*U2010

8/19 Introductions, Expectations, Discussion of History
Introduction to the course

=== HW: Make a list of the 15 most important events since your birth. You can consult any reference or website you like, as well as talk to anyone you care to (especially your parents) EXCEPT that you cannot discuss your list with anyone from the class. It has to be YOUR list. ===

8/20 Whose History is it?
"Whose history?" exercise.

=== HW: Write about the exercise. Post in the "Whose History?" discussion thread the answer to these two questions: === === 1. What did you think about the process you used to generate the final list? If you had to do it again, what changes would you make to the process to make it better? === === 2. What were the strengths and weaknesses of the final list? What do those strengths and weaknesses have to do with studying history and reading textbooks? ===

8/23 Introduction to the Course, the Unit and the 15th Century
I. Debrief "Whose History?" exercise. II. Discuss Course and Unit questions. III. Colonial Survivor.

HW: Text, Section 1, pp. 2-15
Reading Questions:
 * 1) Who was Columbus and what was the Columbian Exchange?
 * 2) What were the differences between the motivations of the Jamestown, Plymouth and French colonists?
 * 3) How did the different motives and backgrounds of the colonist influence the development of the New England, Middle and Southern colonies?

8/24 Early Exploration and Colonization
I. Discuss last night's reading questions. II. "A Colony On The Edge of Ruin" exercise.

HW: Text, pp. 16-21
Reading Questions:
 * 1) What happened to American population between 1640 and 1700? Between 1640 and 1775? What account for the change?
 * 2) What was the triangular trade?
 * 3) Where in the New World were most African slaves sent?
 * 4) Identify and state the significance of the Great Awakening?

8/25 Colonial Survival and Expansion
I. Finish "A Colony On The Edge Of Ruin" II. Map Exercise III. Discuss reading.

HW: Read Puritan Primary Document Packet
Reading Questions:
 * 1) Why did the Pilgrims leave England?
 * 2) What is the Mayflower Compact and why is it significant?
 * 3) Were the Puritans prudes? What contributions did they make to shaping American values?
 * 4) John Winthrop made a series of arguments in favor of Puritan migration to America. Which one is most persuasive? Which is least?
 * 5) What is a covenant? What was the Puritan Covenant with God?
 * 6) What was the Puritan Covenant with each other?
 * 7) What seems to be the point of the Puritan "Blue Laws?"

8/26 New England and the Puritans
I. Review reading on Colonial Expansion. II. Discuss the Puritans. III. Map Exercise

===HW: Read African Slavery Primary Document Packet. Finish map exercise if not completed in class.===

Reading Questions:
 * 1) __An African Narrative__ - Who was Olaudah Equiano? What does he tell us about the middle passage?
 * 2) __An African Narrative__ - What bothers Equiano more, brutality or isolation? Does his response make sense to you?
 * 3) __Conscience of a Slave Trader__ - Who was Thomas Phillips? What does his account tell us about the involvement of Africans in the slave trade?
 * 4) __Conscience of a Slave Trader__ - How did Phillips reconcile his conscience with being a slaver?
 * 5) __The Stono River Rebellion__ - What does the behavior of the rebelling slaves suggest about the character of colonial slavery?
 * 6) __The Stono River Rebellion__ -What appears to be the greatest fears of the white slave-owning minority?

8/27 Colonial Slavery
I. Distribute Packet II. Review reading on Colonial slavery. III. Answer questions regarding quiz.

HW: Study for first quiz. Read "A More Perfect Union" pp. 1-7
Reading Questions:
 * 1) Under the mercantile system, what products did the colonies provide to England? What did England provide in return?
 * 2) Give two disadvantages the colonists suffered under mercantilism.
 * 3) What are four positive things happening in the colonies during this period?
 * 4) The fact that the colonies paid the salaries of the English officials gave them "the power of the purse" over the officials. What does that mean?
 * 5) For the most part, how well did England enforce laws in the American colonies? (Hint: it has been called "salutary neglect.")
 * 6) What led to the outbreak of the French & Indian War? Who won that war?
 * 7) Why were the colonists happy with the land England got at the end of the French & Indian War?

HW: Read "A More Perfect Union" pp. 8-14
Reading Questions:
 * 1) Although England won the French & Indian War, why did it appear that the American colonies were bigger winners than England itself?
 * 2) What are three things England did to tighten control on the colonists?
 * 3) The colonists opposed to new taxes by England became known by what name?
 * 4) What are two things colonists did to protest British controls?
 * 5) Following the colonial protest, which two laws did England repeal? Did that solve all the problems? Why or why not?
 * 6) What tax led to Boston dumping product in the harbor? What was this called? How did the British react?
 * 7) How did the other colonies react to Massachusetts' punishment?
 * 8) Why did the British march on Lexington?
 * 9) Even after Lexington, what did most of the colonists believe the fighting was about?

8/31 The Widening Split / Balancing Competing Values and Interests
I. Do exercise on competing values and interests.

===HW: Re-Read "A More Perfect Union" pp. 8-14. Because you never know.===

9/1 Moving Down The Road To Revolution
I. Lecture on road to revolution. II. Quiz

===HW: Read "A More Perfect Union" pp. 15-16 and one of the "Options," either pp. 17-19, 20-23, 24-26 or 27-29.===

9/2 Preparation For February 1776: Debate and Discussion
I. Group work on your roles

9/3 February 1776: Debate and Discussion
Class debate/question.


 * HW: If you were a Concerned Colonist finish writing up the Evaluation Form to turn in on Tuesday along with your written questions from Friday. Everyone read "A More Perfect Union" pp. 30-37**

Reading Questions:
 * 1) What was the name of the pamphlet that convinced many colonists that gaining independence was a sensible thing to do? Who wrote it?
 * 2) Is the Declaration of Independence cool, or what? Why?
 * 3) The colonists loyal to Britain were called what? How were they treated by the patriot rebels?
 * 4) What bold move by General George Washington convinced the colonists they could defeat Britain?
 * 5) The Battle of Saratoga was a turning point for two reasons. What were they?
 * 6) Somehow, the Americans defeated the British. How did that happen?
 * 7) What role did women play in the Revolution? How did the status of women change during the War?
 * 8) What two European nations helped the Americans? Why did they do it?

9/7 Declaration and War
I. Debrief February 1776 Exercise II. Discuss Quiz and The Need For Reading III. The Declaration of Independence IV. The War - How did we win?

==**Unit 2 - Defining The Nation: Just Who Do We Think We Are?** (The Articles, the Constitution and the Federalists)==

- Who benefited from the change? Who lost?
== - What about slavery? How can we reconcile the ideals of the Constitution with its compromises on slavery ==

9/8 Democratization in America
I. Group work to explore the evidence of increasing democracy. II. Group reports on increasing democracy.

