Our Inaugural Addresses

Final Exam Prep Contd.

Today we'll spend some time discussing Part II of the Final Exam Portfolio.
Students will have time to read and/or watch (suggested) New Orleans' Mayor Mitch Landrieu's Speech on the removal of Confederate monuments.
Text
Video

For HW due Thursday, students should write a draft of Section A of Part II and the brainstorming sheet for Section B of Part II.  Students should also be working to complete Part I.

Finishing Up

Here is the Portfolio Reflection that we'll work on in class on Friday: Portfolio Reflection/Rubric.

Here is your Final Exam that we'll begin work on in class on Friday and over the weekend: Final Exam

Here is the brainstorming/preparation chart for your final (please note the due dates for each section): Brainstorming/Preparation Chart

Watergate

After looking at the end of the Vietnam War by watching the end of Dear America on Friday, today we'll shift our attention to the Watergate scandal.
Here are resources that you'll use prior to our screening of All the President's Men.

1) History.com on Watergate
2) Washington Post Coverage
3) Links to today?? Timeline: How we got from Flynn's firing to a special prosecutor

The Mountaintop and MLK Assassination

During the first part of class today, you'll take a closer look at the "Mountaintop" speech that you read for homework. With a partner, you'll identify the main ideas from each section of the speech.
MLK Mountaintop Analysis

During the second part of class, we'll take a closer look at the assassination of Martin Luther King, Jr. by watching Eyes on the Prize II: The Promised Land

Let's Catch Up

After reading Martin Luther King Jr.'s speech, Breaking the Silence yesterday, we'll take today to work to catch up on the several things we've been juggling during this unit.
Here is a checklist of items that should be included in your portfolio. There may be additions as we continue our work this week and next.
Portfolio Initial Checklist

Voting Rights Today

Today in class we'll consider the legacy of Selma by completing this activity as part of your portfolio: Voting Rights 2017

For the remainder of class, students can work on Presidencies in Turmoil or begin their homework which is the first two sections of Country in Turmoil.

1965: Vietnam and Civil Rights Contd.

We started the day with a presentation from Vietnam Veteran Jon Schaefer.  Although we were unable to film his presentation today, here is a version from last year:
Jon Schaefer Part 1
Part 2
Part 3
Part 4

Then, after a conversation about Mr. Schaefer's presentation, we returned to the domestic issues of the Civil Rights Movement and the struggle for voting rights by watching Eyes on the Prize: Selma, taking notes while we watched and finishing the "Youth in the Movement" reflection.

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?

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:

• Traia-Wyatt
• Andy-Holden
• Betsy-Nicole-Mason
• David-Danielle
• Ben-Emmett
• Aaron-Kate
• Rachel-Zach
• Haley-Jonah
• Matt F.-Brittany
• Marissa-Sarah
• Claire-John
• Matt G.-Jake

Dear America...

Today, we looked at the Vietnam War from the perspective of the people that were there by watching the first part of Dear America: Letters Home From Vietnam.
The new assignment sheet is posted.

The Great Society

Today we'll finish our look at John Lewis' speech at the March on Washington and then expand our definition of "civil rights" by looking at President Johnson's plan of reform called "The Great Society".
Here is your portfolio task for today: Great Society Activity

March on Washington

Today we watched and read Martin Luther King, Jr's I Have a Dream speech and John Lewis' speech from the March on Washington. 
Annotated John Lewis Speech.

Letter From Birmingham City Jail

We'll start by reading the editorial that inspired Martin Luther King, Jr. to write the Letter From Birmingham City Jail. Then, after a quick response to it, hearing significant phrases and ideas from the letter, students will work with partners to complete this Document Analysis. Students may discuss their responses together, but must submit their own work with their portfolio.
At the end of class, we'll rewatch the clip from The Century: Poisoned Dreams about Birmingham and respond to section #4  in our Youth in the Movement response sheets.

