US+History+Archive

= 8/23 WELCOME TO IT = = =

=Target: Begin to have some idea who all these people are, what the class is about and what Mr. Hannigan expects.= = = =I. Student questionnaire= =II. Introductions= =III. Class Expectations= =IV. What is history anyway? Why do we study it?= = = 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. = = = 8/24 Whose History Is It Anyway? = = = =Target: Discuss and create a list of the most important events in recent history.= = = =I. Assign homework and demonstrate how to join the Wiki= =II. Compile events on the board= =III. Discussion regarding the creation of a class list= = = = = HW: First, join the class Wiki by hitting the "Join" button at the top, following the instructions and submitting a request to join the Hannigan Wiki. I will promptly grant you permission. Next, go the the "Discussion" tab above and write about the exercise. Post in the "Whose History?" discussion thread the answer to this question: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? = =

= 8/25 HOW DO WE DO HISTORY? = = = =Target: 1) Debrief the "Whose History" exercise to evaluate what it has to do with studying history and reading textbooks.= =2) Read a primary source as a way to assess and demonstrate historian skills.= = = =I. Debrief Whose History exercise= =II. Take Semester 1 Pre-test= =III. Discuss Pre-test and apply it to historian skills=

= HOMEWORK: None. We are easing into the year. You're welcome. = = There will be reading over the weekend. =

= 8/26 COLONIAL SURVIVOR =

=Target: Identify with the struggles and hardships of the first American colony while trying to figure out how to survive as an early colonist.= = =

=I. Discuss Thursday's pre-test= =II. Play Colonial Survivor= = =

= HOMEWORK: Read in your textbook pp. 4-15 and be able to answer the following questions: = = 1. Who was Columbus and what was the "Columbian Exchange?" = = 2. Who were the Conquistadors? Why do you think they were able to conquer so much of the Americas so quickly? = = 3. Why did the French colonists come to the New World? Why did the Jamestown colonists? Why did the Plymouth colonists come? = = 4. How did the different motives and backgrounds of the colonists influence the development of the New England, Middle and Southern colonies? =

= 8/29 COLONIZATION: JOHN SMITH & POCAHONTAS = = = =Target: Analyze different primary and secondary sources in order to decide "Did Pocahontas save John Smith?"=

=I. Introduction to Pocahontas= =II. Pocahontas, The Disney Super Model= =III. Group work on primary sources= =IV. Discuss competing primary sources= =V. Group work on secondary sources= =VI. Debriefing - what is the truth?=

Pocahontas Lesson Plan.pdf

= HW: No homework tonight. I know, I know - I'm too generous. = = =

= 8/30 COLONIZATION: THE PURITANS = = = =Target: Study the Puritans in their own words and decide whether they were selfish or selfless.=

=I. Warm-up: what do you know about the Puritans?= =II. Mini-Lecture on the Puritans and their background= =III. Read Puritan primary documents.= =IV. Class discussion: Were the Puritans selfish or selfless?=

PowerPoint - Puritans.pptx

Puritans Lesson Plan.pdf = = = HW: Post paragraph on the Wiki - Were the Puritans primarily selfish or selfless? =

= 8/31 (Activity Period) EARLY AMERICA: THE BIG PICTURE = = = =Target: Integrate our various readings into a big picture view of Colonial America.=

=I. Review the Puritans= =II. Discuss textbook reading questions and the big picture of Colonial America.= =III. Introduce Salem Witch Crisis Activity=

Salem Lesson Plan.pdf

= HW: Complete Salem Witch Crisis assignment, including the worksheet __and__ writing the explanatory paragraph. Note that you must use information from all four pieces of evidence. =

= = = 9/1 (Late Arrival) EARLY AMERICA: THE SALEM WITCH TRIALS = = = =Target: Analyze the Salem Witch Crisis and place it in the context of Colonial America.=

=I. Class discussion the Salem Witch Crisis= =II. Continue discussion of big picture Colonial America and reading questions= = = Map - 13 Colonies (Outline).pdf

= HW: Complete the map exercise identifying the 13 American colonies. =

= 9/2 EARLY AMERICA: SLAVERY AND LABOR =

[|Origins Of Slavery Video]

=I. Origins of slavery video= =II. The Triangle Trade= =III. The Middle Passage - A demonstration=

Power Point - Labor & Slavery.pptx

= HW: Study for quiz. Everything we have covered so far will be addressed. In addition to the class readings, make sure to study the textbook reading questions and your map. =

= 9/6 FIRST QUIZ AND FIRST RUMBLINGS OF REVOLUTION =

=Target: Demonstrate your awesome. Then, begin discussion of the coming of the Revolution.=

=I. Take Quiz, be cool= =II. Introduce "Choices" unit= =III. Discuss run-up to the French & Indian War=

= HW: Read "A More Perfect Union" pp. 1-7 and complete Study Guide #1. =

Study Guide #1.docx = = = 9/7 RETHINKING THE PURPOSE OF GOVERNMENT =

=Target: Analyze the sources of conflict in the late colonial period and explore your own fundamental political values.=

=I. Examine roots of American and British conflict= =II. Discuss political philosphy= =III. "Teenage World" exercise to examine the state of nature= =IV. Share conclusions= =V. Put exercise in the colonial context=

= HW: Read packet pp. 8-14 and complete Study Guide #2. = = Study Guide #2.docx=

= 9/8 RETHINKING THE PURPOSE OF GOVERNMENT, PART 2 =

= Target: Continue to examine your own political values and connect those values to the conflict between England and the American colonies. = = = = I. Return quizzes and test correction policy = = II. Continue to work on "Teenworld" activity = = III. Discuss connection between "Teenworld," your values and the causes of the Revolution = = IV. Distribute February 1776 groups and reading = = =

= HW: Everybody read and highlight pp. 15-16. If you are assigned to an Option group, read and highlight the three pages in the packet that correspond to your option. = = = = Also, begin working on the quiz corrections. Corrections are due Thursday, 9/15. = = =

= 9/9 (Late Arrival) FEBRUARY 1776: ORGANIZATION AND PREPARATION = = = = Target: Analyze the issues confronting the American colonists in February 1776 and work cooperatively to organize effective presentations. =

= I. Option Groups: work together to fill out "Considering Your Option" worksheet and organize for your presentations. = = II. Concerned Colonists: review your role and write a one page in-character letter or diary entry that describes your views on independence. Be sure to include some background material and context from your readings. =

Worksheet - Considering Your Option.docx

= HW: Option Groups: prepare for your presentations = = Concerned Colonists: write out two questions for each of the options (total of 8 questions). =

= 9/12 FEBRUARY 1776: DEBATE AND DISCUSSION =

=Target: Explore and debate multiple perspectives on colonial relations with Britain and independence.= = = =I. Tavern argument over independence=

= Study Guide Optional Reading.docx=

= HW: Read pp. 30-37 in the Packet. Complete "Study Guide - Optional Reading." = = Option Groups: Complete "Self Evaluation" = = Colonists: Complete "Evaluation Form" = = = = 9/13 THE DECLARATION OF INDEPENDENCE AND THE REVOLUTIONARY WAR = = = =Target: Examine the consequences of the American decision to declare independence.=

=I. Turn in February 1776 work and debrief the debate= =II. The Declaration of Independence.= =III. African Americans and the War.= =IV. Victory= = = = HW: No homework tonight. Catch up on your other classes. = = =

= 9/14 DEMOCRATIZATION AND THE YOUNG REPUBLIC =

= Target: Analyze trends toward democratization in the early decades of the United States and question how democratic the new nation really was. = = = = I. Review of independence and the Revolutionary War = = II. Group work to explore primary source evidence = = III. Share conclusions. =

Study Guide #3.docx

= HW: Read packet pp. 38-40 and complete Study Guide Part III. =

= 9/15 (Late Arrival) ARTICLES OF CONFEDERATION =

= Target: Identify the weaknesses in the Articles of Confederation. =

= I. Review the trends toward democratization = = II. Discuss the Articles Of Confederation, focusing on the Study Guide questions = = =  Study Guide #4.docx TIM! CLICK HERE! THIS IS THE STUDY GUIDE! = =

= HW: Read packet pp. 41-46 and complete Study Guide Part IV =

= = = 9/16 IN BETWEEN REVOLUTION AND CONSTITUTION = = = = Target: Explore and discuss the challenges that faced the country and led to the Constitutional Convention. = = = = I. Recap the Articles of Confederation = = II. Group work on Study Guide questions = = III. Group reports using the boards = = = = HW: Read packet pp. 47-50. If you haven't completed all the study guides, catch up. It will matter. =

= 9/19 REVISITING THE CONSTITUTIONAL CONVENTION = = = = Target: Analyze the critical issues of the Constitutional Convention = = = = I. Evaluate the framers - what were their primary concerns as they approached the Convention? = = II. Reenact the debates of 1788. =