===HW: **Read "A More Perfect Union" pp. 38-40 regarding the Articles of Confederation and complete the Study Guide.**===

**9/10 The Articles of Confederation**
I. Recap Wednesday's democratization exercise. II. Assign homework. III. Introduce History Fair IV. Discuss Articles of Confederation and collect homework

History Fair Packet 2010.docx

HW: **Read "A More Perfect Union" pp.** 41-46
Reading Questions:
 * 1) Why did the state legislatures become "political battlegrounds" in the 1780s? What were the main areas of friction?
 * 2) List two specific things that were wrong with the Articles of Confederation.
 * 3) What issue led several states to conclude that the Articles needed to be revised?
 * 4) Who was angry at whom during Shay's Rebellion? Why? How did the the rebellion contribute to the movement to reform the Articles of Confederation?
 * 5) Why did Patrick Henry remark the "he smelt a rat" when he learned of plans to hold a convention in Philadelphia in May 1787? Were his concerns justified?

9/13 Revisiting the Constitutional Convention
I. Assignment/Grade Review II. Collect worksheet III. Recap Articles of Confederation situation IV. Group work and mini-debates

HW: **Read "A More Perfect Union" pp. 47-53**
Reading Questions:
 * 1) Did the Constitution create a national government that was stronger or weaker than the one under the Articles of Confederation?
 * 2) Why has the Constitution been said to resemble a "patchwork quilt?"
 * 3) What were the main differences between the Articles of Confederation and the Constitution?
 * 4) In your opinion, was the Constitution more or less democratic than the Articles? Give specific examples from the Constitution.
 * 5) The people who thought the Constitution would save the country because it created a strong national government were called what? Why did they believe a stronger national government was necessary?
 * 6) Look up the term "coup d'etat" in a dictionary. Why would a historian have described the actions of the Philadelphia convention as a "bloodless coup d'etat.?"

9/14 February 1788: Organization and Preparation
I. Conclude discussion of Constitutional Convention II. Group work to prepare for debate

===HW: Finish preparations for February 1788 Debate. Debaters complete "Considering Your Option" sheet and prepare for presentations. Concerned Colonists write at least 4 questions for the debaters, with at least 1 for each option.===

9/15 February 1788: Debate and Discussion
I. Go over academic honesty statement II. Introduce Turnitin.com III. Begin debate

Instructions for Turnitin.com
 * 1) Go to Turnitin.com
 * 2) On the top of the page, hit the blue link named "Create An Account." (If you already have a Turnitin.com account, you can just log in using that existing account. Login to your existing Turnitin account and go to step 4.)
 * 3) See where it says "New students start here." Hit that. It will take you to a page that says "Create a New Account." Hit the "Student" option.
 * 4) Enter the Class ID. **6th Period Class ID = 3395128, 7th Period Class ID = 3395141, 8th Period Class ID = 3395146**
 * 5) **Class Enrollment Password = Hannigan** (That is case sensitive. Use a capital H.)
 * 6) Enter your name, email address and password. Write down the password somewhere you won't lose it. And note that Turnitin will allow you to retrieve your password if you can answer your own secret question.
 * 7) If you have any questions or problems, email me!

===HW: 1) Create a personal Turnitin.com account and submit a page in response to the "Submission Test" assignment. It can say anything. I just want you to prove you have an account and and submit papers. We will use Turnitin for our essay over the weekend. Again, if you have any questions or problems, EMAIL ME! Don't wait until the weekend to address technical problems. Save the weekend for the real work of writing and studying.===

9/16 February 1788: Debate and Discussion, continued
===Puzzle #1 - What is this? First to identify (in writing) the image gets 1 point of extra credit.=== (No, the answer is not "Mr. Hannigan's browser." What is the symbol?)

I. Conclude debate II. Collect notes from debaters

9/17 Review
I. Collect February 1788 materials II. Distribute and discuss take-home essay III. Review game

Early America Review Sheet.docx

Early America Essay Test.docx

Early America Review Game.pptx

9/20 Test
I. Test on all material covered so far II. Return material

9/21 Review & Unit Introduction
I. Review test

9/22 History Fair and Discussion of Questions
I. History Fair check-in II. Question Review III. Introduce new unit and reading

HW: Read Textbook pp. 76-81
Reading Questions:
 * 1) Who was the first President? Why was his choice especially significant?
 * 2) What is the Bill of Rights? When and why was it created? (Hint: it has something to do with democratization.)
 * 3) What was the principle challenge facing the new government?
 * 4) What were the two main sides of the debate on how to solve the country's financial problems?
 * 5) What was the Whiskey Rebellion? What does it have to do with democratization?
 * 6) Why was John Adams' presidency a hard one? Was it his fault?
 * 7) What happened in the election of 1800? Why is that election the most important in American history?

9/23 The Young Republic and The Federalists
Targets 1. Be able to explain the real greatness of Washington. 2. Understand the conflict between the Federalists and the Democrats in the context of expanding democratization. 3. Explain the significance of the election of 1800.

HW: Read Textbook pp. 82-85
Reading Questions:
 * 1) What kind of guy was George Washington? (See p. 84.)
 * 2) Benjamin Rush, one of the signers of the Declaration of Independence said "The American war is over, but this is far from being the case with the American Revolution. Nothing but the first act of the drama is closed." What do you think he meant?
 * 3) What was Jefferson's main idea about the size of government?
 * 4) What did Jefferson do to try to weaken his enemies, the Federalists?
 * 5) How did Jefferson's rivalry with the Federalists lead to the case of //Marbury v. Madison?//
 * 6) What is the key right asserted by the Supreme Court in //Marbury v. Madison?// Why is that right very important?
 * 7) What is the biggest achievement of Jefferson's presidency? Why does that achievement seem inconsistent with his ideals about small government?

9/24 Whiskey, Adams & The Election of 1800
I. Discuss the Whiskey Rebellion II. John Adams: revered founding father of two-bit bully? III. The Election of 1800: the most important election in American history?

===HW: Post on the Discussion Board an answer to this question: Are you a Hamiltonian or a Jeffersonian? That is, do you believe that we need a strong central government that has lots of power and a big military or do you believe that the central government should have less power and a small military?=== Post Response Here

= IMPORTANT GRADING NOTE: THE FIRST GRADING PERIOD ENDS ON FRIDAY, OCTOBER 1ST. AFTER THAT DATE, LATE WORK FOR THE FIRST GRADING PERIOD CANNOT BE ACCEPTED. REVIEW YOUR GRADEBOOK ON INFINITE CAMPUS TO SEE IF YOU ARE MISSING ANYTHING AND GET IT IN BEFORE FRIDAY. REMEMBER, TAKING A ZERO ON ANY ASSIGNMENT __REALLY__ HURTS YOUR GRADE. IF YOU HAVE ANY QUESTIONS OR CONCERNS, LET ME KNOW. =

==9/27 The Election of 1800 and Jefferson==

=== History Fair: Preliminary Research Question Due ===

I. Grading Check II. 1800 and Jefferson

===HW: Text 86-93===

Reading Questions:
 * 1) What was the Era of Good Feelings? What made it possible?
 * 2) What were the three elements of the Republicans' plan to improve the American economy? Do you think they were effective?
 * 3) What was the transportation revolution of the early 1800s? How did it impact the country?
 * 4) What was industrialization? Why did it take hold so strongly in the United States?
 * 5) What was the cotton gin? Why was it so important to life in the South?