JFK Inaugural Address

Today in class, you'll work individually to answer the questions that follow JFK's Inaugural Address that you read for homework. Please add this question to your sheet:

Based on what you watched in Poisoned Dreams, identify and explain two events which accomplished or enhanced Kennedy’s vision of the world and two events where his vision was contradicted or not accomplished. Explain each.

Youth in the Civil Rights Movement

Today we'll finish our look at the Brown decision.
We'll then look at the case of Emmett Till and the story of the Nashville Sit-In Movement that merges into the development of SNCC.
We'll use this guide to take notes and respond to what we see. Youth in the Movement.
If time, we'll read Howard Zinn's description of SNCC here: The New Abolitionists

Brown v. Board of Education

Today, Mr. Kramer lectured about the legal history leading up to the Brown v. Board of Education decision. Here is the power point that guided the lecture but if absent, students should be sure to get notes from another member of class.  Brown Legal Strategy. Here is the notetaking handout: Legal Strategy Notetaking

When finished, we used these questions to look at the first part of the Brown decision. Brown Opinion Questions

Remembering the Forgotten War

During this unit, students will be looking at the breadth of information for homework and then in class, begin to look at one of the topics from that information in depth. Today's focus is the Korean War.
After a brief review of your notes from the Century: The Best Years. Students will complete the following assignment which will become a piece of your portfolio.
Creating a Korean War Memorial.

You should also note that the new assignment sheet is posted to the right.

Beginning Our Last Unit

Today we begin the final unit of the course, one in which we examine the domestic and foreign policy issues in the post WWII era and how they shaped the country we live in right now.  From the Cold War to Civil Rights, from economic boom to bust, from liberalism to conservatism, the goal of the unit is to provide students with a foundation for understanding the large policy issues facing our country today. 

The assessment for this unit will be a portfolio of daily work, both in-class and homework.  All assignments should be completed with the knowledge that they will be evaluated for quality. 

We begin with some video that gives an overview of the the post-war period.  Students will watch Century Best Years on their own, using this Viewing Guide to organize the information.  Students should get as far as they can today in class, and will have some time in class tomorrow to complete these notes. 

In preparation for class Tuesday, you will read Foner 720-734. Take notes on the reading. You may use Cornell Notes or Outline, but your notes MUST be organized and in pen. Remember--these must be your OWN notes. You may not use the outline from the online site as your notes.... ;)

D-Day

Last Thursday we focused on D-Day as Mr. Kramer lectured and provided some details to supplement what you learned from your readings.  We then watched a scenes from the HBO series, Band of Brothers in order to get a sense of the paratroopers' experiences on D-Day.
Today, we'll watch a scene from Saving Private Ryan and read this editorial to help us respond to the significance of the event. Why We Remember.

FDR and the Holocaust Draft Essay

Use the outlines you prepared for today to draft your FDR and the Holocaust essay. You should write your essay on this document: FDR and the Holocaust Draft Essay. The DRAFT is due to turnitin.com by the end of class today.  The final revision is due by class time, next Tuesday, April 18.

If you have time left, you can begin your homework.
Read and Notes Americans Text: 784-793

Doc. Analysis Contd. and Outline Assignment

Prep for Monday: FDR and The Holocaust Essay 2017

For continued work with Genocide Commemoration Day:

Browse the following links and then add a comment to this post about something specific that stood out to you and why:

• Genocide in Syria
• The Syrian Genocide is now Trump's Problem
• Acts of Genocide Since the Adoption of the Convention on the Prevention and Punishment of Genocide in 1951
• Wall St. Journal Runs an Ad Denying the Armenian Genocide
• Early Warning Project Map
• Video describing the Early Warning Project
• U.S. Holocaust Memorial Museum: A Force for Change
• National Geographic Series on Remembering the Rwandan Genocide
• 10 Stages of Genocide
• Former U.S. Ambassador to the U.N., Samantha Power on Never Again

FDR and the Holocaust Document Analysis

Whether Franklin Roosevelt could have or should have done more to rescue European Jews is a question that is still debated among historians today. Over the next few days, you'll craft an answer to that question.
On Monday, we started our exploration of that question with a look at the film America and the Holocaust: Deceit and Indifference. 
Today, with a partner, you'll use the chart below to analyze documents that also may influence your response to the question.

