– John Brown
– Bleeding Kansas

S03

Terms, Names, Phrases

– Franklin Pierce
– Nativism
– Know-Nothing Party
– Free-Soil Party
– Republican Party
– Horace Greeley
– John C. Frémont
– James Buchanan

S04

Terms, Names, Phrases

– Dred Scott
– Roger B. Taney
– Abraham Lincoln
– Freeport Doctrine
– Harpers Ferry
– Confederacy (Confederate States of America)
– Jefferson Davis

A03c (Ch.11)
The Civil War

S01

Terms, Names, Phrases

– Fort Sumter
– Anaconda Plan
– George McClellan
– Ulysses S. Grant
– David G. Farragut
– Monitor
– Merrimack
– Robert E. Lee
– Antietam

S02

Terms, Names, Phrases

– Emancipation Proclamation
– Habeas corpus
– Copperhead
– Conscription

S03

Terms, Names, Phrases

– Fort Pillow
– Income tax
– Clara Barton
– Andersonville

S04

Terms, Names, Phrases

– Gettysburg
– Vicksburg
– Gettysburg Address
– William Tecumseh Sherman
– Appomattox Court House

S05

Terms, Names, Phrases

– National Bank Act
– Thirteenth Amendment
– Red Cross
– John Wilkes Booth

A03d (Ch.12)
The Reconstruction and its Effects

S01

Terms, Names, Phrases

– Andrew Johnson
– Radical Republicans
– Thaddeus Stevens
– Wade-Davis Bill
– Freedmen’s Bureau
– Black Codes
– Fourteenth Amendment
– Impeach
– Fifteenth Amendment

S02

Terms, Names, Phrases

– Scalawag
– Carpetbagger
– Sharecropping
– Tenant Farming

S03

Terms, Names, Phrases

– Ku Klux Klan (KKK)
– Panic of 1873
– Samuel J. Tilden
– Rutherford B. Hayes
– Compromise of 1877
– Home Rule

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

A02_HUS-A New Nation 1781 – 1850 (Ch.05 – Ch.08)

A02_HUS-Unit 02: A New Nation 1781 – 1850 (Ch.05 – Ch.08)

Purpose:
Along with class lessons and activities, these assignments for Chapter 05 to Chapter 08 will help us understand the time, place, and circumstances contributing to the ‘growing pains’ of the United States of America.

The Essential Question is…

How did foreign and domestic matters shape the young nation’s governance and in which circumstances was resolution difficult?

Themes:
– Political Rights
– Governmental Power
– Civil & Voter 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 Unit02. 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 Unit02, Chapter05(a) Section01. We call this first assignment A02aS01. Therefore, you should compile notes (as Cornell Notes) for each section and label that file accordingly. Submit each assignment as separate files. Label each submitted file in the format 2-digit Pd#_LastNameFirstName-FileLabel (Example: 09_SmithJohn-A02aS01). In this example 9th period student, John Smith, submitted his notes (as Cornell Notes) for A02aS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

A02a (Ch.05)
Shaping a New Nation

Terms, Names, Phrases

S01
– Republic (Republicanism)
– Articles of Confederation (Confederation)
– Land Ordinance of 1785
– Northwest Ordinance Act of 1787

S02
– Shays’s Rebellion
– Compromise (Great Compromise, Three-Fifths Compromise)
– James Madison
– Roger Sherman
– Federalism (Federalists, Antifederalists, The Federalist)
– Legislative Branch (Executive Branch, Judicial Branch, Checks and Balances)
– Electoral College

S03
– Ratification
– Federalists (Antifederalists,)
– The Federalist
– US Bill of Rights

A02b (Ch.06)
Launching the New Nation

Terms, Names, Phrases

S01
– Judiciary Act of 1789 (Judiciary Act of 1801, Judicial Review)
– Alexander Hamilton (Bank of the United States)
– Protective Tariff (Excise tax, Embargo)
– Cabinet
– Democratic-Republicans
– Two-party System

S02
– Neutrality
– Sectionalism (Nullification)
– Little Turtle
– Thomas Pinckney
– John Jay
– XYZ Affair
– Alien and Sedition Acts
– Nullification

S03
– Lewis and Clark
– Louisiana Purchase
– Sacajawea
– Marbury v. Madison (Midnight Judges)
– Judiciary Act of 1801
– Judicial Review
– John Marshall
– Aaron Burr

S04
– William Henry Harrison
– Tecumseh
– War Hawk
– Impressment
– General Andrew Jackson (Battle of New Orleans)
– Embargo
– Blockade
– Treaty of Ghent
– Armistice