==9/28 Early Industrial Revolution==

===HW: Text 94-99===

Reading Questions:
 * 1) What is sectionalism? What were the American sections like?
 * 2) Who ran for president in 1824? Why was the election disputed?
 * 3) What happened in the sequel election of 1828?
 * 4) What was Jackson's political program?
 * 5) How did Jackson deal with Native Americans?

==9/29 Andrew Jackson, The Common People And A Lot Of Dead Indians==

===HW: Text 104-107===

Reading Questions:
 * 1) What was the theory of manifest destiny? How might the theory have been particularly appealing to Southerners?
 * 2) How did the United States acquire Texas?
 * 3) Why did President Polk want a war with Mexico? What did he do to obtain one?
 * 4) How did the Mexican-American War end? Why do you think the US was able to win so completely?
 * 5) What territory did the US acquire as a result of the Mexican American War? What do you think happened to the people who lived in the territory?

==9/30 Manifest Destiny And The Mexican War==

===HW: Study and complete Review Sheet. The Review Sheet is due on Friday, 10/1 and will be collected for points.===

Early Republic Review Sheet.docx

Map - US Expansion (blank).docx

Wash-Mon.ppt

== Industrialization and Jackson.pptx==

==10/1 Test==

Test on all material covered since last test on 9/20 (Textbook 76-107).

10/5 Loose Ends / Cotton & Slavery
Period 6 and 7: Loose Ends Exercise Period 8: Cotton & Slavery

10/6 Cotton & Sectionalism / Library
Period 6 and 7: Cotton & Slavery Period 8: Go to Library for History Fair Research

10/7 Short Day
Work on slavery primary documents sheet.



Discussion of slavery.

History Fair: Bibliography Review Due
I. Collect History Fair Bibliographies II. Group Preparation for Compromises Exercise III. Compromises Exercise



HW: Read Handout on Comparing The Differences Between North & South. Take Notes. Quiz on 10/13
Reading Questions:
 * 1) How did the North and South emerge as two distinct regions?
 * 2) Are the differences described in the article sufficient to explain the cause of the Civil War?

10/13 Comparing North and South
I. Quiz II. Group Work On Categories Of Difference III. Group Reports On Differences IV. Class Discussion - Are These Differences Enough To Cause A War?



HW: Read Handouts on Abolition. Annotate and/or take notes. Quiz Friday, 10/15?




Reading Questions:
 * 1) If you were debating John C. Calhoun and George Fitzhugh, how would you have responded to their arguments?
 * 2) Based on the readings, which viewpoint most closely corresponds with your own? Explain.
 * 3) Which statements would you characterize as moderate, and which ones would you characterize as militant? Explain and support your answer.
 * 4) Do you agree or disagree with Henry David Thoreau’s position on civil disobedience concerning slavery? Under what conditions do you think that civil disobedience is justified? Explain.
 * 5) Should the abolitionists be blamed for Southern secession from the Union and the Civil War, or praised for bringing slavery to an end?
 * 6) Were the abolitionists’ militant rhetoric and actions necessary for the abolition of slavery? Explain your opinion.

10/15 Abolition & John Brown
Did militancy help or hinder the abolitionist movement?

I. John Brown video II. Discussion of abolition III. Quiz

HW: Read Textbook pp. 122-126 (stop after the section "Holding the Border States). Take notes. Quiz Monday, 10/18?
Reading Questions:
 * 1) Who were the candidates in the election of 1860 and what did they each represent? Why did Southern Democrats walk out of their convention?
 * 2) Who won the election of 1860 and why?
 * 3) Why did Lincoln's election lead to Southern secession?
 * 4) What was Lincoln's position on the expansion of slavery? How did that position render compromise impossible?
 * 5) What was the first battle of the Civil War and why did it happen there? Which side fired the first shot?
 * 6) What were the "border states" and why was it important to hold them?

10/18 And The War Came.
I. History Fair Reminder II. Quiz III. Review Secession documents

HW: Read Txt. pp. 126-132. Take notes. Quiz on 10/19? __Also__ complete map exercise. Map is due Wednesday, 10/20.

10/19 The War
Target 1: Relate slavery to secession and the beginning of the War. Target 2: Empathize with the horror and carnage of the War.

I. Absence Admonition II. Notes On The Beginning Of The War III. Civil War Casualties





HW: Finish map exercise. Read and annotate Lincoln speeches.

Reading Questions:
 * 1) //First Inaugural// - What is the main point of the First Inaugural. What is he trying so hard to communicate?
 * 2) //Emancipation Proclamation// - Where did the Proclamation free the slaves? Where did it not? Why?
 * 3) //Gettysburg Address -// What is the theme of the Address? Does it have anything to do with slavery?
 * 4) //Second Inaugural -// What is Lincoln's view of slaves and slavery now? How has it changed from the First Inaugural? Why?

10/20 Lincoln
Target: Analyze the development of Lincoln's views on slavery through reading of his speeches.

I. Collect maps. II. Read speeches

HW: Read Txt. 133-139 and take notes. Quiz on Friday, 10/21?
Reading Questions:
 * 1) Your text has 1 short paragraph (p. 133) on African Americans and the Civil War. Does that seem appropriate to you?
 * 2) What was the role of women during the Civil War? How do you think it changed?
 * 3) Why is July 1-4, 1863 among the most important few days in American history?
 * 4) What did Grand and Sherman do in order to finally win the War?
 * 5) What was the 13th Amendment?
 * 6) What was the subject of Lincoln's last speech before he was assassinated?

10/21 Why Did The North Win The War?
Target: Describe and compare the various reasons the Union won the Civil War.

I. Quiz II. Analyze visual evidence III. Presentations on the reasons for Union victory

HW: Read Txt. 145-149. Take notes.
Reading Questions:
 * 1) What were carpetbaggers and scalawags? Why do you think they were willing to take positions that were very unpopular in the South?
 * 2) What were the political successes of the new freedmen?
 * 3) What was the Southern reaction to the new power of African Americans?
 * 4) How does your textbook describe President Grant? Does that description seem balanced?
 * 5) What was the Compromise of 1877? How did it signal the end of Reconstruction?
 * 6) What is sharecropping? How did it perpetuate African American poverty and subordination?

History Fair: Prospectus Due (individual and group)
Target: Describe the early successes of Reconstruction.

I. Collect History Fair Prospectus II. Quiz / Distribute Homework III. PowerPoint Notes On Early Reconstruction IV. Model Successful Klan Hearing Testimony

10/26 Klan Hearing, Part 1
Target: Analyze the Southern challenge to Reconstruction and the possible Northern responses.

I. Historical Context II. Introduce Simulation III. Hearing









10/27 Klan Hearing, Part 2
Target: Analyze the Southern challenge to Reconstruction and the possible Northern responses.