• America and The Holocaust Document Analysis
• FDR and the Holocaust Documents

America and the Holocaust

Today we watched a significant portion of America and the Holocaust: Deceit and Indifference, taking notes while we watched.

Internment

Continue work on A More Perfect Union Web Activity

*New assignment sheet is posted.

The Homefront

We'll start today by sharing our reflections on FDR's War message and then take a look at some WW2 propaganda posters to see how they reflected FDR's ideas.
We'll then watch the rest of The Century: The Homefront, using this study guide to take notes. The Homefront Notetaking Guide

Pearl Harbor

Today we watched the introduction to Ken Burns' The War.
We then watched a short clip about Pearl Harbor from The Century: The Homefront (first 3 minutes or so).
We finished by listening to FDR's War Message to Congress.
We did some writing and reflections in our notebooks about each of those.

FDR Prepares the Nation for War

Today you'll look at the progression of ideas in FDR's speeches with a partner by working through the questions/analysis here. Please note, if you were not in class, you are still responsible for this work:
FDR Speech Analysis

Here are your partners for today (brought to you by the Wheel of Fun):

• Jonah-John
• Ashley-Wyatt
• Rachel-Aaron
• Sarah-Jake
• Mason-Emmett
• Matt F.-Betsy
• Haley-Nicole
• Matt G.-David
• Traia-Zach-Marissa
• Brittany-Claire
• Holden-Andy

Road to WW2 Contd.

Today we continued to look at events on maps in order to see America's Road to War.
We listened. to FDR's Radio Address on the outbreak of WW2 in Europe (9/3/39) and journaled our responses to it before discussing it in small groups.
We defined "Cash and Carry" and looked at the progression of Japanese aggression in Asia.
We then watched newsreel footage of the fall of France 9:28-12:32 and the Battle of Britain 3:19 - 4:29 before starting our look at the Arsenal of Democracy speech which is part of your homework.

Quarantine

Today we'll be examining Franklin Roosevelt's Quarantine speech by completing this document analysis:
Quarantine Speech SLO

The Rise of Hitler and American Responses

Yesterday in class we watched “Evil Rising” and completed the Evil Rising Study Guide.
For today, we'll expand on your readings from last night by:

• Exploring what it means to have a "Universe of Obligation"
• Continuing to look at Hitler's advancing power on this timeline: Road to War
• Watching the first 26 minutes of America and the Holocaust.
• Discussing how today's information fits with the readings and yesterday's film.

Finishing up and moving ahead

Today we'll begin by celebrating our completion of the research paper.
We'll then take a short survey about the process: USH Research Paper Feedback Survey
We'll finish by sharing a little bit about what we learned about our topics.
The remainder of the period will be spent reading the introduction to our unit on WW2 and starting our homework. The new assignment sheet is posted.

In class=read and annotate Choices FDR and FP Read Part I (1-12) in class
HW For Thu=Finish Study Guide for Choices Part I
HW for Friday=Read and Annotate: FHAO docs -- Stateless People, The Night of the Pogrom, World Responses, The Narrowing Circle

Revision Checklist, Rubric, and Extra Assignment Opportunity

Revision Checklist

Research Paper Rubric

Replacement or Extra Assignment Opportunity: Watch the President's address to the Joint Session of Congress tonight (8:00, all major networks). Fill out this chart as you watch: Address to Congress Notes. Be detailed and specific in your responses. Submit to turnitin.com when finished.