= HW: Everyone read packet pp. 51-53. Option groups also read the three pages describing your option. =

= 9/20 FEBRUARY 1788: ORGANIZATION AND PREPARATION =

= Target: Analyze the issues confronting Americans in February 1788 and work cooperatively to organize presentations. = = = = I. Review the debates of the Constitutional Convention = = II. Group work preparing for debate = = = = HW: Option Groups - prepare for debate, complete "Considering Your Option" = = Concerned Citizens - complete 6 questions (2 for each option) __and__ write a paragraph from your character's perspective. =

= 9/21 FEBRUARY 1788: DEBATE AND DISCUSSION =

=Target: Articulate the leading values and interests that influenced the debate on ratifying the Constitution.= = = =I. Explain test on Friday= =II. Tavern debate= = = = HW: Study for Friday's test. Everything from the packet is in play. The questions will come from the study guides. You need to know this so be prepared to review those and ask questions about those Guides tomorrow .=

Study Guide #1.docx Study Guide #2.docx Study Guide #3.docx Study Guide Optional Reading.docx Study Guide #4.docx

= 9/22 RECAP AND REVIEW =

= THE FIRST GRADING PERIOD ENDS NEXT WEDNESDAY, SEPTEMBER 28. THAT IS THE ABSOLUTE DEADLINE FOR LATE WORK. LOOK AT INFINITE CAMPUS TO SEE WHAT YOU ARE MISSING AND GET IT IN BY WEDNESDAY. =

=Target: Review and synthesize the material to prepare for awesome test success.= = = =I. Questions from you= =II. Speed-dating review session= = = = HW: Study. This test will not be fun if you don't study. = = = = 9/23 TEST 'O FUN = = = = Target: Be awesome = = = = I. Take test = = II. Chill = = = = HW: Take the weekend off. If you are missing any work, get 'r done. = = Next week, Washington, Adams, Jefferson and the greatest political blood feud in American history! =

= 9/26 SLAVERY IN THE CONSTITUTION = = = = Target: Examine why the Founding Fathers kept slavery in the Constitution. = = = = I. Review: slavery in the Declaration of Independence = = II. Slavery in the Constitution - group work and graphic organizer = = III. Slavery in the Constitution - discussion. = = = = HW: Read Txt. 76-81 = = = = Reading Questions: = = = = = = 9/27 HISTORY FAIR AND GEORGE WASHINGTON = = = =Target: 1) Introduce and begin pondering History Fair.= = = =I. Introduce History Fair= =II. Speed talk - Washington= =III. Class Participation self-assessment.=
 * 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? =

= Class Participation Rubric.docx  History Fair Packet 2011.docx = = = = HW: First, complete Class Participation Rubric. Also read Textbook pp. 82-85. = = Reading Questions: = = = = 9/28 (End of Grading Period) JEFFERSON VS. HAMILTON = = = = DUE TODAY: TEST CORRECTIONS AND ALL LATE WORK = = = =Target: Examine the main issues during the Washington, Adams and Jefferson presidencies.=
 * 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? =

=I. Pair board work on Early Republic reading questions=

= 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? =

= 9/29 NO SCHOOL =

= 9/30 TACTILE LEARNING DAY = = = = Target: Use our material/tactile intelligence to empathize with the dramatic transformations of the early 19th Century = = = = I. The 70 pound bag of sand = = II. The paper circle = = III. The cotton bolls = = = = 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 democratizing changes had occurred that allowed Jackson to win in 1828? =
 * 5) = What was Jackson's political program? =
 * 6) = How did Jackson deal with Native Americans? Why was this another example of democratization? =

= 10/3 ANDREW JACKSON, THE COMMON MAN AND A LOT OF DEAD INDIANS = = =

=Target: Use various sources of evidence to analyze why did people in the 1830s support Indian Removal.= = = =I. Review tactile learning and importance of cotton= =II. Trail Of Tears PowerPoint= =III. Video - "Forced Westward"= =IV. Indian Removal timeline= =V. Review documents= =VI. Class discussion.=

= Lesson Plan - Indian Removal.pdf PowerPoint - Indian Removal.ppt=

= HW: Text 104-107 = = Reading Questions: = = = = 10/4 MANIFEST DESTINY = = = = DUE TODAY: HISTORY FAIR #1 - TOPIC, GROUP, PRESENTATION TYPE = = = =Target: Use primary sources to evaluate how Americans justified Westward Expansion.=
 * 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? =

=I. Review Jackson and Indian removal= =II. "American Progress" writing and shared responses (Return papers)= =III. PowerPoint discussion of primary source maps= =IV. Review and discuss Melish map= =V. Read and answer questions regarding O'Sullivan documents= =VI. Discuss Manifest Destiny and American Exceptionalism=

= HW: Work on your History Fair project = = = = 10/5 (Late Arrival) PARTIAL DAY (Junior testing) =

= HW: Work on your History Fair project = = = = 10/6 LOOSE ENDS OF THE 1800s: THE RESEARCH CHALLENGE! =

= Target: Use your old- and new-school research skills to find the answers to various questions regarding 1800s. =

= I. Research challenge! = = II. Teacher conferences regarding History Fair topics. = = = Worksheet - 1800s Loose Ends.docx  Project - American Comes Of Age.docx

= HW: Complete your America Comes Of Age project. Remember that there is also a History Fair checkpoint due on Tuesday. =

= 10/11 SLAVERY =

= HISTORY FAIR DUE: BIBLIOGRAPHY REVIEW - 5 SOURCES SUBMITTED IN PROPER BIBLIOGRAPHIC FORM, __TYPED__. =

= I. Collect History Fair and Coming of Age assignments =

= II. Briefly review "Loose Ends Of 1800s" =

= III. Slavery documents and discussion =

= =

ABC - Sectionalism.pdf

= HW: Read "Sectionalism" handout =


 * 1) = What was the Fugitive Slave Act? Why was it an example of sectionalism? =
 * 2) = What was the Missouri Compromise and what were the terms? Why did Jefferson refer to it as "a firebell in the night?" =
 * 3) = What was the nullification crisis of the 1830s? How was it peacefully resolved? =
 * 4) = How did Texas lead to additional sectional conflict? =
 * 5) = What was the Compromise of 1850 and "popular sovereignty?" What do you see as potential problems with popular sovereignty? =
 * 6) = What was the Kansas-Nebraska Act and why did Northerners see it as a betrayal? =

= 10/12 SECTIONALISM & COMPROMISE =

= =

=Target: Examine the growing sectional conflicts and the compromises that were made to attempt to hold the nation together.=

= =

=I. Group work answering questions=

=II. Report out on questions=

= =

= HW: Read "The Road To The Civil War Readings." For each event, highlight/annotate the single most important sentence/provision. =

= 10/13 LOOKING FOR A COMPROMISE, PART 1 =

= =

=Target: Analyze the conflicts and compromises that led to the Civil War by role-playing and empathizing with people of the time.=

= =

=I. Group work on compromises=

=II. Group reporting on solutions=

=III. What really happened?=

=Rinse, lather & repeat as necessary=

= HW: Work on History Fair. The Prospectus is due on 10/24. =

= 10/14 LOOKING FOR A COMPROMISE, PART 2 =

= =

=Target: Analyze the conflicts and compromises that led to the Civil War by role-playing and empathizing with people of the time.=

=I. Group work on compromises=

=II. Group reporting on solutions=

=III. What really happened?=

=Rinse, lather & repeat as necessary=

= PowerPoint - Into the civil war, Pt. 1.key=

= HW: Read Textbook pp. 122-126 (stop after the section "Holding the Border States). Quiz Monday, 10/17? =

= =

= =

= 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? =

= =

= 10/17 SECESSION =

= =

=I. Reading Quiz=

=II. Return and discuss Projects=

=III. Secession: documents and discussion=

= =

Secession Documents.docx

= HW: Read Txt. pp. 126-132 =

= =

= Reading Questions: =


 * 1) = What were the main advantages that the North had over the South? How did those advantages impact the conduct of the war? =
 * 2) = What were the main advantages that the South had over the North? How did those advantages impact the conduct of the war? =
 * 3) = What did Lincoln do to limit civil liberties in the North? Do you think his actions were justified? =
 * 4) = What were the strategies of the North and South? What was the "Anaconda Plan?" =
 * 5) = What were the differences between the early war in the West and the East? =

= =

= 10/18 THE EARLY WAR =

= =

=Target: Examine the early stages of the Civil War and connect it to the causes of the conflict.=