A02c (Ch.07)
Balancing Nationalism & Sectionalism

Terms, Names, Phrases

S01
– Eli Whitney (Cotton Gin, Interchangeable Parts, Industrial Revolution, Mass Production)
– Henry Clay (American System)
– Erie Canal
– Tariff of 1816

S02
– McCulloch v. Maryland
– John Quincy Adams (Adams-Onís Treaty)
– Nationalism
– Monroe Doctrine
– Missouri Compromise

S03
– Andrew Jackson (Spoils System, Indian Removal Act, Trail of Tears, Democratic Party)

S04
– Whig Party
– Daniel Webster
– John C. Calhoun
– Tariff of Abominations
– Bank of the United States
– Panic of 1837
– William Henry Harrison (John Tyler, “Tippecanoe and Tyler Too”)

A02d (Ch.08)
Reforming American Society

Terms, Names, Phrases

S01
– Transcendentalism (Ralph Waldo Emerson, Henry David Thoreau: Civil Disobedience, Utopian Community)
– Second Great Awakening
– Dorothea Dix

S02
– Frederick Douglass
– William Lloyd Garrison
– Nat Turner
– Emancipation
– Abolition

S03
– Reform (Sojourner Truth, Sarah & Angelina Grimke, Lucretia Mott, Elizabeth Cady Stanton, Temperance Movement, Seneca Falls Convention)

S04
– Antebellum
– Cottage Industry
– Master (Journeyman, Apprentice)
– Strike
– National Trades’ Union

A09_Ch.32-34: Passage into a New Century

A09_Ch.32 – 34: Passage into a New Century 1968 – Present

Purpose
Along with class lessons and activities, this assignment will examine and attempt to address these ‘Essential Questions’:

– What were the political, social, and economic events of the 1970s?
– What were the key political and social events of the 1980s and early 1990s?
– What are the most important issues that affect the United States and the world today?

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

Given
1. Use the “The Americans” textbook to complete the assignment below.
2. Refer to the course calendar to acquire due dates and other instructions.

Task
To see a detailed description of how to complete and submit the assignments, refer to the instructions found in A05.

A09a Ch.32, Section 01
The Nixon Administration, Read pages 1000 – 1007
– Richard M. Nixon
– New Federalism
– Stagflation
– OPEC (Organization of Petroleum Exporting Countries)
– Détente
– SALT I Treaty

Section 02
Watergate: Nixon’s Downfall, Read pages 1008 – 1013
– Impeachment
– Watergate
– Saturday Night Massacre

Section 03
The Ford and Carter Years, Read pages 1016 – 1023
– Gerald R. Ford
– Jimmy Carter
– Human Rights
– Camp David Accords
– Ayatollah Ruhollah Khomeini

Section 04
Environmental Activism, Read pages 1026 – 1031
– Rachel Carson
– Earth Day
– Environmentalist
– Environmental Protection Agency (EPA)
– Three Mile Island

A09b Ch.33, Section 01
A Conservative Movement Emerges, Read pages 1036 – 1039
– Affirmative Action
– Reverse Discrimination
– Moral Majority
– Ronald Reagan

Section 02
The Triumphs of a Crusade, Read pages 1040 – 1044
– Reaganomics
– Supply-side Economics
– Strategic Defense Initiative
– Sandra Day O’Connor
– Deregulation
– Environmental Protection Agency (EPA)
– George Bush

Section 03
Social Concerns in the 1980s, Read pages 1045 – 1051
– AIDS (acquired immune deficiency syndrome)
– Pay Equity
– Jesse Jackson

Section 04
Foreign Policy after the Cold War, Read pages 1054 – 1061
– Mikhail Gorbachev
– Glasnost
– Perestroika
– Tiananmen Square
– Sandinistas
– Contras
– Operation Desert Storm

A09c Ch.34, Section 01
Moving Toward Conflict, Read pages 1066 – 1074
– William Jefferson Clinton
– Hillary Rodham Clinton
– NAFTA
– Al Gore
– George W. Bush
– Barack H. Obama

Section 02
The New Global Economy, Read pages 1075 – 1079
– Service Sector
– Bill Gates
– NASDAQ
– Dotcom
– General Agreement on Tariffs and Trade (GATT)

Section 03
Technology and Modern Life, Read pages 1082 – 1087
– Information Superhighway
– Internet
– Telecommute
– Genetic Engineering