I. Summarize the testimony of Day 1 II. Hearing III. Legislation Drafting

10/28 The End Of Reconstruction
Target: Assess the end of Reconstruction.

I. Discuss class draft laws. II. Examine Klan Act III. Discuss the end of Reconstruction

Welcome to the Second Grading Period for US History. As Americans, our history is probably the best and most important story we all share. Plus, it is our very best gossip.





Here are the course expectations, in case you misplace your copy.



**Course Themes:**

 * ==Winners: Who are the winners of American history? Who are the losers?==
 * ==History: Who gets to define the American story? Is there a single correct (or at least better than all the others) interpretation of that story?==
 * ==Progress: Is American history a story of progress?==
 * ==Causality and Inevitably: Did the story have to come out the way it did? If not, what were the points where things could have gone differently?==
 * ==Slavery and Race: How did slavery happen? Why? Does race still define us? To what extent have we solved the problem of race in America?==

11/1 Test
I. Collect Review Guide II. Take test III. Assign homework

HW: Read Txt. 5.1, pp. 182-187 (The Rise of Industry)
Reading Questions:
 * 1) What is GNP? How and why did it change from 1865 to 1914?
 * 2) What were two main advantages that allowed the US to industrialize rapidly? Give examples of each.
 * 3) What were the key inventions of the late 1800s that encouraged economic development? What key invention encouraged economic development in recent US history?
 * 4) What is //laissez-faire// ? In what ways was the United States really //laissez-faire?// In what ways was it not?

11/2 Wrapping Up The Civil War Era
Target: Summarize the factors that allowed the United States to industrialize so quickly and so well.

I. Test Review II. History Fair check-in. Start working on interview subject!

HW: Read Txt 5.3, pp. 194-199, (The Rise of Big Business)
Reading Questions:
 * 1) What is a corporation? How is it organized? What advantages to corporations have?
 * 2) What factors led to the rise of big business in the US?
 * 3) How did business react to //laissez-faire// competition?
 * 4) How did Andrew Carnegie and US Steel demonstrate vertical integration?
 * 5) How did John Rockefeller and Standard Oil demonstrate horizontal integration?

11/3 Introduction to Gilded Age and Industrialization
I. Introduction to the Gilded Age II. Industrialization group-teach

HW: Read Txt. 5.4, pp. 200-207 (Unions)
Reading Questions:
 * 1) Describe working conditions for the typical industrial worker in 1900? Why do you think employers imposed these conditions?
 * 2) What happened to wages and prices in the late 1800s? Given that, why do you think employees wanted to unionize?
 * 3) How did management view unions? How did they react to workers attempts to unionize?
 * 4) Why was it difficult for unions to succeed in the 1800s? What did it take for unions to succeed?
 * 5) What were the differences in organization and interest between unions that represented skilled and unskilled workers? How were the AFL and IWW examples of this?

11/4 (Late Arrival) Gilded Age and Industrialization, cont.
I. Continue industrialization group-teach quiz

11/5 Unions
Target: Analyze the appearance of unions and assess the reasons for for union's limited success during the 19th Century.

I. Discussion of Unions II. Quiz

Reading Questions:
 * 1) What was the difference between "Old" and "New" immigrants?
 * 2) How did immigration affect demographics in the United States?
 * 3) What is nativism? What was the nativist reaction to old immigration? What was the nativist reaction to new immigration?
 * 4) How was the Chinese immigrant experience similar to other immigrants? How was it different?
 * 5) What was the purpose of literacy restrictions on immigration? Were they fair?

History Fair: Tentative Interview Subject
Target: Analyze immigration through the use of statistics

HW: Read Txt. 6.2, pp. 222-229
Reading Questions:
 * 1) Where did the people who caused cities to grow so rapidly come from? Why did they decide to come to the cities? Did they find what they were looking for?
 * 2) What technologies were necessary to allow cities to grow so large?
 * 3) How were the different social classes separated in cities? What neighborhoods in 1900 Chicago accommodated each class? What neighborhoods in Chicago serve those functions today?
 * 4) What were the problems in 1900 cities? Have we solved, or at least lessened, those problems in the last 100 years?
 * 5) What were political machines? What functions did they provide and what did they receive in return? On balance, were they good or bad for cities?

11/9 Nativism & Urbanization
Target: Examine the related issues of nativism and urbanization.

I. Collect immigration exercise. II. Participation self-evaluation III. Student-led discussion of nativism and urbanization

11/10 Social Darwinism Debate (Outside?)
Target: Assess the validity and impact of the theory of Social Darwinism.

I. History Fair assignment check-in and explanation II. Social Darwinism wrap-up III. Populism and Progressivism reading

11/16 Populism & Progressivism
I. Quiz II. Review Quiz III. Discuss populism

Due History Fair: 10 More Annotated Sources and Interview Prospectus
I. Collect History Fair submissions II. Discussion of populism and progressivism


 * What was the farm problem? What were the populists angry about?
 * Was populism an essentially rural/urban conflict?
 * How important were the populist reforms? Did they change the country or did they just redecorate?

11/18 Introduction To Imperialism
I. Homework check II. Group work review of expansion primary sources III. Group reports

11/19 The African American Community In The Age Of Imperialism
Target: Analyze attitudes of the African American community toward the Spanish-American War and the acquisition of the Philippines through examination of primary sources.

I. Homework collection II. Assign homework and groups for Monday III. Group work review of expansion primary sources IV. Group reports

===HW: Prepare for Monday's Debate. Townspeople, read pp. 21-22 and write three questions (one for each option). Presenters, read pp. 21-22 plus the three pages for your option and complete the "Presenting Your Option" worksheet. Over the weekend, coordinate with your group to organize your presentation.===

11/22 Imperialism Options Debate
Target: Analyze the issues that confronted the United States at the end of the Spanish-American War.

Everyone, read Packet pp. 32-37 and complete Study Guide - Epilogue






Target: Understand the political context of the "White Man's Burden."

11/29 Gilded Age Wrap-up
I. History Fair Check-in and Rubric II. Distribute World War I Packet III. Review Test

11/30 World War One
Target: Analyze the experiences of the participants in the war as well as the changing nature of the war and public opinion.

I. History Fair rubric II. Homework check-in III. Discussion of WW I questions and songs

12/1 The Big Four And The End Of The War
Target: Assess the difficulty and complexity of the issues facing the Big Four at the end of The War.

12/2 (Late Arrival) Preparation For Senate League Of Nations Debate
Target: Analyze the issues that framed the Senate debate on the League of Nations.

===HW: Prepare for the debate. Option members, answer the questions on the "Presenting Your Option" worksheet. THE ANSWERS MUST BE TYPED ON A SEPARATE SHEET OF PAPER (not written on the worksheet). Undecided Senators, write at least two questions for each option (total of at least six questions). THE QUESTIONS MUST BE TYPED ON A SEPARATE SHEET OF PAPER WITH ROOM LEFT TO WRITE IN THE ANSWERS.===

12/3 Senate League Of Nations Debate
Target: Analyze the issues that framed the Senate debate on the League of Nations.