= =

=I. Reminder: History Fair Prospectus=

=II. The Early War=

= =

PowerPoint-Early Civil War.pptx Lincoln Speeches.docx

= HW: Read Lincoln speeches and answer the reading questions. =

= =

= 10/19 LINCOLN & EMANCIPATION =

= =

=Target: Trace the changing purpose of the War by examining the speeches of Abraham Lincoln.=

Study Guide - Civil War.docx

= HW: Read Txt. 133-139 =

= 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 are July 1-4, 1863 among the most important few days in American history? =
 * 4) = What did Grant 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? =

= 10/20 (Late Arrival) VICTORY =

= =

=Target: Evaluate why the Union won the War and explore the concept of contingency.=

= =

= Most importantly, support LGBT Spirit Day. It gets better. =

=I. Conclude examination of Lincoln's speeches=

=II. Why did the North win the War? Was Northern victory inevitable?=

= HW: Study, study, study. =

= 10/21 TEST ON THE CIVIL WAR =

= =

=Target: Be awesome.=

= =

=I. Take test=

=II. Be happy=

= =

= HW: Work on History Fair. Prospectus is due on Monday .=

= 10/24 (Monday) INTRODUCTION TO RECONSTRUCTION =

= HISTORY FAIR DUE: PROSPECTUS =

=Target: Analyze the issues facing the nation after the end of the Civil War=

=I. Collect History Fair prospectus=

=II. Return tests=

=III. Discuss bias and the Southern perspective=

=IV. Interactive PowerPoint=

= =

= HW: Read Txt. pp. 140-145 =

= Reading Questions: =


 * 1) = The book describes three plans for Reconstruction. What were they and what were their essential terms? =
 * 2) = What was the main priority of each plan? Which plan do you think would best reconstruct the country? =
 * 3) = What is the Fourteenth Amendment? Why might this Amendment be very important in American history, even beyond the Civil War and Reconstruction? =
 * 4) = How and why did the Republican Congress and President Johnson become so opposed to each other? Which side was right? =
 * 5) = What were the Black Codes? =
 * 6) = What is the Fifteenth Amendment? =

= 10/25 (Tuesday) BEGINNINGS OF RECONSTRUCTION =

= =

=Target: Analyze the issues facing the nation after the Civil War and discuss the different plans proposed to deal with them.=

= =

=I. Interactive PowerPoint - the challenges of Reconstruction=

=II. Student work on Johnson & Stevens documents=

=III. Discussion of documents and "radical" reconstruction=

Lesson Plan - Radical Reconstruction.pdf PowerPoint - Radical Reconstruction.pptx

= HW: Read Txt. 145-149. =

= 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? What bias do you see there? =
 * 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? =

= =

= =

= 10/26 (Wednesday) THE NUTS & BOLTS OF RECONSTRUCTION =

=Target: Examine and discuss the essential story and events of reconstruction=

=I. Reading Quiz=

=II. Group work on essential Reconstruction questions=

=III. Discussion of the tensions between the essential Reconstruction questions=

= =

= HW: Work on History Fair =

= =

= 10/27 (Thursday) SHARECROPPING =

= =

= =

=Target: Analyze how accurate is the textbook's description of sharecropping?=

= =

= =

=I. Focus Activity - Photograph=

=II. Read textbook on sharecropping. Summarize as a class=

=III. Read and answer questions on primary source "Sharecropper Contract"=

=IV. Discussion: compare the textbook to the Sharecropper Contract=

= =

= Lesson Plan - Sharecropping.pdf  Reading - Triumph & Tragedy of Reconst.docx =

= =

= HW: Read handout on Triumph & Tragedy of Reconstruction =

= =

= =

= 10/28 (Friday) KU KLUX KLAN HEARING, PREPARATION =

= =

=Target: Prepare for KKK hearing by closely reading source documents.=

= =

=I. Review the arc of Reconstruction=

=II. Reading and partner work preparing for hearning=

= =

KKK Student Sheet - 1st Period.docx KKK Student Sheet - 8th Period.docx

= HW: Prepare for hearing. Be ready to testify and answer questions. =

= Also, History Fair Interview Subject is due. Who are you going to interview and on what topic? Your submission only needs to be ~2 sentences but it must be typed =

= Finally, Civil War Test corrections are due Monday .=

= 10/31 (Halloween Monday) KU KLUX KLAN HEARING, TESTIMONY =

= HISTORY FAIR DUE: INTERVIEW SUBJECT =

= Also Due Today: Civil War Test Corrections =

= =

=Target: Analyze the role of violence and the KKK in Reconstruction=

= =

=I. Scene Setting=

=II. Testimony=

= =

= HW: Make your testimony preparation better. Begin to work on your law .=

= 11/1 (Tuesday) KU KLUX KLAN HEARING, TESTIMONY =

= =

=Target: Analyze the role of violence and the KKK in Reconstruction=

=I. Testimony=

= HW: Draft a law based on the testimony you have heard. =

= 11/2 (Wednesday) KU KLUX KLAN HEARING, DEBATE AND DRAFTING =

=Target: Analyze the role of violence and the KKK in Reconstruction=

=I. Return papers=

=II. (Complete outstanding testimony)=

=III. Group work drafting laws=

=IV. Class discussion/consensus on a law.=

Reading - End of Reconstruction.docx KKK Act – Short Version.docx

= HW: Read handout on end of Reconstruction .=

= 11/3 (Thursday) THE END OF RECONSTRUCTION =

= =

=Target: Assess the end of Reconstruction.=

= =

=I. End of grading period announcement=

=II. Distribute test=

=III. Review of Klan Act=

=IV. Discussion of Nast cartoons and changing Northern attitudes=

=V. "Without Sanctuary" - The end of Reconstruction=

= =

= HW: Prepare for test. =

= 11/4 (Friday) TESTING RECONSTRUCTION. =

=Target: Show your awesome.=

= =

=I. Write Essay=

=II. Chill=

= =

= HW: Work on History Fair .=

= Support LGBT Spirit Day. It gets better. =

= 11/7 (Monday) THE RAILROADS AND CHINESE IMMIGRATION =

= Target: Analyze what factors contributed to the Chinese Exclusion Act. = = = = I. Introduction: mini-lecture on the growth of the railroads = = II. Video on building the Pacific Union railroad = = III. Use timeline to come with a hypothesis for the change that led to the Chinese Exclusion Act = = IV. Review Documents to gather evidence to support or contradict your hypothesis = = = = HW: Read Txt pp. 170-175 = = = = Reading Questions: = = = = 11/8 (Tuesday) NATIVE AMERICANS AND LITTLE BIG HORN = = = =Target: Compare primary and secondary sources to determine who was responsible for the Battle of Little Bighorn.= = = =I. Mini-lecture on the Indian Wars and Little Big Horn= =II. Review textbook account of the Battle= =III. Compare textbook account with primary sources= = = PowerPoint - Indian Wars & Little Bighorn.pptx
 * 1) = Why did the Dakota Sioux rise up? Was their uprising justified? =
 * 2) = What events led to the Sand Creek Massacre? What is your best interpretation of what actually happened? =
 * 3) = What was the Indian Peace Commission? Why were its efforts doomed to fail? =
 * 4) = How did the development of the railroads lead to lots of dead buffalo and friction with the Native Americans? =
 * 5) = *What happened at Little Big Horn? =
 * 6) = What was the Dawes Act and why did it fail? =

= 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? =

= 11/9 (Wednesday) THE GILDED AGE - THE GOOD = = = =Target: Explore the positive aspects of the Gilded Age while practicing lecture note skills.= = = =I. Overview of Gilded Age= =II. Lecture on positive aspects of Gilded Age.= = = PowerPoint - Big Gilded Age.ppt

= HW: Read Txt 5.3, pp. 194-199, (The Rise of Big Business) = = = = = = Reading Questions: = = = = = = = = 11/10 (Thursday) THE GILDED AGE - THE BAD = = = =Target: Explore the negative aspects of the Gilded Age while practicing lecture note skills.= = = =I. Participation self-assessment= =II. Lecture on negative aspects of the Gilded Age.=
 * 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? =

= HISTORY FAIR DUE TUESDAY: 10 MORE SOURCES (BIBLIOGRAPHY AND ANNOTATION) __AND__ INTERVIEW PROSPECTUS =

= 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? =

= 11/14 (Monday) THE GILDED AGE - THE UGLY = = HISTORY FAIR DUE: 10 MORE SOURCES (BIBLIOGRAPHY AND ANNOTATION) AND INTERVIEW PROSPECTUS = = =

=Target: Synthesize and assess the positive and negative aspects of the Gilded Age while practicing lecture note skills= = = =I. Lecture on Gilded Age labor and conflict= =II. Open note quiz= = = = HW: Read "Beyond Manifest Destiny" packet, pp. 1-11. Answer questions on Study Guide Part I .=