Intro, Conclusion, Revisions and other Business

INTRODUCTION:

Conclusion : CURRENT CONNECTION

This is usually one paragraph long, and briefly recapitulates your thesis, pulling all your arguments together. The first sentence of the concluding paragraph is a clear, specific re-statement of thesis. The conclusion should do more than simply re-state the argument. It also suggests why the argument is important in the bigger scheme of things, or suggests avenues for further research, or raises a bigger question.  This is where you’ll make a current connection in order to show how and/or why your topic remains relevant and significant today. You may use Google to search for your current connection but make sure that you are taking information from a reputable news source. Take a look at this image for suggestions about bias: Bias in News Sources

As you start to move from outlining to drafting to revising, please use this Revision Checklist as a guide to make sure you are completing all of the components to the best of your abilities.

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)

Thesis Workshop and Outlining

Today we'll begin to format and frame our arguments. We started by using our note cards and identifying groupings/categories/or topics that emerge from our work. We then filled out section C of the Research Review document that you've been working on. We'll spend the rest of the period developing a working thesis and discussing the outline of our paper. We'll use this document to do so. Please make a copy and put it into your research paper folder.
Outlining the Argument

Research Paper Contd.

• You should be well into your research with multiple entry level sources and at least two in-depth sources. 
• You should be finished with Section A of the Research Review.
• You should be finished with Section B of the Research Review for entry-level sources (although you may still add to it)
• You should be finished with Section B of the Research Review for in-depth sources for the sources you have found so far (you should continue to add to it).  
• You should have note cards (White, red, yellow, blue and green) for each of your sources.

Today, we'll continue to research in-depth sources. Consider what questions your research has raised for you and then determine what else you want (and need) to know. Your search should remain focused on additional in-depth sources but you may also find yourself needing some further background or entry-level information as well.

Finishing Context, Starting Research

Today, we'll spend the first 5 minutes commenting on your New Administration Current Event for this week.
You'll spend the rest of the time in class:

1. Finishing your New Deal Webquest
2. Starting the research for your assigned topic. If you don't like your assigned topic, you may trade with someone or choose one that is not assigned. 
3. Before you start your research, make a RESEARCH PAPER folder inside your U.S. History folder on your drive.  You need to be sure to keep ALL of your work for this project in the folder.  The first document you make for this is a research log in which you keep track of the databases you search, the key words you use and the articles you read.
4. Note that your first assignment for tomorrow is to read the linked article and then use search terms from the article to find two more from either the American History or Gale Virtual Reference Library Databases.

1920s

1930s

Temperance Movement, -Andy Albrecht Women’s Suffrage-Kate Kurtzman, Matt Gold The Postwar Red Scare-Emmett Krochock Postwar Labor Tensions Race Riots- The Great Migration-Ashley Morgan Sacco and Vanzetti Immigration and Legistation-David Bartok The Scopes Trial-Ben Bluman Politics and Corruption in the 1920s-Wyatt Harris The Consumer Economy and Mass Entertainment and culture-Haley Emory, Claire Garrett The New Woman-Traia Al Rabi, Betsy Anderson Harlem Renaissance-Zach Ofner

Causes of the Depression and the Crash-Nicole Himel, Mason Gross The Human Toll and The Dispossessed (Families, 2 links) The Bonus Army-Jonah Silverglade The First 100 Days-Holden Heller FDR's "New Dealer" Cabinet The National Recovery Administration-Marissa Garfinkle Jobs Programs (WPA, CCC)-Rachel Elkes Roosevelt's Populist Critics-Aaron Delisle The Wagner Act and labor unrest-Matt Fang Social Security-Danielle Hulsey African Americans and the New Deal-Brittany Smithson Mexican Americans-John Vuckovich Native Americans-Jake Wasilewicz Popular Culture  and Hollywood during the Great Depression-Sarah Solovy New Deal and the Arts- Tennessee Valley Authority and rural development

The New Deal

Upon returning from registration:

• First, submit your completed FDR Inaugural Questions to turnitin.com.
• Next, you'll work on this activity: New Deal Web Activity (Note-you can restart the film at 28:50)

Please look at the posted new assignment sheet for due dates and other information. Unit 6: 1920's and 30's Research Paper

Don't forget, your 2nd current event is due on Thursday.