12/6 World War I - The Big Ideas
Target: Review World War I key ideas and assess the impact of Wilson's multilateral approach to foreign policy.



Target: Integrate specific factual knowledge into larger view of the Twenties.

I. Return and discuss Reading Quiz II. Discussion of the Big Themes of the Twenties

12/9 The Twenties - The Economy
I. Stock Market Game

I. Twenties Slang Writing

History Fair: Final Thesis (the answer to your Research Question)
I. Collect History Fair Assignments II. Roaring Twenties Performances III. Debriefing the Crash and Introduction to Depression

HW: Read Txt. 11.1, pp. 400-405.
Reading Questions:
 * 1) Why did the stock market rise so much during the 1920s?
 * 2) Why did the market crash in 1929?
 * 3) How did the market crash weaken the banks?
 * 4) How did uneven distribution of wealth help cause the Depression?
 * 5) How did loss of export sales help cause the Depression?
 * 6) How did mistakes by the Federal Reserve help cause the Depression?

12/14 Causes of The Depression
Target: Assess the causes of the Great Depression

I. PowerPoint discussion on the coming of the Depression

Reading Questions:
 * 1) What was the New Deal?
 * 2) How did Roosevelt pay for the New Deal?
 * 3) What was the Social Security Act? What is the significance of Social Security today?

12/15 FDR And The New Deal
Target: Evaluate the steps FDR took to fight the Great Depression. Were they well-considered? Were they successful?

I. Review Packets II. Continue PowerPoint discussion of the Depression and the New Deal



12/16 Did The New Deal Work
Target: Challenge FDR's assertions regarding the New Deal and the Depression.

Due History Fair: Rough Draft
I. Quiz and return of graded papers II. Distribute Review Terms III. Par-tay

1/3 History Fair Touch Up
Individual feedback on History Fair projects.

1/4 Group Review Presentations
Groups present their answers to individual review questions.

Due History Fair: Final Project
I. Distribute Review packets II. Attend History Fair III. Continue Group review question presentations



1/6 Review Day
I. History Fair Reflection II. Continued presentations on review questions

1/7 Review Day
Play "Who Wants A Ton Of Extra Credit?"



1/8 Review Day
Play "Jeopardy"



1/18 World War II - What Do You Know?
I. World War II Formative Assessment II. World War II KWL Activity

kwl.pdf

HW: Read Txt. 454-459.
Reading Questions:
 * 1) Compare and contrast how dictators came to power in Italy, Germany, the Soviet Union and Japan. What did they have in common?
 * 2) What do you think the appeal of the dictators was? Why did millions of people willingly follow them?
 * 3) Why did most Americans want to stay out of foreign conflicts?
 * 4) What steps did the United States take to try to remain neutral?
 * 5) What was the difference between American public opinion and Roosevelt with respect to neutrality?
 * 6) Roosevelt had very different views on looming war than most Americans. What do you think he should have done - led the the country the way most people wanted him to (by remaining neutral) or the way he thought was right (moving closer to war)?

1/19 (Activity Period) Prelude To A Cataclysm
Target: Analyze the rise of fascist dictators and their role in the coming of World War II.

I. PowerPoint Discussion of the rise of fascism.

PowerPoint- Rise of Totalitarianism.pptx

HW: Read Txt. pp. 460-462. Answer guided reading questions.
Assignment- Road To War Guided Reading.docx

1/20 The Road To War
Target: Examine the steps the led to the start of the War.

I. Distribute Road To War Documents II. Chronology exercise on the Road to War.

PowerPoint - The Road To War.pptx

===HW: Read and annotate The Road To War DBQ documents. Answer the questions under each document.===

1/21 Appeasement
Target: Assess the policy of appeasement.

I. Group-work analysis of Road To War Documents

===HW: One of the greatest challenges in studying history is trying to evaluate events of the past from the perspective of people who lived then. With hindsight, it is easy to see that Hitler should have been stopped early. How many millions of lives would have been saved if Hitler had just been left to rot in prison after his failed 1923 //Putsch?// But the people who lived __then__ didn't know what was going to happen - how did it look to them __at the time__?===

===Post on the blog two (or more) responses (at least 1 paragraph each) to the following question: BASED ON WHAT THEY KNEW AT THE TIME, at what point should the Allies have given up on diplomacy and used military force to stop Hitler? Make specific reference to the documents and to the events in the chronology.===

===Your first post is due by midnight on __Saturday__. This should represent your own thinking based on your reading and analysis. Your second post is due by midnight on __Sunday__. The second post must specifically respond to one of your classmates' postings. You can agree or disagree with the other post but you must be specific and provide evidence to support your position. Just writing "I agree with Ari" won't cut it. You have to say why. (Hint: the best possible post is one where you explain how your position changed from the first to the second because of reading an argument from a classmate.)===

1/24 Perspectives On Appeasement
Target: Be able to articulate the complexity of different views of appeasement.

I. Wrap-up appeasement discussion.

HW: Read Txt. 462-465, "The War Begins."
Reading Questions:
 * 1) Why do you think France and England abandoned appeasement and went to war over Poland? Was Poland really that important?
 * 2) What is a "blitzkrieg?" How was it different from the trench warfare of World War I? Why do you think blitzkrieg was so effective at the start of the war?
 * 3) How did France fall? Why do think it fell so quickly in 1940 after resisting so heroically for years during World War I?
 * 4) How did Britain hold off Germany in 1940?

1/25 The Dark Early Days Of The War
Target: Analyze the events of the beginning of the war and account for Germany's stunning successes.

I. Field Trip Forms II. Elective presentations III. Discuss the amazing early successes of the Nazi armies

PowerPoint - WW II Before Pearl Harbor.pptx

HW: Review Txt. 458-459, Read Txt. 474-479.
Reading Questions:
 * 1) Why did FDR support England?
 * 2) What were different American views on neutrality and which groups represented each idea?
 * 3) What was the Lend-Lease Act?
 * 4) Describe the growing tensions in the Atlantic. How did those tensions resemble the issues that brought the US into World War I?
 * 5) What was Roosevelt's response to Japanese aggression in Asia? How did FDR's actions lead to war between the US and Japan?

1/26 The Fight For Peace: American Neutrality
Target: Evaluate the American internal debate over neutrality. What was Roosevelt's proper role as leader of a country that wanted to avoid war?

I. Distribute Study Guide II. Discussion of the American neutrality and FDR's actions to bring the country closer to war.

Study Guide - Coming of War Quiz.docx

1/28 World War II Quiz and Introduction to Pearl Harbor
I. Quiz on lead-up to World War II II. In-class work on Pearl Harbor primary documents

PearlHarborDBQ.pdf

===HW: Finish reading Pearl Harbor documents and answer the questions for each document. Then post an answer to the following question: Why were America's defenses surprised and unprepared for the attack on Pearl Harbor? Whose fault was it?===

1/31 At Dawn We Slept
Target: Assess the American defeat at Pearl Harbor and assign responsibility for America's unpreparedness.