= Study Guide Part I.docx=

= 11/15 (Tuesday) AMERICA AND THE WORLD IN THE 1890S = = = = Target: Identify the changes shaping America's international outlook in the 1890s and analyze the impact of immigration on America's national character. = = = = I. Introduction - identify factors influencing America's view of the world = = II. Group work on primary sources = = III. Sharing conclusions on primary sources = = = = HW: Read Packet Part II, pp. 12-20 and answer questions on Study Guide Part II. = = = Study Guide Part II.docx

= 11/16 (Wednesday) IDENTIFYING VALUES - THEODORE ROOSEVELT = = = =Target: Analyze how the values of the 1890s shaped the policy decisions of the era.= = = =I. Introduction to Theodore Roosevelt= =II. Group work analyzing the values of Roosevelt= =III. Shared conclusions and discussion of values= = = = HW: Read Packet pp. 21-22. Option groups read you indicated option .=

= 11/17 (Thursday) PREPARING FOR PHILIPPINE DEBATE = = = =Target: Analyze the issues confronting Americans at the close of the Spanish-American War and identify the core values underlying America's options.= = = =I. Group work to prepare for debates= = = = HW: Prepare for debate .=

Worksheet - Presenting Your Option.docx

= 11/18 (Friday) PHILIPPINE DEBATE: ROLE-PLAYING THE THREE OPTIONS = = = =Target: Analyze the issues that framed the Senate debate on the Treaty of Paris.= = = =I. Debate.= = = = HW: Complete debate assessments. Also, read Packet pp. 32-37 and complete Study Guide - Epilogue. = = = = Due Monday: Everyone - Study Guide I, II and Epilogue; Debate Self-Assessment = = Option Groups - Presenting Your Option = = Townspeople - Paragraph, Questions, Townspeople Evaluation Form. =

Study Guide Epilogue.docx Self-Evaluation American Imperialism.docx

= 11/21 (Monday) THE FRUIT OF IMPERIALISM = = = =Target: Analyze And Discuss The Consequences Of American Imperialism? Were we justified?= = = =I. Collect Imperialism packets / return papers= =II. PowerPoint discussion of Imperialism= = = Study Guide - Expansion & Growing Pains.docx

= HW: Study for Gilded Age Test .=

= 11/22 (Tuesday) GILDED AGE REVIEW = = = =Target: Compare Gilded Age issues to those of present day America.= = = =I. Conclude discussion of Imperialism and Cuba= =II. Questions for review?= =III. Inequality - a new Gilded Age?= = = = HW: Study for Gilded Age Test .=

= 11/23 (Wednesday) GILDED AGE TEST = = = =Target: Demonstrate supreme awesome= = = = HW: Work on History Fair .=

= 11/28 (Monday) PROGRESSIVES AND POLITICAL MACHINES = = = = Target: Analyze primary sources to answer question "Were political bosses corrupt?" = = = = I. Return Gilded Age tests = = II. Introduce the Progressives = = III. Review political bosses = = IV. Class reading of Lincoln Steffans = = V. Read George Plunkett = = = Political Bosses Lesson Plan.pdf

= HW: Test Corrections due Tuesday 12/6 = = Read Txt. Section 8.1, pp. 292-299 = = Reading Questions: =
 * 1) = What kind of people were the Progressives? Generally, what did they want? =
 * 2) = Who or what were Muckrakers? Were they good guys or bad guys? =
 * 3) = What kind of government reforms did Progressives want? =
 * 4) = Who or what were suffragists? What did they want? =
 * 5) = How was the Progressive movement a reaction against the inequality of the Gilded Age? =

= 11/29 (Tuesday) WOMEN'S SUFFRAGE =

= Target: Analyze the Women's Suffrage and Anti-Suffrage Movements. Why did people oppose Women's Suffrage? = = = = I. Progressives review = = II. PowerPoint and discussion of the Suffrage movement = = = PowerPoint - Background on Woman Suffrage.ppt

= HW: Read Txt. 8.3, pp. 308-313 = = Reading Questions: = = =
 * 1) = Who were the three candidates in the election of 1912? What did each one represent? =
 * 2) = What were President Wilson's major reforms? How were they a continuation of the Progressive movement? =
 * 3) = How did Progressivism change American beliefs about government? =
 * 4) = What were the limits of Progressivism? =
 * 5) = On balance, was Progressivism good or bad for the country? =
 * 6) = What do you think a 1912 Progressive would say about the 2011 United States? =

= 11/30 (Wednesday) PROHIBITION = = = =Target: Analyze primary sources to answer question "Why was the 18th Amendment adopted?"=

=I. Read 18th Amendment= =II. Watch Prohibition video= =III. Read Prohibition documents=

= HW: Look over/familiarize yourself with Chapter 9 on World War I. On Thursday, we will have an open book, short answer quiz on the war. The quiz will be much easier if you have looked over the chapter before coming to class tomorrow. =

= 12/1 (Thursday) WORLD WAR I QUIZ = = = =Target: Gather key information regarding World War I= = = =I. Elective courses presentation= =II. Open Book Quiz=

= HW: Work on History Fair. =

= 12/2 (Friday) US ENTRY INTO WORLD WAR I = = = =Target: Compare different arguments over the reason the US entered WWI.=

=I. Mini-lecture on Woodrow Wilson= =II. Read Wilson's speeches on entering the war= =III. Discussion of Wilson and the textbook reasons for the war= =IV. Read and discuss Zinn excerpt=

= HW: Work on History Fair. Complete interview due on Monday. =

= 12/5 COURSE SELECTION - NO CLASS = = = = = = REPORT TO YOUR COUNSELOR'S OFFICE FOR COURSE SELECTION = = =

= HW: Work on History Fair. =

= 12/6 SEDITION IN WORLD WAR I = = = = HISTORY FAIR DUE: INTERVIEW COMPLETED AND WRITTEN UP = = = =Target: Analyze primary sources in order to answer were the critics of US involvement in WWI anti-American?=

=I. Collect History Fair interviews= =II. Review US entry into WWI, opposition and the Zinn document. Video.= =III. Read Debs & Schenck documents= =V. Read and discuss Sedition Act.=

= HW: Read Txt. Section 10.1, pp. 362-367 = = Reading Questions: =
 * 1) = What was President Harding's political philosophy? Why did it fit well with the times? =
 * 2) = What was the Teapot Dome scandal? Why was it a part of the times? =
 * 3) = What did the scandals of the Harding administration have in common with each other? =
 * 4) = What strategies did the government use to promote growth during the Twenties? =

= 12/7 THREATS & FEARS - THE PALMER RAIDs =

= Target: Analyze and debate what caused the Palmer Raids? =

= I. Review/conclude discussion of WWI dissent = = II. Discussion of American Communism and Socialism = = III. Video on Palmer Raids = = IV. Reading and discussion of Palmer documents = = = = HW: Read Txt. 10.2, pp. 368-375 = = Reading Questions: = = = = 12/8 (Thursday) THE ROARING TWENTIES: AN OVERVIEW = = = = Target: Examine the Twenties from "big picture" perspective. What were the main themes/developments of the age? = = = = I. Recap dissent discussion = = II. PowerPoint discussion of Twenties' big themes with guided notes = = = = HW: Read Txt. 10.3, pp. 376-381. =
 * 1) = Explain 3 different ways that the car changed America =
 * 2) = Beyond the car, what other industries arose based on new technology? =
 * 3) = What was the consumer society? How did it change the country? =
 * 4) = Who was left out of the prosperity of the Twenties? Why? =
 * 5) = What factors led to the economic crisis in farming? =

= 12/9 (Friday) THE TWENTIES & THE CLASH OF CULTURES =

= Target: Introduce the "Clash of Cultures " that framed the Twenties.= = = =I. Reading Quiz= =II. Conclude guided notes on Twenties big themes= =III. Introduce Scopes Trial= = = = HW: Work on History Fair. Notice the due dates for next week. .= = = = 12/12 (Monday) THE SCOPES TRIAL: THE CLASH OF CULTURES IN COURT = = HISTORY FAIR DUE: 10 MORE SOURCES (BIBLIOGRAPHY AND ANNOTATION) = = = =Target: Compare various descriptions of the Scopes Trial in order to determine why people cared about the Butler Act.= = = =I. Mini-Lecture on Fundamentalism Reaction= =II. Video introduction to Scopes Trial= =III. Reading of primary documents= =IV. Class discussion - why did people care about the Butler Act?= = = Lesson Plan - Scopes Trial .pdf

= HW: Read and annotate the handout for your assigned figure. =

Reading - Booker T. Washington.pdf Reading - WEB Du Bois.pdf  Reading - Marcus Garvey.pdf

