Your Final

• Final Project 2017-2018
• This rubric will be used to assess the assignment.
• This brainstorming chart will be helpful to you.

Wrapping up the Portfolio

Portfolio Final Response

Don't forget-HW for Tuesday is to compile your portfolio and do the reflections with the PORTFOLIO CHECKLIST AND RUBRIC

ALSO

2ND SEMESTER FINAL 2017-2018

and finally-EXTRA CREDIT OPPORTUNITY instead of Diane Nash speech.

The 1970's

Today in class we'll watch The Century: Starting Over, taking notes as we watch (portfolio). At the end of the film, we'll use our notes to fill in the Carter presidency on the Presidencies in Turmoil assignment.

ALSO

PORTFOLIO CHECKLIST AND RUBRIC

ALSO

2ND SEMESTER FINAL 2017-2018

Civil Rights Movement 1966-1969

Today, we'll work to construct an electronic timeline of significant events in the struggle for civil rights during the period 1966-1969.
With a partner, you'll be assigned an event that corresponds to a slide on this presentation:
Civil Rights 1966-1969
You need to:

1. Do some quick research about your topic.
2. Then, on your slide, 
• change your title from the name of the topic to a "headline" for a newspaper article about that event.
• List key bullet points that describe the key facts or details about what happened.
• Insert an image or short video that is representative of that event.
• Write a 1 or 2 sentence statement asserting the significance of that event.
• Finally, insert a quotation from MLK's Mountaintop Speech that contains an idea that links to the event.
3. When finished, we'll look at the slide show and then respond to these questions. This response is part of your portfolio:

• What events stand out to you as most significant and why?
• What, if anything surprises you about what you noticed?
• What do you want to know more about and why?
• What questions do you have?

Slide #1 Fernando Arthur Olivera	Slide #2 Stella Taylor	Slide #3 Joey Shayma	Slide #4 Julia Ryan	Slide #5 Noah Kayla
Slide #6 Jake Kyle	Slide #7 Sam Abbe	Slide #8 Timothy Kelan	Slide #9 Nolan Max	Slide #10 Jacob Maddie

Also, here are links to a version of our speaker's presentation from yesterday:

Jon Schaefer Part 1
Part 2
Part 3
Part 4

Schaefer Slides

Country in Turmoil

Yesterday, we watched until about 37:00 of Dear America: Letters Home From Vietnam.

Today, after looking at these statistics about the escalation of the war, we'll begin work on the Country in Turmoil Web Assignment. We'll look at the first section together and then try to complete the next few on our own. (Sec. 1-5 are due by Thursday).

Into Vietnam

We'll start by introducing the Presidencies in Turmoil assignment.
Next we'll review our notes from Poisoned Dreams, discussing what the Vietnam War was about.
Then, we'll divide up and look at three documents, identifying justifications for war and discussing whether or not we thought they were good reasons.
We'll finish by examining the impact of the Tonkin Gulf Resolution.
In the remaining time, we'll begin watching Dear America: Letters Home From Vietnam.

Document 1: Kennedy Letters
Document 2: Johnson Message to the Nation on Tonkin Gulf
Document 3: Johnson Message to Congress

Tonkin Gulf Resolution

Selma and Voting Rights

During the first part of class today, we'll watch what happened with the fight for voting rights in Selma, Alabama in 1965: Selma (1965) and (Part II) responding to the last section in our Youth in the Civil Rights Movement document. Note, for the final reflection, you only need to choose one moment from each section (2 total, not 4).

In the 2nd part of class, we'll work to get an update on the state of voting rights today by reading and reflecting on the articles in this document: Voting Rights 2018

Freedom Summer and Malcolm X

We'll begin by watching Eyes on the Prize: Freedom Summer (Part I, Part II), taking notes and responding in our Youth in the Movement document (add Malcolm X to the list of people to pay attention to in the film).
Then, with your partner listed below, you'll work to compare the speeches that you read for homework today using this Venn Diagram. To do your comparison, begin by sharing the most compelling or interesting quotations from the speech (the ones you annotated) and then discuss the ideas that they represent. As you discuss, start to fill out the venn diagram with the similarities and differences between the ideas from each speech.
Then, together, discuss and answer the questions at the bottom of the sheet (and listed below). While you may discuss these questions together, each person should write out their own answers on the back of the venn diagram handout.

When finished comparing the two speeches, please respond to the following questions:

1. Which speech has the more effective message? Why?
2. In what ways might Malcolm X’s words appeal to the young men and women of SNCC working in Mississippi during Freedom Summer?  Which speech do you think is more appealing to them and why?
3. Read this Letter from Mecca that Malcolm X sends when he goes there on his hajj. In what ways does the letter contradict any of the ideas in either speech? In what ways does it enhance them?