I. Discussion of Pearl Harbor

HW: Read Txt. 14.1, pp. 486-493.
Reading Questions:
 * 1) Why were Americans eager to increase production, even before Pearl Harbor?
 * 2) Why did Roosevelt provide incentives to businesses that would aid in the war (instead of simply ordering them to do what he wanted)?
 * 3) What government policies helped American industry produce lots of war materials?
 * 4) What was "the greatest advantage the United States enjoyed" in fighting World War II? Why was it such an advantage?
 * 5) Why did government agencies and suppliers argue over supplies?
 * 6) What was the "Double V" campaign? Do you think African Americans had a duty to defend a country that discriminated against them?

2/1 The Home Front, Part 1
Target: Examine and empathize with the demands the war made on the American home-front.

I. Check-in of and discussion of reading questions II. Begin to address Illinois home-front documents

2/2 Snow Day - Who Would Have Thought?
Have a great day in the snow! Don't forget to prepare for your Home Front presentations.

2/3 Another Snow Day? Seriously?
Help your parents shovel out and keep preparing for your Home Front presentation. With all this extra time, I'm expecting great things on Friday.

2/4 The Home Front
Target: Analyze and empathize with the war's impact on the home front by examining primary documents.

I. Presentations on home front documents.

HW: Read and annotate handout on "Japanese Internment."
ABC-CLIO Japanese Internment.pdf

2/7 The Home Front, Part 2
Target: Analyze and empathize with the war's impact on the home front by examining primary documents.

I. Presentations on home front documents.

===HW: Post on the Wiki a response to the following: "Was Japanese internment a reasonable and justified policy BASED ON WHAT THE US GOVERNMENT KNEW AT THE TIME? How do the specific conditions of the camps and the influence your views?" As always, provide specific details from the reading to support your writing.===

2/8 Japanese Internment
Target: Assess the policy of Japanese interment.

I. Check-in on the holocaust II. Discussion of Japanese Internment III. Internment Images

2/9 The Holocaust
Target: Try to comprehend the magnitude of the Holocaust and assess the responsibility of the US.

I. What was the Holocaust? II. Video of the Holocaust III. What was the US role and responsibility for this tragedy?

ABC-CLIO World War II Overview.pdf

Target: Describe the scope and chronology of the war.

I. Reading check II. Group work on chronology of the war III. Discussion of the narrative of the war

HW: Read and annotate handout on Eastern Front.
BBC - How the Allies Won.pdf

2/11 Winning The War
Target: Analyze why the Allies won World War II.

I. Reading check II. The Eastern Front III. The Atomic Bomb

HW: Study For Test.
Study Guide - World War II.docx

2/14 World War II Test
Target: Demonstrate your awesomeness by acing test on World War II.





2/15 Transition To The Cold War
I. Review WW II Test II. Work on Cold War Essentials



2/16 Cold War Essentials
Target: Master the essential concepts of the Cold War.

2/17 Cold War Simulation
Target: Empathize with the fear and paranoia of the Cold War home front.

HW: Read and annotate packet on Joseph McCarthy. Expect a reading check.
Reading questions:
 * 1) Where was McCarthy from? What kind of achievements had he had before becoming a Senator?
 * 2) What did McCarthy claim on February 9, 1950? Was it true? What was the response?
 * 3) McCarthy never produced any real evidence and never uncovered a single spy, but he remained powerful and important. How?
 * 4) What finally led to McCarthy losing his power and being censured by the Senate in 1954?
 * 5) How did television contributed to McCarthy's downfall?

2/18 McCarthy & The Cold War
Target: Analyze the impact and tactics of Senator Joseph McCarthy

I. Debriefing on Simulation II. Discussion of McCarthy questions III. McCarthy video IV. McCarthy quiz

HW: Cuban Missile Crisis Packet, skim pp 1-7, read and annotate pp. 8-14.
Reading Questions:
 * 1) How did the Cold War influence US policy in the Caribbean and Central America?
 * 2) What factors led to the fall of Fulgencio Batista in Cuba?
 * 3) Why did US-Cuban relations turn hostile soon after Castro came to power?
 * 4) How did President Kennedy respond to the Soviet alliance with Cuba?

2/22 Retracing the Path to October 1962
Target: Identify the tensions in the US-Soviet-Cuban relations that contributed to the Cuban Missile Crisis.

I. Group work on different perspectives. II. Group discussion of the issue

2/23 Preparation For Simulation
Target: Analyze the issues that framed the debate on the US response to the Soviet missiles in Cuba and prepare for Cuban Missile Crisis simulation.

2/24 Role-Playing The Cuban Missile Crisis
Target: Articulate the issues that framed the debate on US policy toward Soviet missiles in Cuba and sharpen rhetorical skills through debate and discussion.

2/25 Epilogue: On The Brink
Target: Analyze the conclusion of the Cuban Missile Crisis.

I. Distribute study guide II. Discussion on the conclusion of the crisis. III. Watch "Fog Of War" section on the crisis. IV. Discussion

2/28 Testing The Cold War
Target: Demonstrate your awesome.

I. Take Cold War test. II. Chill

HW: None. Don't say I never do anything for you.
**US HISTORY DAILY SYLLABUS**

"But then history does not only consist of documents." John Lukacs
Welcome to the Second Semester of US History where we will wrestle with documents, opinions and the other stuff that comprises history.

In case you have misplaced your copy, here are the Course Expectations:

US Class Expectations 2010.docx

3/1 Beginning The Affluent Society
Target: Introduce the basic concepts of the 1950s.

I. Review Cold War test II. Introduction to the 50s

PowerPoint - Introduction To 50s.pptx

HW: Reading on the affluent 50s. Annotate. Expect an annotation check.
ABC-CLIO 50s Economic Boom.docx

ABC-CLIO Boom-Time.pdf

ABC-CLIO Suburbanization.pdf

3/2 Webbing The Affluent Society
Target: Create a graphic depiction of the interconnections of the 1950s.

Web of Impacts - The 1950s .docx

HW: Reading on 50s Television.
ABC-CLIO Television.pdf

3/3 (Substitute) Your Best Friend, Television
Target: Write a script incorporating key elements of the 1950s

Assignment - Television In The Fifties.docx

3/8 Welcome Back
Target: Demonstrate your mastery of Fifties themes through performance.

I. Essay feedback II. Perform your Fifties television scenes.

Essay - 50 words on The Fifties.docx

===HW: Write 50 Word Essay in response to the following question: What (and why) was the most important thing that happened during the Fifties?===

3/9 Introduction To Race & Civil Rights
Target: Discuss issues of race and America

I. Introduction to race and civil rights II. Class poll with TurningPoint clickers III. Class discussion of themes of race and civil rights

ABC-CLIO Booker T Washington.pdf ABC-CLIO WEB Du Bois.pdf ABC-CLIO Marcus Garvey.pdf

===HW: Readings on Washington, Du Bois & Garvey. Be prepared to discuss which one had the best approach.===

3/10 Reconstruction To Jim Crow
Target: Integrate information about Jim Crow with prior knowledge about resistance to Reconstruction.