1920's and 30's

Research Project 2017

HW for tomorrow: Read and annotate FDR’s 1st Inaugural (AR).  Do Questions

In Class Writing

Open IN CLASS WRITING.

Make sure that you have the following:

• Topic sentence that makes a debatable claim in response to the question.
• Two elements of Just War Theory
• Sufficient, relevant, and accurate evidence (four pieces)
• Contextualization of all evidence that demonstrates to the reader that you are knowledgeable about the subject matter. 
• Logical and accurate analysis that proves the connection to the claim, does not merely point at it.
• Organization of paragraph makes sense; transitions between pieces of evidence. 
• Final sentence that pulls the argument together.
• Precise language that is free of grammatical or No-Excuse errors. 
• Submit to turnitin.com

Homework for Monday: Watch The Century -- Boom to Bust; print out and take notes on this guided sheet

U.S. Soldiers' Stories in WWI

Today we'll start by commenting on the new administration and current events.

Then, I'll introduce the in-class writing tomorrow. WWI Writing 2017. In addition to your look at the end of the war and Treaty of Versailles in the Choices reading for tonight, you may prepare your evidence for the in-class writing by filling in the chart.

We'll finish by looking at two perspectives of American Involvement in WWI:

• The story of Sgt. York
• The story of Joe Bonham (from Johnny Got His Gun by Dalton Trumbo)

WWI on the Homefront

Today we continued work on the WWI Homefront Web Activity that you began for homework. It should be submitted to turnitin when you are finished.

Wilson, Norris and Intro to Just War Theory

Today, we'll watch the next section of Shell Shock and take notes as we watch.  We'll then explore the words that Woodrow Wilson used to justify the war and examine how Sen. Norris responded by returning to notions of Just War Theory, specificall jus ad bellum.  We'll use this document to do our analysis: Wilson/Norris and JWT. Make a copy of the document and share it with your partner then work to complete your analysis.

The Road to World War One

We'll begin by introducing our ongoing current events project focusing on the statements and actions of the new Trump administration. Students will fill out their row in this chart and be responsible for commenting on another student's commentary every week. 

New Administration Current Events Chart.

Most often, class time will be set aside for students to comment on other articles but most of the original finding and responding to an article will take place at home.  Your first article is due next Thursday, 

Then, after Mr. Kramer does a quick review of the reading for today, identifying the MAIN causes of WWI, we'll use our best judgment and expertise to determine when (or if) the United States should get involved by taking a kahoot survey.
We'll then watch the first section of The Century: Shell Shock, (0:00-25:52) taking notes as we watch and listening for details that will determine if the images or information from the video influenced us to change our selections from the survey.

The Progressive Era

Today we'll start with a quiz. Here it is:
Choose 3 of the most important facts from your notes last night. Then, on a Google doc:
1) List each fact with enough detail to show your understanding of that fact.
2) For each, in a sentence or two describe what that fact tells you about the Progressive era.  In other words, what makes that detail/fact significant to the Progressive era?
Thus, your quiz will be a total of 6-12 sentences. For each detail you should have 1-2 sentences describing it and 1-2 sentences of significance.  Submit it to turnitin when you are finished.

Next, you'll have a few minutes to return to the New Nationalism Speech and finish the annotations of your highlights, with any remaining time given, you'll be encouraged to finish reading the speech.

We'll then shift our focus to one of the more significant progressive causes, women's suffrage.
We'll start by watching the Crash Course on Women's Suffrage. You should take notes as you watch.
Then we'll read these articles to work to make some links between the women's suffrage movement to the women's march that took place last weekend. We'll examine these two articles (click on some of the hyperlinks in the second article in order to learn more.