Partners for today:

1. Stella-Nolan
2. Sam-Jacob-Ryan
3. Tim-Shayma
4. Kayla-Olivera
5. Joey-Jake
6. Noah-Fernando
7. Abbe-Julia
8. Taylor-Maddie
9. Kyle-Arthur
10. Kelan-Max

The Great Society

With a partner, you'll work to complete this activity: Johnson's Great Society
Here are your partners for today (Note, FOR HW-if your group is highlighted in yellow, you are assigned Message from the Grass Roots, if you are highlighted in blue, you are assigned Ballot or the Bullet)

Group #1 Stella Sam Timothy	Group #2 Kayla Joey	Group #3 Noah Abbe	Group #4 Taylor Kyle	Group #5 Kelan Ryan
Group #6 Nolan Jacob	Group #7 Shayma Olivera	Group #8 Jake Fernando	Group #9 Julia Max	Group #10 Maddie Arthur

March on Washington

We'll begin our look at the March on Washington by examining both the original draft and the actual speech given by John Lewis. We'll watch his actual speech in its entirety.



Next, we'll analyze Martin Luther King Jr.'s "I Have a Dream" speech from the March on Washington and watch the video of the complete speech.  When finished, we'll choose a line or phrase from the speech that will be the first line in our response to it.

Taking Action

Today, we'll continue to consider Youth and the Civil Rights Movement by watching the experience of college students in Nashville in 1960 and discussing the origins of SNCC.
During the 2nd part of class, we'll review what happened in Birmingham in 1963 and do some detailed analysis of Martin Luther King Jr.'s Letter From Birmingham Jail.
Letter From Birmingham Jail Questions

**EXTRA CREDIT OPPORTUNITY: An Evening with Diane Nash (photographic proof of attendance required).

Kennedy Inaugural Address

Today, we'll watch JFK's Inaugural Address, annotating the speech while we watch.
Then, we'll complete the questions following the address. The completed responses are part of your portfolio.

Youth and the Civil Rights Movement.

Today we'll consider the impact of the Brown v. Board of Education decision on young people.
Everyone will make a copy of this document and use it for notes and reflections which will become part of your portfolio:
Youth and the Civil Rights Movement
Eyes on the Prize: Emmett Till 1955
The Century: Happy Daze (24:30-29:35)

Eyes on the Prize: Nashville Sit-Ins 1960 moved to later in the week

Legal Strategy and the Brown Case

Today we'll learn about the NAACP's legal strategy to attack Jim Crow and segregation.
We'll analyze the Brown v. Board of Education case (link contains notetaking for lecture and Supreme Court Opinions) using these questions.
We also analyzed the Brown II decision.

Cold War and the 1950's

Today we finished our look at The Century: Best Years and continued into the 1950's by looking at The Century: Happy Daze and completing this study guide which is part of your portfolio.

Cold War

We'll start class today with a discussion about "cold war" and the goals of the United States and Soviet Union in their Cold War.
Then we'll watch The Century: Best Years and take notes using this notetaking guide.  The notetaking guide is an entry in your portfolio.

Show and Tell and Intro to Cold War

HW for Tomorrow: Read and notes-Foner 711-725

FINAL ASSESSMENT: Your assessment for the unit will be a portfolio.

The portfolio will consist of the following:

• Notes from readings 
• sub-heading to sub-heading -- main ideas
• make sure to include the margin terms! 
• connections to themes/targets 
• Reflection for each day’s reading: what change and continuity do you see?
• the Presidency
• social views and norms 
• the US on the World Stage 
• Daily class notes and/or activities 
• Weekly image reflections--choose two historical images that you believe reflect important ideas from the week. For BOTH, include a title/description of the image and 2-3 sentences about how that image connects to important ideas from the week.
• Any Web Activities--printed out 
• All handouts from class, including film notes 
• Annotations of Primary Documents 
• Theme Reflection: 300-500 words 
• Choose one of the three topics that we have been following throughout the unit
• Reflect on the changes and continuity in the topic in the period 1945-1988. 
• Final Reflection: 300-500 words 
• To what extent was the America we live in formed in the post WWII decades?

The Atomic Bomb

Over the last few days, we've been considering the end of the war in Europe by watching film clips of the Battle of the Bulge, FDR's Death and V-E Day. We've also been considering strategic bombing and what makes a legitimate target in war by seeing clips of the bombing of Dresden and the firebombing of Tokyo.
Today, we'll learn a bit more about the Battle of Okinawa and then examine Harry Truman's decision to drop the atomic bomb first on Hiroshima and then on Nagasaki.
Here is a reading to guide our work:
Atomic Bomb: The Moment of Decision.