I. PowerPoint discussion on connection from failure of Reconstruction to Jim Crow II. Watch "The Era Of Segregation"

===HW: Read "Time Line Of African American History, 1881-1925." Highlight the 5 most significant incidents. Then, post at least one paragraph on Wikispaces in response to this question: Who had the best approach to the early 20th Century challenges of the African American community: Booker T. Washington, W.E.B. Du Bois or Marcus Garvey?===

3/11 Early Civil Rights Struggles
Target: Assess the different approaches of Washington, Du Bois & Garvey

I. Reading quiz on Early Civil Rights II. Class discussion of Washington vs. Du Bois vs Garvey

ABC-CLIO Plessy v. Ferguson.pdf

ABC-CLIO Brown v. Board.pdf

===HW: Write a second post on the question "Who had the best approach to the early 20th Century challenges of the African American community: Booker T. Washington, W.E.B. Du Bois or Marcus Garvey?" If your thinking or conclusion has changed, say what changed your mind. If you still have the same views, state why the discussion in class did not alter your thinking.=== ===ALSO, read //Plessy v. Ferguson// and //Brown v. Board of Education.// Expect a reading quiz on Monday.=== === SPECIAL ONLINE-ONLY BONUS: Here are the question for Monday's Quiz. Study accordingly and don't forget to post a second time on Washington v. Du Bois v. Garvey?===

1. Why did Homer Plessy deliberately violate the Louisiana “Separate Car Act?" 2. How did Plessy’s actions backfire against him and the Citizens Committee of New Orleans?  3. What was the fundamental decision in //Plessy v. Ferguson//?  4. In //Brown v. Board of Education,// what did the plaintiffs (the people bringing the case) want?  5. What was the basic argument used by the plaintiffs in //Brown//?  6. What did the Supreme Court ultimately decide in //Brown v. Board of Education?//

3/14 //Brown v. Board of Education// Target: Analyze the differences between //Plessy// and //Brown.//

I. Reading quiz on //Plessy// and //Brown.// II. What was //Plessy?// III. What was //Brown?// IV. Video on //Brown//.

HW: Read packet on Eisenhower & Little Rock desegregation.
ABC-CLIO Little Rock Desegregation.pdf

3/15 Little Rock and Implementation of //Brown//
Target: Connect the //Brown// decision to the crisis in Little Rock. What does the Little Rock resistance tell us about the reaction to the Civil Rights movement?

I. Reading quiz? II. What does "all deliberate speed" mean? III. What did Eisenhower's "hearts of men" statement mean? IV. Video of Little Rock

3/16 The Movement: Montgomery & MLK
Target: Assess the Montgomery Bus Boycott. Why was it successful?

I. Video on MLK & Montgomery II. Discussion of the boycott and non-violence

3/17 (Late Arrival) The Movement: Students & Idealism
Target: Explain the evolution of the Civil Right Movement from a legal, top-down protest to a people's movement led by young people.

3/18 The High Water Mark: MLK and 1963-64
Target: Analyze the "I Have A Dream" speech and connect it to the Civil Rights Act of 1964

I. Readings of "I Have A Dream" II. PowerPoint discussion of Civil Rights Act of 1964 and connection to the Movement

HW: Read packet on Malcolm X and Elijah Muhammad
ABC-CLIO Malcolm X.pdf ABC-CLIO Elijah Muhammad.pdf

3/21 The Other Side Of The Coin: Malcolm X and Black Power
Target: Compare the teachings of Malcolm X to those of Martin Luther King, Jr. What are the limits of nonviolence?

I. Personal writings on non-violence II. Video on Malcolm X III. Class discussion of Malcolm and nonviolence

Review Sheet - Civil Rights.docx

HW: Read entire "Changing Movement" packet.
ABC-CLIO A Changing Movement.pdf ABC-CLIO Black Power.pdf ABC-CLIO Black Panthers.pdf

3/22 The End Of The Movement?
Target: Assess the pressures that led to the decline of nonviolence as a tactic and the movement as a whole.

PowerPoint - End Of The Movement.pptx

3/23 Civil Rights Test
Target: Demonstrate your awesome.

3/24 The Sixties: Cellphone vs. Dead Tree Challenge
60s Cellphone Challenge.docx

3/25 The Sixties: Review Challenge Answers
Target: review answers to 60s Cellphone Challenge

Target: Set-up the central dilemma of the Sixties and evaluate the domestic policies of the Great Society.

I. Return of papers II. Spring reboot III. Connecting history to the present or, what's up with Libya?

HW: Read packet on Sixties Counterculture.
ABC-CLIO Hippies & Counterculture.docx

4/5 The Sixties: The Great Society & The Counter Culture
Target: Assess the programs of the Great Society and the goals of the Counter Culture

I. Examination of the Great Society programs II. Class generated reading questions for the Counter Culture

HW: Read Textbook Chapter 19.1, pp. 652-663.
Reading Questions:
 * 1) What created the conflict in Vietnam and how did America become involved?
 * 2) Who was the nationalist leader who led Vietnam against the French? What were his motivations? What did he have in common with Fidel Castro?
 * 3) What did the US fear would happen if it did not get involved in Vietnam?
 * 4) What was the Gulf of Tonkin Resolution and how did it impact Congress' war powers?
 * 5) What was combat like in Vietnam? Why does the book characterize it "a bloody stalemate?"

4/6 (In-School Field Trip: Aaron Elster)
Target: Think about and process the message of Aaron Elster

HW: Read Textbook Chapter 19.2, pp. 664-669.
Reading Questions:
 * 1) How did American protest the war in Vietnam?
 * 2) 1968 has been described as one of the most important years in US history. Why?
 * 3) What was the Tet Offensive? What was Tet's impact on US media and opinion?
 * 4) What was the significance of the 1968 Democratic National Convention in Chicago?

4/7 (Late Arrival) Map Day
Target: Master the geographic information necessary to understand the late 20th Century.

HW: Read Textbook Chapter 19.3, pp. 670-676.
Reading Questions:
 * 1) How did the war end and how did if affect Americans?
 * 2) What were the Pentagon Papers and what did they reveal?
 * 3) What was the War Powers Act and what problem did it attempt to solve?
 * 4) What do you think the impact of television was during the Vietnam War?
 * 5) What happened at My Lai and what was its impact?
 * 6) How did the war finally end?

4/8 Introduction to Vietnam
Target: Review and discuss the essential facts regarding the Vietnam War.

===HW: Read packet on "America's Deepening Commitment" and complete Study Guide - Part II.===

4/11 The Gulf Of Tonkin
Target: Evaluate the factors underlying the growing US commitment in Vietnam and analyze the significance of the Tonkin Gulf crisis on US policy.

I. Read the Tonkin Gulf: The Plan and The Incident II. Class discussion of the President's role and the incident itself III. Read the Tonkin Gulf: The Request and The Action IV. Class discussion of the text of the Resolution and how it changed.