Woodrow Wilson's Woman Problem, a Case Study for the Trump Era
The Original Women's March on Washington and the Suffragists Who Paved the Way

In your notebooks, you'll do a response to the current connections we've been looking at over the last couple of days.  Which of the connections are most interesting to you? Why? Are there other connections that you see between the Progressive Era and today (consider your notes from Crash Course)? What are they? What lessons from the Progressive era do you hope to see our government learn? 

Populism, Progressivism and Presidents

Today, we'll continue our comparisons of Presidents Obama and Trump and also see how the words of Teddy Roosevelt are still relevant to their visions.
Here are your tasks for today:

1. Submit your Presidential Addresses Charts to turnitin.com.
2. Make a copy and share this chart with your group: Populism, Progressivism and Presidents Chart.
3. Read the overviews on Populism (review) and Progressivism (new):
   Overview 1:Populism
   Overvew 2:Progressivism
4. In your groups, identify 4 key ideas about each political movement and list them in the spaces provided in the chart.
5. In your groups, everyone should take one of these roles: Populism/Obama, Populism/Trump, Progressivism/Obama, Progressivism/Trump and then fill in the appropriate space in the chart.  In your space, you should put quotes from the respective speeches that represent either a populist ideal or a progressive one. You may copy and paste the quotes from the linked versions of the speeches you read last night. You should be prepared to discuss why you identified your quotes as populist or progressive respectively.
6. After individuals in your groups shared their work, everyone should make a copy of Teddy Roosevelt's New Nationalism and share it with the other members of your group.
7. Everyone should choose a different color to use as a highlighter and as you hear the speech read aloud, you should highlight ideas that have links to the current ideas that you explored in your chart. When the reading is paused, you should comment on the line(s) that you highlighted, identifying it as populist or progressive and noting why you highlighted that line.

NOTE: The new assignment sheet is posted.

Welcome Back! Presidents' Visions of America

Today in class, we'll start by talking about course recommendations for next year.
Then, your primary task is to compare the visions of America offered by President Obama in his farewell address and President Trump in his inaugural address.
Please use this chart for your analysis.
Presidential Addresses Comparison
Note: Fill out the first box for each speech prior to reading and then do the rest of each respective chart after reading and annotating. Whatever you don't finish in class today is your homework for tonight.

Last Notes Before Final

Tips for Successful Finals Writing

Inexcusables and Other Writing Tips

FINAL and OPTIONAL BRAINSTORMING SHEET DUE TO BE SUBMITTED TO TURNITIN.COM NO LATER THAN 10:40 AM on WEDNESDAY, JANUARY 18.

Continuing to Define America's Role in the World

Today we'll begin by discussing the choices you made in your groups yesterday. We'll continue by exploring the policy that was essentially changed by that choice (The Monroe Doctrine) as well as the policy that was created by that choice (The Roosevelt Corollary to the Monroe Doctrine).
We'll go on socrative.com (room 840139) to do a survey that will help us focus our thoughts and beliefs and then go back to our groups to try to develop our own foreign policy using the 2nd part of the chart from yesterday.

HW for the weekend is posted in the assignment sheet. You are to begin your finals preparation. At a minimum do steps 1 and 2 below (if you want to work ahead of pace, go on to step 3):

1. Read the document you've selected or been assigned once through, highlighting for difficult vocabulary and important language. 
2. Then, read it through again, annotating as you read. 
3. Begin section one of the Final Brainstorming Sheet.

Defining America's Role in the World

Today, we'll work to make some judgments about America's policy in regard to the end of the Spanish-American War. To do so, you'll each receive an option that America was considering at in the fall of 1898 as it was negotiating the treaty to end the war.
With your group, follow the instructions listed and fill out the chart below (each person should make their OWN chart (not shared):
Spanish-American War Options Chart

Final Exam and Imperialism Contd.

Yesterday in class students received their final exam:
Semester 1 Final Exam
The rest of class time was given to continue work in their Spanish-American War readings and study guides.