D-Day

Here are the sources we used in class to learn about D-Day
D-Day Notes
Band of Brothers Getting Ready to go
Band of Brothers Parachute Drop
Saving Private Ryan

Early War

After a discussion of  America and the Holocaust: Deceit and Indifference we'll consider FDR's "win the war" policy by learning more about what the war was like for those who fought it. We'll pay particular attention to the Bataan Death March by watching a clip from Ken Burns' The War(Start at 5:40).

The Homefront

We watched a video clip from The Century, describing the mobilization of the home front and the rapid increase of the armed forces. Students took notes on the notetaking guide.

Then, we'll look at a series of propaganda posters and identified the messages and types of things that were being advocated.

For the last source, we watched a Disney cartoon, "Donald Duck - Der Fuehrer's Face".

Pearl Harbor

Today we'll start with the introduction to Ken Burns' Documentary The War, taking notes as we watch and having a discussion about what we can expect.
Next we'll watch a second clip about Pearl Harbor.
Both clips can be found here: Ken Burns' The War
We'll then turn our attention to FDR's War Message (AR 492), watching as he delivers it to Congress.
We'll finish by analyzing his message according to the elements of Just War Theory.

FDR and the Road to War contd.

Today, you'll continue to add to your FDR and the road to war google doc that you started on Friday in class. Today you'll add your responses to the questions that are listed in your packet for the Arsenal of Democracy Speech and the Four Freedoms speech to your document.

FDR and the Road to War

Today, we'll start by responding to the moment on the timeline that we identified yesterday, considering how FDR would respond to the questions, ideas or moments identified.

Next, we'll look at the quarantine speech, first considering where it belongs on the timeline and then searching in our reading for other events that are important to understanding its context. With our partners, we'll answer the questions about the speech.

Together, we'll listen to FDR's Fireside Chat from Sept. 3, 1939 annotating as we listen, noticing where it belongs on the timeline, and answering the questions about it.

Finally, we'll read FDR's "Arsenal of Democracy" fireside chat, noticing where it belongs on the timeline, and answering the questions about it.

Group #1 Kelan Arthur	Group #2 Timothy Julia	Group #3 Joey Abbe	Group #4 Kyle Logan	Group #5 Jacob Stella
Group #6 Nolan Fernando	Group #7 Max Noah	Group #8 Olivera Sam	Group #9 Shayma Maddie	Group #10 Kayla Taylor
Group #11 Ryan Jake

America and the Holocaust

Today in class we discussed the concept of the Universe of Obligation.

Next we watched from 0:00-22:30 of America and the Holocaust. Students took notes as they watched and then did a response to the excerpt in their notebooks at the end.

We finished by relooking at our timeline and taking a picture of a significant part of it that we then copied onto a new google doc to be used tomorrow and later in the unit.

Holocaust Timeline

Today we'll be constructing a timeline using the following information:

• Victim Identities
• Holocaust and WW2 Events
• Anti-Jewish Laws and Decrees
• World and U.S. Responses

When finished, we'll do some reflection about the observations we made and the conclusions we drew.

The Rise of Hitler Contd.

Today we'll continue to take notes and watch Evil Rising.

Here is a large print version of the reading for tonight: Larger print version of FHAO rdgs

The Rise of Fascism

Today, we'll spend the first 5 minutes taking a short survey about the research process:
Research Process Survey

Then, students will have about 20 minutes to begin reading their Choices FDR and Foreign Policy packets.

During the last part of class, we'll begin the film Evil Rising.

Students will take notes as they watch. Pay particular attention to these terms and ideas from the film: Impact of reparations on Germany,“Stabbed in the Back”,Ernst Rohm,National Socialist German Workers’ Party (NSDAP),1923 Hyperinflation in Germany,1932 Reichstag elections,Reichstag Fire & the Enabling Act, Adolf Hitler (Führer)

Sharing our Research

Today, after making sure that all of our research papers are submitted, we'll use this form in order to share what we learned:
Research Project Sharing

There is NO homework tonight!

Outlining, Intros and Citation

After several more days of researching our topics, it's time to begin thinking about drafting.  We'll take a look at the outline format and then process these tips about the introduction and learn about citation format.

INTRODUCTION:

CHICAGO STYLE CITATION LINKS
Creating Footnotes in Chicago Style.
Other resources that will be helpful to you:

• The Chicago Manual of Style Online
• If you are unclear what kind of source yours is, look at this guide CMS-Categories
• Chicago Manual of Style-From the Purdue Online Writing Lab
• Citing Indirect Sources
• Citation Chart
• Citations Explained in Sample Paper (not this assignment)

Finding Focus: Crafting your thesis

Today we'll work to find a focus for our research papers by starting to craft our theses.