= 12/13 (Tuesday) THE CHALLENGE OF JIM CROW = = = = Target: Understand and empathize with the challenges faced by African Americans during the early 20th Century. =

=I. Lecture/discussion of Jim Crow= =II. Group work preparing for individual presentations= = = PowerPoint - Reconstruction To Jim Crow.pptx

= HW: Prepare for individual presentations. Complete preparation sheets. Thursday test will include the following essay question: =
 * = Which of the three early African American leaders (Washington, Du Bois, Garvey) do you think had the best approach for African Americans in the early 20th Century? Explain and justify your answer. =

Review Guide - Early 20th Century.docx

= 12/14 (Wednesday) AFRICAN AMERICAN RESPONSES TO JIM CROW = = = = Target: Compare and contrast the differing approaches and solutions proposed by Washington, Du Bois and Garvey. Which one was the best approach for African Americans in the early 20th Century? = = = =I. Structured group discussions= =II. Class discussion and wrap-up= = = = HW: Study for test. Material covered will include everything since 11/28 (Progressives, World War I and the Twenties). =

= 12/15 (Thursday) TEST DAY = = = =Target: Be awesome=

= HW: Finish your History Fair rough draft. =

= 12/16 (Friday) THE STOCK MARKET IN THE TWENTIES =

= HISTORY FAIR DUE: FINAL THESIS AND ROUGH DRAFT OF ENTIRE PROJECT = = = = I. Collect History Fair assignments = = II. Stock Market simulation = = = = HW: Work on History Fair. Due on Thursday, 1/5. Have a wonderful holiday. = = = = 1/3 (Tuesday) WELCOME BACK, LET'S DIVE RIGHT IN = = = =I. Return Papers= =- discuss thesis statements= =II. History Fair logistics and check-in= =III. Conclude Stock Market game=

= HW: Work on History Fair. Due on Thursday, 1/5. =

= 1/4 (Wednesday) 30 MINUTE DEPRESSION = = = =Target: Examine the key facts of the Great Depression in order to be prepared for the Final.= = = =I. Power Lecture on the essentials of the Great Depression=

PowerPoint - The Crash & Great Depression (Short Form).pptx Note Guide - Depression (Short Form).docx

= HW: Work on History Fair. Due on Thursday, 1/5. =

= 1/5 (Thursday) HISTORY FAIR = = = = HISTORY FAIR DUE: FINAL COMPLETE PROJECT. DON'T FORGET YOUR ANOTATED BIBLIOGRAPHY. =

= 1/6 (Friday) REVIEW = = = =I. Millionaire review game=

= HW: Study! =

Final Review USH 1st Semester 2011.docx Review Terms - First Semester.docx

= 1/9 (Monday) REVIEW = = = = 1/10 (Tuesday) FINAL EXAM, PERIOD 1 (8:05) = = = = 1/11 (Wednesday) FINALS IN OTHER, LESS IMPORTANT CLASSES = = = = 1/12 (Thursday) FINAL EXAM, PERIOD 8 (8:05) =

= =

= 1/18 (Wednesday) WELCOME TO SECOND SEMESTER =

= =

=I. Welcome back. Wrap-up First Semester, introduce Second Semester.=


 * =What do you want to know more about?=

=II. 1st Semester Chronology Exercise=

= 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 (Thursday) REVISITING THE GREAT DEPRESSION =

= =

=Target: Evaluate the causes of the Great Depression and assess the New Deal's attempts to solve the problem.=

=I. PowerPoint: Reexamining the Great Depression=

=II. Discussion: Why did the Depression happen? What should the government do when there is an economic crisis?=

PowerPoint - The Crash & Great Depression.pptx

= =

= HW: World War II Map Exercise. Also, if you didn't pp. 454-459 last night, catch up. Seriously. =

Map - 1939 Outline.docx

= 1/20 (Friday) WRAPPING UP THE DEPRESSION: ARE DEFICITS BAD? =

= =

=Target: Analyze the role of deficit spending during New Deal and discuss the significance of Federal deficits in the 21st Century.=

= =

=I. Conclude discussion of Great Depression=

= HW: Read Txt. pp. 460-462. =

= Reading Questions: =


 * 1) = What was the Rhineland and what did Hitler do with it? When? Did his actions kind of make sense? =
 * 2) = What and when was the Austrian //Anschulss//? Was it what the Austrian people wanted? =
 * 3) = What and when was the Munich crisis? Were Hitler's demands even a little reasonable? =
 * 4) =Why did the Allies chose to appease Germany over the Sudetenland? =
 * 5) =Why and when did the Allies finally draw the line over Poland and Danzig? =

= =

= 1/23 (Monday) PRELUDE TO A CATACLYSM =

= =

=Target: Analyze the rise of fascist dictators and their role in the coming of World War II.=

= =

=I. Reading Quiz=

=II. Field Trip Forms=

=III. PowerPoint Discussion of the rise of fascism.=

= =

= HW: Using the textbook and any other source you like, make a list of of the most important events leading to the war that occurred in 1931, 1934, 1935, 1936, 1937, 1938 and 1939. For each event, write one sentence explaining what it was. =

= 1/24 (Tuesday) 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.=

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

= 1/25 (Wednesday) APPEASEMENT =

=Target: Assess the policy of appeasement.=

=I. Conclude chronology exercise on Road to War=

=II. 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? You must __make specific reference to the documents__ and to the events in the chronology. =

= Your first post is due before class on __Thursday__. This should represent your own thinking based on your reading and analysis. Your second post is due before class on __Friday__. 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 Melanie" 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.) =

= 1/26 (Thursday - Late Arrival) PERSPECTIVES ON APPEASEMENT =

=Target: Be able to articulate the complexity of different views of appeasement.=

=I. Distribute study guide / discuss schedule=

=II. Wrap-up appeasement discussion.=

Study Guide - Coming of War Quiz.docx

= HW: Make second post on appeasement discussion. Also, 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? =

= 1/27 (Friday) 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. Elective presentations=

=II. 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? =

= 1/30 (Monday) 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. Brief discussion of appeasement posting grades=

=II. Discussion of the American neutrality and FDR's actions to bring the country closer to war.=

= HW: Study for quiz. =

= 1/31 (Tuesday) LABOR PREPARATION =

=Target: Prepare for labor negotiation exercise.=

= HW: Read Labor Role Play Packet. =

= 2/1 (Wednesday) IN SCHOOL FIELD TRIP DAY =

= =

=Target: Engage in exciting social studies enrichment.=

= HW: Study for quiz. =

= =



= 2/2 (Thursday) PROCESSING THE FIELD TRIPS AND A QUIZ =

= =

= HW: Read Pearl Harbor documents and answer questions. =

= 2/3 (Friday) AT DAWN WE SLEPT - PEARL HARBOR =

= =

=Target: Analyze the American defeat at Pearl Harbor and assess blame.=

=I. Brief review of the road to war in the Pacific=

=II. Small group work analyzing documents=

=III. Group reports=

=IV. Class discussion of blame=

= =

DBQ - Pearl Harbor.pdf

= HW: Post twice on the blog in response to the following question: =


 * = Why were America's defenses surprised and unprepared for the attack on Pearl Harbor? =

= =

= Your first post must be you own analysis and must be made by Saturday night. Be specific and refer to the documents. Your second post must be made before class on Monday. It must specifically respond to the post of one or more of your classmates and demonstrate that you have thought about it. As before, you can agree, disagree or change your views based on what you have read, but you must engage it seriously. =

= =

= 2/6 (Monday) JAPANESE INTERNMENT =

= =

=Target: Examine primary documents to assess why were Japanese Americans interned during WW II?=

=I. Introduce basics of internment=

=II. Interment newsreel=

=III. Discussion of newsreel=

=IV. Review documents and discuss=

PowerPoint- Japanese Internment.pptx Lesson Plan - Japanese Internment.pdf

= =

= 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. =

= Also, read text 14.1, pp. 486-493. 75% chance of reading quiz =

= Finally, quiz corrections are due on Monday, 2/13. =

= 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? =

= =

= 2/7 (Tuesday) ODYSSEY! =

= =

= =

= 2/8 (Wednesday) ODYSSEY, PART II! =

= =

= =

= 2/9 (Thursday) THE HOME FRONT =

= =

=Target: Examine the US home front and discuss its contributions, and its challenges, to winning the war.=

=I. Reading Quiz=

=II. Group question challenge=

= =

= HW: Read Txt. 494-499, 508-525 and begin working on WW II Timeline Assignment. The timeline is due on Monday, 2/13. =