Section 04
The Changing Face of America, Read pages 1088 – 1093
– Urban Flight
– Gentrification

FilmQ08_Ch28-31: Unpinned

FilmQ08_Ch28-31: Unpinned

How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

SOURCE: The Century: America’s Time Video Series at https://www.youtube.com/playlist?list=PLC8D9DC28C3EC5223

Unpinned
After the assassination of John F. Kennedy in November of 1963, America stood on the brink of domestic conflict and entrenched in the quagmire of the Vietnam War. The years 1963 through 1968 remain some of the most violent and destructive years of American history. This episode examines some of the major events of those turbulent years, including the murder of three civil rights workers in 1964, Freedom Summer, student protest and the Students for a Democratic Society, Lyndon Baines Johnson’s Great Society, the counterculture, the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the 1968 Democratic convention.

Context: United States, 1960-1970, Social Upheaval and Change.

1. In 1964, three civil rights workers, Michael Schwerner, Andrew Goodman and James Chaney were murdered. How did their murder help to mobilize the Civil Rights Movement?

2. The era of student protest began at University of California, Berkeley. What prompted these student protests?

3. How and why did the United States get involved in the Vietnam War?

4. Why was the Vietnam War different than any other type of war previously fought by the United States?

5. In the mid-1960s, the Civil Rights Movement began to splinter into separate factions. Why did this happen?

6. Compare the ideologies and techniques of Martin Luther King, Jr. and Malcolm X.

7. How was the counterculture symbolic of the generational conflicts in America in the 1960s?

8. The actions of the Women’s Liberation Movement broke many of the gender boundaries and taboos of earlier eras. How did the Civil Rights Movement influence this movement?

9. Discuss the role of television in the coverage of the Vietnam War.

10. What would suggest that the Vietnam War heightened class antagonism?

FilmQ08_Ch28-31: Poisoned Dreams

FilmQ08_Ch28-31: Poisoned Dreams

How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

SOURCE: The Century: America’s Time Video Series at https://www.youtube.com/playlist?list=PLC8D9DC28C3EC5223

POISONED DREAMS
The first few years of the 1960s promised a greater, stronger and more unified America than ever. America, as the undisputed leader of the free world, straddled the globe like Colossus. But within a few years the optimism of the first years of the decade would vanish, only to be replaced by the uncertainty of a new and unfamiliar world, and the national mourning of a fallen leader. This episode covers the years 1960-1963, and examines the events of the era such as the lunch counter sit-ins at Greensboro, North Carolina, the Kennedy years, the Cuban Missile Crisis and America’s increasing involvement in Vietnam. The episode ends with the assassination of Kennedy and the loss of American innocence.

Context: United States, 1960-1970, Social Upheaval and Change.

1. In 1960, in Greensboro, North Carolina, young African-American students demonstrated against segregation by sitting at luncheon counters that only served white patrons. How could young African-Americans be “freed” by being arrested and put in jail?

2. The early 1960s were unique in that it was truly a youth culture. Discuss some ways in which this is evident.

3. What is a “cold warrior?” How were both John F. Kennedy and Richard Nixon cold warriors?

4. John F. Kennedy was one of America’s most popular presidents. Why was JKF so popular? What was his special appeal?

5. Discuss the role of television in the 1960 presidential election.

6. Why did the Soviet Union erect the Berlin Wall?

7. Who were the Freedom Riders? What were their objectives? How are they true American heroes?

8. What is the “domino theory?” How did the US address this?

9. Discuss the power of song in the Civil Rights Movement of the 1960s.

10. How did JFK’s death affect America? Why was his assassination the day America “lost its innocence?”

A08_Ch.28-31: Living with Great Turmoil 1954 – 1975 CE

Purpose
Along with class lessons and activities, this assignment will examine and attempt to address these issues:
– What were the achievements and challenges of the Kennedy and Johnson administrations?
– In what ways did African Americans fight discrimination during the civil rights era?
– What were the military and political events of the Vietnam War and how did this conflict impact life in the United States?
– Why did social protests and calls for change sweep across the United States in the 1960s?

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

Given
1. Use the “The Americans” textbook to complete the assignment below.
2. Refer to the course calendar to acquire due dates and other instructions.

Task

To see a detailed description of how to complete and submit your completed assignments, refer to the instructions found in A05.