Please make a copy of this document and put it into your Research Paper folder on your drive:
OUTLINING THE ARGUMENT

Intro to Research (and New Deal contd.)

Today, you'll start by making a new folder within your 2nd semester U.S. History folder in your drive labeled Research Project. Then, each of the following will be placed in it.

• Students will receive their topics for the Research Project.
• The notetaking system for research will be introduced: Color-Coded Notetaking
• Here is your research review
• Begin a new document labeled research tips.

For homework students should start by reading the digital history link for their topic and making a list of keywords. They should read the 1920's or 1930's overview from the American History Database (this can be your first source) and continue to make your list of key words. Using your topic and key words, students will then find, read and add notecards or slides to their notes for each article.

With the remaining time in class, students will finish their New Deal Web Activity.

FDR 1st Inaugural and the New Deal

Today, you'll examine Franklin Roosevelt's 1st Inaugural Address by answering these questions with a partner: First Inaugural Questions

Next, you'll get started on tonight's homework: New Deal Web Activity. While you'll have about 45 minutes of class time tomorrow to finish, you should do enough tonight so that you are able to finish in class tomorrow.

HW due on Tuesday, Feb. 13

Today is our test on the Progressive Era and WWI. Students submitted their WWI and Boom to Bust study guides today as well.

HOMEWORK FOR TONIGHT

• WATCH The Century: Stormy Weather and FILL OUT the corresponding notetaking guide by hand as you watch.
• BRING American Reader to class

Post WWI United States 1920-1929

If you were absent on Wednesday, make sure that you look at the previous blog post.

FOR THURSDAY, 2/8/18
I will not be here on Thursday, thus here are your tasks. You may use tonight to study for Monday's test and complete the video in class or you may complete the video at home and use class time tomorrow to study for the test.  If you are completing the video in class, please bring headphones. There will be a hard copy of the note taking guide for you to use as you watch.
If you are completing the video at home, please print the note taking guide and use it as you watch.

Watch The Century: Boom to Bust
As you watch, complete this note taking guide: Boom to Bust Note Taking

Ratification Debate?

Today we'll explore whether or not the United States should ratify the Treaty of Versailles.
First, we'll review what you read and know about it and then, use the arguments from each side as well as the historical record to fill out this chart and make our own decision:
Treaty of Versailles Debate Chart

Here are the groups you're working with today:

Group #1 Shayma Ryan Taylor	Group #2 Julia Stella Kyle	Group #3 Jacob Noah Nolan Arthur	Group #4 Sam Max Olivera Kelan	Group #5 Fernando Maddie Kayla
Group #6 Tim Jake Joey

Registration

Today as you return from registration you have a few tasks to complete:

1) Submit Homefront Web Activity to turnitin

2) Read the assignment then look at the list of potential topics for your upcoming research paper. If you are interested in choosing a topic rather than have one randomly assigned, click on the links to get a sense of each topic. Then take the survey. If you don't want to choose a topic, you will have the option to tell me that on the survey.

• Research Topic Request Form 
• All requests must be submitted by the end of this week.

3) Study for upcoming test (see terms on assignment sheet).

Americans in WWI

After sharing some thoughts about our notes from the homework, we explored two stories about American soldiers experiences in WWI. The first was the story of Sgt. Alvin York where we used clips from the film Sgt. York (not exactly what we watched but close) in order:

• Sgt. York Agrees to stay in the army

• Sgt. York Goes Over the Top

• Sgt. York Explains His Actions

• Sgt. York Receives Awards

Next, we listened to Mr. Kramer read Ch. 10 from Johnny Got His Gun by Dalton Trumbo aloud.

Wilson v. Norris

After watching the 14:30-31:00 (you can go faster through the part on the Russian Revolution) of The Century: Shell Shock, we'll analyze Woodrow Wilson's War Message to Congress by applying the tenets of Just War Theory to his argument. We'll then read George Norris' Argument Against War (AR 422) and explore how just war theory relates to his argument. We'll do this on a big paper activity in class.
Here are your groups for today:

Group #1 Timothy Kelan Arthur	Group #2 Noah Logan Sam	Group #3 Max Abbe Taylor	Group #4 Olivera Julia Kayla	Group #5 Fernando Jake Shayma
Group #6 Joey Stella Nolan

Should the United States Enter World War One?