Assignment - WW II Chronology.docx

= 2/10 (Friday) (Assembly) THE HOLOCAUST =

= =

=Target: Examine the events of the Holocaust and discuss America's role.=

PowerPoint - The Holocaust.pptx

= HW: Continue working on WW II Timeline Assignment. =

= =

= 2/13 (Monday) FIGHTING THE WAR =

= =

=Target: Analyze the war chronologically.=

= =

=I. Group work to define key events by year=

=II. Sharing the key events=

=III. Collect timelines.=

= HW: Read and annotate article on strategic bombing. Also, begin studying for test. =

= Reading Questions: =


 * 1) = What is strategic bombing? =
 * 2) = What was the general difference between the British and American approaches to bombing? =
 * 3) = What does it mean to attack civilian morale? =
 * 4) = What was the difference between the US bombing approach in Europe and Japan? What might account for the difference?. =

= ABC-CLIO Strategic Bombing.pdf Study Guide - World War II.docx=

= =

= 2/14 (Tuesday) STRATEGIC BOMBING =

=Target: Assess the Allies strategic bombing campaign. Was it effective? Was it moral?=

= =

=I. "Fog of War" video on strategic bombing=

=II. Brief reflective writing=

=III. Discussion of the morality of strategic bombing.=

= =

= HW: Read article on "How The Allies Won." Highlight at least three statements that contradict information you have been given by the textbook, Mr. Hannigan or any other source we have considered. =

BBC - How the Allies Won.pdf

= =

= 2/15 (Wednesday) WINNING THE WAR =

= =

=Target: Analyze and discuss why the Allies won the war. Could the Axis have won?=

= =

=I. Wrap-up of strategic bombing discussion=

=II. Examine chart of World War II deaths=

=III. Discuss the reasons for the Allied triumph and the Axis defeat. What would have had to happen for the Axis to win?=



= =

= HW: Study for test. =

= =

= 2/16 (Thursday - Late Arrival) WORLD WAR II TEST, PART 1 - MULTIPLE CHOICE =

= =

= HW: Prepare for essay. =

= =

= 2/17 (Friday) WORLD WAR II TEST, PART 2 - ESSAY =

= =

=Target: Think deeply, write clearly.=

= =

=I. Write essay.=

=II. Have a great weekend.=

= HW: Read Txt. pp. 532-545, 554-559 and complete "Cold War Essentials" sheet. = = = Cold War Essentials.docx = = = 2/21 (Tuesday) ORIGINS OF THE COLD WAR = = = =Target: Evaluate contrasting primary sources in order to determine whether the US or the USSR was primarily responsible for the Cold War.=

=I. Grade Admonition= =II. Recap strategic bombing essays and discussion. What do you think now?= =III. Questions regarding "Cold War Essentials"= =IV. PowerPoint discussion of the origins and timeline of the Cold War= =V. Read and answer guiding questions on Iron Curtain Speech and Truman Doctrine= =VI. Preliminary discussion of responsibility for Cold War.= = = Lesson Plan - Origins of the Cold War.pdf  PowerPoint - Origins of Cold War.pptx

= HW: Read and answer guiding questions on Novikov Telegram and Henry Wallace Letter. Then post wiki response to the question "Was the US or the USSR primarily responsible for the Cold War?" Make specific reference to at least two documents. As always, there will be special rewards for those who respond to the postings of others. = = = = = = = = 2/22 (Wednesday) DEVELOPMENT OF THE COLD WAR = = = =Target: Examine the development of the Cold War from its origins through the nuclear stand-off and Mutual Assured Destruction.= = = =I. Review origins of Cold War posts= =II. PowerPoint on Mutual Assured Destruction and the logic of nuclear weapons= =III. Guided reading on Mutual Assured Destruction.=

= HW: Read pp. 1-9 of Collaboration packet, "Mutual Assured Destruction Revisited." Answer guided reading questions. (Note, this is a challenging but very rewarding article. Stretch yourself to __really__ read the material and consider the arguments.) = = = PowerPoint - MAD.pptx  Guided Notes - MAD.docx

= 2/23 (Thursday - Activity Period) NUCLEAR WEAPONS & DETERRENCE = = = =Target: Evaluate the doctrine of Mutual Assured Destruction. Did nuclear weapons make us safer?=

=I. Preparation for Chemistry Collaboration.= =II. Review of reading questions= =III. Discussion on effectiveness and morality of MAD= = =

Nuclear Guide 2012 rev 2.docx

= HW: Read pp. 10-15 of Collaboration packet then then finish preparation activities on p. 3 of the Nuclear Recommendation Guide. =

= REMEMBER - CLASS TOMORROW IS IN ROOM 7096, THE LARGE ROOM AT THE END OF THE EAST BUILDING WHERE WE HAD OUR LABOR NEGOTIATION EXERCISE. ALLOW TIME TO GET THERE. DO NOT BE LATE. =

= 2/24 (Friday) CHEMISTRY COLLABORATION: EXAMINING THE NEED FOR NUCLEAR WEAPONS =

= REMEMBER - CLASS TODAY IS IN ROOM 7096, THE LARGE ROOM AT THE END OF THE EAST BUILDING WHERE WE HAD OUR LABOR NEGOTIATION EXERCISE. ALLOW TIME TO GET THERE. DO NOT BE LATE. = = = = Target: Assess American nuclear policy and, in collaboration with colleagues from the Chemistry Department, frame a recommendation for what American policy should be. =

=I. Introduction to the collaboration exercise= =II. Group discussions and framing of recommendation= =III. Group sharing of recommendations= = = = HW: Finish open items on the Nuclear Recommendation Guide. =

Nuclear Guide 2012 rev 2.docx

= 2/27 (Monday) INTRODUCTION TO THE FIFTIES =

=Target: Examine the big themes of American life in the Fifties.= = = =I. Return essays / collect homework= =II. Debriefing on nuclear weapons and strategic bombing= =III. PowerPoint introduction to the Fifties=

PowerPoint - Introduction To 50s.pptx

= HW: Work on TermQuest assignment, due Thursday 3/1. =

Assignment - Fifties TermQuest.docx

= 2/28 (Tuesday) McCARTHY: THE COLD WAR AT HOME = = = =Target: Examine the rise and fall of McCarthyism. What was it? Why was it powerful? Why did it ultimately fall?= = = =I. Conclude PowerPoint introduction to the Fifties= =II. Reading on McCarthy and brief discussion= =III. Primary source: video of Murrow's report on McCarthy= =IV. Primary source: video of Jack Welch vs. McCarthy=

ABC-CLIO Joe McCarthy = = = HW: Continue work on Fifties TermQuest .=

= 2/29 (Wednesday) WOMEN IN THE FIFTIES =

= Target: Examine primary and secondary sources to evaluate whether the image of the happy 1950s housewife is accurate. = = = = I. PowerPoint introduction to issues of the suburban housewife = = II. Analyze primary sources with graphic organizer = = III. Class discussion of question = = = PowerPoint - Women in the 1950s.pptx  Lesson Plan - Women in the 1950s.pdf  Lesson Plan Women in the 1950s Graphic Organizer.pdf

= HW: Complete organizer for Documents C and D. Finish work on Fifties TermQuest (due tomorrow). . = = = = 3/1 (Thursday) TELEVISION IN THE FIFTIES = = = =Target: Examine and integrate the big themes of the Fifties by putting them in the context of television.= = = =I. Distribute and explain assignment= =II. Group work brainstorming then writing script= =III. Collect TermQuest sheets.= = = = HW: Finalize scripts and come in tomorrow ready to perform. Bring props, costumes, etc. Remember that every group member must have and turn in a copy of the script. =

= 3/2 (Friday) PERFORMANCE AND REVIEW = = = =Target: Examine and integrate the big themes of the Fifties by putting them in the context of television.=

=I. Group performances= =II. Review for test.=

Study Guide - Cold War.docx

= HW: Study for test. =

= 3/6 (Tuesday) TEST ON COLD WAR AND THE FIFTIES =

= Target: Be especially awesome. = = = = HW: Do something nice for your parents. =

= 3/7 (Wednesday) WHAT IS RACE? =

= =

= Target: Examine the idea of race as a scientific and social construct =

= =

= I. Return papers and announcements =

= II. What is race? How do we talk about it? =

= HW: Read "Why Race Isn't Real" and complete reading questions. Also, review the US Constitution, beginning on Txt. p. 57. 60% chance of reading quiz. =

Article - Why Race Isn't Biological (Excerpts).docx Article - Why Race Isn't Biological Questions.docx

Next time, more nuts and bolts follow up. Give them the arguments they need to defend this. Also, use the ambiguous race pictures.