===HW: Read handout on 1965: The Moment Of Decision and the Options In Brief. Write one paragraph on which of the options you think was correct and why. Your paragraph WILL be collected for points at the start of Tuesday's class.===

4/12 Preparing For The Debate
Target: Analyze the issues that framed the debate on US policy in Vietnam and organize an effective group presentation in favor of one of the US options.

I. Collect homework II. Assign option groups III. Read option packets IV. Work on group presentations

===HW: Complete preparation for presentations. Answer questions in writing as preparation. For extra credit, come in dressed up for a meeting with the President tomorrow.===

4/13 Debate: Advising President Johnson On Vietnam
Target: Articulate the leading values that framed US debate on Vietnam and sharpen rhetorical skills through debate and discussion.

I. Set the stage II. Attempt to persuade President Johnson III. Assign Homework

4/14 Debate: Advising President Johnson On Funding The Great Society
Target: Analyze the key observations and "lessons" that Robert McNamara drew from the Vietnam War and from his life.

I. Watch part of "Fog Of War" and answer viewing guide questions.

4/18 The Pivotal Year: 1968
Target: Synthesize the many events and strands of 1968 to understand why it was such a pivotal time.

4/19 1968, Continued
Target: Discuss the significance of 1968 and the value of the film that describes it.

I. Distribute Study Guide II. Discuss the film so far III. Continue watching film

Study Guide 60s & Vietnam.docx

4/20 Summing Up The 1960s
Target: Summarize our study of the Sixties, particularly the "two nations" theory. Has the country become more conservative since the 60s?

Test - Essay on 60s & Vietnam.docx

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 * 2) On the top of the page, hit the blue link named "Create An Account." (If you already have a Turnitin.com account, you can just log in using that existing account. Login to your existing Turnitin account and go to step 4.)
 * 3) See where it says "New students start here." Hit that. It will take you to a page that says "Create a New Account." Hit the "Student" option.
 * 4) Enter the Class ID. **6th Period Class ID = 3395128, 7th Period Class ID = 3395141, 8th Period Class ID = 3395146**
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 * 6) Enter your name, email address and password. Write down the password somewhere you won't lose it. And note that Turnitin will allow you to retrieve your password if you can answer your own secret question.
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4/21 Testing The Sixties
Target: Demonstrate your awesome.

I. Test

4/25 Questions About The Women's Movement
Target: Analyze and take positions on the issues of the Women's Movement

I. Collect Essay and return papers II. Questions on the issues of the Women's Movement

HW: Read textbook ch. 20.2, pp. 686-691.
Reading Questions:
 * 1) What was Title IX and what was its significance?
 * 2) What was //Roe v. Wade// and what was its significance?
 * 3) What was the Equal Rights Amendment? Why didn't it pass? Should it have?
 * 4) Is it fair that universities have to offer the same number of athletic scholarships to women athletes as male ones?

4/26 Reading In The Seventies
Target: Discuss the principal issues of the Seventies.

I. Return papers II. Discuss questions in Seventies reading III. Seventies quiz

HW: Read handout on Watergate
ABC-CLIO Watergate Cover Up Overview.pdf ABC-CLIO Watergate Impeachment Overview.pdf

===Also for homework, do your test corrections. For each missed question, answer the following:===

1. What is the correct answer? 2. Why is it correct? 3. Why did you get the question wrong?

Target: Discuss and analyze the death of bin Laden.

I. Return quizzes II. Discuss bin Laden

===HW: Post a paragraph on the following question: Why was Watergate important? Should it have been?===

5/3 Nixon & Watergate
Target: Evaluate the key events of the Watergate scandal and judge the significance of the event.

I. Team competition on key Watergate facts.

5/4 Reading In The Eighties
Target: Seek out key information regarding the Eighties and form judgments about key aspects.

5/5 Discussing The Eighties
Target: Review and discuss the key information discovered yesterday regarding the Eighties.

I. Return Eighties quizzes II. Discuss key Eighties information

===HW: Write a 1-2 page essay to be added to your quiz score. The topic is the same "Compare the Sixties with the Eighties. What were three major differences between the two decades and why were they so different?"===

5/6 A Musical Interlude: The 20th Century Music Project
Target: Introduce Final Project and select a time period for each student.

Assignment - 20th Century Music.docx

Bonus Complexity: Do you want to change your years for the Final Project? Were you absent on Friday the 6th and don't have a year yet? Here is the complete list of open years by class. You can switch to an open year on a first-come, first-served basis:

Roster & Years.docx

===HW: Begin working on Final Project. Also, review Textbook chapter on the Nineties in preparation for another in-class reading quiz.===

5/9 Reagan & The Cold War
Target: Analyze the end of the Cold War. To what extent was the fall of Iron Curtain a result of American actions?

I. Check in on Music Project II. Set scene for end of the Cold War III. Cold War readings IV. Discuss: Who was responsible for the end of the Cold War?

===HW: Continue working on Final Project. Also, review Textbook Chapter 23 on the Nineties in preparation for another in-class reading quiz.===

5/10 The Nineties
Target: Introduce key facts about the Nineties and the Clinton Presidency through reading and in-class writing.

I. In-class reading quiz

5/11 The Nineties, Part II!
Target: Review and challenge key Nineties information through discussion and outdoor research.

I. Campus grounds security and temperature check II. Group discussion and review of Nineties Reading Quiz

5/12 9/11 - Introduction
Target: Begin thinking about 9/11 and its causes.

I. Music Project check-in and outline discussion II. Why did this happen?

Due Today: Final Project Worksheet
Target: Investigate the background of 9/11 through in-class reading

I. Collect Music Project sheet II. Read and answer questions for Part I, pp. 9-37, of "The Looming Tower"

Reading Questions - Looming Tower.docx

5/16 Reading In 9/11
Target: Investigate the background of 9/11 through in-class reading

I. Return Music Project sheet II. Read and answer questions for Part III, pp. 9-37, of "The Looming Tower"

5/17 Discussing The Roots of 9/11
Target: Discuss the roots of Islamic discontent.

I. Final Project check-in II. Class discussion regarding Parts 1 and 2 of The Looming Tower

5/20 9/11 - The Day
Target: Empathize with the events of September 11, 2001

I. Watch video on 9/11

Due Today: Final Project Paper & Presentation
Target: Synthesize the out study of 9/11 into answers as to why the event happened.

I. Collect Final Projects, distribute Review Sheet II. Review Bin Laden Fatwa III. Class discussion of 9/11

Final Review USH 2nd Semester 2011.docx

5/31 Final Review
=== Special Bonus Survey: Below are links to a short survey that asks for your anonymous feedback on what was good and bad about the course and your teacher. I would very much like to know what you thought about our year together. As an incentive, I will give everyone extra credit if 75% of the class fills in the survey. Thank you. ===

6th Period Course Survey

[|7th Period Course Survey]

[|8th Period Course Survey]