Today we reviewed the MAIN (Militarism, Alliance, Imperialism, Nationalism) of World War One.
Next, we were introduced the concept of "Just War Theory". We thought about Jus Ad Bellum as we used a "socrative" survey in order to get class opinions on when the United States should have entered (if at all). Here is a different version of that survey if you were absent: Should the United States Go to War?
Here is a link to our class results: Socrative Results
After recording in our notebooks our own decision about when and why (if at all) the United States should enter WWI, we watched about the first 14 minutes of a video that helped to describe the conditions in the United States an in Europe during the first part of WWI. The Century: Shell Shock.

Charting the Progressives

Today, you'll work with a partner to do an evaluation of the Progressive Era using this chart:
Charting the Progressives

With your partner, you should look back at your Foner notes and identify the problems for the first column. You can split the work for the next two columns and then come back together to discuss the final column together.  Here are your partners for today:

Group #1 Maddie Joey	Group #2 Shayma Noah	Group #3 Nolan Kayla	Group #4 Arthur Olivera	Group #5 Abbe Ryan
Group #6 Kelan Logan	Group #7 Stella Sam	Group #8 Max Jake	Group #9 Julia Timothy	Group #10 Kyle Fernando
Group #11 Jacob Taylor

Women's Marches, Yesterday and Today

Today, you'll work with a partner of your choice on this assignment:
Women's Rights 1913/2018

Roosevelt Corollary and the Progressive Era

After reading the context, students will analyze the Roosevelt Corollary by working to put Roosevelt's language into their own words.
Then, students will watch the Crash Course on the Progressive Era to review the material from last night's homework. Students will fill out a worksheet as they watch.

The Spanish-American War

Today we'll start by sharing thoughts from our homework.
Then, in groups, we'll examine the historical record to determine how political, social and religious leaders were arguing for different options at the close of the Spanish-American War. We'll use this activity to guide our analysis. Tweeting the Imperialism Debate
We'll then analyze Theodore Roosevelt's Corollary to the Monroe Doctrine to determine the changes to American foreign policy after the Spanish-American and Philippine-American Wars.

Group #1 Taylor Fernando Sam Julia	Group #2 Ryan Joey Jake	Group #3 Kayla Maddie Noah	Group #4 Logan Stella Abbe	Group #5 Timothy Arthur Kyle
Group #6 Nolan Jacob Kelan	Group #7 Max Shayma Olivera

American Imperialism Day One

Welcome to 2nd Semester.

Today, we'll start with the business of changing seats and looking at Final Exam rubrics.

As a class, we'll then discuss the topic of Imperialism and American Foreign Policy with an exploration of the Monroe Doctrine.

Here is the assignment sheet for the first week of the unit:  Assignment Sheet: Week One

Final Exam Work Day One

Today you'll be focused on Section One of the final. By the end of class today, students should have read and annotated their assigned document. HW for tonight is to complete the chart for Sec. 1. Remember, for context of the document, students should review the time period in which the document arises, not only focus on the context provided in the American Reader.

Here is a copy of the RUBRIC that I'll be using to assess your final.

Immigration

After today's quiz, we'll work on this assignment with a partner. Partners are listed below.

American Attitudes Towards Immigration in the 19th and Early 20th Century

Group #1 Sam Abbe	Group #2 Kyle Jacob	Group #3 Fernando Joey	Group #4 Noah Kayla	Group #5 Nolan Olivera
Group #6 Taylor Shayma	Group #7 Arthur Timothy	Group #8 Ryan Max	Group #9 Jake Stella	Group #10 Maddie Julia
Group #11 Kelan Gabe

Populism

After our quiz today, we'll listen to this short clip from NPR about the Populist roots of the 2016 presidential election.
Then, with a partner, you'll examine political cartoons about some of the themes of the populist era.
Populism Cartoons 2017.

Group #1 Sam Julia	Group #2 Arthur Fernando	Group #3 Nolan Kelan	Group #4 Max Jake	Group #5 Shayma Ryan
Group #6 Joey Olivera	Group #7 Timothy Abbe	Group #8 Kayla Jacob	Group #9 Noah Kyle Gabe	Group #10 Taylor Stella

Final Exam

Welcome Back!

Today, you'll receive your FINAL EXAM. The final contains two parts. Section One is a document analysis chart that you'll complete after reading an assigned document. Section Two is a single spaced, two page illustrated paper.  Both parts need to be submitted to turnitin by 10:40 AM on Tuesday, January 16.

• Document Analysis (Sec. One)
• Brainstorming Chart (to prep Sec. 2. HW due on last day of class prior to final exam)

Next, we'll go over course options for next year.

Finally, you'll Read and take Notes: Foner  ch. Labor and the Republic (505-510)