= 3/8 (Thursday) THE CHALLENGE: EARLY RESPONSES TO JIM CROW =

= =

=I. Recapping the discussion of biology and race=

=II. Quiz?=

= HW: Read Txt. pp. 622-629. =

= 3/9 (Friday) THE MONTGOMERY BUS BOYCOTT =

= Target: Examine conflicting evidence regarding the success of the Montgomery Bus Boycott to assess why it was successful. =

= HW: Finish Montgomery Bus Boycott organizer, including Final Claim. Read Txt. pp. 630-639. =

= __EXTRA CREDIT__ =

= Many of you have seen or heard about the Kony 2012 campaign on YouTube, sponsored by a group called Invisible Children. =

= [] =

= It's a well-made film that is trying to persuade you to do something to make the world better. That's cool. But how is the video manipulating you? And is it correct in its claims? I want you to answer those questions and I will reward you with extra credit. Here's what you have to do: =

= 1. Post specific examples from the Kony 2012 video, with the time-mark, of how the film-maker is trying to appeal to you. For example, at 2:20 the video shows the birth of a baby and his parents being very emotional and happy, which makes the viewer emotional and happy also. State what the video is showing or saying and how that is an attempt to persuade/manipulate the viewer. For every specific example you post, you'll earn 1 point of extra credit (capped at 5/person). You don't get credit for posting examples that someone else has already posted, so read each other's examples before you post your own. =

= 2. Go out and research the issue for yourself. Central Africa is a complicated place (like almost everywhere else in the world). Is the video giving you all the information you need to decide what to do? Locate other sources that relate to Joseph Kony, Invisible Children or the situation in Central Africa. For each source you must provide: a) the link; b) a summary of what the source says; c) how the source confirms or contradicts the Kony 2012 video; and d) MOST IMPORTANTLY, state who the author of the source is, what their bias is and whether you consider the source reliable. =

= For example: =

= a) [] =

= b) This is a blog post describing the viral rise of the Kony 2012 campaign and the writer's ambivalence over whether she should get involved. =

= c) The post says that Kony is a bad guy but also says that there are some doubts about the Invisible Children group. Basically, the author doesn't feel like she knows what she's talking about and doesn't feel like she has any power to change things. She doesn't really confirm or contradict the video. =

= d) The author is a student at the University of Michigan and the post is from the University of Michigan student newspaper. She isn't an expert on the subject. She does a good job of describing what its like to be an American who suddenly hears about the Kony 2012 campaign but she doesn't really tell us anything that will help us make up our minds. =

= For each source you post, you'll earn 4 points of extra credit, capped at 20/person. Again, you can't post sources that have already been used, so read each other's stuff. =

= If you want to do a larger project or devote a class to this subject, let me know but start with this. I look forward to seeing what you come up with. =

= =

= 3/12 (Monday) BEGINNINGS OF THE CIVIL RIGHTS ERA =

= =

=Target: Connect the early challenges to Jim Crow to the early stages of the Civil Rights Era.=

= =

=I. Discuss Kony Assignment=

=II. Guided notes on early Civil Rights Era.=

= HW: Read Txt. pp. 630-639. =

= =

= 3/13 (Tuesday) THE EARLY CIVIL RIGHTS MOVEMENT & CONFLICT =

= Target: Trace the development of the early movement and examine how divisions over tactics and non-violence began to develop. =

= =

= I. Reading quiz =

= II. Continue guided notes on early Civil Rights Era =

= =

= HW: Read the five documents on Txt. pp. 640-641 then post an answer to following question: Why were nonviolent demonstrations effective for the civil rights movement? What do you think the limits of non-violence were? =

= =

= 3/14 (Wednesday) MARTIN LUTHER KING JR. AND THE POLITICS OF NON-VIOLENCE =

= =

=Target: Examine the tactics and effectiveness of non-violence. What makes non-violent protest effective?=

= =

=I. Guided notes on the early civil rights movement=

=II. Discussion of non-violence.=

= =

Guided Notes - Civil Rights Era.docx

= 3/15 (Thursday - Late Arrival) VIDEO: AIN'T SCARED OF YOUR JAILS =

= =

Questions - Eyes On The Prize.docx

= 3/16 (Friday) VIDEO: NO EASY WALK =

= HW: Watch the documentary in class on Thursday and Friday. While watching, answer these questions. If you miss something, the videos are available on the class website. The questions are due on Monday. =

= 3/19 (Monday) JFK AND CIVIL RIGHTS =

= Target: Analyze conflicting sources to determine whether JFK was a strong supporter of civil rights. =

=I. Summary discussion of "Eyes On The Prize" and collect questions=

=II. Video on the Kennedys=

=III. Read and discuss JFK speech=

=IV. Read and discuss John Lewis speech.=

= =

Lesson Plan - 1964 Civil Rights Act.pdf

= HW: Read and annotate "I Have A Dream" speech =

= Reading Questions: =


 * 1) = What is King talking about when he refers over and over again to "one hundred years?" =
 * 2) = Explain the image King uses about "cashing a check" and the "bank of justice." =
 * 3) = What is it that King says he "must say to my people?" Why do you think he felt he had to say it? =
 * 4) = What is King's dream? =

MLK _I Have A Dream_ Speech.pdf

= 3/20 (Tuesday) MLK'S DREAM AND THE 1964 CIVIL RIGHTS ACT =

= =

=Target: Examine the words and impact of King's "I Have A Dream" speech.=

= =

=I. The words of the speech=

=II. Discussion of the speech=

= =

= HW: Read handout on Malcolm X =

= Reading Questions: =


 * 1) = How was Malcolm's childhood different from King's? =
 * 2) = What was the Nation of Islam? How did the Nation of Islam save Malcolm? =
 * 3) = What were the views of the Black Muslims? Whose views do they remind you of? =
 * 4) = Why was Malcolm so threatening to white Americans? =
 * 5) = How did Malcolm's views change over time? =

ABC-CLIO Malcolm X.pdf

= 3/21 (Wednesday - Activity Period) FROM MLK TO THE 1964 CIVIL RIGHTS ACT =

=Target: 1. Trace King's dream to the tangible accomplishment of the 1964 Civil Rights Act=

= =

=I. Reading Quiz?=

=II. What was King's dream?=

=III. The Civil Rights Act of 1964=

=IV. Malcolm X video PowerPoint=

PowerPoint - Civil Rights Act 1964.pptx

= HW: Read and annotate "The Unfinished Dialogue" =

= Reading Questions: =


 * 1) = What were the similarities and differences of the childhoods of MLK and X? =
 * 2) = What were the similarities and differences of their careers as religious spokesmen? =
 * 3) = Why did Malcolm become frustrated with the Nation Of Islam? =
 * 4) = Why were both men growing frustrated in 1963? =
 * 5) = What was King's view of Malcolm? What was Malcolm's view of King? =
 * 6) = How were Malcolm's views changing in the year before his death? Was he moving closer to King? =

= Article - Unfinished Dialogue btw X & MLK.pdf =

= 3/22 (Thursday) OTHER VOICES: MALCOLM X =

= =

=Target: Examine the life and thought of Malcolm X=

=I. Malcolm X video PowerPoint=

=II. Discussion of Malcolm vs. MLK=

= =

= HW: Finish reading "Unfinished Dialogue" then write a Wiki post on the following question: "Which man presented the better and more realistic plan for African Americans in the Fifties and early Sixties, Martin Luther King Jr. or Malcolm X?" =

= 3/23 (Friday) INTERLUDE: THE ASSASSINATION OF JFK =

= =

= Target: Construct and evaluate the chronology of the assassination of JFK. In what ways do attitudes and prejudices color the way we see evidence? =

= =

= I. Video clip =

= II. Use sort cards to construct a chronology of the assassination =

= III. Pick 5 - if you had to tell the story in only points, what would they be? =

= IV. What seems odd? =

= =

=Zapruder Film (Warning: Graphic Images)=

jfk-sort-cards-and-plenary.doc ABC CLIO - JFK Assassination.pdf  Summary Of Warren Commission Findings.docx

= HW: Find one source from the internet or anywhere else that comments on the Kennedy assassination. Read each other's postings and do not repeat sources. Post the following: =

= 1. The link or citation for the source. =

= 2. Who is the author of your source? What is their bias? What is their expertise? Do you consider them a reliable source and why? =

= 3. Summarize what your source says. Does it tend to support or contradict the official Warren Commission findings? =

= 4. What is your personal evaluation of the source? Does it make you more or less likely to agree with the Warren Commission findings? =

= =

= =

= 4/2 (Monday) INTERLUDE, PART II: EVALUATING THE JFK ASSASSINATION =

= =

=Target: Compare the competing explanations for the JFK assassination. Which one is most persuasive?=