A08a  Ch.28, Section 01
Kennedy and the Cold War, Read pages 876 – 884
– John F. Kennedy
– Flexible Response
– Fidel Castro
– Berlin Wall
– Limited Test Ban Treaty

Section 02
The New Frontier, Read pages 885 – 889
– New Frontier
– Peace Corps
– Warren Commission

Section 03
The Great Society, Read pages 892 – 899
– Lyndon Baines Johnson
– Great Society
– Medicare and Medicaid
– Immigration Act of 1965
– Warren Court

A08b Ch.29, Section 01
Taking On Segregation, Read pages 905 – 913
– Thurgood Marshall
– Brown v. Board of Education of Topeka
– Rosa Parks
– Martin Luther King, Jr.
– Southern Christian Leadership Conference (SCLC)
– Student Nonviolent Coordinating Committee (SNCC)
– Sit-In

Section 02
The Triumphs of a Crusade, Read pages 916 – 922
– Freedom Riders
– Civil Rights Act of 1964
– Freedom Summer
– Voting Rights Act of 1965

Section 03
Challenges and Changes in the Movement, Read pages 923 – 929
– de facto segregation
– de jure segregation
– Malcolm X
– Nation of Islam
– Stokely Carmichael
– Black Power
– Civil Rights Act of 1968
– Affirmative Action
– Black Panthers

A08c Ch.30, Section 01
Moving Toward Conflict, Read pages 936 – 941
– Ho Chi Minh
– Vietminh
– Domino Theory
– Dien Bien Phu
– Geneva Accords
– Vietcong
– Ho Chi Minh Trail
– Tonkin Gulf Resolution

Section 02
US Involvement and Escalation, Read pages 842 – 947
– Robert McNamara
– Dean Rusk
– William Westmoreland
– Napalm
– Agent Orange
– Search-and-Destroy mission

Section 03
A Nation Divided, Read pages 948 – 953
– Draft
– Free Speech Movement
– Dove
– Hawk

Section 04
1968: A Tumultuous Year, Read pages 954 – 959
– Tet Offensive
– Robert Kennedy
– Eugene McCarthy
– Hubert Humphrey
– George Wallace

Section 05
The End of the War and its Legacy, Read pages 960 – 967
– Richard Nixon
– Henry Kissinger
– Vietnamization
– Silent Majority
– My Lai
– Kent State University
– Pentagon Papers
– War Powers Act

A08d Ch.31, Section 01
Latinos and Native Americans Seek Equality, Read pages 974 – 979
– César Chávez
– United Farm Workers Organizing Committee
– La Raza Unida
– American Indian Movement (AIM)

Section 02
Women Fight for Equality, Read pages 982 – 986
– Betty Friedan
– Feminism
– National Organization for Women (NOW)
– Gloria Steinem
– Equal Rights Amendment (ERA)

Section 03
Culture and Counter-Culture, Read pages 987 – 991
– Counter-Culture
– The Beatles
– Woodstock

AN05a2_Ch.17: Women in Public Life

AN05a2\_Ch17: Women in Public Life

Timeline: 1890 – 1920
FQ: How do women attempt to build a ‘Public Life’ AND fail/ succeed?
 
Main Idea: As a result of social and economic change, many women entered public life. An active ‘public’ life will raise new questions about the roles of women in society. Old roles will be challenged by new aspirations.

CCSS…
WHST.11-12.5
WHST.11-12.6
WHST.11-12.7
WHST.11-12.8
WHST.11-12.9

RH.11-12.1
RH.11-12.4
RH.11-12.6
RH.11-12.7
RH.11-12.9

I. Women in the Work Force
A. Farm: Relative equality with men in these roles.
B. Industry
1. Garment/ Textiles: Half of all employed women with industrial jobs are within the textile industry.
2. Income is significantly less than that of men. {Why? How would a factory owner justify the income disparity?}
C. Education/ Professional Fields: Women high school graduates outnumbered men.
D. Domestics: Most uneducated women were employed in this field. Severely impacted by the emancipation of slave women.

II. Women Lead Reform
A. Why do women make great reformers?
1. Education: Colleges begin catering to women education.
2. Reform Leaders: Not having the vote forced women to target areas of society that they can ‘reform’ by grassroots action.
3. National Association of Colored Women (NACW)
4. National Women Suffrage Association (NWSA) =\> National American Woman Suffrage Association (NAWSA).

B. Suffrage Movement
1. Susan B. Anthony/ Elizabeth Cady Stanton (Suffrage Movement)
2. 3-Step Approach to Suffrage:
– Convince State Legislatures
– Pursue court cases centered on the 14th Amendment & citizen’s right to vote.
– National Constitutional Amendment

Materials/ Resources:
– The Americans
– Slide Presentation
– Socrative