= =

=I. Return papers and grades/schedule=

=III. Discussion of Kennedy assassination theories.=

= =

= HW: Read Txt. 642-647 =

= Reading Questions =


 * 1) = What were the persistent urban problems that created frustration among African Americans? =
 * 2) = List 4 American cities that had significant race riots in the Sixties. What did the Kerner Commission conclude about the causes of those riots? =
 * 3) = Why did King and other African American leaders begin to focus on economic rights over political rights? =
 * 4) = What was the Black Power movement? Which black leader from the Twenties did it echo? =
 * 5) = Why did the civil rights movement splinter by the late Sixties? =
 * 6) = What was King working on when he was assassinated? How do you think his death affected the civil rights movement? =

= 4/3 (Tuesday) GAME TURNS FIERCE: THE BLACK POWER MOVEMENT AND THE ASSASSINATION OF KING =

= =

=Target: Examine the reasons for the rise of Black Power and the splintering of the civil rights movement.=

= =

=I. Group work on reading questions=

=II. Group presentations.=

= =

= HW: Read Txt pp. 724-727 =

= Reading Questions: =


 * 1) = Why did many schools remain segregated even after //Brown v. Board of Education// had been enforced? =
 * 2) = What was "busing" and what was the crucial Supreme Court case that allowed it? =
 * 3) = Why was busing so controversial? What was the Supreme Court case that limited busing? =
 * 4) = What is "affirmative action?" Why was it so controversial? =
 * 5) = What do you think is the best argument in favor of affirmative action? What is the best argument against it? =
 * 6) = What was the //Bakke// case and what was its decision? =

= =

= 4/4 (Wednesday) THE END OF THE MOVEMENT? =

= =

=Target: How and why did the civil rights movement end?=

=I. Explain essay prompts=

=II. Discussion - why did the movement end? Should it have? Did the movement win?=

Test - 2012 Civil Rights Essay.docx

= HW: Study for test and work on take-home essay. =

= =

= 4/5 (Thursday) TEST =

= Target: Demonstrate awesome =

= I. Take test =

= II. Relax =

= HW: Write take-home essay test. Remember that you must turn in a hard-copy of the essay and the completed organizer in class on Monday __and__ email me an electronic version of the essay. Your work is not counted as turned in until I have both versions. =

= =

= ADDITIONAL ESSAY TOPICS. =

= Here are two additional topics that you can write about for the take-home essay. Remember to BE SPECIFIC and to complete the organizer, regardless of which topic you choose =

= =

= 5. Why did the Civil Rights Movement end? =

= 6. How would the history of the Civil Rights Movement be different if Martin Luther King Jr. had not been assassinated? =

= 4/9 (Monday) THE SIXTIES CELLPHONE CHALLENGE! =

=Target: Use contrasting research tools to learn the essential facts regarding American domestic policy during the Sixties.=

= =

=I. Collect civil rights essays=

=II. Dead tree vs. cell phone challenge=

= =

60s Cellphone Challenge.docx

= HW: If not completed in class, finish the 60s Cellphone Challenge sheet. =

= Test Corrections due on Monday, April 16th. =

= Read Txt. pp. 654-663 =

= Reading Questions: =


 * 1) = Why did Vietnam matter to the United States? Examine the map and reasons provided on p. 655. Are those reasons persuasive to you? =
 * 2) = Consider the Eisenhower "domino" quote on p. 655. What is the flaw in his argument? =
 * 3) = Who was Ho Chi Minh? Why did he lead a resistance movement against France? =
 * 4) = Read the debate between Ball and Kennan on p. 659 on whether America should fight in Vietnam. Why does Ball believe the US should fight in Vietnam? What are the three main points of Kennan's counter-argument? =
 * 5) = Based on what you know now, which position do you agree with? Is there additional information that you don't have that you would like to have before making a decision? =

= 4/10 (Tuesday) INTRODUCTION TO VIETNAM & THE SIXTIES =

=Target: Examine the essential facts about the Sixties and set the stage for Vietnam.=

= =

=I. Review Sixties Cellphone challenge=

=II. Discuss the background leading to American involvement in Vietnam.=

= HW: Based on your textbook reading and class discussion, post an answer to the question "Should the United States fight in Vietnam?" For purpose of your answer, focus on the time period 1964-66. =

= 4/11 (Wednesday) GULF OF TONKIN RESOLUTION =

=Target: Evaluate the factors underlying the growing US commitment in Vietnam and analyze the significance of the Tonkin Gulf crisis.=

= =

=I. Read and discuss the Tonkin Gulf crisis, pp. 28-29. What happened?=

=II. Read and discuss the US response, pp. 30-31. What did we do? Why was this a turning point?=

= HW: Read packet pp. 32-33. Post on which of the four options seems best to you as of 1965 __and why__. =

= 4/12 (Thursday - Late Arrival) PREPARATION FOR DEBATE =

=Target: Analyze the issues that framed the debate on US policy in Vietnam and prepare effective group presentations.=

=I. Form groups=

=II. Read material=

=III. Prepare presentations=

= =

Choices Vietnam Preparing 1965 Option.docx

= HW: Prepare for your presentation to the President. Reread the packet pages that relate to your option and skim the pages from the other options. Everyone will speak, everyone will be accountable for what they say to the President. =

= 4/13 (Friday - Happy Triskaidekaphobia Day!) ADVISING THE PRESIDENT =

= IMPORTANT! CLASS TODAY IS IN ROOM 1313 WHICH IS DOWNSTAIRS IN THE ILC. DO NOT GO OUR REGULAR CLASSROOM. GO DIRECTLY TO 1313. ALSO, REMEMBER THAT YOU WILL RECEIVE EXTRA CREDIT FOR APPEARING IN FORMAL BUSINESS ATTIRE. '=

=Target: Articulate and evaluate the positions that defined the American debate over involvement in Vietnam.=

= =

=I. Gather in Room 1313=

=II. Advise the President=

= =

= HW: Complete meeting evaluation form. Also, read and answer questions on "What Was Really Great About The Great Society?" Finally, remember that test corrections from the Civil Rights test are due Monday. =

Choices Vietnam Evaluating 1965 Option.docx. What Was Really Great About The Great Society.docx

= 4/16 (Monday) THE GREAT SOCIETY =

= =

= Target: Assess the impact of the Great Society =

= =

= I. Collect Vietnam assignments and test corrections =

= II. Wrap-up Vietnam debate =

= III. Great Society discussion. =

= =

= HW: Read Txt. 664-669, Vietnam Divides The Nation =

= Reading Questions: =


 * 1) = What was the "credibility gap?" =
 * 2) = Why was television important during the Vietnam War? =
 * 3) = Why did the draft spark such anger? =
 * 4) = What was the Tet Offensive and why was it so important? =
 * 5) = 1968 has been called "the most important year in American history." What key events happened in that year to support that claim? Do you agree that it was the most important year? =

= 4/17 (Tuesday) THE FOG OF WAR =

= =

=Target: How did America get pulled further into the Vietnam War and why was it so hard to get out?=

= =

=I. Watch "The Fog Of War" and complete viewing guide.=

Fog Of War Viewing Guide.docx

= HW: Read Txt. 682-685, Students & The Counterculture =

= Reading Questions: =


 * 1) = How did the 60s youth movement have its roots in the 50s? =
 * 2) = What was the Port Huron Statement? Do you agree with its goals? =
 * 3) = What was the "counterculture?" How many people do you think were actually part of the counterculture? =
 * 4) = For many people, the counterculture is the dominant image of the 60s. However, others argue that the impact of the movement has been exaggerated, with hippies being used as caricature. What do you think the actual impact of the counterculture was? =

= 4/18 (Wednesday - Activity Period) 1968: A NATION COMES APART =

= =

=Target: Examine how the tensions of the 60s splintered the national consensus.=

=I. Recap "Fog Of War"=

=II. Discussion of the impact of Vietnam on the nation and the Great Society=

= =

= HW: Read Txt. 670-675, The War Winds Down =

= Reading Questions: =


 * 1) = What was Nixon's "Vietnamization" plan? Why do you think Johnson hadn't done it? =
 * 2) = What happened at My Lai? What impact did it have on the American public? =
 * 3) = What were the Pentagon Papers and what did they reveal? =
 * 4) = When and why did the US pull out of Vietnam? What happened after the US withdrew? =
 * 5) = What were the main legacies of the Vietnam War? =

= 4/19 (Thursday) THE END OF THE SIXTIES, THE END OF THE WAR =

= =

=Target: Prepare for test by discussing the big issues of Vietnam=

=I. Review study guide=

=II. Discussion - what is your obligation as a citizen when you disagree with the government?=

= HW: Study for test and prepare class participation self-evaluation. =

= Participation Rubric.doc=

= 4/20 (Friday) TEST ON THE SIXTIES AND VIETNAM =

=Target: Be awesome=

=I. Take test=

=II. Abide.=

= HW: Complete Reading In The Seventies Worksheet. 70% chance of reading quiz. =

Assignment - Reading In The 70s.docx